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Try ThinkUp! ELAR in your classrooms today!

• ThinkUp! ELAR (Levels 1−8) introduces the focus TEKS and the Critical Thinking traits that support students as they learn, practice, and master the TEKS concepts.

• Each Teacher Edition and Student Edition unit includes Getting Started, Instruction, Assessment, Intervention, and Extension components that help teachers engage and accommodate all learners.

• Texts and activities offer students the opportunity to integrate all domains of the ELAR TEKS: reading, inquiry, writing, speaking, listening, viewing, and thinking.

• Teacher Edition units provide detailed information about the unit focus TEKS concept(s) with clarification of the expectations of the TEKS, essential vocabulary, and instructional strategies.

• Student Edition units provide Reader Tips that explain the unit focus TEKS concept(s), including vocabulary, examples, and questions to guide student thinking.

• Student Edition units also feature new, full-length, and grade-appropriate single and paired texts that meet the genre requirements of the TEKS and that engage students in meaningful and authentic reading experiences

We are pleased to introduce ThinkUp! ELAR Teacher and Student Editions. We have developed this product to support your instruction of the newly

adopted ELAR TEKS that will be implemented in the fall of 2019. This sample version offers you the opportunity to review the content and

develop an understanding of what this resource provides for you and your students. Because we are in the process of developing this series for

grades 1–8, the final content of this book may contain slight changes or revisions that are not yet reflected in this sample version.

This sample contains the following content from ThinkUp! ELAR, Level 5:

Unit 2 Teacher Edition

Unit 2 Student Edition

TEKS Vocabulary List

Unit 2 Getting Started

Level 5 Illegal to Copy 1

Pre-Assessment (15 minutes)

Assign the Pre-Assessment for Unit 2. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors. Use the information to plan instruction in order to help students.

Clarifying the TEKSReview the following information to clarify the TEKS before planning instruction.

FOCUS TEKS 5.7(D)

5.7 The student responds to an increasingly challenging variety of sources that are read, heard or viewed. The student is expected to:

(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

Retelling, paraphrasing, and summarizing are important skills that demonstrate comprehension of texts. The ability to retell, paraphrase, and summarize stories in ways that retain authors’ meanings and maintain ideas in a logical order allows students to demonstrate their deep understanding of texts.

Retelling is a skill in which readers share the gist of a story based on what they remember from what they read or heard. Retelling requires readers to sequence the main plot events in a logical order. It also requires readers to recall the story as it was presented by the author.

Have students use the Fist to Five strategy when they retell a story. Students make a fist and show one finger at a time as they share the author’s description of the characters, setting, problem, main events, and resolution. Students should use appropriate transition/temporal words as they retell the story in the sequence presented by the author. When students are successful at retelling a literary text, they are ready to paraphrase the text.

When paraphrasing a literary text, readers use their own words to restate the important events and ideas in the story. This requires a reader to analyze a text part by part and express the author’s intended meaning using their own words.

Use these steps to guide students as they paraphrase a literary text.

1. Read the text carefully and determine the meaning of any unknown words.

2. Cover the first section of the text and rewrite it using your own words. When doing this, imagine you are explaining the ideas to a classmate and write them as such.

3. Compare your paraphrased ideas of that section with the author’s ideas to ensure that you have conveyed the author’s intended meaning.

4. Continue this process section by section until the entire text is paraphrased.

Successfully paraphrasing an author’s ideas or details in a text is a necessary stepping stone for summarizing. When students can paraphrase individual sections accurately, they are ready to provide a summary of the entire text.

Students are expected to analyze literary texts to infer themes and to demonstrate deep understandings of characters’ relationships, ways in which settings influence plot, and complex plot elements. To summarize a literary text in a way that addresses each of these elements, readers must analyze the story as a whole to determine which ideas are key to understanding the characters, settings, narrative arc, and theme(s). Then, readers must combine these key details in a logical order to demonstrate a deep understanding of the story.

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Unit 2

Use these steps to guide students as they summarize a literary text.

1. Complete a graphic organizer, such as a Plot Diagram, to map the narrative arc of the story, including a brief description of the rising action, climax, falling action, and resolution.

2. Analyze the internal and external responses of the main characters to each of the main events on the diagram. Record details about the responses on sticky notes and place near the corresponding events on the diagram.

3. Consider the time, place, and context of the setting. Record details about the setting on sticky notes and place near the appropriate character or plot events on the diagram.

4. Determine the theme of the story by considering the message or lesson the author is intending to convey and record the theme on a sticky note.

5. Place your sticky notes in a logical order and use the details about the narrative arc, characters, setting, and theme to compose a summary of the text.

TEKS Learning Target (student edition page 1) (15 minutes)

Post and discuss the TEKS Learning Target so that students have a clear understanding of the intended outcome of the unit of study.

I will retell, paraphrase, or summarize text in ways that maintain meaning and logical order.

Focus for the 9 Traits of Critical ThinkingCritical thinking traits are essential to all learning. The 9 Traits of Critical Thinking™ cultivate high-quality thinkers. Although students may demonstrate multiple critical thinking traits as they master this concept, provide opportunities for students to apply the examine and link traits during the unit of study. (Refer to the Critical Thinking traits article.)

Critical Thinking Trait Examine Engagement Indicators 9 Students willingly ask a range of essential questions and employ multiple methods to explore the unknown.

9 Students use analytical skills to make inferences, interpret data, integrate or organize ideas, and make connections.

Strategies to Facilitate the Examine Trait 9 Do you consider how your perspective changes over time as you gain knowledge? 9 How might you use criteria when you evaluate or justify a choice or solution?

Questioning Prompts to Develop the Examine Trait 9 How does including main ideas and key details help you paraphrase and summarize texts? 9 What strategies do you use to maintain meaning when retelling, paraphrasing, and summarizing texts?

9 How do you maintain your focus on the most important ideas and information when retelling, paraphrasing, and summarizing texts?

2 Illegal to Copy Unit 2

Getting Started


Unit 2 Getting Started

Critical Thinking Trait Link Engagement Indicators 9 Students draw knowledge and take meaning from one situation or experience and apply it to another.

9 Students successfully apply new knowledge to complex situations in everyday life.

Strategies to Facilitate the Link Trait 9 Provide activities that require the application of prior knowledge or experiences, as data sources or processes to support, explain, or solve new challenges.

9 Present new tasks in which students refer to past learning to demonstrate application of prior experiences.

Questioning Prompts to Develop the Link Trait 9 How does retelling, paraphrasing, and summarizing texts help you understand texts? 9 What knowledge about texts do you use when retelling, paraphrasing, and summarizing the texts? 9 What is it important to maintain meaning and logical order of texts when retelling, paraphrasing, and summarizing?

Critical Thinking Trait Reflect Engagement Indicators (Performance Task) 9 Students display an awareness of thoughts, strategies, and actions and the impact on others. 9 Students self-monitor progress and evaluate actions and needs.

Strategies to Facilitate the Reflect Trait 9 Provide prompts that promote reflection and guide students to self-monitor performance that results in improvement.

9 Engage students to plan, reflect, and evaluate to improve performance.

Questioning Prompts to Develop the Reflect Trait 9 How do you monitor your application of the traits as you complete tasks? 9 What goals have you set to improve your learning and task completion? 9 What strengths do you have and how will you use those strengths to continue to improve?

Level 5 Illegal to Copy 3TEACHER EDITION

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Unit 2

Critical Thinking Traits Formative Assessment (student edition page 1) (10 minutes)

Read each trait statement and ask students to provide examples of experiences and situations in which they have used the trait. Assess student understanding of each trait using the prompt and suggested responses.

Examine – I use a variety of methods to explore and to analyze.When you examine, you determine which ideas are needed to maintain meaning as you summarize the text.

Prompt: How might you examine a text to determine which ideas are important to include in a summary?Answers may vary. Student responses might include that to determine the ideas that are important to include in a summary, a reader must first read the entire text, determine its key ideas and how the author supports those key ideas with details, and then use the synthesized information to compose a summary of the text.

Link – I apply knowledge to reach new understandings.When you link, you use your knowledge of the details of texts to focus on important ideas that need to be included in a retell, paraphrase, or a summary.

Prompt: Why is it important to consider and focus on key ideas when retelling, paraphrasing, and summarizing?Answers may vary. Student responses might include that key ideas provide the foundation for the author’s meaning and retelling, paraphrasing, and summarizing texts should all focus on communicating the author’s meaning.

Reflect – I review my thoughts and experiences to guide my actions. (Performance Task)When you reflect, you think about your thoughts and feelings about an experience.

Prompt: How might reflecting help a poet compose a meaningful poem?Answers may vary. Student responses might include that reflecting requires deep thinking about personal experiences and the impact of those experiences. When applied to composing a poem, a poet’s reflective thinking makes the poem more engaging and more expressive to the reader.


Getting Started


Unit 2 Instruction

Concept Exploration (student edition page 2) (10 minutes)

Review Reader TipsAllow time for students to read and discuss the Reader Tips.

Introduce the Vocabulary of the Focus TEKSRead the Focus TEKS. Emphasize the bolded words and have students use the ThinkUp! ELAR Student Edition Glossary to locate the meanings of the words. Ask students to read the glossary definitions. Discuss and provide examples of the vocabulary.

logical order – a sequence or organization of text that is sensible and based on facts; an organizational pattern of text that places information in a reasonable ordermeaning – the message of a written textparaphrase – to restate the meaning of an idea, concept, or text using different wordsretell – to say or write again using different wordssummarize – to state the essential elements and key ideas of a texttext – the words in a written selection

Concept Development (student edition page 3) (10 minutes)

Announce to students that you will be reading a literary text about a mother and son’s trip to the beach.

Read aloud the text “Beach Answers” as follows:• Before reading, ask students: What elements will you identify in the text in order to effectively retell,

paraphrase, or summarize the text?• During reading, stop to ask students: What is the setting of the story? Who are the main characters in

the story? What are the important events in the story?• After reading, ask students: How might you retell this text? How might you paraphrase this text? How

might you summarize this text?

Beach Answers1 “How much of the world is made up of oceans, Mom?” Reggie asked excitedly as they walked along

the beach.

2 “Well, that’s a good question,” Mom responded.

3 “How much salt is in the ocean? What makes the waves?” Reggie continued.

4 Mom smiled at Reggie’s constant questioning. While she rarely had answers for his questions, she appreciated his inquisitive nature. No matter where they went, Reggie wanted to know more. Every dull errand was an adventure, and every vacation was a learning experience.

5 Mom had anticipated that this weekend trip to the beach would be no different. However, Mom had come prepared because she had researched the world’s oceans to surprise Reggie.

6 Reggie had not stopped asking questions as they set out their beach towels and umbrella. Mom interrupted, “Would you be surprised to know that oceans cover 71 percent of Earth’s surface? And all those waves you see out there are created by the winds that blow across the ocean surface. When you play in the ocean, try not to swallow any water because one cubic foot of ocean water contains over two pounds of salt! And the tides are controlled by the moon’s gravitational pull!”

7 Reggie stared at Mom. “Slow down, Mom! How am I going to learn anything if you’re talking so fast?”

8 Mom smiled at her enthusiastic son, grateful for their time together and for answers to his questions.


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Unit 2

Concept Practice (student edition page 4) (10 minutes)

Debrief the Items Question 1 TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)4.I

• Read the item stem.• Ask students to discuss the key word: retells • Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will re-read paragraph 4, noting the

setting, characters, and events described in the paragraph. Then, I will write a retelling of paragraph 4 and determine which of the answer choices best matches the retelling I wrote.

• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is A and discuss this reason: This answer choice includes the characters and events

described in paragraph 4 without including opinions or details from other parts of the story.

Question 2TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)4.I

• Read the item stem.• Ask students to discuss the key word: paraphrases • Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will re-read each of the answer choices

and determine which one includes the important ideas and details in the paragraph.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is H and discuss this reason: This answer choice demonstrates Mom’s plan to have

answers to questions that Reggie will most likely ask when they are on their trip to the beach.

Question 3TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)4.I

• Read the item stem.• Ask students to discuss the key word: summarizes • Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: In my mind, I will determine how I might

summarize the story to a classmate. Then, I will select the answer choice that best reflects this summary.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is D and discuss this reason: This answer choice includes the setting, characters,

and important events in the story without including opinions.


Instruction


Unit 2 Instruction

Concept Application (student edition page 5) (5 minutes)

Read aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners.

Reflection on My Learning

What strategies will you use to retell, paraphrase, and summarize texts?

Students might answer that they will determine the important settings, characters, and events to retell, paraphrase, or summarize a story.

Reflection on Critical Thinking – Examine and Link

How might you use the critical thinking traits examine and link when you retell, paraphrase, or summarize a text?

Students might answer that retelling, paraphrasing, or summarizing requires a reader to examine the text to determine its main elements and details and to link those elements and details in logical order to maintain the meaning of the text.(C.T. Traits: Examine, Link, TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.D, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)4.D, (c)4.F, (c)4.G, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


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Unit 2

Vocabulary MasteryPreteach the Text-Specific Vocabulary words that might interfere with student comprehension of the unit text(s). Present the TEKS Vocabulary during the instruction of the TEKS. If the unit text(s) is used for assessment, the asterisked word(s) should not be pretaught.

Text-Specific Vocabulary TEKS Vocabulary

rough* spade heard retellalighted surly logical order sourcebrood uncompanionable meaning summarizecholera paraphrase textclod read variety of sourcesmanor respond viewed

Vocabulary Activities Review the Vocabulary Activities and determine those you will use to support student understanding of the Text-Specific and TEKS Vocabulary.

Activity: Clued In to Vocabulary (15 minutes)

Have student pairs say clues that identify the Text-Specific vocabulary words. Have partners listen to the clues and write the words as they identify them. Instruct students to check answers for accuracy.(C.T. Traits: Link, Adapt, TEKS: 5.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)\

Activity: Sketch Books (15 minutes)

On individual sheets of paper, have students sketch illustrations and write definitions for specified Text-Specific vocabulary words. Instruct students to place the words in alphabetical order to create picture dictionaries. Encourage students to refer to the dictionaries throughout the unit of study. (C.T. Traits: Link, Adapt, TEKS: 5.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Formative Assessment (10 minutes)

Provide students with sentences that contain underlined Text-Specific or TEKS vocabulary words. Have students replace the words with synonyms or phrases that have the same meanings. Use student responses to correct errors and to plan further instruction or interventions. (C.T. Traits: Link, Adapt, TEKS: 5.3(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Foundational Language Knowledge (10 minutes)

Have students apply knowledge of these foundational language knowledge skills as they read the text(s).5.2(A)(ii) The student is expected to demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllable vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

Words with r-controlled syllables in the unit text: cholera, manor, surly

5.2(A)(iv) The student is expected to demonstrate and apply phonetic knowledge by decoding words using advanced knowledge of the influence of prefixes and suffixes on base words.

Word with a prefix and a suffix in the unit text: uncompanionable(C.T. Traits: Examine, Adapt, TEKS: 5.2(A), DOK: 1, RBT: Remember, ELPS: (c)1.H, (c)2.A, (c)2.B, (c)2.C, (c)2.D, (c)2.E, (c)3.A, (c)3.B, (c)4.A, (c)4.C, (c)5.A)


Instruction


Unit 2 Assessment

Concept Check (student edition pages 6–8) (20 minutes)

Building Background Knowledge

Display a photograph of flowers or a bouquet of flowers. Have students brainstorm a list of words to describe the displayed flowers. Record the brainstormed words and display. Instruct students to record summaries of experiences with a garden using descriptive words from the list. Invite students to share summaries with the large group. (C.T. Traits: Inquire, Communicate, Examine, Link, TEKS: 5.1(A), 5.6(A), 5.6(B), 5.7(F), 5.12(B), DOK: 1/2, RBT: Apply/Understand, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)3.D, (c)3.F, (c)3.I, (c)3.J, (c)5.G)

Lexile Analysis 650

Read the Text (student edition pages 6–8) (30 minutes)

The text should be read more than one time and in different contexts, such as teacher read alouds, partner reads, small group reads, and independent reads. Encourage students to read with appropriate fluency, including rate, accuracy, and prosody. Support students by demonstrating the strategies of re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.(C.T. Traits: Link, Communicate, Examine, Adapt, TEKS: 5.4, 5.5, 5.6(I), DOK: 1/2, RBT: Understand, ELPS: (c)5.C, (c)5.D, (c)5.F, (c)5.G, (c)5.H, (c)5.I, (c)5.J, (c)5.K)

Selected-Response Items (student edition pages 9–11) (30 minutes)

Provide a variety of opportunities for students to respond to the selected-response items: independently, with partners, in small groups, or in the large group. Additionally, offer variety in the use of the items: have students write options, ask students to write the stems, use different strategies for students to demonstrate and support their responses (Four Corner Strategy, teach the group, Jigsaw).

Item Answer TEKS DOK RBT ELPS

1 D 5.10(A) 2 Analyze (c)4.K

The author presents an excerpt from a novel that reveals a mysterious situation regarding a secret garden.

2 H 5.10(D) 2 Analyze (c)4.K

The words “soft little rushing flight through the air” and “he alighted on the big clod of earth” help the reader picture Mary’s close observation of the bird.

3 A 5.7(D) 2 Understand (c)4.I

The best paraphrase maintains meaning by including the important details from the paragraph using words different from the author’s.

4 G 5.6(H) 3 Understand (c)4.J

The evidence “A slow smile spread over it and the gardener looked quite different” and “chuckled the old man” show that the old man is happier when the bird is near.

5 C 5.6(F) 3 Understand (c)4.J

Mary’s questions to the gardener reveal that she is curious.

6 J 5.10(D) 1 Apply (c)4.K

The word “uncompanionable” reveals that the old man wears an unfriendly expression on his face.

7 B 5.7(D) 2 Understand (c)4.I

The best summary includes the important events from the paragraphs in a logical order without including minor details.

8 H 5.3(A) 1 Apply (c)4.F

The word “voice” helps the reader determine that Ben is speaking in a voice that is rough, or harsh, to Mary’s ear.


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Scoring Constructed Responses

Score student responses for the constructed-response questions/prompts using the following rubric.

9 How might you paraphrase paragraphs 25–31 of the text? (C.T. Traits: Link, Examine, TEKS: 5.7(B), 5.7(C), 5.7(D), 5.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.I, (c)5.G)

10 Which events would you include in a retelling of the text?(C.T. Traits: Link, Examine, TEKS: 5.7(B), 5.7(C), 5.7(D), 5.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.I, (c)5.G)

Points Description

2

The response achieves the following: • Provides a thorough retelling/paraphrase/summary of the text• Maintains strict adherence to the text’s meaning and demonstrates comprehensive

understanding of logical order

1

The response achieves the following: • Provides a limited retelling/paraphrase/summary of the text• Maintains some adherence to the text’s meaning and demonstrates limited understanding of

logical order

0The response achieves the following: • Provides an inaccurate retelling/paraphrase/summary of the text• Lacks adherence to the text’s meaning and demonstrates little understanding of logical order

Reflection on My Learning (student edition page 12) (10 minutes)

Why should a reader maintain logical order when retelling, paraphrasing, or summarizing a text?

Answers may vary. Student responses might include: A reader should maintain logical order when retelling, paraphrasing, or summarizing a text to convey the key ideas or events of the text in an order that makes sense.

Reflection on Critical Thinking – Link and Examine

Describe a strategy you might use to maintain meaning when summarizing a text.

Answers may vary. Student responses should include a reasonable strategy that could be used to summarize a text in a way that maintains meaning.

What do you know about the way texts are constructed that helps you retell or summarize?

Answers may vary. Student responses might include: I know that some sentences in a text contain ideas that are necessary for understanding and some sentences contain additional details that tell more about the key ideas. I also know that authors arrange ideas so that the reader develops a complete understanding of a topic.(C.T. Traits: Link, Examine, TEKS: 5.7(D), 5.12(B), DOK: 2, RBT: Understand, ELPS: (c)4.I, (c)5.G)


Assessment


Unit 2 Assessment

Interventions Focus TEKS 5.7(D)

Review the Intervention Activities and determine those you will use to support student understanding of the Focus TEKS.

Activity: Funny Summary (15 minutes)

Have students read informational or literary texts, highlighting key ideas or events. Direct students to create comic strips based on the highlighted ideas and events. Instruct students to trade comic strips with partners and to write summary paragraphs that maintain meaning and logical order based on the partners’ comic strips.(C.T. Traits: Examine, Link, TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)4.I)

Activity: Round Robin Retell (15 minutes)

Have students read informational or literary texts. Instruct students to cover each paragraph and write single sentence summaries to paraphrase the paragraphs. Then, sitting in rows or in circles, direct individual students to begin a retell with single sentences. Instruct students to complete the retell in a round-robin fashion. (C.T. Traits: Examine, Link, TEKS: 5.7(D), DOK: 2, RBT: Understand, ELPS: (c)4.I)


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Unit 2

Writing: Revising/Editing (student edition pages 13–14) (20 minutes)

Focus TEKS 5.11(B)(i), 5.11(B)(ii)

5.11(B) The student is expected to develop drafts into a focused, structured, and coherent piece of writing by

(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and

(ii) developing an engaging idea reflecting depth of thought with specific facts and details.

Explanation of TEKS

When revising an expository text, the writer analyzes each sentence, assuring that the text remains focused with a clearly stated central idea in the introduction, that transitions are used to logically and coherently guide the reader through the supporting evidence, and that a conclusion effectively brings the writing to a close. The purposes of an introduction are to engage the reader, to introduce the topic, to guide readers to understand the purpose of the composition, and to control the content of the text by stating a central idea. The central idea must be focused and specific, so the writer may effectively support or explain it with facts within the text. Appropriate use of transitions successfully progresses the writer’s ideas in a logical order or pattern. The concluding statement should reference the central idea without repeating it.

Item Answer TEKS DOK RBT ELPS

1 C 5.11(B)(i) 2 Apply (c)5.F

2 F 5.11(B)(i) 2 Apply (c)5.F

3 B 5.11(B)(ii) 2 Apply (c)5.F

4 G 5.11(B)(i) 2 Apply (c)5.F

Interventions Use the activity(s) to support student understanding of the Revising/Editing TEKS.

Activity: Selected Strikethrough (15 minutes)

Prepare informational and narrative texts by adding extraneous information to the introduction, body, and conclusion. Have students strike through extraneous information that detracts from the focus of the texts. Allow students to share responses with partners. Challenge partners to clearly articulate their reasons for striking through selected information. (C.T. Traits: Strive, Create, TEKS: 5.11(B)(i), DOK: 2, RBT: Apply, ELPS: (c)5.F)

Activity: Detail Highlight (15 minutes)

Provide students pink and yellow highlighters. Provide students with texts or have them use personal writing and highlight generalizations in pink and details that support the generalizations in yellow. Allow students to share highlights with partners. (C.T. Traits: Strive, Create, TEKS: 5.11(B)(ii), DOK: 2, RBT: Analyze, ELPS: (c)5.F)


Assessment


Unit 2 Assessment

Writing: Composition (student edition page 15) (60 minutes)

Refer to the Student Edition Writing Guide in order to support students during the writing process.

• Have students read the writing prompt and analyze the task.

• Ask students to consider the topic, purpose, and audience as they plan drafts.

• Guide students to generate ideas using a variety of strategies.

• Support students as they develop drafts using a purposeful organizational structure and engaging ideas with appropriate facts and details.

• Encourage students to revise drafts by considering sentence structures and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

• Direct students to edit drafts using standard English conventions.

• Invite students to publish written works in meaningful ways.

READ the information in the box below.

Make new friends but keep the old; one is silver and the other is gold. — Anonymous

THINK carefully about the following statement.

Ralph Waldo Emerson once said, “The only way to have a friend is to be one.”

WRITE a narrative about a protagonist who makes a new friend.

Be sure to —

• write a narrative using elements of plot

• organize and develop your writing in detail

• choose your words carefully

• use correct spelling, capitalization, punctuation, grammar, and sentences(C.T. Traits: Create, Link, TEKS: 5.2(C), 5.11(A), 5.11(B), 5.11(C), 5.11(D), 5.11(E), 5.12(A), DOK: 3, RBT: Understand, ELPS: (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)


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Unit 2

Performance Task (student edition page 16) (90 minutes)

Use the Performance Task as an activity that spans the duration of the unit or that is completed during one day. Use the Performance as noted or modify and adapt based on available time.

Reflect – I review my thoughts and experiences to guide my actions.When you reflect, you think about your thoughts and feelings about an experience.

Write a lyrical poem about a place you consider to be beautiful. Illustrate your poem and share it with an audience.

Performance Task Steps1. Read “The Secret Garden.”2. Develop mental images of locations you consider to be beautiful. Record a list of the locations you find

to be beautiful.3. Choose a location and complete freewriting to describe your mental images of and your thoughts and

feelings about the chosen location.4. Use print and digital sources to research lyrical poems, including examples of the genre and elements

and techniques used in the genre.5. Answer questions about your task.

• In “The Secret Garden,” what might Mary find to be beautiful in the garden she is attempting to locate?

• What mental images will you use in your poem?• What sound devices and figurative language will you include in your poem?• What illustration will you use to enhance the language in your poem?

6. Plan and compose your lyrical poem. Be sure to plan, draft, revise, and edit before publishing your poem.

7. Create your illustration to accompany your poem.8. Share your poem and illustration with an audience.9. Allow audience members to respond by sharing their interpretation of the meaning of your poem.

Scoring Criteria

Use a rubric with the following criteria for student self-assessment and teacher scoring: Evidence of Genre Elements and Techniques, Description of Mental Images, Effectiveness of Sound Devices and Figurative Language, Connection of Poem to Illustration.


How did you use the reflect critical thinking trait to help you compose a poem that was meaningful and that created mental images in the minds of the readers or listeners?

Answers may vary. Student responses should include a statement of how using the reflect critical thinking trait helped the student compose a poem that was meaningful and that created mental images in the minds of the readers or listeners.(C.T. Traits: Reflect, TEKS: 5.1(A), 5.1(C), 5.4, 5.5, 5.6(D), 5.7(A), 5.7(G), 5.9(B), 5.11(A), 5.11(B), 5.11(C), 5.11(D), 5.11(E), 5.12(A), 5.13(E), DOK: 2/3, RBT: Understand/Analyze, ELPS: (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.H, (c)3.I, (c)3.J, (c)4.I, (c)4.J, (c)4.K, (c)5.B, (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)


Extension


Unit 2 Extension/Reflection

Reflection on Critical Thinking (student edition page 17) (5 minutes)

Allow time for students to reflect on their application of the critical thinking traits during the unit.

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often? Explain how you used that critical thinking trait.Answers may vary. Student responses should include the identification of one critical thinking trait that was used most often during the unit with an explanation for the selection.

Home Connection Share the following activities on your class Web page or class newsletter to create learning opportunities for students and their families.

1. Help your child make cards to give to neighbors or family members who might be lonely.

2. Help your child use books or the Web to discover information about the robin redbreast. Compare the robin to other birds.

Literature ConnectionContinue building student knowledge related to this unit by selecting texts from the following list for read alouds, for student independent reading, and for research resources.

The Secret Garden – Frances Hodgson Burnett 710L

The Secret Garden – Deborah Hautzig 510L

The Secret Garden – retold by Martha Hailey DuBose

Turtle in Paradise – Jennifer L. Holm 610L

Bridge to Terabithia – Katherine Paterson 810L

The Lions of Little Rock – Kristin Levine 630L

The Colour of Home – Mary Hoffman

Under the Moon & Over the Sea: A Collection of Caribbean Poems – edited by John Agard and Grace Nichols Non-Prose

The Story of the Blue Planet – Andri Snaer Magnason 750L

Hey World, Here I Am! – Jean Little 570L

Where the Sidewalk Ends – Shel Silverstein Non-Prose(C.T. Traits: Strive, Adapt, TEKS: 5.4, 5.5, DOK: 1, RBT: Remember, ELPS: (c)4.D, (c)4.E, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Resources:

http://www2.nkfust.edu.tw/~emchen/CLit/poetry_types.htm

https://www.youtube.com/watch?v=FWVvRgOAe-0


Illegal to Copy

Unit 2 Extension/Reflection

Teacher Reflection

What activities best supported student learning and success?

____________________________________________________________________________

____________________________________________________________________________

What did I notice about students’ understanding of the Focus TEKS?

____________________________________________________________________________

____________________________________________________________________________

How can I revisit the unit Focus TEKS in future instruction?

____________________________________________________________________________

____________________________________________________________________________

How might I improve the instruction of this unit?

____________________________________________________________________________

____________________________________________________________________________

16 Illegal to Copy Unit 2TEACHER EDITION

Illegal to Copy

Getting Started


Name: _________________________________

Unit 2TEKS LEARNING TARGETI will retell, paraphrase, or summarize text in ways that maintain meaning and logical order.

Examine: I use a variety of methods to explore and to analyze.

When you examine, you determine which ideas are needed to maintain meaning as you summarize the text.How might you examine a text to determine which ideas are important to include in a summary?

Link: I apply knowledge to reach new understandings.

When you link, you use your knowledge of the details of texts to focus on important ideas that need to be included in a retell, paraphrase, or a summary.Why is it important to consider and focus on key ideas when retelling, paraphrasing, and summarizing?

Reflect: I review my thoughts and experiences to guide my actions. (Performance Task)

When you reflect, you think about your thoughts and feelings about an experience.How might reflecting help a poet compose a meaningful poem?

Focus for 9 Traits of Critical Thinking™

STUDENT EDITION

Concept Exploration

Reader Tips

Authors of literary texts use setting, characters, plot, and theme to tell a story. Retelling, paraphrasing, or summarizing stories accurately shows that you have a complete understanding of the text. When you effectively retell or paraphrase, you restate what you read or heard in your own words. When you summarize, you restate the most important parts in your own words. Retelling, paraphrasing, or summarizing texts is helpful if you are asked to recall information from your reading.

When retelling literary texts, remember to:

• preserve the sequence of the text

• preserve the important details of a text

When paraphrasing literary texts, remember to:

• include the main elements of the text

• include details about the elements of the text

• maintain the approximate length of the original text

When summarizing literary texts, remember to:

• include the main elements of the text

• shorten from the original length of the text

The keys to retelling, paraphrasing, and summarizing literary texts are to maintain the meaning of the original text, exclude opinions, and use a logical order so that the events are sequenced in the same order as the original text.

Think about these questions as you retell, paraphrase, and summarize texts. 1. What is the important information shared by the author in the text?

2. How can I use my own words to express the author’s ideas?

3. What elements should I share in a retell, paraphrase, or summary of a text?


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Development

Read the text and answer the questions.

Beach Answers1 “How much of the world is made up of oceans, Mom?” Reggie asked excitedly as they

walked along the beach.

2 “Well, that’s a good question,” Mom responded.

3 “How much salt is in the ocean? What makes the waves?” Reggie continued.

4 Mom smiled at Reggie’s constant questioning. While she rarely had answers for his questions, she appreciated his inquisitive nature. No matter where they went, Reggie wanted to know more. Every dull errand was an adventure, and every vacation was a learning experience.

5 Mom had anticipated that this weekend trip to the beach would be no different. However, Mom had come prepared because she had researched the world’s oceans to surprise Reggie.

6 Reggie had not stopped asking questions as they set out their beach towels and umbrella. Mom interrupted, “Would you be surprised to know that oceans cover 71 percent of Earth’s surface? And all those waves you see out there are created by the winds that blow across the ocean surface. When you play in the ocean, try not to swallow any water because one cubic foot of ocean water contains over two pounds of salt! And the tides are controlled by the moon’s gravitational pull!”

7 Reggie stared at Mom. “Slow down, Mom! How am I going to learn anything if you’re talking so fast?”

8 Mom smiled at her enthusiastic son, grateful for their time together and for answers to his questions.


Name: _________________________________

STUDENT EDITION

Concept Practice

1 Which statement best retells paragraph 4?

A Mom enjoys Reggie’s questions because it makes her life more interesting and informed.

B Mom always smiles at Reggie’s questions. However, she does not always have answers. Reggie always wants to know more.

C Every vacation was a learning experience and every errand was an adventure. Mom smiled at Reggie.

D Reggie had an inquisitive nature which made errands and vacations an adventure.

2 Which best paraphrases paragraph 5?

F Mom had prepared herself for this vacation. She had done research so she could answer Reggie’s questions. She knew the beach trip would be like their other trips.

G Mom and Reggie were taking a weekend trip to the beach. Mom knew quite a bit of information about oceans to surprise Reggie.

H Mom knew that the beach trip would be similar to other trips they had taken. But Mom had gathered information so she would be ready for Reggie’s questions.

J Weekend trips to the beach were fun for Mom and Reggie. But Mom always had to answer questions. This time she would be prepared.

3 Which statement best summarizes the text?

A No matter where they go, Reggie always has questions for Mom.

B When Reggie and Mom spend the weekend at the beach, they bring beach towels and an umbrella.

C Mom decides to tease Reggie when they arrive at the beach by asking him questions about the ocean.

D Mom surprises Reggie on their beach vacation by providing him with answers to questions that she anticipates he will have.


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Application


What strategies will you use to retell, paraphrase, and summarize texts?


How might you use the critical thinking traits examine and link when you retell, paraphrase, or summarize a text?


Name: _________________________________

STUDENT EDITION

Concept Check

Read the text and choose the best answer to each question.After her parents die from cholera, Mary is sent to England to live with Mr. Craven’s family. But she feels disliked by the Craven children. A family maid tells Mary that somewhere on the manor exists a secret garden that belonged to Mr. Craven’s wife. When his wife died, Mr. Craven locked the garden doors and buried the key. Intrigued, Mary begins her search.

from

The Secret Gardenby Frances Hodgson Burnett

1 An old man with a spade over his shoulder walked through the door leading from the second garden. He had a surly old face and did not seem at all pleased to see her.

2 “What is this place?” she asked.

3 “One o’ th’ kitchen-gardens,” he answered.

4 “What is that?” said Mary, pointing through the green door.

5 “Another of ‘em. There’s another on t’other side o’ th’ wall an’ there’s th’ orchard t’other side o’ that.”

6 “Can I go in them?” asked Mary.

7 “If tha’ likes. But there’s nowt to see.”

8 Mary went down the path and through the green door. There, she found more walls and winter vegetables, but in the second wall there was another green door and it was not open. Perhaps it led into the garden which no one had seen for ten years. Mary went to the green door and turned the handle. She hoped the door would not open because she wanted to be sure she had found the mysterious garden. But it did open quite easily and she walked through it and found herself in an orchard. There were walls all round it also, and there were bare fruit trees growing in the winter-browned grass—but there was no green door to be seen anywhere. When she stood still she saw a bird with a bright red breast sitting on the topmost branch of one of them, and suddenly he burst into his winter song—almost as if he was calling to her.

9 She listened until he flew away. Perhaps he lived in the mysterious garden and knew all about it.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

10 Perhaps it was because she had nothing to do that she thought so much of the deserted garden. Why had Mr. Craven buried the key? If he had liked his wife so much why did he hate her garden?

11 She thought of the robin and of the way he seemed to sing his song at her, and as she remembered the tree-top he perched on she stopped rather suddenly.

12 “I believe that tree was in the secret garden—I feel sure it was,” she said.

13 She walked back into the first kitchen-garden she had entered and found the old man digging there.

14 “I went into the orchard. There was no door there into the other garden,” said Mary.

15 “What garden?” he said in a rough voice, stopping his digging for a moment.

16 “The one on the other side of the wall,” answered Mary. “There are trees there. A bird with a red breast was sitting on one of them and he sang.”

17 To her surprise the old weather-beaten face changed its expression. A slow smile spread over it and the gardener looked quite different.

18 He turned to the orchard side of his garden and began to whistle. Almost the next moment a wonderful thing happened. She heard a soft little rushing flight through the air—and it was the bird with the red breast flying to them, and he alighted on the big clod of earth quite near to the gardener’s foot.

19 “Here he is,” chuckled the old man. “Where has tha’ been?” he said.

20 The bird put his tiny head on one side and looked up at him. He seemed quite familiar.

21 “What kind of a bird is he?” Mary asked.

22 “He’s a robin redbreast an’ they’re th’ friendliest, curiousest birds alive. Watch him lookin’ round at us. He knows we’re talkin’ about him.”

23 Mary thought his eyes gazed at her with great curiosity. “Where did the rest of the brood fly to?” she asked.

24 “There’s no knowin’. The old ones turn ‘em out o’ their nest an’ make ‘em fly an’ they’re scattered before you know it. This one was lonely.”

25 Mary went a step nearer to the robin.


Name: _________________________________

STUDENT EDITION

26 “I’m lonely,” she said.

27 The old gardener pushed his cap back on his bald head and stared at her a minute.

28 “What is your name?” Mary inquired.

29 “Ben Weatherstaff,” he answered, and then he added with a surly chuckle, “I’m lonely mysel’ except when he’s with me. He’s th’ only friend I’ve got.”

30 “I have no friends at all,” said Mary.

31 “Tha’ an’ me are a good bit alike,” he said.

32 Suddenly a clear rippling little sound broke out near her and she turned round. She was standing a few feet from a young apple-tree and the robin had flown on to one of its branches and had burst into song. Ben Weatherstaff laughed.

33 “What did he do that for?” asked Mary.

34 “He’s made up his mind to make friends with thee,” replied Ben.

35 “Would you make friends with me? Would you?”

36 Just that moment the robin gave a little shake of his wings, spread them, and flew away.

37 “He has flown over the wall!” Mary cried out, watching him. “He has flown into the orchard—he has flown across the other wall—into the garden where there is no door!”

38 “He lives there,” said old Ben. “Among th’ old rose-trees there.”

39 “Rose-trees,” said Mary. “Are there rose-trees?”

40 “There was ten year ago,” he mumbled.

41 “I should like to see them,” said Mary. “ There must be a door somewhere.”

42 Ben drove his spade deep and looked as uncompanionable as he had looked when she first saw him.

43 “There was ten year ago, but there isn’t now,” he said.

44 “No door!” cried Mary. “There must be.”


Assessment Name: _________________________________

STUDENT EDITION

Assessment

1 The main purpose of this text is to —

A persuade the reader to plant a rose garden

B inform the reader about different types of gardens

C teach the reader how to attract birds to gardens

D entertain the reader with a mystery about a garden

2 Read this sentence from the text.

She heard a soft little rushing flight through the air—and it was the bird with the red breast flying to them, and he alighted on the big clod of earth quite near to the gardener’s foot.

The author uses imagery in this sentence to help the reader understand —

F how the gardener treats the bird

G how the bird makes louds calls

H how Mary observes the bird’s movements

J how Mary feels about the bird

3 Which of the following best paraphrases paragraphs 9 and 10?

A Mary listens as the bird flies away and wonders if he lives in the mystery garden. Mary can’t stop thinking about the garden and wonders why Mr. Craven has buried the key and why he seems to despise the garden.

B Mary watches the bird fly away. She believes he lives in the mysterious garden. Why has the garden been deserted? Why has Mr. Craven buried the key? Why does Mr. Craven hate the garden?

C Mary thinks the bird lives in the mysterious garden. She watches as the bird flies away. The key to the garden has been buried. Mr. Craven hates his wife’s garden. Mary has nothing to do so she thinks about the garden often.

D Mary watches the bird. He lives in the mystery garden. Mary is bored and can’t stop thinking about the garden. Mr. Craven buried the key. Mr. Craven liked his wife but now hates her garden.


Name: _________________________________

STUDENT EDITION

4 Read the excerpts from paragraphs 17 and 19.

To her surprise the old weather-beaten face changed its expression. A slow smile spread over it and the gardener looked quite different.

“Here he is,” chuckled the old man. “Where has tha’ been?” he said.

Which of the following best synthesizes the information in these excerpts?

F The old man thinks the bird acts odd.

G The bird makes the old man happy.

H The bird is friendly to the old man.

J The old man has raised the bird for many years.

5 The reader can infer that Mary is curious because —

A she is friendly with the gardener

B she helps the gardener with his work

C she asks a lot of questions

D she is surprised by the appearance of the bird

6 The author uses the word “uncompanionable” in paragraph 42 to —

F explain how the old man acts when he works

G show how the old man appears unintelligent when he speaks

H create confusion about the old man

J describe the old man’s unfriendly expression


Assessment Name: _________________________________

STUDENT EDITION

Assessment

7 Which of these best summarizes the text?

A Mary becomes friends with a little bird that is friendly with the gardener. The gardener is unpleasant and is hesitant to answer Mary’s questions.

B Mary speaks with the gardener to learn more about the mystery garden. As she does, she becomes friends with a bird and learns that the garden once contained rose trees.

C Mary searches for the mystery garden. Then she meets the gardener and becomes friends with a bird.

D Mary and the gardener discover a bird that lives in the mystery garden. Mary is desperate to find the mystery garden and asks the gardener many questions about it.

8 Read the dictionary entry for the word rough.

rough \rŭf\ adjective 1. having a surface that is not smooth 2. difficult to travel over or through 3. harsh to the ear 4. not fully detailed or complete

Which definition best matches the way rough is used in paragraph 15?

F Definition 1

G Definition 2

H Definition 3

J Definition 4


Name: _________________________________

STUDENT EDITION

9 How might you paraphrase paragraphs 25–31 of the text? Use evidence from the text to support your answer.

10 Which events would you include in a retelling of the text? Use evidence from the text to support your answer.

Reflection on My LearningWhy should a reader maintain logical order when retelling, paraphrasing, or summarizing a text?


Examine – I use a variety of methods to explore and to analyze. Describe a strategy you might use to maintain meaning when summarizing a text.

Link – I apply knowledge to reach new understandings. What do you know about the way texts are constructed that helps you retell or summarize?


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Writing: Revising/Editing

Read the text and choose the best answer to each question.

In the following informational text Dorian explains the differences between the European robin and the American robin. Read Dorian’s text and look for any revisions he should make. When you finish reading, answer the questions that follow.

Robins at Home and Abroad

American Robin

European Robin

(1) When European settlers arrived in the New World, they were

anxious and afraid. (2) They were in a foreign land with few of the comforts

of home. (3) So when colonists caught sight of a red-breasted songbird, they

gave it the same name as their own—the robin. (4) American and European

robins are not related. (5) The American robin is two times the size of its

namesake, the European robin. (6) And their differences do not stop there.

(7) The American robin’s chest feathers are deep red, extending across the

belly. (8) The European robin’s red feathers cover the face and neck and are

a much brighter orangey-red.


Name: _________________________________

STUDENT EDITION

1 Dorian wants to strengthen the focus of his text. Which of the following is the BEST sentence to add after sentence 2?

A They longed for relief from the harsh realities of their new home.

B Over the years, Native Americans proved to be reliable friends and helpers.

C Imagine how the song of a familiar bird might raise their spirits!

D They had left their friends and family behind.

2 What transition, if any, could be added to the beginning of sentence 4 to improve the connection between sentences 3 and 4?

F Despite their similar appearances, feeding, and nesting habits,

G Though the Native American referred to the birds as apichi,

H Once the birds were examined more closely,

J No transition is needed between these sentences.

3 Darion wants to add a fact to support the idea he introduces in sentence 4. Which is the BEST sentence to insert after sentence 4?

A American robins are one of the nation’s best-loved songbird species, but the European robin’s warble is considered a nuisance.

B The American robin is a member of the thrush family, while the European robin is considered a flycatcher.

C Many Americans believe the appearance of robins signal the first days of spring.

D European robins are omnivorous, eating everything from fruits to spiders to earthworms.

4 Dorian’s text ends abruptly. Which sentence can be added to the end of this paper to close it more effectively?

F Neither American robins nor European robins mate for life, but they do maintain a relationship with one mate during each breeding season.

G Though the American robin isn’t even a distant cousin of the European robin, they felt like family to the new settlers.

H Robins of both species are known for their distinctive mating calls.

J Some albatrosses have been known to migrate across the Atlantic Ocean from Europe to the United States.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Writing: CompositionREAD the information in the box below.

Make new friends but keep the old; one is silver and the other is gold. — Anonymous

THINK carefully about the following statement.Ralph Waldo Emerson once said, “The only way to have a friend is to be one.”

WRITE a narrative about a protagonist who makes a new friend.Be sure to —• write a narrative using elements of plot• organize and develop your writing in detail• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences

Writing GuidePlanning• Read the prompt.• Think about and record the theme you intend to convey to an audience.

Drafting• List the physical traits and characteristics of your main character. • Determine and record the relationships and conflicts among characters. • Determine and record which point of view, first or third, would best convey your intended message.• Use a plot diagram to plan the sequence of events in your narrative, noting how historical and

cultural settings might influence the plot.

Revising• Does my narrative address the writing prompt? • Does my use of imagery, literal and figurative language, and sound devices achieve my purpose?• Is my narrative focused, structured, and coherent?• Have I ensured appropriate sentence structure and word choice?• Does my language convey the voice I intended?

Editing• Are all my words used correctly according to meanings, parts of speech, and forms?• Have I used capitalization and spelling rules accurately?• Did I punctuate compound and complex sentences, dialogue, and titles correctly?

Publishing• Ask a peer to review your draft before preparing the final version.• Make corrections as noted in your revising and editing. • Use cursive to write the final version.


Name: _________________________________

STUDENT EDITION

Performance Task

Reflect – I review my thoughts and experiences to guide my actions. When you reflect, you think about your thoughts and feelings about an experience.

Write a lyrical poem about a place you consider to be beautiful. Illustrate your poem and share it with an audience.

Performance Task Steps1. Read “The Secret Garden.”2. Develop mental images of locations you consider to be beautiful. Record a list of the

locations you find to be beautiful.3. Choose a location and complete freewriting to describe your mental images of and your

thoughts and feelings about the chosen location.4. Use print and digital sources to research lyrical poems, including examples of the genre and

elements and techniques used in the genre.5. Answer questions about your task.

• In the “The Secret Garden,” what might Mary find to be beautiful in the garden she is attempting to locate?

• What mental images will you use in your poem?• What sound devices and figurative language will you include in your poem?• What illustration will you use to enhance the language in your poem?

6. Plan and compose your lyrical poem. Be sure to plan, draft, revise, and edit before publishing your poem.

7. Create your illustration to accompany your poem.8. Share your poem and illustration with an audience.9. Allow audience members to respond by sharing their interpretation of the meaning of your

poem.

Scoring CriteriaYour Performance Task will be evaluated using the following criteria: Evidence of Genre Elements and Techniques, Description of Mental Images, Effectiveness of Sound Devices and Figurative Language, Connection of Poem to Illustration.


How did you use the reflect critical thinking trait to help you compose a poem that was meaningful and that created mental images in the minds of the readers or listeners?


Extension Name: _________________________________

STUDENT EDITION

Reflection

Reflection on Critical Thinking

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often?

Explain how you used that critical thinking trait.

9 TraitsofCriticalThinking™

CreateI use my knowledge and imagination to express

new and innovative ideas

ExamineI use a variety of

methods to explore and to analyze

InquireI seek information

that excites my curiosity and inspires my learning

StriveI use e�ort and

determination to focus on challenging tasks

I adjust my actions and strategies to accomplish tasks

Adapt

I work with others to achieve better

outcomes

Collaborate

I review my thoughts and experiences to guide my actions

ReflectI apply knowledge

to reach new understandings

Link

I use clear language to express my ideas and to share information

Communicate


Name: _________________________________

STUDENT EDITION

abbreviationaccuracyacronymacross textsactaction stepadageadjectiveadjustaffixanalyzeanecdoteannotate/annotatingargumentargumentative textaudienceauthor’s choicebackground knowledgebase wordbibliographybrainstormingcentral ideacharactercharacteristiccharacteristic of genrecharacter tagclaimclarityclassical literary textclimaxclosed syllablecoherent/coherencecollaborativelycollective nouncommentcomparative adjectivecomplex literary text/complex textcomplex sentencecomposecompositioncompound sentencecomprehensionconclusionconfirmconflictconjunctive adverbconnectioncontemporary literary text/

contemporary textcontextcontrastcontributeconvention of languageconveycorrespondencecraftcredibilitycritical inquirycultural settingcursivedecodedeletedepth of thoughtdetaildialoguedifferentiatedigital resourcedigital textdigraphdiphthongdiverse literary text/diverse textdramaeffectemphasisengage/engagingenunciationevaluateevidenceexaminefablefactfairy talefalling actionfeaturefictionfigurative languagefinal stable syllablefirst draftfirst-person point of viewfluencyfocusedfolktaleformal inquiryfragmentfreewritinggenerate

genregenre characteristic/genre-specific characteristic

genre-specific structuregesturegraphic featurehigh-frequency wordhistorical settinghyperboleidentifyimageryimportantimproveindefinite pronouninferinferenceinfluenceinformal inquiryinformational textinitialinsetintended audience/readerinterpretintroductionirregular pluralirregular verbitalicskey idealegendline breakliteral languageliterary deviceliterary elementliterary genreliterary textlogical ordermappingmeaningmental imagemetacognitive skillmetaphormetermonitormorphologymultimodal mode of deliverymultiple-meaning wordmultisyllabic wordmyth

Level 5 TEKS Vocabulary List

newly acquired vocabularynon-verbal messageopen syllableopinion essayoral mode of deliveryorder of importanceorganizational patternorthographic pattern/ruleparaphrasepart of speechpast tense verbperformancepersonal connectionpersonal narrativepertinentphonetic knowledgephonicsphonological awarenessplagiarismplotplot elementpoetpredictionprefixpreposition/prepositional phrasepresentationprimary sourceprint conceptprint resourcepronounpronunciationprosodypunpunctuation markpurposequotation marksrange of strategiesrater-controlled syllablerearrangerecursive inquiry processreflectregular pluralrelationshiprelevantre-readingresearch-based listresearch plan

resolutionresourceresponseresponsibilitiesrestateretellrising actionrun-onscenesecondary sourcesentencesentence structuresettingshort-term inquirysidebarsimilesimple sentencesound devicesound-spelling patternsource materialsspeaking ratespeakersplicestage directionsstandard English conventionstereotypingstructural elementstructuredsubject-verb agreementsubordinating conjunctionsuffixsummarizesuperlative adjectivesustained inquirysyllabicationsyllable division patternsynthesizetall tale text evidencetext featuretext structurethemethesis statementthird-person point of viewtimelinetitletopictraditional literary text/traditional text

transitionunderlineunderstandverbal messagevoicevowel teamword choiceword originword structure knowledgewriting process planning drafting revising editing

publishingwritten mode of deliverywritten work

Use ThinkUp! Foundations to guide educators in building a school-wide thinking culture based on the 9 Traits of Critical Thinking.™

• Integrate critical thinking across the curriculum with suggested strategies and activities.

• Learn to identify and nurture the 9 Traits of Critical Thinking™ as students practice them in academic work and social interactions.

• Foster teacher development, student growth, and family engagement.

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Documents

Build a solid critical thinking culture ... - Mentoring Minds...• ThinkUp! ELAR (Levels 1−8) introduces the focus TEKS and the Critical Thinking traits that support students as