A Correlation of Keystone Level E, To the Texas (TEKS) Essential Knowledge and Skills English Language Arts and Reading Grade 10
Introduction This document demonstrates how Pearson Longman Keystone supports the Texas Essential Knowledge and Skills Reading. Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for English learners and struggling readers whose academic achievement is two or more years below grade level. Through explicit, intensive, and focused instruction that accelerates students' language acquisition, reading comprehension, vocabulary, and oral and written communication skills, students will quickly begin achieving academic success and be better prepared to transition to mainstream coursework across the curriculum. Pearson Longman Keystone blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, highinterest literature. In addition, this series incorporates the focused and purposeful instructional principles of Understanding by Design, which allow students to demonstrate their understanding and mastery of skills through multiple formal and informal assessment opportunities. Through this process, students will be equipped with the key transferable academic skills necessary for lifelong success. Program Highlights Six thematic units per level are organized around a Big Question Critical academic vocabulary and key words are explicitly taught before each reading Connected learning opportunities allow students to demonstrate their mastery of the skills covered Well-organized instructional support provides a clearly defined roadmap of instruction 2
110.32. English Language Arts and Reading, English II (One Credit), Beginning with School Year 2009-2010. (b) Knowledge and skills. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of gradelevel technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; SE/TE: Academic Words, 50; Word Study: Etymology, 51; Suffixes, 255; Prefixes in, im, inter, re, and un, 365 (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; (C) infer word meaning through the identification and analysis of analogies and other word relationships; (D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avantgarde, coup d'état); and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. SE/TE: Literary terms (practice), 5, 35, 89, 115, 171, 197, 253, 281, 335, 363, 417, 445; Key words (practice), 21, 49, 103, 129, 185, 213, 269, 295, 351, 377, 431, 459; Academic Words (practice), 6, 22, 36, 50, 90, 104, 116, 130, 172, 186, 198, 214, 254, 270, 282, 296, 336, 352, 364, 378, 418, 432, 446, 460 SE/TE: Analogy, 12, 178, 262, 369, 424 SE/TE: Foreign Phrases, 307 SE/TE: Key words (use dictionary), 21, 49, 103, 129, 185, 213, 269, 295, 351, 377, 431, 459; How to Use Reference Books, 506 507 3
(2) 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) compare and contrast differences in similar themes expressed in different time periods; SE/TE: The Big Question, 4, 20, 34, 48, 88, 102, 114, 128, 170, 184, 196, 212, 252, 268, 280, 294, 334, 350, 362, 376, 416, 430, 444, 458; also see: Reading Strategies: connect ideas, 131; Literary words: theme, 445 (B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and (C) relate the figurative language of a literary work to its historical and cultural setting. (3) 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 analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. SE/TE: Literary Analysis: archetype, 392 393; Literary Check: archetype, 397 SE/TE: Literary Words: figurative language, 5; Literary Analysis: types of figurative language, 62 63 SE/TE: Literary Analysis: poetic devices, 64, poetic forms, 65; also see: Poetry, 14 15, 42 43, 70, 123 SE/TE: Play Excerpt, 338 345; Literary Analysis: archetype, motif, 392 393; One- Act Play, 394 399 4
(5) 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) analyze isolated scenes and their contribution success of the plot as a whole in a variety of works of fiction; SE/TE: Literary Analysis: Elements of Fiction, 145 146; Literary Check: conflict, 148; Literary Analysis: Structure and Elements of Drama, 392 393 (B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures; (C) evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction; and (D) demonstrate familiarity with works by authors from non-english-speaking literary traditions with emphasis on 20th century world literature. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the function of symbolism, allegory, and allusions in literary works. SE/TE: Literary Analysis: moral dilemma, 146 SE/TE: Literary Analysis: forms of narration, 144; Literary Check: forms of narration, 149; also see: Point of view, 89; Narrator, 144, 253 SE/TE: An Interview with An Na, 118; from A Step from Heaven, 119 122; Learning English, 123; The Great Circle, 256 257 SE/TE: Literary Analysis: Patterns and Features of Literary Nonfiction (syntax, tone, voice, diction), 308; also see: Learn Literary Words: imagery, 281, tone, 445 SE/TE: Learn Literary Words: allegory, 35; Academic Words: symbol, 254 5
(8) 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 analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. SE/TE: Reading Strategy: identify author's purpose, 117, connect ideas, 131, identify main ideas, 461; Literary Analysis: author s purpose, controlling idea, 226 (9) 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 understanding. Students are expected to: (A) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; SE/TE: Text Analysis: summarizing and critiquing text, 478; also see: Write a critique, 195; Reading Strategy: summarize, 297 (B) distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. SE/TE: Text Analysis: evaluate evidence, 228 SE/TE: Reading Strategy: draw conclusions, 283, make inferences, 365 SE/TE: Text Analysis: same topic, different viewpoints, 478; also see: Link the Readings, 76, 158, 240, 322, 404, 488; Reading Strategy: connect ideas, 131 6
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and SE/TE: Text Analysis: same topic, different viewpoints, 478 (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks. SE/TE: Text Analysis: rhetorical fallacies (appeals, false dilemmas, personal attacks), 229 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) evaluate text for the clarity of its graphics and its visual appeal; and SE/TE: Reading Focus: Use visuals, 51Text Analysis: graphic sources, 476 (B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics). SE/TE: Text Analysis: graphic sources, 476 (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 will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; SE/TE: Media Literacy & Projects #4, 77, 159, 241, 323, 405, 489 (B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); (C) examine how individual perception or bias in coverage of the same event influences the audience; and (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. SE/TE: Listening & Speaking Workshop: TV News Show (visual and sound effects), 242, TV Talk Show (visual and sound effects), 406 SE/TE: Media Literacy & Projects #4: bias and influence over audience, 77, 241, 405 SE/TE: Media Literacy & Projects #4: formality and tone, 159, 323, 489 7
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting the SE/TE: Writing skills and strategies: correct genre for conveying the support main idea, 162 165, 5Ws, 349, intended meaning to multiple audiences, 408 412, narrowing a topic, 429, determining appropriate topics through supporting main idea with facts and details, a range of strategies (e.g., discussion, 471; also see: Traits of writing checklists, background reading, personal interests, 19, 27, 33, 59, 74, 81, 101, 113, 127, 141, interviews), and developing a thesis or 154, 163, 183, 195, 211, 238, 243, 245, controlling idea; 267, 279, 293, 305, 320, 327, 349, 361, 375, 387, 402, 409, 429, 443, 457, 471, 493 (B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended situations that include transitions and rhetorical devices used to convey meaning; (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics, and spelling; and (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. SE/TE: Organizing writing: graphic organizers, 19, 33, 47, 59, 78, 101, 113, 127, 141, 162, 183, 195, 211, 223, 244, 267, 279, 293, 305, 326, 349, 361, 375, 387, 408, 429, 443, 457, 471, 492 SE/TE: Writing Workshop (revise): descriptive essay, 81, expository essay, 163, 409, persuasive essay, 245, narrative essay, 327, research report, 493 SE/TE: Writing Workshop (edit): descriptive essay, 82, expository essay, 164, 410, persuasive essay, 246, narrative essay, 328, research report, 496 SE/TE: Writing Workshop (obtain feedback and publish): descriptive essay, 83, expository essay, 165, 411, persuasive essay, 247, narrative essay, 329, research report, 497 8
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: (A) write an engaging story with a welldeveloped conflict and resolution, interesting and believable characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone; SE/TE: Narrative Essay (Writing Workshop): capture readers interest & describe setting of events, 326, include strong story starter, 327; also see: Narrative assignments: story with a starter, 279, point of view, 293 character traits, 305 (B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and (C) write a script with an explicit or implicit theme and details that contribute to a definite mood or tone. SE/TE: Literary writing: poem, 72 75 SE/TE: Literary writing: script, 400 403 (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: (A) write an analytical essay of sufficient length that includes: (i) effective introductory and concluding paragraphs and a variety of sentence structures; SE/TE: Analytical essay: introductory and concluding paragraphs & sentence structures, 238 (ii) rhetorical devices, and transitions between paragraphs; (iii) a thesis or controlling idea; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant evidence and wellchosen details; and (vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement; SE/TE: Analytical essay: transitions, 237, 238 SE/TE: Analytical essay: thesis statement, 236 SE/TE: Analytical essay: structure, 236, organization, 237, 238 SE/TE: Analytical essay: evidence and details, 236, 237, 238 SE/TE: Analytical essay: evidence and details, 236, 237, 238 9
(B) write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include: (i) organized and accurately SE/TE: Expository writing: explain the conveyed information; steps in a process, 101, explain how something is classified, 113, instructions, 141 (ii) reader-friendly formatting techniques; and (iii) anticipation of readers' questions; SE/TE: Writing Checklist: explain the steps in a process: organization, 101, instructions: organization, 141 SE/TE: Writing Checklist: explain the steps in a process: voice, 101, instructions: ideas, 141 (C) write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) extends beyond a summary and SE/TE: Interpretative response, 318 321 literal analysis; (ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and (D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience. SE/TE: Interpretative response: quoting evidence, 320 SE/TE: Interpretative response: imagery and details, 319, draft, 320 SE/TE: Multimedia Presentation, 156 157; Listening and Speaking Workshop (evaluate): TV news show, 242 243, TV talk show 406 407; also see: Literacy and Projects, 77, 159, 241, 323, 405, 489 10
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay appropriate audience that includes: (A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; SE/TE: Persuasive Essay (Writing Workshop): list and organize details, 244, state opinion in first paragraph, 245; also see: Persuasive writing: critique, 195, letter editor, 223, supporting a position, 375 (B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context); (C) counter-arguments based on evidence to anticipate and address objections; (D) an organizing structure appropriate purpose, audience, and context; (E) an analysis of the relative value of specific data, facts, and ideas; and (F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations). SE/TE: Persuasive Essay (Writing Workshop): opposing arguments identified and answered, 244, present both sides of argument, 245; also see: Persuasive writing: recommendations, 195, opinion, 223, supporting a position, 375 SE/TE: Persuasive Essay (Writing Workshop): opposing arguments identified and answered, 244, present both sides of argument, 245; also see: Persuasive writing: recommendations, 195, opinion, 223, supporting a position, 375 SE/TE: Persuasive Essay (Writing Workshop): organize ideas and details, 244, present both sides of argument, 245; also see: Persuasive writing: critique, 195, letter editor, 223, supporting a position, 375 SE/TE: Persuasive Essay (Writing Workshop): opposing arguments identified and answered, 244, present both sides of argument, 245; also see: Persuasive writing: recommendations, 195, opinion, 223, supporting a position, 375 SE/TE: Persuasive writing: recommendations, 195, opinion, 223, supporting a position, 375; also see: Persuasive Essay (Writing Workshop): opposing arguments identified and answered, 244, present both sides of argument, 245 11
(17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. 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) more complex active and passive tenses and verbals (gerunds, infinitives, participles); SE/TE: Tense: simple present for habitual actions or routines, 46, simple past, 194; Gerunds as objects of verbs and objects of prepositions, 278 (ii) restrictive and nonrestrictive relative clauses; and (iii) reciprocal pronouns (e.g., each other, one another); (B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and (C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). SE/TE: Adverb clauses: showing opposition with although, even though, and after, 360, of condition: if, 374, of time, since (then), when, once, after, 470; Adjective clauses: relative pronouns as subjects and objects, 428 SE/TE: Reciprocal pronouns, 234 SE/TE: Subjunctive mood, 235 SE/TE: Sentences: compound and complex, 18, compound and compound complex, 58; also see: Grammar Handbook, 526 527 (18) 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 conventions of capitalization; and SE/TE: Grammar Handbook: capitalization, 534 535 (B) use correct punctuation marks including: (i) comma placement in SE/TE: Comma placement in adverb nonrestrictive phrases, clauses, and clauses, 360; Mechanics: Commas, 529- contrasting expressions; 530 (ii) quotation marks to indicate sarcasm or irony; and (iii) dashes to emphasize parenthetical information. SE/TE: Grammar Handbook: quotation marks to indicate sarcasm or irony, 532 SE/TE: Grammar Handbook: dashes, 531 12
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. SE/TE: Word Study: Diphthongs /ou/ and /oi/, 91; inflections, ed and ing, 199; Long vowel spelling patterns, 353; Prefixes in, im, inter, re, and un, 365; r controlled vowels, 271; also see: Edit and Proofread, 82, 164, 246, 328, 410, 496 (20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, SE/TE: Research Report: preparing to decide upon a topic, and formulate a write, 484 487 major research question to address the major research topic; and (B) formulate a plan for engaging in research on a complex, multi-faceted topic. SE/TE: Research Report: narrowing a topic, 429, support for main idea, 471 (21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry; SE/TE: Research Report: preparing to write, 484 487 (B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). SE/TE: Research Report: outline, 492; also see: Research writing: graphic organizer, 429, 443, 457 SE/TE: Research writing: quotations and citations, 327, narrowing a topic, 429, paraphrasing text, 457, supporting main idea with facts and details, 471; Conducting Research, 556; Citing Sources, 558 559; How to Use the Internet for Research, 561; How to Evaluate the Quality of Information, 562 563 13
(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) modify the major research question SE/TE: Research Report: preparing to as necessary to refocus the research write, 484 487 plan; (B) evaluate the relevance of information topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and (C) critique the research process at each step to implement changes as the need occurs and is identified. SE/TE: Research Report: evaluating sources, 485; How to Evaluate the Quality of Information, 562 563 SE/TE: Research Report: preparing to write, 484 487 (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; SE/TE: Research Report: finding sources, 485, gathering information, 486, list ideas and details, 492 (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials. SE/TE: Research Report: presenting information, 486, publishing, 497 SE/TE: Multimedia Presentation: use graphics and media, 157 SE/TE: Research Report: evaluating sources, 485, writing checklist, 493; How to Evaluate the Quality of Information, 562 563 SE/TE: Citing Sources, 487, 493, 495, 497, 564 565 14
(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related content for clarification and elaboration; SE/TE: Listening Skills & Tips: ask for speaker to repeat if you don t understand, 57, listen for viewpoints you hadn t considered, 139, retell others ideas in your own words, 193, ask questions if something is unclear, 277, use others points to strengthen own position, 303, if you disagree, wait for person to finish before giving your opinion, 347, practice interviewing, 359, use active listening techniques, 385, paraphrase or summarize others ideas, 469 (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and (C) evaluate how the style and structure of a speech support or undermine its purpose or meaning. (25) Listening and Speaking/Speaking. Students speak clearly and point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. SE/TE: Listening and Speaking Workshop: team presentation, 78 79, panel discussion, 160 161, speech, 490 491; Multimedia Presentation, 156 157; also see: Media Literacy and Projects, 77, 159, 241, 323, 405, 489 SE/TE: Evaluate the Presentation, 161, 325, 407, 491 SE/TE: Listening and Speaking Workshop: team presentation, 78 79, panel discussion, 160 161, speech, 490 491; Multimedia Presentation, 156 157; also see: Media Literacy and Projects, 77, 159, 241, 323, 405, 489 15
(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decisionmaking. SE/TE: Discussion, 17, 31, 57, 111, 139, 181, 193, 221, 277, 303, 347, 359, 385, 469; Link the Readings: Discussion, 76, 158, 240, 322, 404, 488; Listening and Speaking Workshop: panel discussion, 160 161, interview, 324 325, speech, 490 491, TV talk show 406 407 16