Unit 5B Formulating Connections across all Genres
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address a variety of strategies to interpret relationships across and between genres including literary works, informational text, and media and for students to summarize, synthesize, and make connections. Students examine a variety of text representing a wide range of themes in literary works and topics in informational texts in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored literary works and informational text for the purpose of analyzing genre features and to practice using reading and writing processes to understand and communicate meaning. During this unit, students use skills learned to examine a variety of genres presenting similar ideas while recognizing features specific to each genre. Students analyze texts and media by making comparisons in purpose and perspective and make text, personal, and world connections. Students examine and explain the difference between the theme of a literary work and the author’s purpose in informational texts and media. The exploration of a variety of genres continues to develop personal reading preference and provide a foundation for participation in discussions. Students continue to compose original text using the fundamentals of the writing process to communicate their own understanding. Students explore language while continuing to build on the principle that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 06, students utilize skills and strategies learned to plan, organize, and present research findings.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Form – Fiction, Expository Interpretation – Connections, Relevance Element – Theme, Author Purpose
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Authors create connections to make text personally relevant and useful.
Read an excerpt from a novel or short fictional story and a piece of expository writing with a related topic. Identify the theme(s) in the literary work and the author’s purpose in the expository text. Complete a Venn diagram comparing the two texts including the theme(s) and author’s purpose. Provide textual evidence to support your understanding. Standard(s): 7.9A , 7.10D , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 02 Click on the PA title to view related rubric. Choose a topic of personal interest and determine the message you want to convey. Select an appropriate genre (e.g., personal narrative, poem, imaginative story, essay, etc.) to convey your message. Develop a focused, organized, and coherent piece of writing for an intended audience. Share your piece with others. Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E ELPS.c.1E , ELPS.c.2G , ELPS.c.3C , ELPS.c.3E , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Form – Choice Interpretation – Relevance Purpose/Audience Form – Choice
Authors vary form and style in order to write for different purposes, audiences, and contexts.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation of text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas. Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 05B PA 04 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins. Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson or an insight about the subject. Topics can be stated in one or two words. Themes should be stated in complete sentences.
UNIT VOCABULARY Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Grade 7 ELAR STAAR Resources - Expository Grade 7 ELAR STAAR Resources - Fiction Grade 7 ELAR STAAR Resources - Paired Conventions Alignment Tools: Grade 7 Grade 7 ELAR STAAR Resources - Editing Grade 7 ELAR STAAR Resources - Revising
None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. Word Study
Reading
TEKS Vocabulary Development: 7.2A, 7.2B, 7.2C, 7.2D
Ongoing TEKS Vocabulary Development: 7.2E
TEKS Fiction: 7.6A, 7.6B Culture and History: 7.9A Expository Text.: 7.10A, 7.10C, 7.10D Comprehension Skills.: 7.Fig19B, 7.Fig19C, 7.Fig19D, 7.Fig19E, 7.Fig19F
Ongoing TEKS Fluency: 7.1A Theme and Genre: 7.3A, 7.3B, 7.3C Poetry: 7.4A Drama: 7.5A Fiction: 7.6C Literary Nonfiction: 7.7A Sensory Language: 7.8A Expository Text.: 7.10B Persuasive Text: 7.11A,
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Observation Data Teacher-Student Conference Checklist Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.11B Procedural Texts: 7.12A, 7.12B Media Literacy: 7.13A, 7.13B, 7.13C, 7.17C Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A Comprehension Skills.: 7.Fig19A
Writing
TEKS Writing Process: 7.14A, 7.14B, 7.14C
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Ongoing TEKS Writing Process: 7.14D, 7.14E Literary Texts.: 7.15A.i, 7.15A.ii, 7.15A.iii, 7.15A.iv, 7.15A.v,
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.15B.i, 7.15B.ii, 7.15B.iii, 7.16A Expository and Procedural Texts: 7.17A.i, 7.17A.ii, 7.17A.iii, 7.17A.iv, 7.17A.v Conventions: 7.19A.i, 7.19A.ii, 7.19A.iii, 7.19A.iv, 7.19A.v, 7.19A.vi, 7.19A.vii, 7.19A.viii, 7.19B, 7.19C Handwriting, Capitalization, and Punctuation: 7.20A, 7.20B.i,
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.20B.ii Spelling: 7.21A Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 7.2
TxCCRS
7.2A
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., vis (vision, invisible) Greek: e.g., hydro (hydrogen, hydroplane) Affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 7.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 7.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. 7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Use examples within the sentence, paragraph, or larger sections of text
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous – vague, unclear STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning. 7.2C
Complete analogies that describe part to whole or whole to part.
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Example: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:____.)
7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
Identify THE MEANING OF FOREIGN WORDS COMMONLY USED IN WRITTEN ENGLISH WITH EMPHASIS ON LATIN AND GREEK WORDS Including, but not limited to:
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Habeas corpus E pluribus unum Bona fide Nemesis Other possible examples: Pro bono Vice versa In memoriam Others as found in grade-appropriate texts 7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
TxCCRS
CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
7.Fig19B
Ask literal, interpretive, evaluative, and universal questions of text.
Ask
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT Including, but not limited to: Before, during, and after reading Literal question – knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question – may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?) Universal question – an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) 7.Fig19C
Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).
Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Including, but not limited to: Summarize and synthesize (refer to 7.Fig19E) Make connections – textual, personal, and world (refer to 7.Fig19F)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Create sensory images (pictures created by using the five senses- sight, smell, sound, touch, taste) Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize – combine elements and parts to form a coherent whole 7.Fig19D
Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make COMPLEX INFERENCES ABOUT TEXT Including, but not limited to: Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference – is one in which the bits of information are not as easily connected Generalization – a conclusion about a group of persons, places, or things Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold) Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 7.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
Summarize, Paraphrase, Synthesize
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
SE#
within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction.
7.Fig19F
Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA Including, but not limited to: Similarities and differences in: topic
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
overarching ideas details description theme organization purpose mood tone character thoughts, actions, and traits point of view Possible texts and media: Fiction Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.6
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:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF FICTION Including, but not limited to: Make inferences related to the whole story Make inferences related to a part of the story Make inferences related to structure of fiction (e.g., organization, paragraphs) Make inferences related to particular elements of fiction Character – actions, thoughts, motivation, qualities/traits Point of view Setting Plot Summarize fictional text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in fiction STAAR Note:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Many STAAR items that assess summary include two choices that are plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.6A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain the influence of the setting on plot development. Readiness Standard
Explain THE INFLUENCE OF THE SETTING ON PLOT DEVELOPMENT Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. Plot – the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Setting can influence the following plot elements: Exposition – an introduction that provides necessary details about characters and setting; the main problem or conflict is introduced Rising action – the part of the story that develops the problem/conflict through a series of events that build interest and/or suspense; these events lead up to the climax/turning point Climax/turning point – the highest point in the story where the problem/conflict reaches its peak; the turning point can be the event right before the climax, or can also be considered the
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
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climax Falling action – the event(s) after the climax/turning point leading to the resolution Denouement/Resolution – the conclusion to the story that reveals the solution to the problem/conflict; not all stories have clear resolutions Note: Students should also be able to identify how character thoughts and actions contribute to plot development. 7.6B
Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard
Analyze THE DEVELOPMENT OF THE PLOT THROUGH THE INTERNAL AND EXTERNAL RESPONSES OF THE CHARACTERS, INCLUDING THEIR MOTIVATIONS AND CONFLICTS Internal response of a character – a response demonstrated though inner thoughts and feelings External responses of a character – a response demonstrated by the character through speech or action Including, but not limited to: Steps of analysis Identify the character’s unique human qualities Identify the character’s internal conflict and motivation Identify the character’s external conflict, motivation, and responses Determine its effect from the characters unique human qualities, motivations, and conflicts Explain characters’ influence (through motivation and conflict) on plot development Possible examples of unique human qualities:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Courage/fear Ambition/laziness Honesty/dishonesty Conflict – in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Possible character motivations for decisions, actions, and changes: Intellectual motivation Emotional motivation Physical motivation Importance of status 7.9
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:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline,
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Explain the difference between the theme of a literary work and the author's purpose in an expository text. Supporting Standard
Explain THE DIFFERENCE BETWEEN THE THEME OF A LITERARY WORK AND THE AUTHOR’S PURPOSE IN AN EXPOSITORY TEXT Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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Identify the theme in a literary work and it’s relation to the author’s purpose Identify the author’s purpose in an expository text Describe the difference between the theme and the author’s purpose Possible author’s purpose in an expository text: To inform To explain Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes 7.10
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 understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT EXPOSITORY TEXT Including, but not limited to: Make inferences related to the whole text Make inferences related to a section of the text Make inferences related to particular sentences, ideas, or details Summarize expository text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Provide
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in expository text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. STAAR items that are dual-coded with this Knowledge and Skills Statement and Figure19D may be assessed by: Providing information from the text and asking students to make an inference. For example, sentences from the article are given in a textbox followed by the question, “The author includes this information to —” Providing the inference in the question stem and asking students to choose evidence from the text that supports the inference. For example, “Which of the following sentences supports the idea that (provided inference)?” Many STAAR items that assess summary include two choices that are very plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.10A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Evaluate a summary of the original text for accuracy of the main ideas, supporting details,
Evaluate
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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and overall meaning. Readiness Standard
A SUMMARY OF THE ORIGINAL TEXT FOR ACCURACY OF THE MAIN IDEAS, SUPPORTING DETAILS, AND OVERALL MEANING Including, but not limited to: Steps in evaluation Verify the information in the summary for accuracy Determine if the supporting details included in the summary relate to the main idea(s) of the text Confirm that the summary does not include extraneous information Determine if the summary conveys the overall meaning of the text Evaluate a wide range of strong and weak summaries Main idea – the overall message of an entire text or section of a text Facts/Details – support the main idea by telling how, when, what, where, why, how much, and how many. Some details may be explicitly stated in the text; however, some may need to be inferred based on other details and/or the main idea. Note: Subtitles may help students determine the main idea of sections of text. Refer to 7.Fig19E for related comprehension skills. STAAR Note: Questions associated with 7.10A may ask for main idea of a paragraph(s). Identify the main idea of a paragraph by considering the context of the whole passage as well as the paragraph(s) in question. Questions associated with 7.10A may also ask students to choose evidence from the text that
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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supports a main idea. 7.10C
Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text. Readiness Standard
Use DIFFERENT ORGANIZATIONAL PATTERNS AS GUIDES FOR SUMMARIZING AND FORMING AN OVERVIEW OF DIFFERENT KINDS OF EXPOSITORY TEXT Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details Possible organizational patterns: Cause and effect Sequential order Description Order of importance Compare-and-contrast Logical order Classification schemes Proposition-and-support Problem-and-solution Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Note: Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text. Some texts may have multiple organizational patterns. STAAR Note:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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Some questions may ask students to consider the connection between organizational patterns and author’s purpose. 7.10D
Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence. Readiness Standard
Synthesize, Make LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT Including, but not limited to: Identify similar/related information within a single text Draw conclusions and/or make generalizations about the ideas presented throughout a single text Identify how an author supports specific ideas in a text Synthesize, Make LOGICAL CONNECTIONS ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES Including, but not limited to: Identify similar/related information from multiple texts of the same genre or different genres Draw conclusions and/or make generalizations about the ideas presented in the texts Synthesize – combine elements and parts to form a coherent whole Draw conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Support
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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THOSE FINDINGS WITH TEXTUAL EVIDENCE Textual evidence – specific details or facts found in the text that support what is inferred Note: Refer to 7.Fig19F for related skills. 7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.
Plan A FIRST DRAFT Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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Select a focused topic Determine the purpose or intended meaning of the topic Determine an appropriate audience Select an appropriate genre for the purpose and audience Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.) Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Examples of purposes for writing: To entertain To explain To describe To inform To persuade To respond Develop A THESIS OR CONTROLLING IDEA Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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reader understand the author’s purpose for writing the paragraph or essay. Note: This is the first step in the writing process, often referred to as prewriting or planning. 7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. Readiness Standard
Develop DRAFTS Including, but not limited to: Construct a draft using a selected organizational strategy according the genre and purpose Include and build upon ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece Develop a coherent draft that is focused, organized, and well controlled with meaningful transitions and connections Choose words that are purposeful and precise and support the overall meaning (or purpose) of the piece Examples of possible organizational patterns (strategies): Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/solution Description Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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ideas and provides supporting details Organization of a paper – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Note: This is the second step in the writing process, often referred to as drafting. The focus is on developing ideas and the message not on mechanics. 7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Ensure precise word choice and vivid images Maintain consistent point of view Use varied sentences, simple, compound, and complex, that are purposeful and well controlled to enhance the effectiveness of the piece Check internal (within the paragraph) and external (within the complete piece) coherence Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a piece of writing with internal coherence does not contradict itself External coherence – organizing the major components of a written composition- introduction, body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical sequence so that they flow easily and progress from one idea to another while still holding true to the central idea of the composition Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Run-on sentences and comma splices Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Inappropriate vs. appropriate Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address a variety of strategies to interpret relationships across and between genres including literary works, informational text, and media and for students to summarize, synthesize, and make connections. Students examine a variety of text representing a wide range of themes in literary works and topics in informational texts in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored literary works and informational text for the purpose of analyzing genre features and to practice using reading and writing processes to understand and communicate meaning. During this unit, students use skills learned to examine a variety of genres presenting similar ideas while recognizing features specific to each genre. Students analyze texts and media by making comparisons in purpose and perspective and make text, personal, and world connections. Students examine and explain the difference between the theme of a literary work and the author’s purpose in informational texts and media. The exploration of a variety of genres continues to develop personal reading preference and provide a foundation for participation in discussions. Students continue to compose original text using the fundamentals of the writing process to communicate their own understanding. Students explore language while continuing to build on the principle that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 06, students utilize skills and strategies learned to plan, organize, and present research findings.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS Form – Fiction, Expository Interpretation – Connections, Relevance Element – Theme, Author Purpose
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS Authors create connections to make text personally relevant and useful.
Read an excerpt from a novel or short fictional story and a piece of expository writing with a related topic. Identify the theme(s) in the literary work and the author’s purpose in the expository text. Complete a Venn diagram comparing the two texts including the theme(s) and author’s purpose. Provide textual evidence to support your understanding. Standard(s): 7.9A , 7.10D , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1H , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 02 Click on the PA title to view related rubric. Choose a topic of personal interest and determine the message you want to convey. Select an appropriate genre (e.g., personal narrative, poem, imaginative story, essay, etc.) to convey your message. Develop a focused, organized, and coherent piece of writing for an intended audience. Share your piece with others. Standard(s): 7.14A , 7.14B , 7.14C , 7.14D , 7.14E ELPS.c.1E , ELPS.c.2G , ELPS.c.3C , ELPS.c.3E , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Form – Choice Interpretation – Relevance Purpose/Audience Form – Choice
Authors vary form and style in order to write for different purposes, audiences, and contexts.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 7 Unit 05B PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation of text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple response entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas. Standard(s): 7.17C , 7.Fig19A , 7.Fig19B , 7.Fig19C , 7.Fig19D , 7.Fig19E , 7.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 7 Unit 05B PA 04 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words, their meanings, and origins. Standard(s): 7.2A , 7.2B , 7.2C , 7.2D , 7.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson or an insight about the subject. Topics can be stated in one or two words. Themes should be stated in complete sentences.
UNIT VOCABULARY Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Grade 7 ELAR STAAR Resources - Expository Grade 7 ELAR STAAR Resources - Fiction Grade 7 ELAR STAAR Resources - Paired Conventions Alignment Tools: Grade 7 Grade 7 ELAR STAAR Resources - Editing Grade 7 ELAR STAAR Resources - Revising
None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. Word Study
Reading
TEKS Vocabulary Development: 7.2A, 7.2B, 7.2C, 7.2D
Ongoing TEKS Vocabulary Development: 7.2E
TEKS Fiction: 7.6A, 7.6B Culture and History: 7.9A Expository Text.: 7.10A, 7.10C, 7.10D Comprehension Skills.: 7.Fig19B, 7.Fig19C, 7.Fig19D, 7.Fig19E, 7.Fig19F
Ongoing TEKS Fluency: 7.1A Theme and Genre: 7.3A, 7.3B, 7.3C Poetry: 7.4A Drama: 7.5A Fiction: 7.6C Literary Nonfiction: 7.7A Sensory Language: 7.8A Expository Text.: 7.10B Persuasive Text: 7.11A,
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Observation Data Teacher-Student Conference Checklist Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.11B Procedural Texts: 7.12A, 7.12B Media Literacy: 7.13A, 7.13B, 7.13C, 7.17C Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A Comprehension Skills.: 7.Fig19A
Writing
TEKS Writing Process: 7.14A, 7.14B, 7.14C
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Ongoing TEKS Writing Process: 7.14D, 7.14E Literary Texts.: 7.15A.i, 7.15A.ii, 7.15A.iii, 7.15A.iv, 7.15A.v,
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.15B.i, 7.15B.ii, 7.15B.iii, 7.16A Expository and Procedural Texts: 7.17A.i, 7.17A.ii, 7.17A.iii, 7.17A.iv, 7.17A.v Conventions: 7.19A.i, 7.19A.ii, 7.19A.iii, 7.19A.iv, 7.19A.v, 7.19A.vi, 7.19A.vii, 7.19A.viii, 7.19B, 7.19C Handwriting, Capitalization, and Punctuation: 7.20A, 7.20B.i,
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
7.20B.ii Spelling: 7.21A Listening: 7.26A, 7.26B, 7.26C Teamwork: 7.28A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit(s) 7.2
TxCCRS
7.2A
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., vis (vision, invisible) Greek: e.g., hydro (hydrogen, hydroplane) Affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 7.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 7.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. 7.2B
Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Use examples within the sentence, paragraph, or larger sections of text
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Use definition within the sentence and/or paragraph Use restatement within the sentence Ambiguous – vague, unclear STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 7.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning. 7.2C
Complete analogies that describe part to whole or whole to part.
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Example: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:____.)
7.2D
Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).
Identify THE MEANING OF FOREIGN WORDS COMMONLY USED IN WRITTEN ENGLISH WITH EMPHASIS ON LATIN AND GREEK WORDS Including, but not limited to:
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Habeas corpus E pluribus unum Bona fide Nemesis Other possible examples: Pro bono Vice versa In memoriam Others as found in grade-appropriate texts 7.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
TxCCRS
CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
7.Fig19B
Ask literal, interpretive, evaluative, and universal questions of text.
Ask
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT Including, but not limited to: Before, during, and after reading Literal question – knowledge level, fact-based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification Interpretive question – may have more than one answer and requires that the answer(s) be supported with evidence from the text (e.g., What does this mean?) Evaluative question – asks for an opinion, a belief, or a point of view. Responses may represent different perspectives and should be supported with evidence from the text. (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?) Universal question – an open-ended question that is raised by ideas in the text and transcend social and cultural boundaries and speak to a common human experience (e.g., What does the character believe in? What is the main character willing to fight for? How does this story give you a better understanding of human nature?) 7.Fig19C
Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).
Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION Including, but not limited to: Summarize and synthesize (refer to 7.Fig19E) Make connections – textual, personal, and world (refer to 7.Fig19F)
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Create sensory images (pictures created by using the five senses- sight, smell, sound, touch, taste) Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize – combine elements and parts to form a coherent whole 7.Fig19D
Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make COMPLEX INFERENCES ABOUT TEXT Including, but not limited to: Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference. Subtle inference – is one in which the bits of information are not as easily connected Generalization – a conclusion about a group of persons, places, or things Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold) Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 7.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
Summarize, Paraphrase, Synthesize
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction.
7.Fig19F
Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS TEXTS, INCLUDING OTHER MEDIA Including, but not limited to: Similarities and differences in: topic
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
overarching ideas details description theme organization purpose mood tone character thoughts, actions, and traits point of view Possible texts and media: Fiction Literary nonfiction Poetry Film (drama) Play (drama) Expository text Persuasive text Web-based article Documentary Advertisement Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.6
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:
Understand, Make inferences, Draw conclusions ABOUT THE STRUCTURE AND ELEMENTS OF FICTION Including, but not limited to: Make inferences related to the whole story Make inferences related to a part of the story Make inferences related to structure of fiction (e.g., organization, paragraphs) Make inferences related to particular elements of fiction Character – actions, thoughts, motivation, qualities/traits Point of view Setting Plot Summarize fictional text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in fiction STAAR Note:
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. Many STAAR items that assess summary include two choices that are plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.6A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Explain the influence of the setting on plot development. Readiness Standard
Explain THE INFLUENCE OF THE SETTING ON PLOT DEVELOPMENT Setting – the time and place in which a narrative occurs. Elements of setting may include the physical, psychological, cultural, or historical background against which the story takes place. Plot – the basic sequence of events in a story. In conventional stories, plot has three parts: rising action, climax, and falling action. Setting can influence the following plot elements: Exposition – an introduction that provides necessary details about characters and setting; the main problem or conflict is introduced Rising action – the part of the story that develops the problem/conflict through a series of events that build interest and/or suspense; these events lead up to the climax/turning point Climax/turning point – the highest point in the story where the problem/conflict reaches its peak; the turning point can be the event right before the climax, or can also be considered the
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
climax Falling action – the event(s) after the climax/turning point leading to the resolution Denouement/Resolution – the conclusion to the story that reveals the solution to the problem/conflict; not all stories have clear resolutions Note: Students should also be able to identify how character thoughts and actions contribute to plot development. 7.6B
Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard
Analyze THE DEVELOPMENT OF THE PLOT THROUGH THE INTERNAL AND EXTERNAL RESPONSES OF THE CHARACTERS, INCLUDING THEIR MOTIVATIONS AND CONFLICTS Internal response of a character – a response demonstrated though inner thoughts and feelings External responses of a character – a response demonstrated by the character through speech or action Including, but not limited to: Steps of analysis Identify the character’s unique human qualities Identify the character’s internal conflict and motivation Identify the character’s external conflict, motivation, and responses Determine its effect from the characters unique human qualities, motivations, and conflicts Explain characters’ influence (through motivation and conflict) on plot development Possible examples of unique human qualities:
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Courage/fear Ambition/laziness Honesty/dishonesty Conflict – in literature, the opposition of persons or forces that brings about dramatic action central to the plot of a story. Conflict may be internal, as a psychological conflict within a character, or external (e.g., man versus man, man versus nature, or man versus society). Possible character motivations for decisions, actions, and changes: Intellectual motivation Emotional motivation Physical motivation Importance of status 7.9
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:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline,
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
7.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Explain the difference between the theme of a literary work and the author's purpose in an expository text. Supporting Standard
Explain THE DIFFERENCE BETWEEN THE THEME OF A LITERARY WORK AND THE AUTHOR’S PURPOSE IN AN EXPOSITORY TEXT Including, but not limited to:
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Identify the theme in a literary work and it’s relation to the author’s purpose Identify the author’s purpose in an expository text Describe the difference between the theme and the author’s purpose Possible author’s purpose in an expository text: To inform To explain Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay Purpose – the intended goal of a piece of writing; the reason a person writes 7.10
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 understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT EXPOSITORY TEXT Including, but not limited to: Make inferences related to the whole text Make inferences related to a section of the text Make inferences related to particular sentences, ideas, or details Summarize expository text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Provide
Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in expository text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. STAAR items that are dual-coded with this Knowledge and Skills Statement and Figure19D may be assessed by: Providing information from the text and asking students to make an inference. For example, sentences from the article are given in a textbox followed by the question, “The author includes this information to —” Providing the inference in the question stem and asking students to choose evidence from the text that supports the inference. For example, “Which of the following sentences supports the idea that (provided inference)?” Many STAAR items that assess summary include two choices that are very plausible. Students must be able to compare the choices to determine which one is the BEST. TxCCRS
7.10A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Evaluate a summary of the original text for accuracy of the main ideas, supporting details,
Evaluate
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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and overall meaning. Readiness Standard
A SUMMARY OF THE ORIGINAL TEXT FOR ACCURACY OF THE MAIN IDEAS, SUPPORTING DETAILS, AND OVERALL MEANING Including, but not limited to: Steps in evaluation Verify the information in the summary for accuracy Determine if the supporting details included in the summary relate to the main idea(s) of the text Confirm that the summary does not include extraneous information Determine if the summary conveys the overall meaning of the text Evaluate a wide range of strong and weak summaries Main idea – the overall message of an entire text or section of a text Facts/Details – support the main idea by telling how, when, what, where, why, how much, and how many. Some details may be explicitly stated in the text; however, some may need to be inferred based on other details and/or the main idea. Note: Subtitles may help students determine the main idea of sections of text. Refer to 7.Fig19E for related comprehension skills. STAAR Note: Questions associated with 7.10A may ask for main idea of a paragraph(s). Identify the main idea of a paragraph by considering the context of the whole passage as well as the paragraph(s) in question. Questions associated with 7.10A may also ask students to choose evidence from the text that
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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supports a main idea. 7.10C
Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text. Readiness Standard
Use DIFFERENT ORGANIZATIONAL PATTERNS AS GUIDES FOR SUMMARIZING AND FORMING AN OVERVIEW OF DIFFERENT KINDS OF EXPOSITORY TEXT Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details Possible organizational patterns: Cause and effect Sequential order Description Order of importance Compare-and-contrast Logical order Classification schemes Proposition-and-support Problem-and-solution Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Note: Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text. Some texts may have multiple organizational patterns. STAAR Note:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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Some questions may ask students to consider the connection between organizational patterns and author’s purpose. 7.10D
Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence. Readiness Standard
Synthesize, Make LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT Including, but not limited to: Identify similar/related information within a single text Draw conclusions and/or make generalizations about the ideas presented throughout a single text Identify how an author supports specific ideas in a text Synthesize, Make LOGICAL CONNECTIONS ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES Including, but not limited to: Identify similar/related information from multiple texts of the same genre or different genres Draw conclusions and/or make generalizations about the ideas presented in the texts Synthesize – combine elements and parts to form a coherent whole Draw conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Support
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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THOSE FINDINGS WITH TEXTUAL EVIDENCE Textual evidence – specific details or facts found in the text that support what is inferred Note: Refer to 7.Fig19F for related skills. 7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
7.14A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.
Plan A FIRST DRAFT Including, but not limited to:
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Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.) Page 29 of 39
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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Select a focused topic Determine the purpose or intended meaning of the topic Determine an appropriate audience Select an appropriate genre for the purpose and audience Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.) Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Examples of purposes for writing: To entertain To explain To describe To inform To persuade To respond Develop A THESIS OR CONTROLLING IDEA Thesis – a statement or premise supported by arguments; the subject or theme of a speech or composition Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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reader understand the author’s purpose for writing the paragraph or essay. Note: This is the first step in the writing process, often referred to as prewriting or planning. 7.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing. Readiness Standard
Develop DRAFTS Including, but not limited to: Construct a draft using a selected organizational strategy according the genre and purpose Include and build upon ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece Develop a coherent draft that is focused, organized, and well controlled with meaningful transitions and connections Choose words that are purposeful and precise and support the overall meaning (or purpose) of the piece Examples of possible organizational patterns (strategies): Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/solution Description Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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ideas and provides supporting details Organization of a paper – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Note: This is the second step in the writing process, often referred to as drafting. The focus is on developing ideas and the message not on mechanics. 7.14C
Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
SUGGESTED DURATION : 10 days
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UNIT LEVEL SPECIFICITY
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Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Ensure precise word choice and vivid images Maintain consistent point of view Use varied sentences, simple, compound, and complex, that are purposeful and well controlled to enhance the effectiveness of the piece Check internal (within the paragraph) and external (within the complete piece) coherence Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a piece of writing with internal coherence does not contradict itself External coherence – organizing the major components of a written composition- introduction, body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical sequence so that they flow easily and progress from one idea to another while still holding true to the central idea of the composition Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Run-on sentences and comma splices Last Updated 03/10/2016 Print Date 08/19/2016 Printed By Jamie Dunnam, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres
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Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Inappropriate vs. appropriate Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 English Language Arts And Reading TITLE : Unit 05B: Formulating Connections Across All Genres ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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