Correlations to Texas Essential Knowledge and Skills (TEKS ... › pdf › correlations › 2010 ›...

Texas Education Agency Proclamation 2011

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TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

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(a) Introduction.

Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and Reading

Subchapter A. Elementary

§110.16. English Language Arts and Reading, Grade 5

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and

understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent

organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present

ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in

groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The

standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In fifth grade, students will engage

in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily

basis.

(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas

history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written

narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and

nation.

(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading

instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being

taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of

those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical

conventions of academic language must be done in meaningful contexts and not in isolation.

(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g.,

cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how

rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English,

concepts, and the language structures specific to the content.

Shurley Instructional Materials, Inc.

Shurley English Level 5 Student Textbook

978-1- 58561-101-0

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to

meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English

language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial

stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support

as they acquire English and learn to learn in English simultaneously.

(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary

performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 5 as

described in subsection (b) of this section.

Printed On: 10/18/2011 3:30 PM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 1 of 28

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)


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978-1- 58561-101-0

(b) Knowledge and Skills.

(15) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(A) plan a first draft by

selecting 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

(1) plan a first

draft by selecting

a genre

appropriate for

conveying the

intended meaning

to an audience

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81

262

339

607

Ref 47, #1,2

Ref 116

Ref 141

Ref 210, Ref 211






expected to:


selecting a genre

appropriate for





strategies (e.g.,


reading, personal



or controlling idea

(2) plan a first

draft by

determining

appropriate topics

through a range of

strategies

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

69-70

81

216

338

Ref 37, Ref 38

Ref 47, #3, 4, 5

WA 9, Choose

Topic 1, 2, or 3

WA 19,

Writing Topics

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978-1- 58561-101-0






expected to:


selecting a genre

appropriate for





strategies (e.g.,


reading, personal



or controlling idea

(3) plan a first

draft by

developing a

thesis or

controlling idea

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81

265

455

Ref 47, #6

Ref 119

Ref 173 #1






expected to:

(B) 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

(1) develop drafts

by choosing an

appropriate

organizational

strategy

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81-82

83

227

307

457

Ref 47 #6, Ref 48

WA 1 Part 1 #1,2

WA 11 #1,2,3

WA 17 #1,2,3,4

WA 29 #1,2,3






expected to:




(e.g., sequence of




create a focused,


piece of writing

(2) develop drafts

by building on

ideas to create a

focused piece of

writing

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

84-85

86

227

307

457

Ref 49, Ref 50

WA 1 Part 2 #1,2

WA 11 #1,2,3

WA 17 #1,2,3,4

WA 29 #1,2,3

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978-1- 58561-101-0






expected to:




(e.g., sequence of




create a focused,


piece of writing

(3) develop drafts

by building on

ideas to create

a(n) organized

piece of writing

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

84-85

86

227

307

457

Ref 49, Ref 50

WA 1 Part 2 #1,2

WA 11 #1,2,3

WA 17 #1,2,3,4

WA 29 #1,2,3






expected to:




(e.g., sequence of




create a focused,


piece of writing

(4) develop drafts

by building on

ideas to create a

coherent piece of

writing

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

84-85

86

227

307

457

Ref 49, Ref 50

WA 1 Part 2 #1,2

WA 11 #1,2,3

WA 17 #1,2,3,4

WA 29 #1,2,3






expected to:

(C) revise drafts to

clarify meaning,

enhance style, include

simple and compound

sentences, and improve

transitions by adding,

deleting, combining, and

rearranging sentences

or larger units of text

after rethinking how well

questions of purpose,

audience, and genre

have been addressed

(1) revise drafts to

clarify meaning

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

88

95, 96

228

Ref 51 (all)

Ref 52

Writing Eval Guide

Writ. Time, Ref 55

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978-1- 58561-101-0






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed


enhance style

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

88

95, 96

308

Ref 51 #6

Ref 52

Writing Eval Guide

Writ. Time, Ref 55






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed


include simple and

compound

sentences

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

95, 96

343

458

Ref 51 #3

Writing Eval Guide

Writ. Time, Ref 55

Writ. Time, Ref 55

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978-1- 58561-101-0






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed


improve

transitions by

adding, deleting,

combining, and

rearranging

sentences or

larger units of text

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

179

186

186

308

Jingle Time,

Student Tip

Ref 55 #1

Chap 4 Writing

Eval Guide

Writ. Time, Ref 55

Chap 7 Writing

Evaluation






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed

(5) revise drafts

after rethinking

how well

questions of

purpose have

been addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

343

343

382

Ref 51 #1

Writing Time,

Ref 55 #1

Chap 8 Writing

Eval Guide

Writ. Time, Ref 55

Chap 9 Writing

Evaluation

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978-1- 58561-101-0






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed

(6) revise drafts

after rethinking

how well

questions of

audience have

been addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

415

415

458

Ref 51 #1

Writing Time

Ref 55 #1

Chap 10 Writing

Eval Guide

Writ. Time, Ref 55

Chap 11 Writing

Eval Guide






expected to:


clarify meaning,


simple and compound








audience, and genre

have been addressed

(7) revise drafts

after rethinking

how well

questions of genre

have been

addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

87

487

487

592

Ref 51 #1

Writing Time

Ref 55 #1

Chap 12 Writing

Eval Guide

Writing Time,

Ref 57 #3






expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(1) edit drafts for

grammar

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

89

90-91

92

95

96

Ref 53 (all)

Ref 54

Ref 55

Writing Eval Guide

WEGuide (Editing

Check section)

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978-1- 58561-101-0






expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(2) edit drafts for

mechanics

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

89

141

186

Ref 53 #1, 2, 4

Writ.Time for WA5,

Ref 55, Chap 3

WEGuide (Ed Ck)

Writ.Time for WA8,

Ref 55, C4 WEG






expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(3) edit drafts for

spelling

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

89

228

269

Ref 53 #3

Writ.Time WA11,

Ref 55, Chap 5

WEGuide

Writ.Time WA14,

Ref 55, Chap 6

WEGuide






expected to:

(E) revise final draft in

response to feedback

from peers and teacher

and publish written work

for appropriate

audiences

(1) revise final

draft in response

to feedback from

peers

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

92

308

343

Writing Time

Ref 55 #2, 3

Writ.Time WA 17

Ref 55 #2, 3

Writ.Time WA 20

Ref 55 #2, 3






expected to:





for appropriate

audiences

(2) revise final

draft in response

to feedback from

teacher

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

94

132

133

374

Ref 56 for WA 1

Teacher Inst. #2

Teacher Inst. #2,

Ref 67

Teacher Inst. #2,

Ref 67

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978-1- 58561-101-0






expected to:





for appropriate

audiences

(3) publish written

work for

appropriate

audiences

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

133-134

174-175

481

516-520

Publishing Ref 67,

Ref 68

Publishing (all)

Book Reviews

Publishing (all)

(16) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write imaginative

stories that include:

(i) a clearly

defined focus,

plot, and point of

view

(1) a clearly

defined focus

>>>>> 3 ISBN 978-1-

58561-076-1

173

256

536

Creative WA 6 #2

Creative WA 12

Homework 11 #1,2








(i) a clearly

defined focus,

plot, and point of

view

(2) a clearly

defined plot

>>>>> 3 ISBN 978-1-

58561-076-1

336

373

486

Creative WA 18 #2

Creative WA 21

WA 31, Tall tale








(i) a clearly

defined focus,

plot, and point of

view

(3) a clearly

defined point

of view

>>>>> 3 ISBN 978-1-

58561-076-1

132

216

299

Creative WA 2 #1

Creative WA 9 #1

Creative WA 15








(ii) a specific,

believable setting

created through

the use of sensory

details

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

216

373

486

Creative WA 9

Creative WA 21

WA 31








(iii) dialogue that

develops the story

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

379-381

412

486

Ref 152, WA 23

WA 25

WA 31

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978-1- 58561-101-0






(B) write poems using: (i) poetic

techniques (e.g.,

alliteration,

onomatopoeia)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

596, 602-603

607-608

611-612, 614

Ref 204, Ref 208,

WA 38

Ref 211, WA 40

Ref 212, WA 42 #2






(B) write poems using: (ii) figurative

language (e.g.,

similes,

metaphors)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

598-599

599

601, 603

Ref 206, WA 36 #2

WA 36 #3, 4

Ref 207, WA 38 #1






(B) write poems using: (iii) graphic

elements

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

602-603

607-608

613, 614

Ref 208, WA 38

Ref 210, WA 40 #3

Ref 213, WA 42

(17) Writing. Students write about

their own experiences. Students are

expected to: write a personal

narrative that conveys thoughts and

feelings about an experience.

(A) write a personal

narrative that conveys

thoughts and feelings

about an experience

(1) write a

personal narrative

that conveys

thoughts about an

experience

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

132

216

256

Creative WA 2

Creative WA 9

Creative WA 12

(17) Writing. Students write about

their own experiences. Students are

expected to: write a personal

narrative that conveys thoughts and

feelings about an experience.

(A) write a personal

narrative that conveys

thoughts and feelings

about an experience

(2) write a

personal narrative

that conveys

feelings about an

experience

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

173

336

373

Creative WA 6

Creative WA 18

Creative WA 21

(18) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.


(A) create multi-

paragraph essays to

convey information

about the topic that:

(i) present

effective

introductions and

concluding

paragraphs

(1) present

effective

introductions

>>>>> 3 ISBN 978-1-

58561-076-1

182, 185

224, 227

455, 457

Ref 85, WA 8

Ref 104, WA 11

Ref 173 #1, WA 29

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978-1- 58561-101-0








(A) create multi-

paragraph essays to

convey information


(i) present

effective

introductions and

concluding

paragraphs

(2) present

effective

concluding

paragraphs

>>>>> 3 ISBN 978-1-

58561-076-1

184, 185

226, 227

455, 457

Ref 87, WA 8

Ref 106, WA 11

Ref 173 #4, WA 29








(A) create multi-

paragraph essays to

convey information


(ii) guide and

inform the

reader's

understanding of

key ideas and

evidence

(1) guide and

inform the

reader's

understand-

ing of key

ideas

>>>>> 3 ISBN 978-1-

58561-076-1

225, 260

455, 484

658

659

Ref 105, WA 13

Ref 173 #2, #3;

WA 30

"How-to essay"

Hands-on Activ

Hands-on Activities








(A) create multi-

paragraph essays to

convey information


(ii) guide and

inform the

reader's

understanding of

key ideas and

evidence

(2) guide and

inform the

reader's

understand-

ing of key

evidence

>>>>> 3 ISBN 978-1-

58561-076-1

225, 260

455, 484

658

659

Ref 105, WA 13

Ref 173 #2, 3

WA 30

"How-to essay"

Hands-on Activ

Hands-on Activities








(A) create multi-

paragraph essays to

convey information


(iii) include

specific facts,

details, and

examples in an

appropriately

organized

structure

(1) include

specific facts

in an

appropriately

organized

structure

>>>>> 3 ISBN 978-1-

58561-076-1

181, 220

223, 227

658

Ref 84, WA 10

Ref 103, WA 11

"How-to essay"

Hands-on Activity








(A) create multi-

paragraph essays to

convey information


(iii) include

specific facts,

details, and

examples in an

appropriately

organized

structure

(2) include

specific

details in an

appropriately

organized

structure

>>>>> 3 ISBN 978-1-

58561-076-1

260

408, 409

446, 448

WA 13

Ref 160, WA 24

Ref 171, WA 27

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Subject

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ISBN/ID


element

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ISBN/ID


on the page/

display/screen

(paragraph, etc.)






978-1- 58561-101-0








(A) create multi-

paragraph essays to

convey information


(iii) include

specific facts,

details, and

examples in an

appropriately

organized

structure

(3) include

specific

examples in

an

appropriately

organized

structure

>>>>> 3 ISBN 978-1-

58561-076-1

455-456

457

484

Ref 173

WA 29

WA 30








(A) create multi-

paragraph essays to

convey information


(iv) use a variety

of sentence

structures and

transitions to link

paragraphs

(1) use a

variety of

sentence

structures

>>>>> 3 ISBN 978-1-

58561-076-1

179

185

186

Jingle Time,

Student Tip

WA 8

Ref 55 #1, Chap 4

WEGuide








(A) create multi-

paragraph essays to

convey information


(iv) use a variety

of sentence

structures and

transitions to link

paragraphs

(2) use a

variety of

transitions to

link

paragraphs

>>>>> 3 ISBN 978-1-

58561-076-1

222

227

228

Jingle Time,

Student Tip

WA 11

Ref 55 #1, Chap 5

WEGuide








(B) write formal and

informal letters that

convey ideas, include

important information,

demonstrate a sense of

closure, and use

appropriate conventions

(e.g., date, salutation,

closing)

(1) write formal

letters that convey

ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

559-560

564

565

567

299

Ref 190-191

Homework 12

Across the Curr

WA 35

Creative WA 15

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978-1- 58561-101-0













closure, and use



closing)

(2) write formal

letters that

include important

information

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

559-560

564

565

567

299

Ref 190-191

Homework 12

Across the Curr

WA 35

Creative WA 15













closure, and use



closing)

(3) write formal

letters that

demonstrate a

sense of closure

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

560

561

563

Ref 191 #5, 6

Ref 192-193 #5, 6

CP 69 #5, 6













closure, and use



closing)

(4) write formal

letters that use

appropriate

conventions

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

561-562

563

566

Ref 192-194

CP 69

Ckup 72













closure, and use



closing)

(5) write informal

letters that convey

ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

528

536

544, 545

550

Ref 185-186

HW 11

Ref 189, WA 33

WA 34

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on the page/

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978-1- 58561-101-0













closure, and use



closing)

(6) write informal

letters that

include important

information

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

528

536

544, 545

550

Ref 185-186

HW 11

Ref 189, WA 33

WA 34













closure, and use



closing)

(7) write informal

letters that

demonstrate a

sense of closure

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

528

532

544

Ref 185 Tip 3,

Ref 186 #4, 5

CP 65 ex. 2 #4, 5

Skill Time, Ref 189













closure, and use



closing)

(8) write informal

letters that use

appropriate

conventions

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

528-530

540

549

552

Ref 186-188

CP 67 ex. 2

Ckup 68 ex. 2

Test Part B ex. 2, 3








(C) write responses to

literary or expository

texts and provide

evidence from the text to

demonstrate

understanding

(1) write

responses to

literary or

expository texts

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

408, 409

446-447, 448

611

614

615

Ref 160, WA 24

Ref 171, WA 27

Ref 212

Home WA 43

Lit Time

(Discuss WA 43)

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978-1- 58561-101-0








(C) write responses to

literary or expository

texts and provide

evidence from the text to

demonstrate

understanding

(2) provide

evidence from the

text to

demonstrate

understanding

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

408, 409

446-447, 448

611

614

615

Ref 160, WA 24

Ref 171, WA 27

Ref 212

Home WA 43

Lit Time

(Discuss WA 43)

(19) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to:

(A) write persuasive

essays for appropriate

audiences that establish

a position and include

sound reasoning,

detailed and relevant

evidence, and

consideration of

alternatives

(1) write

persuasive essays

for appropriate

audiences that

establish a

position

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

262

265-267

268, 303

304-306

307, 338

Ref 116

Ref 119-121

WA 14, WA 16

Ref 131-133

WA 17, WA 19










sound reasoning,


evidence, and

consideration of

alternatives

(2) write

persuasive essays

for appropriate

audiences that

include sound

reasoning

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

262

265-267

268, 303

304-306

307, 338

Ref 116

Ref 119-121

WA 14, WA 16

Ref 131-133

WA 17, WA 19










sound reasoning,


evidence, and

consideration of

alternatives

(3) write

persuasive essays

for appropriate

audiences that

include detailed

evidence

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

262

265-267

268, 303

304-306

307, 338

Ref 116

Ref 119-121

WA 14, WA 16

Ref 131-133

WA 17, WA 19

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sound reasoning,


evidence, and

consideration of

alternatives

(4) write

persuasive essays

for appropriate

audiences that

include relevant

evidence

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

262

265-267

268, 303

304-306

307, 338

Ref 116

Ref 119-121

WA 14, WA 16

Ref 131-133

WA 17, WA 19










sound reasoning,


evidence, and

consideration of

alternatives

(5) write

persuasive essays

for appropriate

audiences that

include

consideration of

alternatives

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

262

265-267

268, 303

304-306

307, 338

Ref 116

Ref 119-121

WA 14, WA 16

Ref 131-133

WA 17, WA 19

(20) Oral and Written

Conventions/Conventions. Students

understand the function of and use

the conventions of academic

language when speaking and

writing. Students continue to apply

earlier standards with greater

complexity. Students are expected

to:

(A) use and understand

the function of the

following parts of speech

in the context of reading,

writing, and speaking:

(i) verbs (irregular

verbs and active

voice)

(1) verbs

(irregular

verbs)

>>>>> 3 ISBN 978-1-

58561-076-1

280-282

284

295, 298

301

Ref 125, Skill

Builder verb

chant, Ref 126

CP 32 ex. 3

HW 5 #2,

Ckup 35 ex. 2

Across the Curr #3









to:


the function of the




(i) verbs (irregular

verbs and active

voice)

(2) verbs

(active voice)

>>>>> 3 ISBN 978-1-

58561-076-1

39, 40

42

67, 68

136

Jingle 4,

Ref 22 #4-5

Intro Sentences

Ref 35 #2, CP 9

WA 3

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to:


the function of the




(ii) collective

nouns (e.g., class,

public)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

None









to:


the function of the




(iii) adjectives

(e.g., descriptive,

including origins:

French windows,

American cars)

and their

comparative and

superlative forms

(e.g., good, better,

best)

(1) adjectives

and their

comparative

forms

>>>>> 3 ISBN 978-1-

58561-076-1

498-499

500

509

512

Ref 180 Rule 2

CP 60 ex. 2-3

Homework 10 #1

Ckup 63 ex. 2-3









to:


the function of the




(iii) adjectives

(e.g., descriptive,

including origins:

French windows,

American cars)

and their

comparative and

superlative forms

(e.g., good, better,

best)

(2) adjectives

and their

superlative

forms

>>>>> 3 ISBN 978-1-

58561-076-1

498-499

500

509

512

Ref 180 Rule 3

CP 60 ex. 2-3

Homework 10 #1

Ckup 63 ex. 2-3









to:


the function of the




(iv) adverbs (e.g.,

frequency:

usually,

sometimes;

intensity: almost,

a lot)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

46, 47

51

67, 68

135, 137

Jingle 6, Intro Sent,

Ref 26

Ref 28, Practice

Sentence #3

Ref 35 #3, CP 9

CP 16

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to:


the function of the




(v) prepositions

and prepositional

phrases to convey

location, time,

direction, or to

provide details

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

100-101

101-102

106

135, 137

Jingles 8-10,

Intro Sent.

Ref 59

Practice Sent

Ref 69, CP 16









to:


the function of the




(vi) indefinite

pronouns (e.g., all,

both, nothing,

anything)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

470-471

472, 476

480

Ref 175

CP 57 ex. 4,

CP 58 ex. 4

Ckup 59 ex. 4









to:


the function of the




(vii) subordinating

conjunctions (e.g.,

while, because,

although, if)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

240-242

243, 247

252

255

Ref 110, 111, 112

CP 27, 28 ex. 2, 3

CP 29 ex. 2, 3;

HW 4 #2, 3

Ckup 30 ex. 2, 3









to:


the function of the




(viii) transitional

words (e.g., also,

therefore)

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

127

138, 179, 262

138-139

307

Jingle 12

Jingle Time,

Student Tip

Ref 70 #3

WA 17 #4

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to:

(B) use the complete

subject and the

complete predicate in a

sentence

(1) use the

complete subject

in a sentence

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

61-63

64

106-107

110

111

131

Ref 32, Intro Sent.

CP 8 ex.1 #10

Pract Sent #21 of

each Q&A Flow

Skill Builder (2nd)

Ref 62

Ckup 15 ex. 1









to:

(B) use the complete

subject and the

complete predicate in a

sentence

(2) use the

complete

predicate in a

sentence

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

61-63

64

106-107

110

111

131

Ref 32, Intro Sent.

CP 8 ex.1 #10

Pract Sent #21 of

each Q&A Flow

Skill Builder (2nd)

Ref 62

Ckup 15 ex. 1









to:

(C) use complete simple

and compound

sentences with correct

subject-verb agreement

(1) use complete

simple sentences

with correct

subject-verb

agreement

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

116-117

126

155-157

169

Ref 64

CP 14 ex. 3; HW1

Ref 77

CP 19 ex.3,4; HW2

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978-1- 58561-101-0









to:

(C) use complete simple

and compound

sentences with correct

subject-verb agreement

(2) use complete

compound

sentences with

correct subject-

verb agreement

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

199

200-201

212

Ref 93, Stud. Tip

Ref 94-96

CP 24 ex. 4, 5

HW 3 #4, 5


Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(A) use capitalization for: (i) abbreviations >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

20

284

536

565

Ref 11 #14

CP 32 (editing)

CP 66 (editing)

CP 71 (editing)








expected to:

(A) use capitalization for: (ii) initials and

acronyms

(1) initials >>>>> 3 ISBN 978-1-

58561-076-1

20

201

290

564

Ref 11 #10

CP 22 (editing)

CP 33 (editing)

CP 70 (editing)








expected to:

(A) use capitalization for: (ii) initials and

acronyms

(2) acronyms >>>>> 3 ISBN 978-1-

58561-076-1

20

31

71

566

Ref 11 #21

CP 3 (editing)

CP 10 (editing)

Ckup 72 (editing)








expected to:

(A) use capitalization for: (iii) organizations >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

20

158

169

252

Ref 11 #23

CP 17 (editing)

CP 19 (editing)

CP 29 (editing)

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expected to:

(B) recognize and use

punctuation marks

including:

(i) commas in

compound

sentences

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

199

200-201

212

Ref 93, Stud. Tip

Ref 94-96

CP 24 ex. 4, 5

HW 3 #4, 5








expected to:


punctuation marks

including:

(ii) proper

punctuation and

spacing for

quotations

(1) proper

punctuation

for quotations

>>>>> 3 ISBN 978-1-

58561-076-1

24-25

355-358, 363

369

381

Ref 14 Section 9

Ref 145-147, 149

CP 44; HW 7

WA 23 #1, 2, 3








expected to:


punctuation marks

including:

(ii) proper

punctuation and

spacing for

quotations

(2) proper

spacing for

quotations

>>>>> 3 ISBN 978-1-

58561-076-1

24-25

355-358, 363

369

381

Ref 14 Section 9

Ref 145-147, 149

CP 44; HW 7

WA 23 #1, 2, 3








expected to:

(C) use proper

mechanics including

italics and underlining for

titles and emphasis

(1) use proper

mechanics

including italics for

titles

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

None








expected to:

(C) use proper

mechanics including


titles and emphasis

(2) use proper

mechanics

including

underlining for

titles

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

24-25

255

408, 446-447

629

Ref 14 Section 8

Ckup 30 ex. 4

Ref 160, Ref 171

Ref 226

Bibliography

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expected to:

(C) use proper

mechanics including


titles and emphasis

(3) use proper

mechanics

including italics

for emphasis

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

None








expected to:

(C) use proper

mechanics including


titles and emphasis

(4) use proper

mechanics

including

underlining for

emphasis

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

None

(23) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(A) brainstorm, consult

with others, decide upon

a topic, and formulate

open-ended questions to

address the major

research topic

(1) brainstorm >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81

82

618-619

635

Ref 47

Teaching Script

Ref 215-217

Ref 232 Step 1, 2





expected to:





address the major

research topic

(2) consult with

others

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

660

660

660

Interviews and

Guidelines,

Hands-on #1

Hands-on #2

Hands-on #3





expected to:





address the major

research topic

(3) decide upon a

topic

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81

220

618-619

635

Ref 47

WA 10

Ref 215-217

Ref 232 Step 1, 2

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expected to:





address the major

research topic

(4) formulate

open-ended

questions to

address the major

research topic

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

81

604

618-619

635

Ref 47

Home WA 39

Ref 215-217

Ref 232 Step 1, 2





expected to:

(B) generate a research

plan for gathering

relevant information

about the major

research question

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

608

609

620-621

621

635

WA 40, Activity

Home WA 41

Ref 218

Ref 219

Ref 232 Step 3

(24) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.


(A) follow the research

plan to collect data from

a range of print and

electronic resources

(e.g., reference texts,

periodicals, web pages,

online sources) and data

from experts

(1) follow the

research plan to

collect data from a

range of print

resources

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

614

614

620-621

621

635, 636

WA 42, Activity

Home WA 43 #1

Ref 218

Ref 219

Ref 232 Step 3

WA 45















from experts

(2) follow the

research plan to

collect data from a

range of electronic

resources

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

614

614

620

621

635, 636

WA 42, Activity

Home WA 43 #1

Ref 218, The

Internet

Ref 219

Ref 232 Step 3

WA 45

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from experts

(3) follow the

research plan to

collect data from

experts

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

119-...539

621

635, 636

660

All 25 Discovery

Times #1,

…interviews

Ref 218, Magazine

Ref 232 Step 3

WA 45

Interviews








(B) differentiate between

primary and secondary

sources

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

621

622

635, 636

Ref 219 #5

Ref 220

Ref 232 Step 3, 4

WA 45








(C) record data, utilizing

available technology

(e.g., word processors)

in order to see the

relationships between

ideas, and convert

graphic/visual data (e.g.,

charts, diagrams,

timelines) into written

notes

(1) record data,

utilizing available

technology in

order to see the

relationships

between ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

620

635, 636

676

677

677-679

Ref 218, Internet

as a source

Step 2, 3; WA 45

Technology

Computer files to

organize writing

Terms








(C) record data, utilizing

available technology

(e.g., word processors)

in order to see the

relationships between

ideas, and convert

graphic/visual data (e.g.,

charts, diagrams,

timelines) into written

notes

(2) convert

graphic/visual

data into written

notes

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

623, 624

625, 626

635, 636

675

Ref 221, Ref 222

Ref 223, Ref 224

Step 5, 6; WA 45

Hands-on Activities

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(D) identify the source of

notes (e.g., author, title,

page number) and

record bibliographic

information concerning

those sources according

to a standard format

(1) identify the

source of notes

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

621, 622

623

624

635, 636

Ref 219, Ref 220

Ref 221 Writing

notes

Ref 222

Step 3, 4, 5; WA 45








(D) identify the source of

notes (e.g., author, title,

page number) and

record bibliographic

information concerning

those sources according

to a standard format

(2) record

bibliographic

information

concerning those

sources according

to a standard

format

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

622

623

624

635, 636

Ref 220

Ref 221 Last bullet

Ref 222

Step 4, 5; WA 45








(E) differentiate between

paraphrasing and

plagiarism and identify

the importance of citing

valid and reliable

sources

(1) differentiate

between

paraphrasing and

plagiarism

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

622

623

628-629

629

635, 636

Ref 220

Ref 221 Notes,

Writing notes

Ref 226 Last bullet,

and #9

Teaching Tip #4

Step 4, 5, 8; WA 45








(E) differentiate between

paraphrasing and

plagiarism and identify

the importance of citing

valid and reliable

sources

(2) identify the

importance of

citing valid and

reliable sources

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

620, 621

622

623

629

676

Ref 218, Ref 219

Ref 220

Ref 221 Writing

notes

Ref 226 #8, 9

On-line Searches

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978-1- 58561-101-0

(25) Research/Synthesizing

Information. Students clarify

research questions and evaluate

and synthesize collected

information. Students are expected

to:

(A) refine the major

research question, if

necessary, guided by

the answers to a

secondary set of

questions

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

619

621

623

626

628

Ref 216, Ref 217

Ref 219

Ref 221 Notes,

Writing notes

Teaching Script

Ref 226 Bullets






to:

(B) evaluate the

relevance, validity, and

reliability of sources for

the research

(1) evaluate the

relevance of

sources for the

research

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

620, 621

626-627

633

635, 636

Ref 218, Ref 219

Teaching Script

WA 44

Step 3, WA 45






to:

(B) evaluate the



the research

(2) evaluate the

validity of sources

for the research

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

620, 621

626-627

633

635, 636

Ref 218, Ref 219

Teaching Script

WA 44

Step 3, WA 45






to:

(B) evaluate the



the research

(3) evaluate the

reliability of

sources for the

research

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

620, 621

626-627

633

635, 636

Ref 218, Ref 219

Teaching Script

WA 44

Step 3, WA 45

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978-1- 58561-101-0

(26) Research/Organizing and

Presenting Ideas. Students

organize and present their ideas

and information according to the

purpose of the research and their

audience. Students are expected to

synthesize the research into a

written or an oral presentation that:

(A) compiles important

information from multiple

sources

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

619, 620

621, 622

623, 624

625

635, 636

Ref 217, Ref 218

Ref 219, Ref 220

Ref 221, Ref 222

Ref 223

Steps 2-6; WA 45









(B) develops a topic

sentence, summarizes

findings, and uses

evidence to support

conclusions

(1) develops a

topic sentence

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

623, 624

625, 626

628-629

635, 636

Ref 221, Ref 222

Ref 223, Ref 224

Ref 226

Steps 5-8; WA 45











findings, and uses

evidence to support

conclusions

(2) summarizes

findings

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

623, 624

625, 626

628-629

635, 636

Ref 221, Ref 222

Ref 223, Ref 224

Ref 226

Steps 5-8; WA 45











findings, and uses

evidence to support

conclusions

(3) uses evidence

to support

conclusions

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

623, 624

625, 626

628-629

635, 636

Ref 221, Ref 222

Ref 223, Ref 224

Ref 226

Steps 5-8; WA 45

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(C) presents the findings

in a consistent format

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-076-1

629

630, 631

635

636

Ref 226 #8

Ref 228-230

Steps 8-11

WA 45









(D) uses quotations to

support ideas and an

appropriate form of

documentation to

acknowledge sources

(e.g., bibliography,

works cited)

(1) uses

quotations to

support ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

None









(D) uses quotations to

support ideas and an

appropriate form of

documentation to

acknowledge sources

(e.g., bibliography,

works cited)

(2) uses an

appropriate form

of documentation

to acknowledge

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-076-1

629

631

635

636

Ref 226 #9

Ref 229, Ref 230

Steps 8-11

WA 45

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