Hello, Guest!

Instructional Focus Document
English II
TITLE : Unit 05A: Connecting Genres SUGGESTED DURATION : 11 days

Unit Overview

This unit bundles student expectations that address word study, writing and reading to support understanding of multiple genres. Students re-examine literary and informational text to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading and writing skills allow the continued development of processes while providing a foundation for college and career readiness.

In previous units, students studied literary and informational genres in depth through reading and witting. During this unit, students deepen their understanding of the unique elements of specific genres by analyzing short texts and excerpts. Students demonstrate understanding of fiction through the writing a brief essay addressing three open-ended questions. The concept of unsubstantiated opinions is explored through the analysis of a critique. Students make connections between, within, and across genres in brief written notebook responses. Vocabulary and word study is supported in the contexts of reading and writing.  In Unit 05B, students read expository and procedural text, write work-related documents, and deepen their understanding of fiction through independent reading of self-selected or teacher-assigned texts. 


Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Understanding the connections between the literary elements facilitates the reader’s ability to make meaning of text.

Techniques – Dialogue, Suspense, Sensory Language

Form – Fictional Text

Interpretation – Message

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Authors use techniques, form, and structure to influence the attitudes or actions of a specific audience.

Form – Expository Text

Interpretation – Information, Understanding

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Readers infer meaning about a variety of texts using textual evidence to support ideas.

Interpretations – Connections, Understanding

Interpretation – Thoughts

Elements – Theme

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

MISCONCEPTIONS:

  • Students often confuse tone and mood, believing them to be interchangeable, when they have very different meanings (e.g., tone – author’s attitude toward his subject; mood – atmosphere writer creates for reader).

UNDERDEVELOPED CONCEPTS:

  • Reading to obtain information and writing to inform are basic requirements of daily life for most adults. Advanced levels of reading informational text require continual instruction and scaffolding.

Unit Vocabulary

  • Critique – holds and/or expresses opinions, takes a position
  • Unsubstantiated – has not been verified, proven or confirmed
  • Analytical essay – an essay that analyzes and interprets a work of literature by using specific examples from the text to build a logical argument beyond a summary or description of the work
Unit Assessment Items System Resources Other Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

  • None identified

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice.

Instructional Components Chart (*ELAR / SLAR Only')

Instructional Components TEKS Ongoing TEKS Formative Assessment Examples

Word Study

Ongoing TEKS
Vocabulary Development: E2.1A, E2.1B, E2.1C, E2.1D, E2.1E

Observation Data

Teacher – Student Conference

Checklist

Rubric

Writer’s Notebook

Vocabulary Notebook

Reader’s Notebook

Oral Quiz

Written Quiz

Portfolio

Reading

TEKS
Theme and Genre: E2.2A, E2.2B
Poetry: E2.3A
Fiction: E2.5A, E2.5C
Sensory Language: E2.7A
Culture and History: E2.8A
Expository Text: E2.9A, E2.9C, E2.9D
Comprehension Skills: E2.Fig19A, E2.Fig19B
Ongoing TEKS
Vocabulary Development: E2.1B, E2.1E
Theme and Genre: E2.2C
Drama: E2.4A
Fiction: E2.5B
Literary Nonfiction: E2.6A
Expository Text: E2.9B
Persuasive Text: E2.10A, E2.15C.i, E2.15C.ii, E2.15C.iii
Teamwork: E2.26A

Writing

TEKS
Writing Process: E2.13C
Expository and Procedural Texts: E2.15A.i, E2.15A.ii, E2.15A.iii, E2.15A.iv, E2.15A.v, E2.15A.vi
Ongoing TEKS
Vocabulary Development: E2.1E
Writing Process: E2.13A, E2.13B, E2.13D, E2.13E
Persuasive Texts: E2.16A, E2.16B, E2.16C, E2.16D, E2.16E, E2.16F
Conventions: E2.17A.i, E2.17A.ii, E2.17A.iii, E2.17C
Handwriting, Capitalization, and Punctuation: E2.18A, E2.18B.i
Spelling: E2.19A
Teamwork: E2.26A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency / University of Texas System are in bolded, blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA) is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
E2.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
E2.Fig19A Reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images).

Reflect

ON UNDERSTANDING TO MONITOR COMPREHENSION

Focus on asking questions, summarizing, making connections, and creating sensory images.

Including, but not limited to:

  • Asking questions
  • Summarizing
  • Synthesizing
  • Making textual, personal, and world connections
  • Creating sensory images

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Synthesize – combine elements and parts to form a coherent whole 

E2.Fig19B Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

Make

COMPLEX INFERENCES ABOUT TEXT

Including, but not limited to:
Literary Text (e.g., poetry, drama, fiction, literary nonfiction)

  • Structural elements
  • Literary elements
  • Sensory language
  • Figurative language
  • Purpose of elements and language in sections of text and/or specific sentences

Note:
Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

  • Purpose of informational text
  • Main idea of whole texts and sections of texts
  • Details that support the central idea or controlling idea

Note:
Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text.

Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Complex inference – uses inductive and deductive reasoning

Including, but not limited to:

  • Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold)
  • Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Generalization – a straight-forward statement about a group/class of persons, places, things, events supported by information

STAAR Note:
Paired passage questions associated with (TEKS number) assess similarities and differences in topic, overarching ideas, details, theme, mood, tone, organization, and purpose within or across texts of various genres (e.g., expository-expository, expository-fiction, poem-expository, persuasive-poem). Making connections may require inferential thinking.

E2.2 Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT THEME IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Determine the theme in various literary genres (e.g., poetry, drama, fiction, literary nonfiction)

Analyze, Make inferences, Draw conclusions

ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Distinguish characteristics of various genres     

Provide

EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
Including, but not limited to:

  • Identify text evidence that supports the theme in various literary genres

 

STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
E2.2A Compare and contrast differences in similar themes expressed in different time periods.
Supporting Standard

Compare, Contrast

DIFFERENCES IN SIMILAR THEMES EXPRESSED IN DIFFERENT TIME PERIODS

Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience.

Possible examples of themes:

  • Social influences determine a person’s destiny.
  • Good friends are important.
  • People go through trials before they mature.
E2.2B Analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature.
Supporting Standard

Analyze

ARCHETYPES IN MYTHIC, TRADITIONAL, AND CLASSICAL LITERATURE

Archetype – a model image, personage, or theme that recurs in stories and myths throughout history and literature (e.g., mother figure)

Including, but not limited to:
Steps in analysis

  • Identify the archetype (e.g., journey of a hero, tragic flaw)
  • Identify the character traits that are specific to the identified archetype
  • Explain the character and his/her relationship to the archetype

Journey of a hero – an example of an archetype commonly seen in mythology in which an adventure is presented to a would-be hero. During this adventure, the hero encounters challenges that must be overcome. Once these are overcome, the hero returns to share the benefits of his or her learning.

E2.3 Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:

Understand, Make inferences, Draw conclusions
ABOUT THE STRUCTURE AND ELEMENTS OF POETRY
Including, but not limited to:

  • Make inferences related to a whole poem
  • Make inferences related to the organization of a poem
  • Make inference related to the point of view of a poem
  • Make inferences related to a section (e.g., specific lines or stanzas) of a poem
  • Make inferences related to particular techniques (e.g., punctuation, dialogue, organization, word choice, figurative language, repetition, comparisons, contrasting elements) in a poem
  • Make inferences related to particular sentence structures (e.g., short sentences)
  • Make inferences related to the speaker and/or character thoughts, feelings, and actions when applicable

Provide
EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
Including, but not limited to:

  • Identify text evidence that supports inferences in poetry

STAAR Note:

  • This Knowledge and Skills Statement may be assessed with Figure 19B.
  • Questions may require students to consider author’s (poet’s) purpose when making inferences.
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.3A Analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.
Supporting Standard

Analyze

THE STRUCTURE OF PROSODY AND GRAPHIC ELEMENTS IN POETRY

Structure of prosody include, but are not limited to:

  • Meter
  • Rhyme scheme

Prosody – the vocal intonation and meter of spoken language. When reading with prosody, readers sound as if they are speaking the part they are reading.

Meter – the basic rhythmic structure in verse, composed of stressed and unstressed syllables

Rhyme scheme – the pattern of rhyming lines (e.g. ABAB, ABBA)

Graphic elements include, but are not limited to:

  • Line length
  • Punctuation (e.g., italics, exclamation)
  • Word position

Including, but not limited to:

Steps in analysis

  • Identify the structures of prosody and graphic elements
  • Explain and analyze the purpose of the structures and prosody

Note:
When analyzing poetry, structure, literary devices, and word choice can reveal tone, an important aspect of any textual analysis.

E2.5 Reading/Comprehension of Literary Text/Fiction.

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

Understand, Make inferences, Draw conclusions

ABOUT THE STRUCTURE AND ELEMENTS OF FICTION

Including, but not limited to:

  • Make inferences related to the whole story
  • Make inferences related to a part of the story
  • Make inferences related to structure of fiction (e.g., organization, paragraphs)
  • Make inferences related to particular elements of fiction
    • Character – actions, thoughts, motivations, and qualities/traits
    • Point of view
    • Setting
    • Plot
  • Make inferences related to literary techniques (refer to Sensory Language Expectations for specific grade appropriate examples)

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

Including, but not limited to:

  • Identify text evidence that supports inferences in fiction

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.5A Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.
Readiness Standard

Analyze

ISOLATED SCENES AND THEIR CONTRIBUTION TO THE SUCCESS OF THE PLOT AS A WHOLE IN A VARIETY OF WORKS OF FICTION

Plot – the basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax, and falling. action

Including, but not limited to:
Steps in analysis

  • Identify isolated scenes
  • Explain how the selected, isolated scene contributed to the plot (e.g., how the author built suspense, introduced the story problem and cause of conflict, etc.) as a whole

NOTE:
Students should also be able to identify how character thoughts and actions contribute to plot development.

E2.5C Evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction.
Supporting Standard

Evaluate

THE CONNECTION BETWEEN FORMS OF NARRATION AND TONE IN WORKS OF FICTION

Point of view – the perspective from which the events in the story are told. The author may choose any of the following:

  • Third-person omniscient the narrator tells the story in third person from an all-knowing perspective. The knowledge is not limited by any one character’s view or behavior, as the narrator knows everything about all characters.
  • Third-person limited the narrator restricts his knowledge to one character’s view or behavior
  • Objective – the narrator reveals only the actions and words without the benefit of the inner thoughts and feelings
  • First person/subjective – the narrator restricts the perspective to that of only one character to tell the story
  • Limited - the story is told through the point of view of a single character and is limited to what he or she sees, hears, feels, or is told

Tone – the author’s particular attitude, either stated or implied in the writing

Including, but not limited to:
Steps in evaluation

  • Identify the form of narration (e.g., unreliable, omniscient)
  • Identify the tone of the narration
  • Determine the connection between the form of narration and the tone
  • Describe the impact of the connection
E2.7 Reading/Comprehension of Literary Text/Sensory Language.

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

Understand, Make inferences, Draw conclusions

HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT AND PROVIDE EVIDENCE

Including, but not limited to:

  • Make inferences related to sensory language
  • Make inferences related to figurative language (e.g., metaphor, simile, personification)
  • Draw conclusions about how sensory language creates imagery and symbolism

Sensory language – words an author uses to help the reader experience the sense elements of the story. Sensory language is language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste.

Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices

Literary device – a specific convention or structure—such as imagery, irony, or foreshadowing—that is employed by the author to produce a given effect.  Literary devices are important aspects of an author’s style.

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

E2.7A Explain the function of symbolism, allegory, and allusions in literary works.
Supporting Standard

Explain

THE FUNCTION OF SYMBOLISM, ALLEGORY, AND ALLUSION IN LITERARY WORKS

Symbolism – the use of symbols to represent abstract ideas in concrete ways (e.g., The United States flag stands for freedom.)

Allegory – a story that has both a literal meaning and symbolic meaning. In an allegory, characters or objects often embody abstract ideas (e.g., John Bunyan’s Pilgrim’s Progress or George Orwell’s Animal Farm)

Allusion – a reference within a literary work to another work of literature, art, or real event. The reference is often brief and implied.

E2.8 Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Determine the purpose of an entire informational text
  • Determine the purpose of a section(s) of an informational text
  • Determine the purpose of a specific sentence from an informational text
  • Make inferences and draw conclusions within cultural and historical contexts

Possible verbs to describe purpose:

  • To inform, explain,  demonstrate, reveal, teach, communicate, establish, document
  • To illustrate, show, describe, indicate, clarify
  • To compare, contrast
  • To provide, give information/examples
  • To persuade, express an opinion, prove, encourage, argue, establish, convince, promote
  • To reinforce (an idea), emphasize, call attention to
  • To suggest, imply
  • To celebrate, recognize
  • To question, criticize, analyze

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
E2.8A Analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
Readiness Standard

Analyze

THE CONTROLLING IDEA AND SPECIFIC PURPOSE OF A PASSAGE AND THE TEXTUAL ELEMENTS THAT SUPPORT AND ELABORATE IT

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author's purpose for writing the paragraph or essay.

Including, but not limited to:
Steps in analysis:

  • Identify the controlling idea
  • Identify the specific purpose
  • Identify the most important details
  • Identify the less important details
  • Explain how the details support and elaborate the controlling idea
  • Explain how the details support and elaborate the author’s purpose
STAAR Note:
Refer to the specificity in the Knowledge and Skills Statement to gain additional information about how author’s purpose may be assessed on STAAR.
E2.9 Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT EXPOSITORY TEXT

Including, but not limited to:

  • Make inferences related to the whole text including the thesis/controlling idea and other key ideas
  • Make inferences related to a section of the text
  • Make inferences related to particular sentences, ideas, or details

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

Including, but not limited to:

  • Identify text evidence that supports inferences in expository texts

 

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.9A Summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique.
Readiness Standard

Summarize

TEXT

Summary may include, but is not limited to:

  • Brief, coherent sentence(s) that communicate the key information in logical order
  • Should only contain the most important, relevant details and exclude extraneous, less important details 

Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source.

Distinguish

BETWEEN A SUMMARY AND A CRITIQUE

Critique – holds and/or expresses opinions, takes a position

Identify

NON-ESSENTIAL INFORMATION IN A SUMMARY AND UNSUBSTANTIATED OPINIONS IN A CRITIQUE

Non-essential information – less important, extraneous information 

Unsubstantiated – has not been verified, proven, or confirmed

E2.9C Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns.
Readiness Standard

Make, Defend

SUBTLE INFERENCES AND COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

Subtle inference – readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Organizational pattern – the pattern an author constructs as he or she organizes his or her ideas and provides supporting details. Examples of commonly used patterns are cause and effect, problem and solution, description, and order of importance.

Including, but not limited to:

  • Defend with textual evidence, credible sources, and/or background knowledge and experience

Note:

  • Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text.
  • Refer to E1.Fig19B for related comprehension skills.

STAAR Note:
Some questions may ask students to consider the connection between organizational patterns and author’s purpose.

E2.9D Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.
Supporting Standard

Synthesize, Make

LOGICAL CONNECTIONS BETWEEN IDEAS AND DETAILS IN SEVERAL TEXTS SELECTED TO REFLECT A RANGE OF VIEWPOINTS ON THE SAME TOPIC

Synthesize – combine elements and parts to form a coherent whole 

Support

THOSE FINDINGS WITH TEXTUAL EVIDENCE

Including, but not limited to:
Steps in synthesis

  • Identify similar/related information from multiple texts on the same topic
  • Draw conclusions about the connections/ relationships between ideas and details
  • Explain how the connections affected each viewpoint
  • Support with textual evidence
E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.13C Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed.
Readiness Standard

After rethinking

HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED

Rhetorical purpose – the author’s primary aim in a piece of writing. The rhetorical purpose could be to narrate, to argue, to review, to explain, or to examine.

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Revise

DRAFTS

Including, but not limited to:

  • To improve style – the way something is written, in contrast to its content
  • To improve word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader
  • To improve the use of figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices
  • To improve sentence variety – purposeful use of simple, compound, complex and compound complex sentences (refer to E2.17C)
  • To improve subtlety of meaning – fine distinctions of meanin

Revisions may include, but are not limited to:

  • Revise entire sentences including, but not limited to:
    • Run-on sentences and comma splices
    • Fragments
    • Order of words and phrases (e.g. misplaced prepositional phrases)
    • Repetition
    • Transition sentence
  • Revise/change/replace single words and phrases including, but not limited to:
    • General vs. specific
    • Formal vs. informal 
    • Synonyms vs. antonyms
    • Transitional words and phrases
    • Pronoun specificity (antecedent)
    • Appropriate vs. inappropriate
    • Create parallel structure
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Add/insert single words and/or phrases including, but not limited to:
    • Transitions
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Delete unnecessary sentences/details
  • Combine sentences into a single sentence while maintaining meaning and clarity

Note:
While this is considered the third step in the writing process, revision may be ongoing throughout the writing process.

E2.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.15A Write an analytical essay of sufficient length that includes:
Readiness Standard

Write

AN ANALYTICAL ESSAY OF SUFFICIENT LENGTH THAT INCLUDES:

Analytical essay – an essay that analyzes and interprets a work of literature by using specific examples from the text to build a logical argument beyond a summary or description of the work

STAAR Note:

  • Students are not only required to compose an original essay but are also expected to read and revise an essay.  Questions may ask students to revise based on the ideas presented in the romanettes (i-v) following this TEKS.
  • E2.15A is assessed on STAAR as an expository essay. However, writing analytical essays are foundational for readiness and supporting standards tested English III.
E2.15A.i effective introductory and concluding paragraphs and a variety of sentence structures
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Sentences are purposeful, varied, and well-controlled (refer to 2.17C)
  • The essay is thoughtful and engaging
E2.15A.ii rhetorical devices, and transitions between paragraphs
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Rhetorical device – a technique that an author or speaker uses to influence or persuade an audience

Possible examples of rhetorical devices in expository writing:

  • Overstatement
  • Understatement
  • Rhetorical questions
  • Hyperbole
  • Analogies
  • Irony
  • Figurative language

Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

E2.15A.iii a thesis or controlling idea
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay.

Including, but not limited to:

  • A cogent thesis statement
  • Ideas are strongly related to the thesis and are focused on the specific aspect of the text the writer must address
E2.15A.iv an organizing structure appropriate to purpose, audience, and context
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Organize ideas in writing to ensure coherence and logical progression

Possible examples of organization structures:

  • Chronological
  • Hierarchical
  • Pro/Con
  • Cause-and-effect
  • Comparison/Contrast
  • Attributes
  • Enumeration (reasons why)
E2.15A.v relevant evidence and well-chosen details
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)

Including, but not limited to:

  • Explicit, insightful, clearly analytical interpretation of the text
  • Relevant, well-chosen, smoothly integrated textual evidence
E2.15A.vi distinctions about the relative value of specific data, facts, and ideas that support the thesis statement
Readiness Standard (Reporting Category 4 Composition)
Supporting Standard (Reporting Category 5 Revision)
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 02/10/2017
Loading
Data is Loading...