instructional focus document grade 7 english...

INSTRUCTIONAL FOCUS DOCUMENTGrade 7 English Language Arts And Reading

TITLE : Unit 01: Understanding Literary Nonfiction and Poetry SUGGESTED DURATION : 20 days

UNIT OVERVIEW

This unit bundles student expectations that address the use of a variety of skills and processes to interpret literary nonfiction text and poetry. The goal of this unit is to focus

students’ attention on the elements of literary nonfiction text in order to build a foundation for personal narrative writing. Literary nonfiction and poetry provide the avenue forstudents to make inferences, summarize, synthesize, and provide textual evidence during their reading experiences. Students examine teacher-selected and self-selected

literature and media based on individual interest and abilities, providing opportunities 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 along with word study allow the continued development of the strategies necessary for

oral and written communication.

In Grade 06, students identified the literary language and techniques used in memoirs and personal narratives and compared their characteristics with those of an

autobiography. During this unit, students describe the structural differences between an autobiography or a diary and a fictional adaptation. Students also identify graphical

elements in poetry and analyze their effect on meaning. Students use the fundamentals of the writing process to compose personal narratives that convey thoughts and

feelings about personal experiences and write poetry utilizing poetic and literary techniques. The study of vocabulary, spelling, punctuation, capitalization, and grammar

throughout the unit support comprehension of oral and written expression. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from

the literature. In Grade 08, students analyze passages in wellknown speeches for the author’s use of literary techniques and word and phrase choice to appeal to theaudience.

PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS

UNIT CONCEPTSUNIT UNDERSTANDINGS

Grade 07 ELAR Unit 01 PA 01

Click on the PA title to view related rubric.

Compare and contrast an autobiography, diary, or

memoir with its fictional adaptation. Using a Venn

diagram, describe the structural and meaningful

similarities and differences between the works.

Standard(s): 7.7A , 7.Fig19A , 7.Fig19B , 7.Fig19C

ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,

ELPS.c.5G

Forms – Autobiography, Diary, Memoir

Perspective

Interpretation – Connections,

Relevance

Readers create connections to make text personally relevant and

useful.

Last Updated 06/10/2014

Print Date 08/19/2014 Printed By Windi Womack, NOCONA MIDDLEpage 1 of 51

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After reading various examples of poetry, use effective

literary techniques and graphic elements to write a

poem introducing yourself to your classmates.

Standard(s): 7.4A , 7.8A , 7.15B.i , 7.15B.ii , 7.15B.iii

ELPS.c.1G , ELPS.c.1H , ELPS.c.4E , ELPS.c.4F ,

ELPS.c.4G , ELPS.c.5F , ELPS.c.5G

Structures – Graphic Elements

Techniques – Poetic Technique,

Figurative Language, Sensory Details

Audience/Purpose

Interpretation – Connections

Authors choose techniques, form, and structure to enable the reader to

experience and connect with the events and characters.



Using the writing process and effective written

conventions, write a one-page personal narrative about

a time when you did something that took a lot of

courage, a time when you didn’t follow the crowd, or a

time when you stood up for your beliefs.

Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E ,

7.16A ELPS.c.5B , ELPS.c.5C , ELPS.c.5D ,

ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

Perspective – Ideas, Feelings

Interpretation – Connection,

Clarification

Authors communicate their ideas and feelings about their own lives and

the world around them in order to connect with others and to clarify

their own thinking.

Conventions – Grammar, Punctuation,

Capitalization, Spelling

Authors use conventions of written language to communicate clearly

and effectively.



































Write multiple response entries including thoughts,

connections, and/or strategies that deepen

understanding of literary nonfiction, poetry, and media.

Provide evidence from the text to support ideas.

Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C

, 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E ,

ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I ,

ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G

Interpretation – Connections

Perception – Thoughts

Readers use strategies to support interpretation of text.



Record multiple entries in a Vocabulary Notebook that

demonstrate knowledge of new words and their

meanings.

Standard(s): 7.2A , 7.2B , 7.2E ELPS.c.1A ,

ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H ,

ELPS.c.5B , ELPS.c.5F , ELPS.c.5G

Interpretation – Vocabulary,

Comprehension

Understanding new words and concepts enhances comprehension and

oral and written communication.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

MISCONCEPTIONS:


































None identified

UNDERDEVELOPED CONCEPT:

Poetry can be intimidating to students because the meaning of a poem is found in layers of figurative language and often requires multiple readings.

UNIT VOCABULARY

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

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

Personification - figurative language in which non-human things or abstractions are represented as having human qualities (e.g., necessity is the mother

of invention)

Idiom – an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms

are particular to a given language and usually cannot be translated literally.

Hyperbole – an intentional and extreme exaggeration for emphasis or effect (e.g., this book weighs a ton)

Graphic elements of poetry - capital letters, line length, and word position; also called the "shape" of a poem

UNIT ASSESSMENT ITEMS SYSTEM RESOURCES

ELAR Grade 7 Unit 01: Understanding Literary Nonfiction and Poetry Conventions Alignment Tool: Grade 6-EI Capitalization

Conventions Alignment Tool: Grade 6-EI Grammar

Conventions Alignment Tool: Grade 6-EI Punctuation

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 StudyTEKS

Vocabulary

Development:

7.2A, 7.2B,

7.2E

Observation Data

Teacher-Student Conference

Checklist










Rubric

Writer’s Notebook

Vocabulary Notebook

Reader’s Notebook

Oral Reading Fluency Check

Oral Quiz

Written Quiz

Portfolio

ReadingTEKS

Vocabulary

Development:

7.2B

Theme and

Genre: 7.3C

Poetry: 7.4A

Literary

Nonfiction: 7.7A

Sensory

Language: 7.8A

Media Literacy:

7.13A, 7.13B,

7.13C

Expository and

Procedural

Texts: 7.17C

Teamwork:

7.28A

Comprehension

Skills.:

7.Fig19A,

7.Fig19B,

7.Fig19C,

7.Fig19D,

7.Fig19E,

7.Fig19F

Ongoing TEKS

Fluency: 7.1A























INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS FORMATIVE ASSESSMENT EXAMPLES7.Fig19F

WritingTEKS

Writing

Process:

7.14A, 7.14B,

7.14C, 7.14D,

7.14E

Literary

Texts.: 7.15B.i,

7.15B.ii,

7.15B.iii

Personal:

7.16A

Conventions:

7.19A.i,

7.19A.iv,

7.19A.vii,

7.19A.viii

Handwriting,

Capitalization,

and

Punctuation:

7.20A, 7.20B.i

Spelling: 7.21A

Teamwork:

7.28A

























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.

TEKS UNIT LEVEL SPECIFICITY

Legend:

Bold black text in italics: Knowledge and

Skills Statement (TEKS)

Texas College and Career Readiness

Standard (TxCCRS)

Bold black text: Student Expectation

(TEKS)

Bolded red text in italics: Student

Expectation identified by TEA as a

Readiness Standard for STAAR

Bolded green text in italics: Student

Expectation identified by TEA as a

Supporting Standard for STAAR

Strike-through: Indicates portions of the

Student Expectation that are not included in

this unit but are taught in previous or future

unit(s)

Legend:

Blue text: Supporting Information / Clarifications from TCMPC (Specificity)

Bold blue text: Standards for Ensuring Success from Kindergarten to College and

Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

Blue text in italics: Unit-specific clarification

Black text: Texas Education Agency (TEA)

TEKS#

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TEKS UNIT LEVEL SPECIFICITYTEKS#

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7.2 Reading/Vocabulary Development. Students

understand new vocabulary and use it when

reading and writing. Students are expected to:

TxCCRS Reading

TxCCRS E/LAS.II.B - English/Language Arts/Reading.

Understand new vocabulary and concepts and use

them accurately in reading, speaking, and

writing.

7.2A Determine the meaning of grade-level academic

English words derived from Latin, Greek, or

other linguistic roots and affixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN,

GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

Possible examples:

Latin: e.g., vis (vision, invisible)

Greek: e.g., hydro (hydrogen, hydroplane)

Affixes and roots as found in grade-level academic words and texts

Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base

word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

Academic English words

1. words used in the learning of academic subject matter in formal educational context that

are associated with literacy and academic achievement, including specific academic

terms, technical language, and speech registers related to each field of study





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2. words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g., hyperbole, metaphor, and meter)

or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).

STAAR Note:

Questions associated with 7.2A may refer students back to the paragraph in the passage that

contains the word being assessed. Context, along with word parts, is important in determining word

meaning. Refer to 7.2B for the standard addressing context clues.

Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in

determining word meaning. Refer to 7.2E for the standard addressing dictionary skills.

7.2B Use context (within a sentence and in larger

sections of text) to determine or clarify the

meaning of unfamiliar or ambiguous words.

Readiness Standard

Use

CONTEXT

Context – the words, sentences, or passages that precede or follow a specific word, sentence,

or passage

To determine or clarify

THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS

Including, but not limited to:

Identify and use relationships among surrounding words, phrases, sentences, and paragraphs

Use examples within the sentence, paragraph, or larger sections of text

Use definition within the sentence and/or paragraph

Use restatement within the sentence







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Ambiguous – vague, unclear

STAAR Note:

Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in

determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However,

students should consider the dictionary definitions in conjunction with contextual meaning.

7.2E Use a dictionary, a glossary, or a thesaurus

(printed or electronic) to determine the

meanings, syllabication, pronunciations,

alternate word choices, and parts of speech of

words.

Readiness Standard

Use

A DICTIONARY

To determine

MEANINGS AND PARTS OF SPEECH OF WORDS


Use guide words and/or knowledge of alphabetical order to locate words in print resources; use

search features to find words in electronic resources

Read the definition(s) and determine the meaning of the word (using context as applicable)

Determine the appropriate part of speech using context if applicable

Part of speech – e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection

7.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 willcontinue to apply earlier standards with greater

depth in increasingly more complex texts as they








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become self-directed, critical readers. The student

is expected to:

TxCCRS Key Cognitive Skills

TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key

Cognitive Skills. Academic behaviors

TxCCRS Foundational Skills

TxCCRS CDS.II.A - Cross-Disciplinary

Standards/Foundational Skills. Reading across

the curriculum

7.Fig19A Establish purposes for reading selected texts

based upon own or others’ desired outcome toenhance comprehension.

Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN AND OTHERS’ DESIREDOUTCOME TO ENHANCE COMPREHENSION

Possible examples:

To learn

To interpret or follow directions

To solve problems

For enjoyment

7.Fig19B Ask literal, interpretive, evaluative, and

universal questions of text. Ask

LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT








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Before, during, and after reading

Literal question – knowledge level, factbased question (e.g., who, what, when, where, why, and howquestions), questions asked for clarification

Interpretive question – may have more than one answer and requires that the answer(s) be supportedwith evidence from the text (e.g., What does this mean?)

Evaluative question – asks for an opinion, a belief, or a point of view. Responses may representdifferent perspectives and should be supported with evidence from the text. (e.g., Do you agree or

disagree? What do you feel about this? What do you believe about this? What is your opinion about

this?)

Universal question – an openended question that is raised by ideas in the text and transcend socialand cultural boundaries and speak to a common human experience (e.g., What does the character

believe in? What is the main character willing to fight for? How does this story give you a better

understanding of human nature?)

7.Fig19C Reflect on understanding to monitor

comprehension (e.g., summarizing and

synthesizing; making textual, personal, and

world connections; creating sensory images).

Reflect

ON UNDERSTANDING TO MONITOR COMPREHENSION


Summarize and synthesize (refer to 7.Fig19E)

Make connections – textual, personal, and world (refer to 7.Fig19F)Create sensory images (pictures created by using the five senses- sight, smell, sound, touch,

taste)







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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

7.Fig19D 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


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:







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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.

Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference.

Subtle inference – is one in which the bits of information are not as easily connected

Generalization – a conclusion about a group of persons, places, or things

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.

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.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Textual evidence – specific details or facts found in the text that support what is inferred

7.Fig19E Summarize, paraphrase, and synthesize texts in

ways that maintain meaning and logical order

within a text and across texts.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry,

Summarize, Paraphrase, Synthesize

TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS

TEXTS







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and Drama, Persuasive)Summary includes, but is not limited to:

Brief, coherent sentences that communicate the key information, ideas, or events in logical

order

Main ideas from the beginning, middle, and end

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.

Paraphrase – restate the meaning of something in different words. Paraphrasing alters the

exact wording of the source and transmits its ideas or information without evaluation or

interpretation.

Synthesize – combine elements and parts to form a coherent whole

STAAR Note:

Students may be required to summarize in multiple genres, including drama, literary nonfiction,

expository text, and fiction.

7.Fig19F Make connections between and across texts,

including other media (e.g., film, play), and

provide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA


Similarities and differences in:

ideas

details

theme

organization







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purpose

mood

tone

Possible texts and media:

Fiction

Literary nonfiction

Poetry

Film (drama)

Play (drama)

Expository text

Persuasive text

Web-based article

Documentary

Advertisement

Provide

TEXTUAL EVIDENCE

Textual evidence – specific details or facts found in text that support what is inferred

7.3 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


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







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Analyze, Make inferences, Draw conclusions

ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS


Distinguish characteristics of various genres

Provide

EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D.

TxCCRS Reading

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.

7.3C Analyze how place and time influence the

theme or message of a literary work.

Supporting Standard

Analyze

HOW PLACE AND TIME INFLUENCE THE THEME OR MESSAGE OF A LITERARY WORK


Steps in analysis

Identify the setting







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Identify the purpose, significance, and elements of setting

Explain the influences of the setting on the theme or message

Setting – the time and place in which a narrative occurs. Elements of setting may include the

physical, psychological, cultural, or historical background against which the story takes

place.

7.4 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


Make inferences related to the whole poem

Make inferences related to a section (e.g., specific lines or stanzas) of the poem

Make inferences related to particular techniques (e.g., punctuation, dialogue, organization, word

choice, figurative language) in the poem

Provide

EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.

TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading.

Locate explicit textual information and draw

complex inferences, analyze, and evaluate the







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information within and across texts of varying

lengths.

7.4A Analyze the importance of graphical elements

(e.g., capital letters, line length, word position)

on the meaning of a poem.

Supporting Standard

Analyze

THE IMPORTANCE OF GRAPHICAL ELEMENTS ON THE MEANING OF A POEM


Steps in analysis

Identify/locate/recognize capital letters, line length, and/or word position

Determine why the author uses the graphic element(s)

Explain how the graphic element(s) contribute to the meaning

Graphical element – capital letters, line length, and word position; also called the “shape” ofthe poem

7.7 Reading/Comprehension of Literary Text/Literary

Nonfiction.


conclusions about the varied structural patterns

and features of literary nonfiction and provide

evidence from text to support their understanding.

Students are expected to:

Understand, make inferences, draw conclusions

ABOUT THE VARIED STRUCTURAL PATTERNS AND FEATURES OF LITERARY NONFICTION


Make inferences related to the whole literary nonfiction text

Make inferences related to a part of the literary nonfiction text

Make inferences related to the structure of literary nonfiction text (e.g., organization, paragraph)

Make inferences related to features (elements) of literary nonfiction text (e.g., characterization,

point of view, setting, events)

Summarize literary nonfiction text in ways that maintain meaning and logical order








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Respond by providing

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.

TxCCRS Reading

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.

7.7A Describe the structural and substantive

differences between an autobiography or a diary

and a fictional adaptation of it.

Supporting Standard

Describe

THE STRUCTURAL AND SUBSTANTIVE DIFFERENCES BETWEEN AN AUTOBIOGRAPHY OR A

DIARY AND A FICTIONAL ADAPTATION OF IT

Autobiography – the life story of a person, as told by himself or herself

Diary – tells a person’s actions, feelings, beliefs, and perceptions at a particular time. It can be writtenin either first- or third-person point of view typically in the style of journal writing.

Fictional adaptation – based on a real event. The adaptation can be fictional, true, or an elaboration ofthe original text. The adaptation may be written in the same style as an autobiography or diary.

Literary nonfiction – a type of narrative based on actual persons, places, and things. In literary

nonfiction, a writer may construct text in any number of ways and is not limited to the







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organizational patterns normally associated with nonfiction texts. (e.g., biography,

autobiography, memoir)

Note:

When comparing for structure, consider how the pieces are constructed or put together including

examining organizational patterns. When comparing for substantive differences, consider the most

important elements that create meaning in each piece (e.g., theme, character, setting, conflict, etc.).

7.8 Reading/Comprehension of Literary Text/Sensory

Language.


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:

STAAR Note:


Understand, Make inferences, Draw conclusions

ABOUT HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT


Make inferences related to sensory language

Make inferences related to figurative language (e.g., idiom, simile, metaphor, personification)

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

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING








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7.8A Determine the figurative meaning of phrases

and analyze how an author's use of language

creates imagery, appeals to the senses, and

suggests mood.

Readiness Standard

Determine

THE FIGURATIVE MEANING OF PHRASES

Analyze

HOW AN AUTHOR’S USE OF LANGUAGE CREATES IMAGERY, APPEALS TO THE SENSES,AND SUGGESTS MOOD


Steps in analysis

Identify the figurative meaning of phrases

Identify the sense(s) the language appeals to and its(their) role in imagery

Identify the words or phrases that contribute to the overall mood

Explain how the literary language appeals to the senses and mood

Examples of literary language/devices:

Simile

Metaphor

Hyperbole

Personification

Idiom

Oxymoron

Pun

Irony

Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood

can be expressed through imagery, word choice, setting, voice, and theme. For example,







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the mood evoked in Edgar Allen Poe’s work is gloomy and dark.

Oxymoron – combines two contradictory terms (e.g., sweet sorrow)

Pun – a play on words, sometimes on different senses of the same word and sometimes on thesimilar sense or sound of different words (e.g., The ballet shoes made a point.)

7.13 Reading/Media Literacy.

Students use comprehension skills to analyze

how words, images, graphics, and sounds work

together in various forms to impact meaning.

Students will continue to apply earlier standards

with greater depth in increasingly more complex

texts. Students are expected to:

Use

COMPREHENSION SKILLS

Analyze

HOW WORDS, IMAGES, GRAPHICS, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO

IMPACT MEANING


Interpret words, images, and sounds in media and consider their effect on meaning

Determine the purpose of embedded media

Determine how details within embedded media support information in the text

STAAR Note:


TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening.

Apply listening skills as an individual and as a

member of a group in a variety of settings (e.g.,







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lectures, discussions, conversations, team

projects, presentations, interviews).


TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key

Cognitive Skills. Reasoning


TxCCRS CDS.II.E - Cross-Disciplinary

Standards/Foundational Skills. Technology

7.13A Interpret both explicit and implicit messages in

various forms of media.

Supporting Standard

Interpret

BOTH EXPLICIT AND IMPLICIT MESSAGES IN VARIOUS FORMS OF MEDIA


Explicit message – specific, clear, detailed (leaves little room for interpretation)Implicit message – uses visuals, body language, etc. to communicate meaning. The meaningmust be inferred.

Possible forms of media:

Advertisement – print and electronic (e.g., flyers, brochures, posters, signs)Newspaper

Magazine

Radio program (songs, lyrical music)

Web page – online informationTelevised news







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Documentary

Commercial

Product label

Grade-appropriate political cartoon

Educational cartoon

Photograph (with and without caption)

7.13B Interpret how visual and sound techniques (e.g.,

special effects, camera angles, lighting, music)

influence the message.

Interpret

HOW VISUAL AND SOUND TECHNIQUES INFLUENCE THE MESSAGE


Steps in interpretation

Identify the visual and sound technique(s)

Identify the intended message

Identify the intended audience

Explain the influence of the specific techniques on message

Visual techniques include, but are not limited to:

Special effects – illusions used to simulate imagined eventsCamera angles (e.g., close-ups, multiple exposures, digital composing)

Lighting

Other possible visual techniques:

Movement

Graphics







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Shape

Color

Bold words

Word position

Sound techniques include, but are not limited to:

Music (e.g., background music)

Other possible sound techniques:

Sound effects – simulate imagined events

7.13C Evaluate various ways media influences and

informs audiences.

Supporting Standard

Evaluate

VARIOUS WAYS MEDIA INFLUENCES AND INFORMS AUDIENCES


Steps in evaluation

Determine the purpose

Identify the technique(s) used by media to influence and inform audiences

Identify the intended audience

Determine whether the media informs and/or influences the audience and explain its

effectiveness.

7.14 Writing/Writing Process. Students use elements of

the writing process (planning, drafting, revising,

editing, and publishing) to compose text.








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TxCCRS Writing

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

7.14A 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.

Plan

A FIRST DRAFT


Determine appropriate topics through a range of strategies (e.g., discussion, background

reading, personal interests, interviews, etc.)

Select a focused topic

Determine the purpose or intended meaning of the topic

Determine an appropriate audience

Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic

organizer, listing, etc.)

Purpose – the intended goal of a piece of writing; the reason a person writes







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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

Examples of purposes for writing:

To entertain

To explain

To describe

To inform

To persuade

To respond

Develop

A THESIS OR CONTROLLING IDEA

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.

Note:

This is the first step in the writing process, often referred to as prewriting or planning.

7.14B 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,

Develop

DRAFTS







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organized, and coherent piece of writing.

Readiness StandardIncluding, but not limited to:

Construct a draft using a selected organizational strategy according the genre and purpose

Include and build upon ideas and details that are strongly related and contribute to the thesis or

controlling idea of the piece

Develop a coherent draft that is focused, organized, and well controlled with meaningful

transitions and connections

Choose words that are purposeful and precise and support the overall meaning (or purpose) of

the piece

Examples of possible organizational patterns (strategies):

Sequential order

Chronological order

Order of importance

Cause-and-effect

Compare and contrast

Problem/solution

Description

Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her

ideas and provides supporting details

Organization of a paper – the development of ideas in a coherent manner. In a well-organized

paper, main points should be supported, each idea should flow sequentially and logically to

the next idea, transitions should connect ideas, and extraneous sentences should not be

included.

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






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no abrupt jumps or breaks between ideas.

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning tothe reader

Note:

This is the second step in the writing process, often referred to as drafting. The focus is on developing

ideas and the message not on mechanics.

7.14C Revise drafts to ensure precise word choice and

vivid images; consistent point of view; use of

simple, compound, and complex sentences;

internal and external coherence; and the use of

effective transitions 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

Purpose – the intended goal of a piece of writing; the reason a person writes


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

Revise

DRAFTS

Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance themessage to ensure the purpose, audience, and genre have been addressed

Revisions may include, but are not limited to:

Ensure precise word choice and vivid images

Maintain consistent point of view

Use varied sentences, simple, compound, and complex, that are purposeful and well controlled







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to enhance the effectiveness of the piece

Check internal (within the paragraph) and external (within the complete piece) coherence

Improve transitions and sentence-to-sentence connections to enhance the flow of the piece

Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent

essay)

Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a

piece of writing with internal coherence does not contradict itself

External coherence – organizing the major components of a written composition- introduction,

body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical

sequence so that they flow easily and progress from one idea to another while still holding

true to the central idea of the composition

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning tothe reader

Revisions may include, but are not limited to:

Revise entire sentences including, but not limited to:

Run-on sentences

Fragments

Order of words and phrases (e.g., misplaced prepositional phrases)

Repetition

Transitional sentence

Revise/change/replace single words and phrases including, but not limited to:

General vs. specific

Formal vs. informal

Synonym vs. antonym






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Transitional words/phrases

Pronoun specificity (antecedents)

Add/insert entire sentences including, but not limited to:

Closing/concluding sentences that emphasizes the overall message or controlling idea

Relevant details in appropriate places

Add/insert single words and/or phrases including, but not limited to:

Transitions

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.

7.14D Edit drafts for grammar, mechanics, and

spelling.

Readiness Standard

Edit

DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING


Conventions/Grammar (refer to 7.19Ai-viii,B,C)

Capitalization (refer to 7.20A)

Punctuation (refer to 7.20Bi-ii)

Spelling (refer to 7.21A)

Previously taught expectations in grammar, capitalization, punctuation, and spelling

Note:

This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and

spelling.

STAAR Note:







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Questions related to editing may include the following written conventions in the correct answer and/or

the distractors:

Pronoun use (e.g., I vs. me)

Plural vs. possessive (apostrophe use)

Subject/verb agreement

Consistent verb tense

Double negatives

Parts of speech (e.g., intentional vs. intentionally)

Comma usage (e.g., in a series, in compound sentences, etc.)

Capitalization of proper nouns

Common spelling errors (e.g., then/than, its/it’s, there/their)

7.14E Revise final draft in response to feedback from

peers and teacher and publish written work for

appropriate audiences.

Revise

FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER

Refer to 7.14C for revision expectations

Publish

WRITTEN WORK FOR APPROPRIATE AUDIENCES


Use legible handwriting with appropriate spacing and/or use available technology to publish

written work

Share published work with an appropriate audience








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Note:

This is the last step in the writing process.

7.15 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:

TxCCRS Writing









curriculum

7.15B Write a poem using:Write

A POEM USING:

7.15B.i poetic techniques (e.g., rhyme scheme, meter)Including, but not limited to:

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









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

syllables. The most common meter in English verse is iambic pentameter.

7.15B.ii figurative language (e.g., personification,

idioms, hyperbole) Figurative language – language not intended to be taken literally but layered with meaning

through the use of imagery, metaphors, and other literary devices


Hyperbole – an intentional and extreme exaggeration for emphasis or effect (e.g., this

book weighs a ton)

Personification – figurative language in which non-human things or abstractions are

represented as having human qualities (e.g., necessity is the mother of invention)

Idiom – an expression that has a different meaning from the literal meaning of its

individual words (e.g., have the upper hand or under the weather). Idioms are particular

to a given language and usually cannot be translated literally.

7.15B.iii graphic elements (e.g., word position)Including, but not limited to:

Capital letters

Line length

Word position

Graphical element – capital letters, line length, and word position; also called the “shape” ofthe poem

Note:

Refer to 7.4A for related poetry reading skills.









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7.16 Writing/Personal. Students write about their own

experiences. Students are expected to:

TxCCRS Writing









curriculum

7.16A Write a personal narrative that has a clearly

defined focus and communicates the importance

of or reasons for actions and/or consequences.

Readiness Standard

Write

A PERSONAL NARRATIVE


Focus on a realistic personal experience

Use an organizational structure that is appropriate to the purpose (e.g., sequential,

cause/effect, problem/solution, logical order, etc.)

Use literary devices that contribute to the overall meaning

Convey the experience and communicate its importance or meaning

Communicate changes and/or insights that developed as a result of the experience

Provide details that are vivid and expressive and contribute to understanding the personal

experience








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Personal narrative – an expressive literary piece written in first person that centers on a

particular event in the author’s life and may contain vivid description as well as personalcommentary and observations

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 importantaspects of an author’s style.

7.17 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 Writing









curriculum

7.17C Write responses to literary or expository texts

that demonstrate the writing skills for multi- Write








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paragraph essays and provide sustained

evidence from the text using quotations when

appropriate.

RESPONSES TO LITERARY OR EXPOSITORY TEXTS THAT DEMONSTRATE THE WRITING

SKILLS FOR MULTI-PARAGRAPH ESSAYS

Provide

SUSTAINED EVIDENCE FROM THE TEXT USING QUOTATIONS WHEN APPROPRIATE

Sustained evidence – textual evidence or argumentation in support of the thesis that is

unflawed and remains strong throughout the paper

7.19 Oral and Written Conventions/Conventions.

Students understand the function of and use the

conventions of academic language when

speaking and writing. Students will continue to

apply earlier standards with greater complexity.


TxCCRS Writing

TxCCRS Edit writing for proper voice, tense, and syntax,

assuring that it conforms to standard English,

when appropriate.




curriculum

TxCCRS Write clearly and coherently using standard

writing conventions.







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7.19A Identify, use, and understand the function of the

following parts of speech in the context of

reading, writing, and speaking:

Readiness Standard

Identify, Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING,

WRITING, AND SPEAKING:

STAAR Note:

Questions related to parts of speech may include the following:

Subject/verb agreement

Consistent verb tense

7.19A.i verbs (perfect and progressive tenses) and

participles

Supporting Standard

Perfect tense – verb form that indicates an act that has been completed. In the present perfect

tense, the auxiliary verb has or have is used (e.g., has taken). In the past perfect tense, the

auxiliary verb had is used (e.g., had taken). In the future perfect tense, the auxiliary verb

shall have or will have is used (e.g., shall have taken).

Present perfect – action that is completed (e.g., They have walked.) Past perfect – action that was completed (e.g., They had walked.)Future perfect – action that will be completed (e.g., They will have walked.)

Progressive tense – a verb tense that indicates an action is ongoing (e.g., is taking). The

progressive tense may also be combined with the perfect tense (e.g., has been taking or will

have been taking).

Present progressive (e.g., He is standing by the door.)

Past progressive (e.g., He was standing by the door.)

Future progressive (e.g., He will be standing by the door.)








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Participle – a verb form incorporating the use of -ed or -ing for regular verbs and using the

third principle part of the verb for irregular verbs. These verb forms are used to make the

perfect tenses (e.g., speaking in Jim was speaking) or to serve as modifiers (e.g., writing in

the writing assignment).

Present participle – verb that ends in ing (e.g., The crying baby was hungry.) Past participle – regular or irregular verbs written in past tense form (e.g., a chained prisoner; awritten letter; a sunken ship)

7.19A.iv conjunctive adverbs (e.g., consequently,

furthermore, indeed)

Supporting Standard

Conjunctive adverb – an adverb (e.g., however, nonetheless, therefore) that introduces or

connects independent clauses and that shows cause and effect, comparison, contrast, or

some other relationship between clauses

Examples of conjunctive adverbs:

consequently

furthermore

indeed

however

nonetheless

therefore

meanwhile

7.19A.vii subordinating conjunctions (e.g., because, since)

Supporting Standard Subordinating conjunction – introduces a dependent clause and connects it to an independent

clause (e.g., because, when, unless)

Examples of subordinating conjunctions:








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while

because

although

if

when

unless

since

whereas

Example of usage:

Both students and teachers were at the assembly because of a special guest.

Independent clause – a group of words containing a subject and a verb that can stand alone as

a complete sentence; also called a main clause

Dependent clause – a group of words with a subject and a verb that modifies a main or

independent clause to which it is joined (e.g., until you leave in I will wait until you leave);

also called a subordinate clause

7.19A.viii transitions for sentence to sentence or

paragraph to paragraph coherence

Supporting Standard

Transitional word/phrase – 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.

Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent

essay)

7.20 Oral and Written Conventions/Handwriting,

Capitalization, and Punctuation. Students write








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legibly and use appropriate capitalization and

punctuation conventions in their compositions.


7.20A Use conventions of capitalization.

Readiness Standard Use

CONVENTIONS OF CAPITALIZATION


Apply previously learned standards for capitalization

7.20B Recognize and use punctuation marks including:

Readiness Standard Recognize, Use

PUNCTUATION MARKS INCLUDING:

STAAR Note:

Questions related to punctuation may include:

Semicolons

Apostrophes in possessives

Quotation marks

Commas (e.g., in quotations, after introductory phrases, in compound sentences, etc.)

7.20B.i commas after introductory words, phrases, and

clauses

Supporting Standard


Words and/or phrases used at the beginning of a sentence (e.g., After the game, the team went

for pizza.)









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Set off transitional word or expression that begins a sentence (e.g., Additionally, do not forget

about the fundraiser.)

Separate introductory phrases in a series (e.g., In the gym, near the bleachers, we found the

lost cell phone.)

Set off nominative address/direct address (e.g., Principal Jones, are you coming to the

meeting?)

7.21 Oral and Written Conventions/Spelling. Students

spell correctly. Students are expected to:

7.21A Spell correctly, including using various

resources to determine and check correct

spellings.

Readiness Standard

Spell

CORRECTLY, INCLUDING USING VARIOUS RESOURCES TO DETERMINE AND CHECK

CORRECT SPELLINGS

Possible examples of resources:

Word wall

Personal dictionary

Printed or electronic dictionary

Printed or electronic thesaurus

Glossary

7.28 Listening and Speaking/Teamwork. Students

work productively with others in teams. Students

will continue to apply earlier standards with

greater complexity. Students are expected to:

TxCCRS Speaking









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TxCCRS E/LAS.III.A - English/Language Arts/Speaking.

Understand the elements of communication both

in informal group discussions and formal

presentations (e.g., accuracy, relevance, rhetorical

features, and organization of information).

TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening.

Apply listening skills as an individual and as a

member of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team

projects, presentations, interviews).


TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key

Cognitive Skills. Work habits

7.28A Participate productively in discussions, plan

agendas with clear goals and deadlines, set

time limits for speakers, take notes, and vote on

key issues.

Participate

PRODUCTIVELY IN DISCUSSIONS

Plan

AGENDAS WITH CLEAR GOALS AND DEADLINES

Set

TIME LIMITS FOR SPEAKERS







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Take

NOTES

Vote

ON KEY ISSUES

The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English languageproficiency 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.

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





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





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.








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