Subject Grade 9 Weeks Estimated Time Frame ELA Kindergarten 4 th 9 weeks 9 weeks TEKS / Student Expectations: Examples / Specifications: (RC)Reading/Comprehension Skills. Students use a flexible Variety of Genre: range of metacognitive reading skills in both assigned and independent reading to understand an author s message. poems, nursery rhymes and songs, Students will continue to apply earlier standards with greater traditional folktales, depth in increasingly more complex texts as they become selfdirected, critical readers. realistic fiction, simple animal fantasy, factual texts (ABC books, label books, concept books, counting books, simple informational books) (A)Discuss the purpose of reading and listening to various texts (e.g., to become involved in real or imagined events, settings, actions, and to enjoy language) (B)Ask and respond to questions about text (A) To become involved in real and imagined events. (B) Ask questions to clarify understandings. Talk about interesting information in text. Pick up important information for discussion. (C) Monitor and adjust comprehension (e.g.,(using background knowledge, creating sensory images, rereading a portion aloud) (C) Notice when meaning is lost or understanding is interrupted. Notice and derive information from pictures. Bring background knowledge to understanding the content of text. Creating sensory images. (D) Make inferences from text based on illustrations, cover and title (E) Retell or act out important events in a story (F) Make connections to own experiences (D) Make predictions about what a character is likely to do. Infer characters intentions and feelings. Interpret the illustrations. Use details from illustrations to support discussion. Understand that an author wrote the book. Understand that an artist illustrated the book. (E) Remember and talk about interesting information in a text. Follow the events in a story and remember them to summarize, retell or act out. Recognize and identify beginning and ending of story. (F) Make connections between texts and their own life experiences. Check information in the text against their own experiences. Express personal connections through discussion. 1
(G) Use prior knowledge to anticipate meaning and make sense of texts (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: (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); (C) recognize that new words are created when letters are changed, added, or deleted (D) identify and read at least 25 high-frequency words from a commonly used list (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) predict what might happen next in text based on the cover, title and illustrations (B) ask and respond to questions about text read aloud (5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly when reading and writing. Students are expected to: (B) recognize that compound words are made up of shorter words; (D) use a picture dictionary to find words. (E Local) use vocabulary to describe clearly ideas, feelings, and experiences (G) Bring background knowledge to understanding characters and their problems. Bring background knowledge to understanding the content of a text. Make connections between text and their own life experiences. Use background knowledge and experience to contribute to text interpretation. (B) VC, CVC, CCVC, and CVCC words. (C) Can change beginning letter to make a one syllable word-man/can. Can change ending letter to make a one syllable word-cat/can. Can change one syllable words by leaving out a sound-cat/at. (D) Can recognize a few easy high-frequency words: a, am, an, and, at, can, come, do, go, he, I, in, is, it, like, me, my, no, see, so, the, to, up, we, you. (A) Can use the strategy of inferring. (B) Understand the meaning of the words during reading. Can respond to the strategy of questioning. (B) Hot + dog = hotdog, star + fish = starfish. (D) Use some words of high interest that will be memorable to some children A few new content words related to concepts children are learning that are easy to explain (E) Have opinions about texts Show interpretation of character s intentions or feelings in the voice while reading 2
(F Local) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (G Local) develop vocabulary by listening to and discussing familiar and conceptually challenging selections read aloud (H Local) identify words that name persons, places, or things and words that name actions. (6) 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: (A) identify elements of a story including setting, character and key events; (B) discuss the big idea (theme) of a well-known folk tale or fable and connect it to personal experience; (C) recognize sensory details; and (D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various (E Local) distinguish fiction from non-fiction, including fact and fantasy (F Local) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (7)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 respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. (F Local) Can use words that are familiar to children and likely to be used in their oral language (up, down, jumping, running,) and word meanings are illustrated by pictures (G Local) Can use words that are memorable (high interest), are in their speaking vocabulary and are new content words that are easy to explain Acquire new vocabulary from listening and use in discussion (A) Can identify memorable characters and simple plots with clear problems and resolutions (B) Obvious humor- silly situations, and language play. (C) Infer characters intentions or feelings. Use language to describe how something looks, smells, tastes, feels, or sounds. (D) Students recognize the pattern in text. (E) Can notice how texts are different from each other. (F) Can talk or draw about interesting facts and share opinions. Can demonstrate print/phonological awareness skills on poetry read aloud high frequency words. 3
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: rhyme. rhythm. (A) retell a main event from a story read aloud (B) describe characters in a story and the reasons for their actions (C Local) understand literary terms by distinguishing between the roles of the author and the illustrator (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify the topic of an informational text heard (B Local) connect his/her own experiences with the life experiences, languages, customs, and culture of others (C Local) compare experiences of characters across cultures 10) Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw conclusions about expository text, and provide evidence from text to support their understandings. Students are expected to: (C) discuss the ways authors group information in text. (A) Can follow the events of a plot and retell after reading. Compare different versions of the same story, rhyme, or traditional tale. (B) Can talk about characters, their problems and events in a story. (C) Such as the author writes the story and the illustrator draws the pictures. (A ) Can talk about interesting information in a text and pick up important information and remember to use in discussion. Recognize some authors by the style of their illustrations, their topics, or the characters they use. Choose an informational text that presents a clear and simple sequence. (B) Can make connections between texts and their own life experiences. Use background knowledge and experience to contribute to text interpretation. (C) Can talk about similarities and differences of characters. Make connections between texts that they have read or heard before. (C) Simple structure with beginning, series of episodes, and an ending. Notice words that the writer has used to make the story or content interesting. Notice how layout of pictures or print affect the way you read it- for example, larger font or bold. 4
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to: TEKS Specifications (A) plan a first draft by generating ideas for writing (i Local) generate ideas before writing self selected topics (ii Local) generate ideas before writing on assigned topics (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting a word, phrase, or sentence; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. (F Local) respond constructively to others writing; and (A) Draw, share ideas, list key ideas, TAP (Topic, Audience, Plan). (i Local) Can think of topics, events, or experiences from own life that are interesting to write about. Make lists or ideas for writing. (ii Local) Use lists to plan and support memory. (B) Use words and drawings to compose and revise writing. Write a continuous message on a simple topic. Include facts and details in informational writing. (C) Add words, phrases or sentences to make the writing more interesting. Delete words or sentences that do not make sense. (D) Spell twenty-five high frequency words conventionally. Construct phonetic spellings that are readable. Check and correct letter formation or orientation. Edit for spelling errors by circling words that do not look right and trying to spell them another way. Recognize that teacher may be the final editor who will make the edits the writer has not yet learned how to do. Notice the use of punctuation marks in books and try them out in own writing. Understand that letters represent sounds. (E) Create illustrations for writing. Share writing by reading it to the class. Create a picture book as one form of writing. Write a title and author s name on the cover of a story or book. Write an author page at the beginning or end of a book that gives information about the author (picture, writing). (F Local) Listen actively to others read or talk about their writing and give feedback. Use polite conversational conventions (please, thank you, greetings). Speak at an appropriate volume. 5
(G Local) use available technology to compose/publish text. (G Local) Use props, programs or illustrations to extend the meaning of writing. (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write short poems. (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to (B Local) write to record ideas and reflections (C Local) write to communicate with a variety of audiences (D Local) write to discover, develop, and refine ideas (E Local) write in different forms for different purposes (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; (B) Closely observe the world (animals, objects, people) to get ideas for poems. Understand that poems do not have to rhyme. Understand that poems can be created from other kinds of texts. Understand the way print and space work in poems and use this knowledge when writing poems. Understand poetry as a unique way to communicate about and describe thoughts and feelings. Understand poetry as a way to communicate in sensory images about everyday life. (B Local) Take on writing independently. View self as a writer. Think about what to work on next as a writer. Self-evaluate own writing and talk about what is good about it. Make attempt to solve own problems. (C Local) Think about the people who will read the writing and what they will want to know. (D Local) Include important information in the communication. (E Local) Lists, letters, stories, poems. (i) past: ran, walked; future: will run, will walk 6
(ii) nouns (singular/plural); (iii) descriptive words; (iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and (v) pronouns (e.g., I, me); (B) speak in complete sentences to communicate; and (C) use complete simple sentences. (D Local) ask and answer relevant questions and make contributions to small and large group discussions (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters (19) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: (A) ask questions about topics of class-wide interest; and (B) decide what sources or people in the classroom, school, library, or home can answer these questions. (20) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (A) gather evidence from provided text sources; and (B) use pictures in conjunction with writing when documenting research. (ii) person, place or thing (iii) shiny, beautiful, big, red (iv) In, on, under, over. (v) I, me. (B) Have the topic or story in mind before starting to speak. Present ideas and information in a logical sequence. (D) Enter a conversation appropriately. Engage in turn-taking conversation. Follow the topic and add to discussions. Participate actively in whole class discussion or with peers as partners, or in small group. (A) Say words slowly to hear a sound and write a letter that represents it. Understand that letters represent sounds. (A) Know some favorite websites and use then to get information (approved sites). (B) Use props or illustrations to extend the meaning of a presentation. (A) Know some favorite websites and use then to get information (approved sites). (B) Use props or illustrations to extend the meaning of a presentation. 7
(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: TEKS Specifications (A) listen attentively by facing speakers and asking questions to clarify information; and (C Local) respond appropriately and courteously to directions and questions (D Local) retell a spoken message by summarizing or clarifying (A) Listen with attention and understanding to oral reading of stories, poems, and informational texts. Compare personal knowledge with what is heard. (C Local) Use polite conversational conventions Sustain a conversation with a variety of audiences Ask many questions, demonstrating curiosity Look at the audience while talking (D Local) Retell stories in an interesting way. Build on statements of others. (E Local) listen responsively to stories and other texts read aloud including selections from classic and contemporary works (F Local) listen critically to interpret and evaluate (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 (A) share information and ideas by speaking audibly and clearly using the conventions of language. (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 (24 Local)Listening and Speaking/Culture. The student listens and speaks to gain knowledge of his/her own culture, the culture (F Local) Express and reflect on ideas of others and self (A) Speak about a topic with enthusiasm. Making brief oral reports that demonstrate understanding of a simple, familiar topic Perform plays and puppet shows that involve speaking as a character. Read aloud and discuss own writing with others. Look at the audience Speak at an appropriate rate. Speak at an appropriate volume to be heard and understood by others. Speak clearly enough to be understood by others. (23) Including taking turns and speaking one at a time. 8
of others, and the common elements of cultures. The student is expected to: TEKS Specifications (A Local) connect experiences and ideas with those of others through speaking and listening. (A Local) Compare personal knowledge with what is heard. (B Local) Compare language and oral traditions (family stories) that reflect customs, regions, and cultures (25 Local) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: (A Local) read independently for a sustained period of time. (B Local) self-select independent level reading (A Local) By drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty. (B Local) Bring background knowledge to understanding content of a text. 9