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Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
(a) Introduction.
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and
understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent
organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present
ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in
groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The
standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In fifth grade, students will engage
in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily
basis.
(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
(4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas
history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written
narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and
nation.
(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading
instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being
taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of
those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical
conventions of academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g.,
cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how
rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English,
concepts, and the language structures specific to the content.
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to
meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English
language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial
stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support
as they acquire English and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary
performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 5 as
described in subsection (b) of this section.
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 1 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(b) Knowledge and Skills.
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(A) plan a first draft by
selecting a genre
appropriate for
conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies (e.g.,
discussion, background
reading, personal
interests, interviews),
and developing a thesis
or controlling idea
(1) plan a first
draft by selecting
a genre
appropriate for
conveying the
intended meaning
to an audience
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81
262
339
607
Ref 47, #1,2
Ref 116
Ref 141
Ref 210, Ref 211
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(A) plan a first draft by
selecting a genre
appropriate for
conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies (e.g.,
discussion, background
reading, personal
interests, interviews),
and developing a thesis
or controlling idea
(2) plan a first
draft by
determining
appropriate topics
through a range of
strategies
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
69-70
81
216
338
Ref 37, Ref 38
Ref 47, #3, 4, 5
WA 9, Choose
Topic 1, 2, or 3
WA 19,
Writing Topics
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 2 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(A) plan a first draft by
selecting a genre
appropriate for
conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies (e.g.,
discussion, background
reading, personal
interests, interviews),
and developing a thesis
or controlling idea
(3) plan a first
draft by
developing a
thesis or
controlling idea
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81
265
455
Ref 47, #6
Ref 119
Ref 173 #1
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(B) develop drafts by
choosing an appropriate
organizational strategy
(e.g., sequence of
events, cause-effect,
compare-contrast) and
building on ideas to
create a focused,
organized, and coherent
piece of writing
(1) develop drafts
by choosing an
appropriate
organizational
strategy
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81-82
83
227
307
457
Ref 47 #6, Ref 48
WA 1 Part 1 #1,2
WA 11 #1,2,3
WA 17 #1,2,3,4
WA 29 #1,2,3
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(B) develop drafts by
choosing an appropriate
organizational strategy
(e.g., sequence of
events, cause-effect,
compare-contrast) and
building on ideas to
create a focused,
organized, and coherent
piece of writing
(2) develop drafts
by building on
ideas to create a
focused piece of
writing
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
84-85
86
227
307
457
Ref 49, Ref 50
WA 1 Part 2 #1,2
WA 11 #1,2,3
WA 17 #1,2,3,4
WA 29 #1,2,3
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 3 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(B) develop drafts by
choosing an appropriate
organizational strategy
(e.g., sequence of
events, cause-effect,
compare-contrast) and
building on ideas to
create a focused,
organized, and coherent
piece of writing
(3) develop drafts
by building on
ideas to create
a(n) organized
piece of writing
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
84-85
86
227
307
457
Ref 49, Ref 50
WA 1 Part 2 #1,2
WA 11 #1,2,3
WA 17 #1,2,3,4
WA 29 #1,2,3
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(B) develop drafts by
choosing an appropriate
organizational strategy
(e.g., sequence of
events, cause-effect,
compare-contrast) and
building on ideas to
create a focused,
organized, and coherent
piece of writing
(4) develop drafts
by building on
ideas to create a
coherent piece of
writing
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
84-85
86
227
307
457
Ref 49, Ref 50
WA 1 Part 2 #1,2
WA 11 #1,2,3
WA 17 #1,2,3,4
WA 29 #1,2,3
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(1) revise drafts to
clarify meaning
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
88
95, 96
228
Ref 51 (all)
Ref 52
Writing Eval Guide
Writ. Time, Ref 55
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 4 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(2) revise drafts to
enhance style
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
88
95, 96
308
Ref 51 #6
Ref 52
Writing Eval Guide
Writ. Time, Ref 55
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(3) revise drafts to
include simple and
compound
sentences
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
95, 96
343
458
Ref 51 #3
Writing Eval Guide
Writ. Time, Ref 55
Writ. Time, Ref 55
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 5 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(4) revise drafts to
improve
transitions by
adding, deleting,
combining, and
rearranging
sentences or
larger units of text
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
179
186
186
308
Jingle Time,
Student Tip
Ref 55 #1
Chap 4 Writing
Eval Guide
Writ. Time, Ref 55
Chap 7 Writing
Evaluation
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(5) revise drafts
after rethinking
how well
questions of
purpose have
been addressed
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
343
343
382
Ref 51 #1
Writing Time,
Ref 55 #1
Chap 8 Writing
Eval Guide
Writ. Time, Ref 55
Chap 9 Writing
Evaluation
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 6 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(6) revise drafts
after rethinking
how well
questions of
audience have
been addressed
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
415
415
458
Ref 51 #1
Writing Time
Ref 55 #1
Chap 10 Writing
Eval Guide
Writ. Time, Ref 55
Chap 11 Writing
Eval Guide
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(C) revise drafts to
clarify meaning,
enhance style, include
simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences
or larger units of text
after rethinking how well
questions of purpose,
audience, and genre
have been addressed
(7) revise drafts
after rethinking
how well
questions of genre
have been
addressed
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
87
487
487
592
Ref 51 #1
Writing Time
Ref 55 #1
Chap 12 Writing
Eval Guide
Writing Time,
Ref 57 #3
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(D) edit drafts for
grammar, mechanics,
and spelling
(1) edit drafts for
grammar
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
89
90-91
92
95
96
Ref 53 (all)
Ref 54
Ref 55
Writing Eval Guide
WEGuide (Editing
Check section)
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 7 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(D) edit drafts for
grammar, mechanics,
and spelling
(2) edit drafts for
mechanics
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
89
141
186
Ref 53 #1, 2, 4
Writ.Time for WA5,
Ref 55, Chap 3
WEGuide (Ed Ck)
Writ.Time for WA8,
Ref 55, C4 WEG
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(D) edit drafts for
grammar, mechanics,
and spelling
(3) edit drafts for
spelling
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
89
228
269
Ref 53 #3
Writ.Time WA11,
Ref 55, Chap 5
WEGuide
Writ.Time WA14,
Ref 55, Chap 6
WEGuide
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(E) revise final draft in
response to feedback
from peers and teacher
and publish written work
for appropriate
audiences
(1) revise final
draft in response
to feedback from
peers
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
92
308
343
Writing Time
Ref 55 #2, 3
Writ.Time WA 17
Ref 55 #2, 3
Writ.Time WA 20
Ref 55 #2, 3
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(E) revise final draft in
response to feedback
from peers and teacher
and publish written work
for appropriate
audiences
(2) revise final
draft in response
to feedback from
teacher
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
94
132
133
374
Ref 56 for WA 1
Teacher Inst. #2
Teacher Inst. #2,
Ref 67
Teacher Inst. #2,
Ref 67
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 8 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(15) Writing/Writing Process.
Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text. Students are
expected to:
(E) revise final draft in
response to feedback
from peers and teacher
and publish written work
for appropriate
audiences
(3) publish written
work for
appropriate
audiences
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
133-134
174-175
481
516-520
Publishing Ref 67,
Ref 68
Publishing (all)
Book Reviews
Publishing (all)
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(A) write imaginative
stories that include:
(i) a clearly
defined focus,
plot, and point of
view
(1) a clearly
defined focus
>>>>> 3 ISBN 978-1-
58561-076-1
173
256
536
Creative WA 6 #2
Creative WA 12
Homework 11 #1,2
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(A) write imaginative
stories that include:
(i) a clearly
defined focus,
plot, and point of
view
(2) a clearly
defined plot
>>>>> 3 ISBN 978-1-
58561-076-1
336
373
486
Creative WA 18 #2
Creative WA 21
WA 31, Tall tale
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(A) write imaginative
stories that include:
(i) a clearly
defined focus,
plot, and point of
view
(3) a clearly
defined point
of view
>>>>> 3 ISBN 978-1-
58561-076-1
132
216
299
Creative WA 2 #1
Creative WA 9 #1
Creative WA 15
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(A) write imaginative
stories that include:
(ii) a specific,
believable setting
created through
the use of sensory
details
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
216
373
486
Creative WA 9
Creative WA 21
WA 31
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(A) write imaginative
stories that include:
(iii) dialogue that
develops the story
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
379-381
412
486
Ref 152, WA 23
WA 25
WA 31
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 9 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(B) write poems using: (i) poetic
techniques (e.g.,
alliteration,
onomatopoeia)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
596, 602-603
607-608
611-612, 614
Ref 204, Ref 208,
WA 38
Ref 211, WA 40
Ref 212, WA 42 #2
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(B) write poems using: (ii) figurative
language (e.g.,
similes,
metaphors)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
598-599
599
601, 603
Ref 206, WA 36 #2
WA 36 #3, 4
Ref 207, WA 38 #1
(16) Writing/Literary Texts. Students
write literary texts to express their
ideas and feelings about real or
imagined people, events, and ideas.
Students are expected to:
(B) write poems using: (iii) graphic
elements
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
602-603
607-608
613, 614
Ref 208, WA 38
Ref 210, WA 40 #3
Ref 213, WA 42
(17) Writing. Students write about
their own experiences. Students are
expected to: write a personal
narrative that conveys thoughts and
feelings about an experience.
(A) write a personal
narrative that conveys
thoughts and feelings
about an experience
(1) write a
personal narrative
that conveys
thoughts about an
experience
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
132
216
256
Creative WA 2
Creative WA 9
Creative WA 12
(17) Writing. Students write about
their own experiences. Students are
expected to: write a personal
narrative that conveys thoughts and
feelings about an experience.
(A) write a personal
narrative that conveys
thoughts and feelings
about an experience
(2) write a
personal narrative
that conveys
feelings about an
experience
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
173
336
373
Creative WA 6
Creative WA 18
Creative WA 21
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(i) present
effective
introductions and
concluding
paragraphs
(1) present
effective
introductions
>>>>> 3 ISBN 978-1-
58561-076-1
182, 185
224, 227
455, 457
Ref 85, WA 8
Ref 104, WA 11
Ref 173 #1, WA 29
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 10 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(i) present
effective
introductions and
concluding
paragraphs
(2) present
effective
concluding
paragraphs
>>>>> 3 ISBN 978-1-
58561-076-1
184, 185
226, 227
455, 457
Ref 87, WA 8
Ref 106, WA 11
Ref 173 #4, WA 29
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(ii) guide and
inform the
reader's
understanding of
key ideas and
evidence
(1) guide and
inform the
reader's
understand-
ing of key
ideas
>>>>> 3 ISBN 978-1-
58561-076-1
225, 260
455, 484
658
659
Ref 105, WA 13
Ref 173 #2, #3;
WA 30
"How-to essay"
Hands-on Activ
Hands-on Activities
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(ii) guide and
inform the
reader's
understanding of
key ideas and
evidence
(2) guide and
inform the
reader's
understand-
ing of key
evidence
>>>>> 3 ISBN 978-1-
58561-076-1
225, 260
455, 484
658
659
Ref 105, WA 13
Ref 173 #2, 3
WA 30
"How-to essay"
Hands-on Activ
Hands-on Activities
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(iii) include
specific facts,
details, and
examples in an
appropriately
organized
structure
(1) include
specific facts
in an
appropriately
organized
structure
>>>>> 3 ISBN 978-1-
58561-076-1
181, 220
223, 227
658
Ref 84, WA 10
Ref 103, WA 11
"How-to essay"
Hands-on Activity
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(iii) include
specific facts,
details, and
examples in an
appropriately
organized
structure
(2) include
specific
details in an
appropriately
organized
structure
>>>>> 3 ISBN 978-1-
58561-076-1
260
408, 409
446, 448
WA 13
Ref 160, WA 24
Ref 171, WA 27
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 11 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(iii) include
specific facts,
details, and
examples in an
appropriately
organized
structure
(3) include
specific
examples in
an
appropriately
organized
structure
>>>>> 3 ISBN 978-1-
58561-076-1
455-456
457
484
Ref 173
WA 29
WA 30
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(iv) use a variety
of sentence
structures and
transitions to link
paragraphs
(1) use a
variety of
sentence
structures
>>>>> 3 ISBN 978-1-
58561-076-1
179
185
186
Jingle Time,
Student Tip
WA 8
Ref 55 #1, Chap 4
WEGuide
(18) 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:
(A) create multi-
paragraph essays to
convey information
about the topic that:
(iv) use a variety
of sentence
structures and
transitions to link
paragraphs
(2) use a
variety of
transitions to
link
paragraphs
>>>>> 3 ISBN 978-1-
58561-076-1
222
227
228
Jingle Time,
Student Tip
WA 11
Ref 55 #1, Chap 5
WEGuide
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(1) write formal
letters that convey
ideas
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
559-560
564
565
567
299
Ref 190-191
Homework 12
Across the Curr
WA 35
Creative WA 15
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 12 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(2) write formal
letters that
include important
information
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
559-560
564
565
567
299
Ref 190-191
Homework 12
Across the Curr
WA 35
Creative WA 15
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(3) write formal
letters that
demonstrate a
sense of closure
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
560
561
563
Ref 191 #5, 6
Ref 192-193 #5, 6
CP 69 #5, 6
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(4) write formal
letters that use
appropriate
conventions
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
561-562
563
566
Ref 192-194
CP 69
Ckup 72
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(5) write informal
letters that convey
ideas
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
528
536
544, 545
550
Ref 185-186
HW 11
Ref 189, WA 33
WA 34
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 13 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(6) write informal
letters that
include important
information
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
528
536
544, 545
550
Ref 185-186
HW 11
Ref 189, WA 33
WA 34
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(7) write informal
letters that
demonstrate a
sense of closure
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
528
532
544
Ref 185 Tip 3,
Ref 186 #4, 5
CP 65 ex. 2 #4, 5
Skill Time, Ref 189
(18) 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:
(B) write formal and
informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use
appropriate conventions
(e.g., date, salutation,
closing)
(8) write informal
letters that use
appropriate
conventions
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
528-530
540
549
552
Ref 186-188
CP 67 ex. 2
Ckup 68 ex. 2
Test Part B ex. 2, 3
(18) 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:
(C) write responses to
literary or expository
texts and provide
evidence from the text to
demonstrate
understanding
(1) write
responses to
literary or
expository texts
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
408, 409
446-447, 448
611
614
615
Ref 160, WA 24
Ref 171, WA 27
Ref 212
Home WA 43
Lit Time
(Discuss WA 43)
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 14 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(18) 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:
(C) write responses to
literary or expository
texts and provide
evidence from the text to
demonstrate
understanding
(2) provide
evidence from the
text to
demonstrate
understanding
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
408, 409
446-447, 448
611
614
615
Ref 160, WA 24
Ref 171, WA 27
Ref 212
Home WA 43
Lit Time
(Discuss WA 43)
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to:
(A) write persuasive
essays for appropriate
audiences that establish
a position and include
sound reasoning,
detailed and relevant
evidence, and
consideration of
alternatives
(1) write
persuasive essays
for appropriate
audiences that
establish a
position
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
262
265-267
268, 303
304-306
307, 338
Ref 116
Ref 119-121
WA 14, WA 16
Ref 131-133
WA 17, WA 19
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to:
(A) write persuasive
essays for appropriate
audiences that establish
a position and include
sound reasoning,
detailed and relevant
evidence, and
consideration of
alternatives
(2) write
persuasive essays
for appropriate
audiences that
include sound
reasoning
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
262
265-267
268, 303
304-306
307, 338
Ref 116
Ref 119-121
WA 14, WA 16
Ref 131-133
WA 17, WA 19
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to:
(A) write persuasive
essays for appropriate
audiences that establish
a position and include
sound reasoning,
detailed and relevant
evidence, and
consideration of
alternatives
(3) write
persuasive essays
for appropriate
audiences that
include detailed
evidence
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
262
265-267
268, 303
304-306
307, 338
Ref 116
Ref 119-121
WA 14, WA 16
Ref 131-133
WA 17, WA 19
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 15 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to:
(A) write persuasive
essays for appropriate
audiences that establish
a position and include
sound reasoning,
detailed and relevant
evidence, and
consideration of
alternatives
(4) write
persuasive essays
for appropriate
audiences that
include relevant
evidence
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
262
265-267
268, 303
304-306
307, 338
Ref 116
Ref 119-121
WA 14, WA 16
Ref 131-133
WA 17, WA 19
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to:
(A) write persuasive
essays for appropriate
audiences that establish
a position and include
sound reasoning,
detailed and relevant
evidence, and
consideration of
alternatives
(5) write
persuasive essays
for appropriate
audiences that
include
consideration of
alternatives
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
262
265-267
268, 303
304-306
307, 338
Ref 116
Ref 119-121
WA 14, WA 16
Ref 131-133
WA 17, WA 19
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(i) verbs (irregular
verbs and active
voice)
(1) verbs
(irregular
verbs)
>>>>> 3 ISBN 978-1-
58561-076-1
280-282
284
295, 298
301
Ref 125, Skill
Builder verb
chant, Ref 126
CP 32 ex. 3
HW 5 #2,
Ckup 35 ex. 2
Across the Curr #3
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(i) verbs (irregular
verbs and active
voice)
(2) verbs
(active voice)
>>>>> 3 ISBN 978-1-
58561-076-1
39, 40
42
67, 68
136
Jingle 4,
Ref 22 #4-5
Intro Sentences
Ref 35 #2, CP 9
WA 3
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 16 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(ii) collective
nouns (e.g., class,
public)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
None
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(iii) adjectives
(e.g., descriptive,
including origins:
French windows,
American cars)
and their
comparative and
superlative forms
(e.g., good, better,
best)
(1) adjectives
and their
comparative
forms
>>>>> 3 ISBN 978-1-
58561-076-1
498-499
500
509
512
Ref 180 Rule 2
CP 60 ex. 2-3
Homework 10 #1
Ckup 63 ex. 2-3
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(iii) adjectives
(e.g., descriptive,
including origins:
French windows,
American cars)
and their
comparative and
superlative forms
(e.g., good, better,
best)
(2) adjectives
and their
superlative
forms
>>>>> 3 ISBN 978-1-
58561-076-1
498-499
500
509
512
Ref 180 Rule 3
CP 60 ex. 2-3
Homework 10 #1
Ckup 63 ex. 2-3
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(iv) adverbs (e.g.,
frequency:
usually,
sometimes;
intensity: almost,
a lot)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
46, 47
51
67, 68
135, 137
Jingle 6, Intro Sent,
Ref 26
Ref 28, Practice
Sentence #3
Ref 35 #3, CP 9
CP 16
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 17 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(v) prepositions
and prepositional
phrases to convey
location, time,
direction, or to
provide details
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
100-101
101-102
106
135, 137
Jingles 8-10,
Intro Sent.
Ref 59
Practice Sent
Ref 69, CP 16
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(vi) indefinite
pronouns (e.g., all,
both, nothing,
anything)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
470-471
472, 476
480
Ref 175
CP 57 ex. 4,
CP 58 ex. 4
Ckup 59 ex. 4
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(vii) subordinating
conjunctions (e.g.,
while, because,
although, if)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
240-242
243, 247
252
255
Ref 110, 111, 112
CP 27, 28 ex. 2, 3
CP 29 ex. 2, 3;
HW 4 #2, 3
Ckup 30 ex. 2, 3
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(A) use and understand
the function of the
following parts of speech
in the context of reading,
writing, and speaking:
(viii) transitional
words (e.g., also,
therefore)
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
127
138, 179, 262
138-139
307
Jingle 12
Jingle Time,
Student Tip
Ref 70 #3
WA 17 #4
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 18 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(B) use the complete
subject and the
complete predicate in a
sentence
(1) use the
complete subject
in a sentence
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
61-63
64
106-107
110
111
131
Ref 32, Intro Sent.
CP 8 ex.1 #10
Pract Sent #21 of
each Q&A Flow
Skill Builder (2nd)
Ref 62
Ckup 15 ex. 1
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(B) use the complete
subject and the
complete predicate in a
sentence
(2) use the
complete
predicate in a
sentence
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
61-63
64
106-107
110
111
131
Ref 32, Intro Sent.
CP 8 ex.1 #10
Pract Sent #21 of
each Q&A Flow
Skill Builder (2nd)
Ref 62
Ckup 15 ex. 1
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(C) use complete simple
and compound
sentences with correct
subject-verb agreement
(1) use complete
simple sentences
with correct
subject-verb
agreement
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
116-117
126
155-157
169
Ref 64
CP 14 ex. 3; HW1
Ref 77
CP 19 ex.3,4; HW2
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 19 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(20) Oral and Written
Conventions/Conventions. Students
understand the function of and use
the conventions of academic
language when speaking and
writing. Students continue to apply
earlier standards with greater
complexity. Students are expected
to:
(C) use complete simple
and compound
sentences with correct
subject-verb agreement
(2) use complete
compound
sentences with
correct subject-
verb agreement
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
199
200-201
212
Ref 93, Stud. Tip
Ref 94-96
CP 24 ex. 4, 5
HW 3 #4, 5
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(A) use capitalization for: (i) abbreviations >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
20
284
536
565
Ref 11 #14
CP 32 (editing)
CP 66 (editing)
CP 71 (editing)
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(A) use capitalization for: (ii) initials and
acronyms
(1) initials >>>>> 3 ISBN 978-1-
58561-076-1
20
201
290
564
Ref 11 #10
CP 22 (editing)
CP 33 (editing)
CP 70 (editing)
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(A) use capitalization for: (ii) initials and
acronyms
(2) acronyms >>>>> 3 ISBN 978-1-
58561-076-1
20
31
71
566
Ref 11 #21
CP 3 (editing)
CP 10 (editing)
Ckup 72 (editing)
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(A) use capitalization for: (iii) organizations >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
20
158
169
252
Ref 11 #23
CP 17 (editing)
CP 19 (editing)
CP 29 (editing)
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 20 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(B) recognize and use
punctuation marks
including:
(i) commas in
compound
sentences
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
199
200-201
212
Ref 93, Stud. Tip
Ref 94-96
CP 24 ex. 4, 5
HW 3 #4, 5
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(B) recognize and use
punctuation marks
including:
(ii) proper
punctuation and
spacing for
quotations
(1) proper
punctuation
for quotations
>>>>> 3 ISBN 978-1-
58561-076-1
24-25
355-358, 363
369
381
Ref 14 Section 9
Ref 145-147, 149
CP 44; HW 7
WA 23 #1, 2, 3
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(B) recognize and use
punctuation marks
including:
(ii) proper
punctuation and
spacing for
quotations
(2) proper
spacing for
quotations
>>>>> 3 ISBN 978-1-
58561-076-1
24-25
355-358, 363
369
381
Ref 14 Section 9
Ref 145-147, 149
CP 44; HW 7
WA 23 #1, 2, 3
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(C) use proper
mechanics including
italics and underlining for
titles and emphasis
(1) use proper
mechanics
including italics for
titles
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
None
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(C) use proper
mechanics including
italics and underlining for
titles and emphasis
(2) use proper
mechanics
including
underlining for
titles
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
24-25
255
408, 446-447
629
Ref 14 Section 8
Ckup 30 ex. 4
Ref 160, Ref 171
Ref 226
Bibliography
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 21 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(C) use proper
mechanics including
italics and underlining for
titles and emphasis
(3) use proper
mechanics
including italics
for emphasis
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
None
(21) Oral and Written
Conventions/Handwriting,
Capitalization, and Punctuation.
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions. Students are
expected to:
(C) use proper
mechanics including
italics and underlining for
titles and emphasis
(4) use proper
mechanics
including
underlining for
emphasis
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
None
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(A) brainstorm, consult
with others, decide upon
a topic, and formulate
open-ended questions to
address the major
research topic
(1) brainstorm >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81
82
618-619
635
Ref 47
Teaching Script
Ref 215-217
Ref 232 Step 1, 2
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(A) brainstorm, consult
with others, decide upon
a topic, and formulate
open-ended questions to
address the major
research topic
(2) consult with
others
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
660
660
660
Interviews and
Guidelines,
Hands-on #1
Hands-on #2
Hands-on #3
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(A) brainstorm, consult
with others, decide upon
a topic, and formulate
open-ended questions to
address the major
research topic
(3) decide upon a
topic
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81
220
618-619
635
Ref 47
WA 10
Ref 215-217
Ref 232 Step 1, 2
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 22 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(A) brainstorm, consult
with others, decide upon
a topic, and formulate
open-ended questions to
address the major
research topic
(4) formulate
open-ended
questions to
address the major
research topic
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
81
604
618-619
635
Ref 47
Home WA 39
Ref 215-217
Ref 232 Step 1, 2
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(B) generate a research
plan for gathering
relevant information
about the major
research question
>>>>> >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
608
609
620-621
621
635
WA 40, Activity
Home WA 41
Ref 218
Ref 219
Ref 232 Step 3
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(A) follow the research
plan to collect data from
a range of print and
electronic resources
(e.g., reference texts,
periodicals, web pages,
online sources) and data
from experts
(1) follow the
research plan to
collect data from a
range of print
resources
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
614
614
620-621
621
635, 636
WA 42, Activity
Home WA 43 #1
Ref 218
Ref 219
Ref 232 Step 3
WA 45
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(A) follow the research
plan to collect data from
a range of print and
electronic resources
(e.g., reference texts,
periodicals, web pages,
online sources) and data
from experts
(2) follow the
research plan to
collect data from a
range of electronic
resources
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
614
614
620
621
635, 636
WA 42, Activity
Home WA 43 #1
Ref 218, The
Internet
Ref 219
Ref 232 Step 3
WA 45
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 23 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(A) follow the research
plan to collect data from
a range of print and
electronic resources
(e.g., reference texts,
periodicals, web pages,
online sources) and data
from experts
(3) follow the
research plan to
collect data from
experts
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
119-...539
621
635, 636
660
All 25 Discovery
Times #1,
…interviews
Ref 218, Magazine
Ref 232 Step 3
WA 45
Interviews
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(B) differentiate between
primary and secondary
sources
>>>>> >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
621
622
635, 636
Ref 219 #5
Ref 220
Ref 232 Step 3, 4
WA 45
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(C) record data, utilizing
available technology
(e.g., word processors)
in order to see the
relationships between
ideas, and convert
graphic/visual data (e.g.,
charts, diagrams,
timelines) into written
notes
(1) record data,
utilizing available
technology in
order to see the
relationships
between ideas
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
620
635, 636
676
677
677-679
Ref 218, Internet
as a source
Step 2, 3; WA 45
Technology
Computer files to
organize writing
Terms
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(C) record data, utilizing
available technology
(e.g., word processors)
in order to see the
relationships between
ideas, and convert
graphic/visual data (e.g.,
charts, diagrams,
timelines) into written
notes
(2) convert
graphic/visual
data into written
notes
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
623, 624
625, 626
635, 636
675
Ref 221, Ref 222
Ref 223, Ref 224
Step 5, 6; WA 45
Hands-on Activities
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 24 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(D) identify the source of
notes (e.g., author, title,
page number) and
record bibliographic
information concerning
those sources according
to a standard format
(1) identify the
source of notes
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
621, 622
623
624
635, 636
Ref 219, Ref 220
Ref 221 Writing
notes
Ref 222
Step 3, 4, 5; WA 45
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(D) identify the source of
notes (e.g., author, title,
page number) and
record bibliographic
information concerning
those sources according
to a standard format
(2) record
bibliographic
information
concerning those
sources according
to a standard
format
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
622
623
624
635, 636
Ref 220
Ref 221 Last bullet
Ref 222
Step 4, 5; WA 45
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(E) differentiate between
paraphrasing and
plagiarism and identify
the importance of citing
valid and reliable
sources
(1) differentiate
between
paraphrasing and
plagiarism
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
622
623
628-629
629
635, 636
Ref 220
Ref 221 Notes,
Writing notes
Ref 226 Last bullet,
and #9
Teaching Tip #4
Step 4, 5, 8; WA 45
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(E) differentiate between
paraphrasing and
plagiarism and identify
the importance of citing
valid and reliable
sources
(2) identify the
importance of
citing valid and
reliable sources
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
620, 621
622
623
629
676
Ref 218, Ref 219
Ref 220
Ref 221 Writing
notes
Ref 226 #8, 9
On-line Searches
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 25 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(25) Research/Synthesizing
Information. Students clarify
research questions and evaluate
and synthesize collected
information. Students are expected
to:
(A) refine the major
research question, if
necessary, guided by
the answers to a
secondary set of
questions
>>>>> >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
619
621
623
626
628
Ref 216, Ref 217
Ref 219
Ref 221 Notes,
Writing notes
Teaching Script
Ref 226 Bullets
(25) Research/Synthesizing
Information. Students clarify
research questions and evaluate
and synthesize collected
information. Students are expected
to:
(B) evaluate the
relevance, validity, and
reliability of sources for
the research
(1) evaluate the
relevance of
sources for the
research
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
620, 621
626-627
633
635, 636
Ref 218, Ref 219
Teaching Script
WA 44
Step 3, WA 45
(25) Research/Synthesizing
Information. Students clarify
research questions and evaluate
and synthesize collected
information. Students are expected
to:
(B) evaluate the
relevance, validity, and
reliability of sources for
the research
(2) evaluate the
validity of sources
for the research
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
620, 621
626-627
633
635, 636
Ref 218, Ref 219
Teaching Script
WA 44
Step 3, WA 45
(25) Research/Synthesizing
Information. Students clarify
research questions and evaluate
and synthesize collected
information. Students are expected
to:
(B) evaluate the
relevance, validity, and
reliability of sources for
the research
(3) evaluate the
reliability of
sources for the
research
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
620, 621
626-627
633
635, 636
Ref 218, Ref 219
Teaching Script
WA 44
Step 3, WA 45
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 26 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(A) compiles important
information from multiple
sources
>>>>> >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
619, 620
621, 622
623, 624
625
635, 636
Ref 217, Ref 218
Ref 219, Ref 220
Ref 221, Ref 222
Ref 223
Steps 2-6; WA 45
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(B) develops a topic
sentence, summarizes
findings, and uses
evidence to support
conclusions
(1) develops a
topic sentence
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
623, 624
625, 626
628-629
635, 636
Ref 221, Ref 222
Ref 223, Ref 224
Ref 226
Steps 5-8; WA 45
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(B) develops a topic
sentence, summarizes
findings, and uses
evidence to support
conclusions
(2) summarizes
findings
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
623, 624
625, 626
628-629
635, 636
Ref 221, Ref 222
Ref 223, Ref 224
Ref 226
Steps 5-8; WA 45
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(B) develops a topic
sentence, summarizes
findings, and uses
evidence to support
conclusions
(3) uses evidence
to support
conclusions
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
623, 624
625, 626
628-629
635, 636
Ref 221, Ref 222
Ref 223, Ref 224
Ref 226
Steps 5-8; WA 45
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 27 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)
Texas Education Agency Proclamation 2011
Subject
Subchapter
Course
Publisher
Program Title
ISBN/ID
TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-
element
# Component
ISBN/ID
Page(s) Specific location
on the page/
display/screen
(paragraph, etc.)
Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading
Subchapter A. Elementary
§110.16. English Language Arts and Reading, Grade 5
Shurley Instructional Materials, Inc.
Shurley English Level 5 Student Textbook
978-1- 58561-101-0
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(C) presents the findings
in a consistent format
>>>>> >>>>> >>>>> 3 ISBN 978-1-
58561-076-1
629
630, 631
635
636
Ref 226 #8
Ref 228-230
Steps 8-11
WA 45
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(D) uses quotations to
support ideas and an
appropriate form of
documentation to
acknowledge sources
(e.g., bibliography,
works cited)
(1) uses
quotations to
support ideas
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
None
(26) Research/Organizing and
Presenting Ideas. Students
organize and present their ideas
and information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(D) uses quotations to
support ideas and an
appropriate form of
documentation to
acknowledge sources
(e.g., bibliography,
works cited)
(2) uses an
appropriate form
of documentation
to acknowledge
sources
>>>>> >>>>> 3 ISBN 978-1-
58561-076-1
629
631
635
636
Ref 226 #9
Ref 229, Ref 230
Steps 8-11
WA 45
Printed On: 10/18/2011 3:30 PM
# = Number of times TEKS must be addressed.
Version: Dec 17, 2009
Page 28 of 28
Date Due: Apri 16, 2010 (English)/
May 21, 2010 (Spanish)