words their way - pearson school book of rhymes and words their way library are cited where...

A Correlation of

Words Their Way Word Study in Action Developmental Model

©2012

to the

Texas Essential Knowledge and Skills for English Language Arts and Reading

Grades K-5

A Correlation of Words Their Way Word Study in Action Developmental Model ©2012

to the Texas Essential Knowledge and Skills for English Language Arts and Reading

2 EELN = Emergent-Early Letter Name LN = Letter Name WWP = Within Word Patterns

SA = Syllables and Affixes DR = Derivational Relations

Introduction

This document demonstrates how Words Their Way: Word Study in Action™ Developmental Model ©2012 aligns to the Texas Essential Knowledge and Skills for English Language Arts and Reading. Correlation page references are to the Words Their Way: Word Study in Action Teacher Resource Guide (TRG). Big Book of Rhymes and Words Their Way Library are cited where appropriate. The Teacher Resource Guide is a comprehensive resource covering all five stages of spelling development: Emergent-Early Letter Name (Pages 32-77), Letter Name (Pages 78-130), Within Word Patten (Pages 132-180), Syllables and Affixes (Pages 182-240), and Derivational Relations (Pages 242-283). The Big Book of Rhymes is available for sorts in the Emergent-Early Letter Name, Letter Name, and Within Word Pattern stages. The Words Their Way Library books correspond to sorts in the Emergent-Early Letter Name, Letter Name, and Within Word Pattern stages.

Words Their Way (WTW): Word Study in Action Developmental Model is the classroom-ready companion to Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction professional development book. Words Their Way: Word Study in Action Developmental Model uses the research-based developmental approach to word study that is student-centered and assessment driven. This approach fosters the progression of word knowledge, including the development of phonics, spelling, word recognition, and vocabulary. The Word Study in Action ready made materials make word study easy to implement and use in your classroom.

This engaging, hands-on program ensures students develop the essential elements of reading including phonological awareness, phonics and word recognition, and vocabulary in just 15-20 minutes per day. The heart of the Words Their Way program is the sort, or the process of grouping sounds and words into specific categories. Students make discoveries and generalizations about the conventions of English orthography. The compare and contrast word features and discover similarities and differences within the categories.

For districts addressing Common Core State Standards, the CCSS Companion Edition includes a correlation to the new standards as well as a White Paper from the Words Their Way authors.

A Correlation of Words Their Way Word Study in Action Developmental Model ©2012




Table of Contents

§110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010....................................................................................... 4

§110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010. ............................................................................................... 10





A Correlation of Words Their Way: Word Study in Action, Developmental Model ©2012


Kindergarten




Words Their Way Word Study in Action,

Developmental Model ©2012

§110.11. English Language Arts and Reading, Kindergarten, Beginning with School Year 2009-2010. (a) Introduction. (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 Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In Kindergarten, students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and oral language skills. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (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. (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 Kindergarten as described in subsection (b) of this section. (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. (b) Knowledge and skills.



Kindergarten






(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words can be represented by print for communication;

WTW is designed so that students are continually learning the concepts of words in print by spelling patterns, letter recognition, vowel sounds, rhymes and pictures—All exercises in this book thoroughly comply with this standard.

(B) identify upper- and lower-case letters; EELN: 52-53, 57-58, 62-63, 66-67, 71-72

(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text;

All of the exercises in WTW focus on building this skill—particularly the Read a Rhyme exercises that begin each unit throughout the book. e.g., EELN: 36-77 LN: 82-98

(D) recognize the difference between a letter and a printed word;

Students begin demonstrating an understanding of the concept of words by matching picture cards to words. LN: 87, 88, 89, 90, 91, 92, 93, 94

(E) recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

Students begin tracking words in sentences from the beginning of the book. Read a Rhyme sections in every unit help demonstrate this skill, e.g., EELN: 36-77 LN: 82-98

(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

Teachers may use Big Book of Rhymes and Word Study Notebook to teach this skill.

(G) identify different parts of a book (e.g., front and back covers, title page).

Teachers may use Big Book of Rhymes and Word Study Notebook to teach this skill.

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) identify a sentence made up of a group of words;

Students begin tracking words in sentences from the beginning of the book. Read a Rhyme sections in every unit help demonstrate this skill, e.g., EELN: 36-77 LN: 82-98



Kindergarten






(B) identify syllables in spoken words; Students are learning beginning sounds, ending sounds, word families and short vowels at this level – actual syllables are thoroughly discussed/practiced in the Syllables and Affixes stage, e.g., See SA pgs. 186-224

(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");

EELN: 42, 43, 44, 45, 46, 47, 48 LN: 87- 95

(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;

LN: 87, 99, 89, 90, 91, 92, 93, 94, 95

(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");

Teachers may expand upon Beginning Sounds lessons to demonstrate alliteration EELN: 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69 LN: 82, 83, 84, 85, 86

(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);

EELN: 70, 73, 74, 75, 76, 77 LN: 82-86, 87-95

(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ …/a/ …/n/ says man);

LN: 82-86, 87-95

(H) isolate the initial sound in one-syllable spoken words; and

EELN: 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69 LN: 82, 83, 84, 85, 86

(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) identify the common sounds that letters represent;

EELN: 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69, 70 LN: 82, 83, 84, 85, 86

(B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95

(C) recognize that new words are created when letters are changed, added, or deleted; and

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95



Kindergarten






(D) identify and read at least 25 high-frequency words from a commonly used list.

Picture/Words, Bonus Words, and Student Book activities meet this standard, e.g., LN: 82-86, 87-95

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (A) identify and use words that name actions, directions, positions, sequences, and locations;

EELN: 64, 66, 75 LN: 90, 92, 95

(B) recognize that compound words are made up of shorter words;

See SA pgs. 186-187

(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures); and

EELN: 38, 43, 44, 45, 48 LN: 82

(D) use a picture dictionary to find words. Exercises throughout prepare students to use Picture Dictionary, especially Picture/Words, e.g., LN: 82-86,87-95

(16) 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) understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): (i) past and future tenses when speaking; This skill is outside the scope of Words Their

Way.

(ii) nouns (singular/plural); Teachers may use Read a Rhyme sections in each sort to teach nouns, e.g., EELN: 36-77 LN: 82-98

(iii) descriptive words; Teachers may use Read a Rhyme sections in each sort to teach descriptive words, e.g., EELN: 36-77 LN: 82-98

(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and

This skill is outside the scope of Words Their Way.

(v) pronouns (e.g., I, me); This skill is outside the scope of Words Their Way.



Kindergarten






(B) speak in complete sentences to communicate; and

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., EELN: 36-77 LN: 82-98

(C) use complete simple sentences. Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., EELN: 36-77 LN: 82-98

(17) 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) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);

Teachers may use Letter Recognition sorts to teach formation of letters, e.g., EELN: 52, 53, 57, 58, 62, 63, 67, 68, 71, 72

(B) capitalize the first letter in a sentence; and This skill is outside the scope of Words Their Way.

(C) use punctuation at the end of a sentence. Extend the Sort activity introduces this concept on the following page: EELN: 65

(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters;

EELN: 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69, 70 LN: 82, 83, 84, 85, 86

(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95

(C) write one's own name. This skill is outside the scope of Words Their Way.



Kindergarten






(21) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively by facing speakers and asking questions to clarify information; and

Teachers may evaluate after each Read a Rhyme and Little Book Activity, e.g., EELN: 36-77 LN: 82-98

(B) follow oral directions that involve a short related sequence of actions.

All the activities throughout the text require students to follow oral directions involving sequences of actions, especially the Apply activities, e.g., EELN: 36-77 LN: 82-98

(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

Skill practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., EELN: 36-77 LN: 82-98

(23) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., EELN: 36-77 LN: 82-98



Grade 1




Words Their Way: Word Study in Action,


§110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010. (a) Introduction. (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 Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first 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 write and read (or be read to) 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. (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. (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 in Grade 1 as described in subsection (b) of this section. (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. (b) Knowledge and skills.



Grade 1






(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: (A) recognize that spoken words are represented in written English by specific sequences of letters;

WTW is designed so that students are continually learning the concepts of words in print by spelling patterns, letter recognition, vowel sounds, rhymes and pictures—All exercises in this book would thoroughly comply with this standard.

(B) identify upper- and lower-case letters; See EELN pgs. 52-53, 57-58, 62-63, 66-67, 71-72

(C) sequence the letters of the alphabet; Teachers may use Beginning Consonants lessons to teach sequencing of letters of the alphabet, e.g., LN: 82, 83, 84, 85, 86

(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

Teachers may point out features of a sentence in any Read a Rhyme or Words Their Way Library activity: e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(E) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and

Teachers may demonstrate this skill through any Read a Rhyme or Words Their Way Library reading: e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).

Teachers may demonstrates through any Read a Rhyme or Words Their Way Library activity: e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain) and consonant blends (e.g., bl, st, tr);

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115

(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);

LN: 116, 117, 118, 119, 120, 121, 122, 123, 124, 125 WWP: 136, 137, 138, 139, 140, 141, 142, 143, 144



Grade 1






(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/);

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115

(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

EELN: 73, 74, 75, 76, 77 LN: 96, 97, 98, 99, 100, 101, 102, 103, 104, 105

(E) isolate initial, medial, and final sounds in one-syllable spoken words; and

LN: 87, 88, 89, 90, 91, 92, 93, 94, 95, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115

(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

Word lists provided can be expanded upon to segment one-syllable words.

(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode words in context and in isolation by applying common letter-sound correspondences, including: (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;

EELN: 70, 73, 74, 75 LN: 82, 83, 84, 85, 86, 99

(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;

LN: 116, 117, 118, 119, 120, 121, 122, 123, 124 125 WWP: 136, 137, 138, 139, 140, 141, 142, 143, 144, 145

(iii) consonant blends (e.g., bl, st); LN: 99, 102

(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;

EELN: 73, 74, 75, 76, 77 LN: 96, 97, 98, 105, 124, 126, 127

(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

See WWP pgs. 146, 147, 148, 149, 150, 151, 152, 155, 156, 157, 168, 169

(vi) vowel diphthongs including oy, oi, ou, and ow;

See WWP pgs. 165, 167

(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;

LN: 99, 100, 101, 102, 103, 104, 105 WWP: 136, 137, 138, 139, 140, 141, 142, 143, 144, 145



Grade 1






(C) use common syllabication patterns to decode words, including: (i) closed syllable (CVC) (e.g., mat, rab-bit); WWP: 137, 139, 141, 143, 145, 145

(ii) open syllable (CV) (e.g., he, ba-by); See SA pgs. 196, 197, 198, 199, 200, 202

(iii) final stable syllable (e.g., ap-ple, a-ble); See SA pgs. 218, 219

(iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);

WWP: 137, 139, 141, 143, 145

(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and

See WWP pgs. 148, 149, 150, 153, 155, 165, 166, 167

(vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);

See WWP pgs. 158, 159, 160, 161, 162, 163, 164

(D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);

LN: 112, 113, 114, 115

(E) read base words with inflectional endings (e.g., plurals, past tenses);

See SA pgs. 188, 189, 190, 191, 192, 193, 194, 195

(F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

See SA pgs. 186-187

(G) identify and read contractions (e.g., isn't, can't);

LN: 130

(H) identify and read at least 100 high-frequency words from a commonly used list; and

Teachers may use word lists provide throughout text to teach this skill.

(I) monitor accuracy of decoding. Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Teachers may evaluate through any WTW Library and Words Their Way Library reader selection, e.g., EELN: 70-77 LN: 82-130 WWP: 136-145



Grade 1






(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (verbs) and words that name persons, places, or things (nouns);

EELN: 75 LN: 90, 92, 95, 110

(B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime);

See SA pgs. 186-187

(C) determine what words mean from how they are used in a sentence, either heard or read;

Teachers may use Read a Rhyme and Little Book activities found throughout book can be used to teach skill, e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(D) identify and sort words into conceptual categories (e.g., opposites, living things); and

EELN: 36, 37, 38, 39, 40, 41, 70, 75, 76 LN: 82, 86, 91

(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

LN: 112

(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) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); See WWP: 169, 172, 193

(ii) nouns (singular/plural, common/proper); See EELN: 63, 68

(iii) adjectives (e.g., descriptive: green, tall); This skill is outside the scope of Words Their Way.

(iv) adverbs (e.g., time: before, next); This skill is outside the scope of Words Their Way.

(v) prepositions and prepositional phrases; This skill is outside the scope of Words Their Way.

(vi) pronouns (e.g., I, me); and This skill is outside the scope of Words Their Way.

(vii) time-order transition words; This skill is outside the scope of Words Their Way.



Grade 1






(B) speak in complete sentences with correct subject-verb agreement; and

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(C) ask questions with appropriate subject-verb inversion.

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., EELN: 70-77 LN: 82-130 WWP: 136-145

(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) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;

Teacher can use Letter Recognition sorts to teach formation of letters, e.g., See EELN pgs. 52, 53, 57, 58, 62, 63, 67, 68, 71, 72

(B) recognize and use basic capitalization for: (i) the beginning of sentences; This skill is outside the scope of Words Their

Way.

(ii) the pronoun "I"; and This skill is outside the scope of Words Their Way.

(iii) names of people; and See EELN: 63, 68

(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.

LN: 105

(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters to construct known words;

See EELN pgs. 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69, 70 LN: 82, 83, 84, 85, 86

(B) use letter-sound patterns to spell: (i) consonant-vowel-consonant (CVC) words; LN: 87, 88, 89, 90, 91, 92, 93, 94, 95

(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and

WWP: 137, 139, 141, 143, 145

(iii) one-syllable words with consonant blends (e.g., "drop");

LN: 100, 101, 102, 103, 104, 105



Grade 1






(C) spell high-frequency words from a commonly used list;

Teacher can use Word Lists and Bonus Words throughout text to teach this skill.

(D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and

See SA pgs. 188, 189, 190, 191, 192, 193

(E) use resources to find correct spellings.

LN: 112

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and

Teachers may evaluate after each Read a Rhyme and Little Book Activity, e.g., EELN: 70-77 LN: 82-98 WWP: 136-145

(B) follow, restate, and give oral instructions that involve a short related sequence of actions.


(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

This skill is practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., EELN: 70-77 LN: 82-98 WWP: 136-145

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., EELN: 70-77 LN: 82-98 WWP: 136-145

A Correlation of Words Their Way: Word Study in Action, Developmental Model © 2012


Grade 2





Developmental Model © 2012

§110.13. English Language Arts and Reading, Grade 2, Beginning with School Year 2009-2010. (a) Introduction. (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 Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second 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 write and read (or be read to) 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. (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. (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 2 as described in subsection (b) of this section. (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. (b) Knowledge and skills.



Grade 2






(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

Teachers may point out features of a sentence in any Read a Rhyme and Little Book Activity, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: (i) single letters (consonants and vowels); SA: 186, 187, 188

(ii) consonant blends (e.g., thr, spl); WWP: 172, 173

(iii) consonant digraphs (e.g., ng, ck, ph); and WWP: 172

(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

WWP: 165

(B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-nic, mon-ster);

WWP: 137, 139, 141, 143, 145, 145

(ii) open syllable (CV) (e.g., ti-ger); See SA pgs. 196, 197, 198, 199, 200, 202

(iii) final stable syllable (e.g., sta-tion, tum-ble);

See SA pgs. 218, 219

(iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);

WWP: 137, 139, 141, 143, 145, 146, 147, 148, 149, 150, 151, 156, 157

(v) r-controlled vowels (e.g., per-fect, cor-ner); and

WWP: 158, 159, 160, 161, 162, 163, 164

(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

WWP: 148, 149, 150, 153, 155, 165, 166, 167

(C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);

WWP: 156

(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

See SA pgs. 232, 233, 236, 238,

(E) identify and read abbreviations (e.g., Mr., Ave.);




Grade 2






(F) identify and read contractions (e.g., haven't, it's);

LN: 130

(G) identify and read at least 300 high-frequency words from a commonly used list; and

Teachers may use word lists provide throughout text to teach this skill.

(H) monitor accuracy of decoding. Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., LN: 116-130 WWP: 136-180 SA: 186-196


Teachers may evaluate through any WTW Library and Words Their Way Library reader selection, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

See SA pgs. 232-240, 246-262

(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;

Teachers may use Read a Rhyme and Little Book activities found throughout book can be used to teach skill, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and

Teachers may use new vocabulary to build lessons around learning the meaning of common synonyms and antonyms

(D) alphabetize a series of words and use a dictionary or a glossary to find words.

See LN pgs. 112

(21) 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) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); WWP: 172

SA: 193

(ii) nouns (singular/plural, common/proper); SA: 188, 189 See EELN: 63,68



Grade 2






(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);


(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);



(vi) pronouns (e.g., he, him); and This skill is outside the scope of Words Their Way.

(vii) time-order transition words; This skill is outside the scope of Words Their Way.

(B) use complete sentences with correct subject-verb agreement; and

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(C) distinguish among declarative and interrogative sentences.

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(22) 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) write legibly leaving appropriate margins for readability;


(B) use capitalization for: (i) proper nouns; See EELN: 63, 68

(ii) months and days of the week; and This skill is outside the scope of Words Their

Way.

(iii) the salutation and closing of a letter; and This skill is outside the scope of Words Their Way.

(C) recognize and use punctuation marks, including: (i) ending punctuation in sentences; This skill is outside the scope of Words Their

Way.



Grade 2






(ii) apostrophes and contractions; and This skill is outside the scope of Words Their Way.

(iii) apostrophes and possessives. This skill is outside the scope of Words Their Way.

(23) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters to construct unknown words;

See EELN pgs. 49, 50, 51, 54, 55, 56, 59, 60, 61, 64, 65, 66, 69, 70 See LN pgs. 82, 83, 84, 85, 86

(B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck);

WWP: 174

(ii) r-controlled vowels;

WWP: 158, 159, 160, 161, 162, 163, 164

(iii) long vowels (e.g., VCe-hope); and WWP: 137, 139, 141, 143, 145, 145, 147, 148, 149, 150, 151, 156, 157

(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);

WWP: 165, 166, 167

(C) spell high-frequency words from a commonly used list;

Teachers may use Word Lists and Bonus Words throughout text to teach this skill.

(D) spell base words with inflectional endings (e.g., -ing and -ed);

SA: 188, 189, 190, 191, 192, 193, 194, 195

(E) spell simple contractions (e.g., isn't, aren't, can't); and

LN: 130

(F) use resources to find correct spellings. See LN pgs. 112

(28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and

Teachers may evaluate after each Read a Rhyme and Little Book Activity, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(B) follow, restate, and give oral instructions that involve a short related sequence of actions.




Grade 2






(29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

This skill is practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., LN: 116-130 WWP: 136-180 SA: 186-196

(30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., LN: 116-130 WWP: 136-180 SA: 186-196



Grade 3






§110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010. (a) Introduction. (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 third 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. (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. (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 3 as described in subsection (b) of this section. (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. (b) Knowledge and skills.



Grade 3






(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: (i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

SA: 191, 192, 194, 195

(ii) doubling final consonants when adding an ending (e.g., hop to hopping);

SA: 190, 192, 193, 194, 195

(iii) changing the final "y" to "i" (e.g., baby to babies);

SA: 203, 204

(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and


(v) using knowledge of derivational affixes (e.g., -de, -ful, -able);

See SA pgs. 238, 247, 279, 280

(B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., mag-net, splen-did);

See WWP pgs. 137, 139, 141, 143, 145, 145

(ii) open syllable (CV) (e.g., ve-to); SA: 196, 197, 198, 199, 200, 202

(iii) final stable syllable (e.g., puz-zle, con-trac-tion);


(iv) r-controlled vowels (e.g., fer-ment, car-pool); and

WWP: 159, 160, 161, 162, 163, 164

(v) vowel digraphs and diphthongs (e.g., ei-ther);

WWP: 165, 166, 167

(C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);

This hands on approach to word study teaches students to look closely at words to discover the spelling patterns, syllables, structures, and spelling – meaning connections and English orthography that are needed for reading and writing, for example: WWP: 167, 168, 171

(D) identify and read contractions (e.g., I'd, won't); and

See LN pg. 130



Grade 3






(E) monitor accuracy in decoding. Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., WWP: 159-180 SA: 186-217


Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., WWP: 159-180 SA: 186-217

(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

See SA pgs. 233, 238, 281

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

WWP: 176, 178, 179, 180 SA: 199, 211, 218, 220, 224, 226

(C) identify and use antonyms, synonyms, homographs, and homophones;

WWP: 178, 180 SA: 226, 237, 239, 240

(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and


(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

WWP: 155 SA: 195, 213, 217 Also See LN pgs. 112

(22) 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 (past, present, and future); WWP: 172

SA: 193

(ii) nouns (singular/plural, common/proper); SA: 188, 189 See EELN: 63, 68



Grade 3






(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

WWP: 179 SA: 191, 213

(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

See SA: pg. 236


(vi) possessive pronouns (e.g., his, hers, theirs);

SA: 187

(vii) coordinating conjunctions (e.g., and, or, but); and


(viii) time-order transition words and transitions that indicate a conclusion;

Teachers may use Word Lists and Bonus Words throughout text to teach this skill. WWP: 153 SA: 200, 205, 216, 224

(B) use the complete subject and the complete predicate in a sentence; and

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., WWP: 159-180 SA: 186-217

(C) use complete simple and compound sentences with correct subject-verb agreement.

Students can practice speaking skills in the Apply activities and the English Language Learners section at the end of each sort, e.g., WWP: 159-180 SA: 186-217 Create Sentences: WWP: 155, 177 SA: 189, 201, 221 DR: 255, 265

(23) 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) write legibly in cursive script with spacing between words in a sentence;

See EELN: 55

(B) use capitalization for: (i) geographical names and places; This skill is outside the scope of Words Their

Way.

(ii) historical periods; and This skill is outside the scope of Words Their Way.



Grade 3






(iii) official titles of people; This skill is outside the scope of Words Their Way.

(C) recognize and use punctuation marks including: (i) apostrophes in contractions and possessives; and

See LN: 130

(ii) commas in series and dates; and This skill is outside the scope of Words Their Way.

(D) use correct mechanics including paragraph indentations.


(24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

This skill is practiced in all Sorts throughout the text.

(B) spell words with more advanced orthographic patterns and rules: (i) consonant doubling when adding an ending; SA: 190, 192, 193, 194, 195

(ii) dropping final "e" when endings are added (e.g., -ing, -ed);

SA: 191, 192, 194, 195

(iii) changing y to i before adding an ending;

SA: 203, 204

(iv) double consonants in middle of words;

SA: 197, 198

(v) complex consonants (e.g., scr-, -dge, -tch); and

WWP: 173, 175, 177

(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

WWP: 168, 169

(C) spell high-frequency and compound words from a commonly used list;

Teachers may use Word Lists and Bonus Words throughout text to teach this skill. SA: 186, 187

(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);

SA: 196, 197, 198, 199, 200, 202 See WWP pgs. 137, 139, 141, 143, 145, 145 See SA pgs. 218, 219

(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

WWP: 178, 179, 180 SA: 191, 239

(F) spell complex contractions (e.g., should've, won't); and

See LN pg. 130

(G) use print and electronic resources to find and check correct spellings.

SA: 213 Also see LN pgs. 112



Grade 3






(29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

Teachers may evaluate after each Read a Rhyme and Little Book Activity, e.g., WWP: 159-180 SA: 186-217

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

Extend the Sort activities offer opportunities for students to follow oral instructions for example: WWP: 160

(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

This skill is practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., WWP: 159-180 SA: 186-217

(31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., WWP: 159-180 SA: 186-217



Grade 4






§110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010. (a) Introduction. (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 fourth 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. (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. (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 4 as described in subsection (b) of this section. (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. (b) Knowledge and skills.



Grade 4






(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., WWP: 169 - 180 SA: 186-240

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

See DR: 260-262, 263-275

(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

WWP: 176, 178, 179, 180 SA: 199, 211, 218, 220, 224, 226

(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

Teachers may use new vocabulary to build lessons around learning the meaning of common synonyms and antonyms

(D) identify the meaning of common idioms; and

SA: 192, 196

(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.

SA: 195, 213, 217, 222

(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); SA: 196

(ii) nouns (singular/plural, common/proper); SA: 188, 189

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

WWP: 179 SA: 191, 213, 221, 236 DR: 279

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

SA: 236

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;


(vi) reflexive pronouns (e.g., myself, ourselves);

SA: 187



Grade 4






(vii) correlative conjunctions (e.g., either/or, neither/nor); and


(viii) use time-order transition words and transitions that indicate a conclusion;

SA: 200 (second), 205 (today), 216 (during), 224 (begun)





(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) write legibly by selecting cursive script or manuscript printing as appropriate;


(B) use capitalization for: (i) historical events and documents; This skill is outside the scope of Words Their

Way.

(ii) titles of books, stories, and essays; and This skill is outside the scope of Words Their Way.

(iii) languages, races, and nationalities; and This skill is outside the scope of Words Their Way.

(C) recognize and use punctuation marks including: (i) commas in compound sentences; and This skill is outside the scope of Words Their

Way.

(ii) quotation marks. SA: 202

(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) spell words with more advanced orthographic patterns and rules: (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);

SA: 189, 203

(ii) irregular plurals (e.g., man/men, foot/feet, child/children);

SA: 189



Grade 4






(iii) double consonants in middle of words;

SA: 197, 198

(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and

See DR pgs. 248, 249, 250, 251, 258

(v) silent letters (e.g., knee, wring);

WWP: 171 SA: 230

(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

SA: 233, 236 See DR pgs. 248, 249, 250, 251, 258

(C) spell commonly used homophones (e.g., there, they're, their; two, too, to); and

WWP: 178, 179, 180 SA: 191, 239

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

See LN pgs. 112

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

Teacher can evaluate after each Read a Rhyme and Little Book Activity, e.g., WWP: 169-180 SA: 186-240

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.


(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.

This skill is practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., WWP: 169-180 SA: 186-240

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., WWP: 169-180 SA: 186-240



Grade 5






§110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010. (a) Introduction. (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. (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. (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. (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. (b) Knowledge and skills.



Grade 5






(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Teachers may evaluate through any WTW Library and Words Their Way Library reader selection: e.g., SA: 216-240 DR: 246-283

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

DR: 260-262, 263-275

(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

SA: 218, 220, 224, 226

(C) produce analogies with known antonyms and synonyms;

Teachers may use new vocabulary to build lessons around learning the meaning of common synonyms and antonyms SA: 226, 237

(D) identify and explain the meaning of common idioms, adages, and other sayings; and


(E) 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.

SA: 222 DR: 256, 263, 268, 269, 270, 271, 272, 273, 275, 276, 277, 278, 281, 282, 283 See LN pgs. 112

(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); Teachers may Word Lists and Bonus Words

throughout text to teach verbs.

(ii) collective nouns (e.g., class, public); Teachers may use Word Lists and Bonus Words throughout text to teach nouns.

(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best);

SA: 236 DR: 264, 279 See LN: 123

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

SA: 236



Grade 5






(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;


(vi) indefinite pronouns (e.g., all, both, nothing, anything);


(vii) subordinating conjunctions (e.g., while, because, although, if); and


(viii) transitional words (e.g., also, therefore); Teachers may use Word Lists and Bonus Words throughout text to teach this skill.





(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; This skill is outside the scope of Words Their

Way.

(ii) initials and acronyms; and This skill is outside the scope of Words Their Way.

(iii) organizations; This skill is outside the scope of Words Their Way.

(B) recognize and use punctuation marks including: (i) commas in compound sentences; and This skill is outside the scope of Words Their

Way.

(ii) proper punctuation and spacing for quotations; and

SA: 202

(C) use proper mechanics including italics and underlining for titles and emphasis.




Grade 5






(22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) spell words with more advanced orthographic patterns and rules: (i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);

DR: 248, 249

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and

DR: 256, 257

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);

SA: 230

(B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter);

DR: 271, 272, 273, 274,

(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);

DR: 245, 263, 264, 265, 266, 267, 268, 270, 272, 273, 274

(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and

DR: 255, 269

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

DR: 245, 258, 277, 278, 279, 280

(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect);


(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

See LN pgs. 112

(E) know how to use the spell-check function in word processing while understanding its limitations.


(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

Teachers may evaluate after each Read a Rhyme and Little Book Activity, e.g., SA: 218-240 DR: 246-283

(B) follow, restate, and give oral instructions that include multiple action steps; and


(C) determine both main and supporting ideas in the speaker's message.

Teachers may use Read a Rhyme and Little Book Activities to teach skill, e.g., SA: 218-240 DR: 246-283



Grade 5






(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

This skill is practiced at end of each sort from the Apply activities to the English Language Learner activities, e.g., SA: 218-240 DR: 246-283

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

This skill is taught throughout text by all the various group participation activities such as Introduce/Model, Practice the Sort, and Apply, e.g., SA: 218-240 DR: 246-283

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