Subject Grade 9 Weeks Estimated Time Frame ELA Kindergarten 3 rd 9 weeks 6 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 and imagined events, settings, actions, and to enjoy language) (B)Ask and respond to questions about text (C) Monitor and adjust comprehension, (e.g., using background knowledge, creating sensory images, rereading a portion aloud) (D) Make inferences from text based on illustrations, cover and title (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) Bring background knowledge to understanding characters and their problems. 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 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) Retell or act out important events in a story (F) Make connections to own experiences (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. 1
Express personal connections through discussion. (G) Use prior knowledge to anticipate meaning and make sense of texts (1) Reading/Beginning Reading Skills/Print Awareness: Students understand how English is written and printed. Students are expected to : (B) identify upper/lower case letters (C) demonstrate the one-to-one correspondence between a spoken word and a printed word in text (D) recognize the difference between a letter and a printed word (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) (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) Can locate upper and lower case letters in a story. (C) Can point to words as teacher reads slowly. (D) Can locate a letter and a word in a line of print. (E) Can locate the beginning and ending letters of words. Through kinesthetic or tactile actions such as clapping and jumping. (2) Reading/Beginning Reading Skills/Phonological Awareness: Student display phonological awareness. Students are expected to: (A) identify a sentence made up of a group of words (B) identify syllables in spoken words (C) orally generate rhymes in spoken words (e.g., What rhymes with hat? ) (A) Can distinguish a sentence from a word or a phrase. (B) Can use kinesthetic or tactile actions such as clapping or jumping. Understand that words can have one, two, or more syllables. (C) Can give a word that rhymes with example: hat/sat, dog/log, etc. What rhymes with hat? (D) distinguish orally presented rhyming pairs of words from nonrhyming pairs (E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., baby boy (D) Can distinguish rhyming pairs (cat/hat) and non-rhyming words (ball/home). (E) Can identify beginning sounds of sentence-example baby boy bounces big ball. 2
bounces ball ) (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 (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. (F Local) learn and apply letter sound correspondences of a set of consonants and vowels to begin to read (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 (F) Can recognize a few easy CVC words: e.g. (cat, man, dog, pet). Recognize and use the consonant-vowel-consonant (CVC) pattern (cab, fab, map). (A) Can use the strategy of inferring. (B) Understand the meaning of the words during reading. Can respond to the strategy of questioning. (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 (B) recognize that compound words are made up of shorter words (e.g. Hot + dog = hotdog, star + fish = starfish, etc.); (A) 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. (B) Hot + dog = hotdog, star + fish = starfish, etc. 3
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes and textures) (C) Colors, shapes, textures. (E Local) use vocabulary to describe clearly ideas, feelings, and experiences (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 fold tales from various cultures. (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 (E) Have opinions about texts. Show interpretation of character s intentions or feelings in the voice while reading. (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. 4
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. TEKS Specifications Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. (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: (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 Can demonstrate print/phonological awareness skills on poetry read aloud high frequency words. rhyme. rhythm. (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) 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. Can talk about interesting information in a text and pick up important information and remember to use in discussion. (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. 5
(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: TEKS Specifications (A) identify the topic and details in expository text heard or read, referring to the words and/or illustrations (B) retell important facts in a text, heard or read (C) discuss the ways authors group information in text. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance) are expected to: (A) identify different forms of media (e.g., advertisements, newspapers, radio programs) (A) Can list facts from a text heard or read and/or draw interesting information. (B) Make predictions as to what will happen next. Can tell important information. (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. (A) Advertisements, papers, radio programs, and internet. (B) Sound, movement, and computer games. (B) identify techniques used in media (e.g., sound, movement (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: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas) (A) Draw, share ideas, list key ideas, TAP (Topic, Audience, Plan). (i Local) generate ideas before writing self selected topics (i Local) Can think of topics, events, or experiences from own life that are interesting to write about. Make lists or ideas for writing. 6
(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 (G Local) use available technology to compose/publish text. (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: (A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and (B) write short poems. (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. (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. Use simple resources to check spelling (word walls). 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. (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. (G Local) Use props, programs or illustrations to extend the meaning of writing. (A) Tell story in chronological order. (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. 7
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. (C Local) dictate messages such as ideas and news to create a common text for reading and exploring words (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: (B) speak in complete sentences to communicate; and (D Local) ask and answer relevant questions and make contributions to small and large group discussions (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: (C) Communicate clearly the main points intended for readers to understand. (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. (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. 8
(A) form upper- and lower-case letters legibly using the basic conventions of print (B) capitalize the first letter in a sentence; and (A) Left to right and top to bottom progression. (C) Read one s writing aloud and think where punctuation would go. (C) use punctuation at the end of a sentence. (D Local) gain increasing control of penmanship (E Local) Locate letter keys on a computer keyboard to type simple messages. (18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use phonological knowledge to match sounds to letters (B) use letter-sound correspondences to spell consonantvowel-consonant (CVC) words (A) Say words slowly to hear a sound and write a letter that represents it. Understand that letters represent sounds. (B) Cut, sit, dog, cat, fat, sat, etc. (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. (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 (C Local) respond appropriately and courteously to directions and questions (A) Ask many questions, demonstrating curiosity. (B) Know some favorite websites and use then to get information (approved sites). (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. 9
(D Local) retell a spoken message by summarizing or clarifying (D Local) 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. (B Local) learn the vocabulary of school (C Local) participate in rhymes, songs, conversations, and discussions (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 of others, and the common elements of cultures. The student is expected to: (A Local) connect experiences and ideas with those of others through speaking and listening. (F Local) Express and reflect on ideas of others and self. (A) 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. (B) Such as numbers, shapes, colors, directions, and categories. (C) Initiate and join in on songs, rhymes, and chants. Follow the topic and add to the discussion. (23) Including taking turns and speaking one at a time. (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: 10
(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. 11