Positive Action. Kindergarten

Transcription

1 Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Kindergarten English Language Arts and Reading, Kindergarten Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: K.1 C Demonstrate the one-to-one correspondence between a spoken word and a printed word in text. Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: K.3 B Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words). Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: K.4 A Predict what might happen next in text based on the cover, title, and illustrations. 3,27,113,123,124 K.4 B Ask and respond to questions about texts read aloud. Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: K.6 A Identify elements of a story including setting, character, and key events. 3,4,8,9,11,12,14-16, 18,21,22,25-46,48,49, 51,54,57-64,66,69,70, 73,77,79-83,85-87,89, 90,92-94,97-99, ,109,111,112,115, ,

2 K.7 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. 17 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: K.8 A K.8 B Retell a main event from a story read aloud. Describe characters in a story and the reasons for their actions. 63,75,78-80,85,93, 125,126,128,130,132, 134,136,137 3,4,8,9,11,12,14-16, 18,21,22,25-46,48,49, 51,54,57-64,66,69,70, 73,77,79-83,85-87,89, 90,92-94,97-99, ,109,111,112,115, , K.14 A 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: Dictate or write sentences to tell a story and put the sentences in chronological sequence. 12,20,43,66,83,100, 105,110,114, K.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to dictate or 26,74 write information for lists, captions, or invitations. 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: Understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance): K.16 A iii Descriptive words 12,66,114,119,121,138 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

3 K.17 A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression). 12,20,43,66,83,100, 105,110,114, , 138 K.17 B Capitalize the first letter in a sentence. 12 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: K.18 C Write one's own name. 20 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: K.21 A Listen attentively by facing speakers and asking questions to clarify information. K.21 B Follow oral directions that involve a short related sequence of actions. K.22 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by 13,50,84,95 speaking audibly and clearly using the conventions of language. K.23 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time. Figure 19 TAC, Reading/Comprehension Skills Kindergarten 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: K.1 A Discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). K.1 B Ask and respond to questions about text. K.1 D Make inferences based on the cover, title, illustrations, and plot. 15,29,46,99,113,115, 120,123,124 K.1 E Retell or act out important events in stories. 17,19,61,63,64,75,76, 78-80,85,91,93,98, 101,104,119,121,

4 K.1 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

5 Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Grade 1 English Language Arts and Reading, Grade 1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1.1 D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). 22, E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep. Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: Decode words in context and in isolation by applying common letter-sound correspondences, including: 1.3 A iii Single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i 90 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3 I Monitor accuracy of decoding. 1.4 B Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 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:

6 1.9 A 1.9 B Describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events. Describe characters in a story and the reasons for their actions and feelings. Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time. 3,4,9,19,21,233,25,26, 28-32,34,36,38-40,43, 44,48-50,52,55-57,59, 60,62,66,69,72,73,78, 82-84,93,95-102,106, 107,110,113,114, ,130,131 3,4,9,19,21,233,25,26, 28-32,34,36,38-40,43, 44,48-50,52,55-57,59, 60,62,66,69,72,73,78, 82-84,93,95-102,106, 107,110,113,114, ,130,131 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 1.19 C Write brief comments on literary or informational texts. 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: 1.20 C Ask questions with appropriate subject-verb inversion A Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences ,22,24,37,41,42, 53,54,71,72,75,76,91, 103,104,112,115,125, 127,129,131,133,135, 136,138

7 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: Recognize and use basic capitalization for: 1.21 B i The beginning of sentences 22,115 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: 1.24 C Record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). 125,127,129 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 1.27 A Listen attentively to speakers and ask relevant questions to clarify information B Follow, restate, and give oral instructions that involve a short related sequence of actions. 13,50,84, Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. Figure 19 TAC, Reading/Comprehension Skills First Grade 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: 1.1 D Make inferences about text and use textual evidence to support understanding. 1.1 E Retell or act out important events in stories in logical order. 1,8,15,20,26,28,33,37, 44,46,55,58,60,67,80, 83,84,86,88,90-92,111, 116,117,125,127,132, 140

8 1.1 F Make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

9 Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Grade 2 English Language Arts and Reading, Grade 2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 2.2 D Read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful) H Monitor accuracy of decoding. Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 2.3 B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. 2.3 C -2.4 Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 2-4,7,21,22,24,25,27-29,34,35,49,51,53,58, 72,78,81,86,100,104, 107,112,116,117 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 2.5 A Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow). 68 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

10 2.6 A Identify moral lessons as themes in well-known fables, legends, myths, or stories. 2,7,21,22,24-29,34,35, 46,49,53,55,58,61,72, 73,77,78,81,86,93,100, 104,107,112,116, Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry. 27 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: 2.9 B Describe main characters in works of fiction, including their traits, motivations, and feelings. 2,7,21,22,24-29,34,35, 46,49,53,55,58,61,72, 73,77,78,81,86,93,100, 104,107,112,116, Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 2.16 C Identify various written conventions for using digital media (e.g., , website, video game). 140 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 2.19 C Write brief comments on literary or informational texts. Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 2.22 A Write legibly leaving appropriate margins for readability. 2,4,31,32,34,45,46,48, 50,62,70,94-97,99,106, 124,129 Oral and WritOral and Written Conventions/Spelling. Students spell correctly. Students are expected to:ten Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

11 2.23 A Use phonological knowledge to match sounds to letters to construct unknown words. 46,70 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 2.23 C Spell high-frequency words from a commonly used list. 46,70 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 2.28 A Listen attentively to speakers and ask relevant questions to clarify information B Follow, restate, and give oral instructions that involve a short related sequence of actions Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. 2,5,90 Figure 19 TAC, Reading/Comprehension Skills Second Grade 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: 2.1 C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions). 2.1 E Retell important events in stories in logical order. 47

12 Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Grade 3 English Language Arts and Reading, Grade 3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: 3.1 E Monitor accuracy in decoding Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: 3.2 A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions B Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). 27,117,118 7,10,12,16,17,21,29, -3.3 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud 31,35,42,49,52,54,55, grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 71,77,79,91,98-100, 103,106,111,116,117 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 3.4 E Alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words. 33,34,63 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:

13 3.8 B Describe the interaction of characters including their relationships and the changes they undergo. 2,3,7,10,12,16,17,21, 31,35,42,49,52,54,55, 71,77,79,91,98,99,100, 103,106,116, Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 3.15 B Locate and use specific information in graphic features of text ,45,46, Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 3.16 C Compare various written conventions used for digital media (e.g., language in an informal vs. language in a webbased news article). 139 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: 3.18 A Write imaginative stories that build the plot to a climax and contain details about the characters and setting B Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). 81, Writing. Students write about their own experiences. Students are expected to write about important personal experiences. 13 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 3.24 G Use print and electronic resources to find and check correct spellings. 139 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: Follow the research plan to collect information from multiple sources of information, both oral and written, including: 3.26 A iii Visual sources of information (e.g., maps, timelines, graphs) where appropriate 22-30,45,46, Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

14 3.29 A Listen attentively to speakers, ask relevant questions, and make pertinent comments B Follow, restate, and give oral instructions that involve a series of related sequences of action Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others Figure 19 TAC, Reading/Comprehension Skills Third Grade 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: 3.1 C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions). 27,117, D Make inferences about text and use textual evidence to support understanding

15 B Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Grade 4 English Language Arts and Reading, Grade 4 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words. 2-6,8,12-15,23,30,35, 37,41-43,47-57,59,61, 63-72,75-80,82-84,86, 90,92,94-96,98-102, 104,105, , E Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. 30,34,38,43,81 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 4.3 A Summarize and explain the lesson or message of a work of fiction as its theme. 4.3 B Compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. 2-6,8,12-15,23,30,35, 37,41-43,47-57,59,61, 63-72,75-80,82-84,86, 90,92,94-96,98-102, 104,105, , ,8,12-15,23,30,35, 37,41-43,47-57,59,61, 63-72,75-80,82-84,86, 90,92,94-96,98-102, 104,105, ,123

16 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: 4.6 A Sequence and summarize the plot's main events and explain their influence on future events. 4.6 B Describe the interaction of characters including their relationships and the changes they undergo Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). 2-6,8,12-15,23,30,35, 37,41-43,47-57,59,61, 63-72,75-80,82-84,86, 90,92,94-96,98-102, 104,105, , ,8,12-15,23,30,35, 37,41-43,47-57,59,61, 63-72,75-80,82-84,86, 90,92,94-96,98-102, 104,105, , 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: 4.11 A Summarize the main idea and supporting details in text in ways that maintain meaning. 5 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 4.13 B Explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). 28,51,127 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 4.14 C Compare various written conventions used for digital media (e.g. language in an informal vs. language in a webbased news article). 139 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

17 6,14,18,26,35,40,42,46, 4.15 A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating 55,60-62,66,77,83,86, ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals). 88,89,92,94,101,107, 110,113, ,129 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 4.22 D Use spelling patterns and rules and print and electronic resources to determine and check correct spellings. 139 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: 4.23 B Generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. 34 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: Follow the research plan to collect information from multiple sources of information both oral and written, including: 4.24 A ii Data from experts, reference texts, and online searches A iii Visual sources of information (e.g., maps, timelines, graphs) where appropriate 28,51,127 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 4.27 A Listen attentively to speakers, ask relevant questions, and make pertinent comments B Follow, restate, and give oral instructions that involve a series of related sequences of action Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others

18 Figure 19 TAC, Reading/Comprehension Skills Fourth Grade 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: 4.1 C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions). 56,97, D Make inferences about text and use textual evidence to support understanding

19 Positive Action Lesson Alignment Information Texas Essential Knowledge and Skills (TEKS) Language Arts Grade B English Language Arts and Reading, Grade 5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 5.3 C Explain the effect of a historical event or movement on the theme of a work of literature Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. 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: 9,15,16,21,27,41,42, 44,48,50,54,57,64,66, 67,73,75,80,82,84,91, 96,99,103, , 111, ,129, ,15,16,21,27,41,42, 44,48,50,54,57,64,66, 67,73,75,80,82,84,91, 96,99,103, , 111, ,129,130 5,33

20 5.6 B Explain the roles and functions of characters in various plots, including their relationships and conflicts. 9,15,16,21,27,41,42, 44,48,50,54,57,64,66, 67,73,75,80,82,84,91, 96,99,103, , 111, ,129, Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: A Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order B Determine the facts in text and verify them through established methods. 32 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 5.13 A Interpret details from procedural text to complete a task, solve a problem, or perform procedures. 2-8,11,16-18,22,30-32, 36-39,44-46,49,51,56, 61,63,74,78,86,93,94, 97,102,109,112, Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 5.14 D Analyze various digital media venues for levels of formality and informality Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

21 5.15 A 5.15 C 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. 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 D Edit drafts for grammar, mechanics, and spelling E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 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: Write poems using: 5.16 B i Poetic techniques (e.g., alliteration, onomatopoeia) 2,5, B ii Figurative language (e.g., similes, metaphors) 2,5, B iii Graphic elements (e.g., capital letters, line length). 2,5,90 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 5.21 C Use proper mechanics including italics and underlining for titles and emphasis. 3,4,8,10,16,22,30,31, 52,56,61,74,76,97,123, 127,128, Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 5.22 D Use spelling patterns and rules and print and electronic resources to determine and check correct spellings E Know how to use the spell-check function in word processing while understanding its limitations A Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: 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. 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: 106,108

22 5.26 A Compiles important information from multiple sources. 106, B Develops a topic sentence, summarizes findings, and uses evidence to support conclusions. 106,108 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: 5.27 A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective B Follow, restate, and give oral instructions that include multiple action steps C Determine both main and supporting ideas in the speaker's message Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement Figure 19 TAC, Reading/Comprehension Skills Fifth Grade 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: 5.1 C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions) D Make inferences about text and use textual evidence to support understanding E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence