Revised ELAR TEKS The revised ELAR TEKS alignment showcases how reading and writing develop over time

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  • Revised ELAR TEKS Alignment

    For Reading, Writing & Social Studies

    Suggested literary devices are also included for each selection.

    by Gina Graham

  • Dear Teachers,

    Text Structures From the Masters offers students a wide variety of mentor texts written from 400BCE to 2012. Readers will become

    writers by standing on the shoulders of the masters included in this book.

    The revised ELAR TEKS alignment showcases how reading and writing develop over time and from one grade level to the next.

    Strand 1: Foundational skills for readers/writers

     Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking o oral language o beginning reading and writing o vocabulary o fluency o self-sustained reading

    Strand 2: Comprehending texts (former Fig. 19)

     Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts Strand 3: Responding to texts

     Response skills: listening, reading, writing, and thinking using multiple texts Strand 4: Genres

     Multiple genres: listening, speaking, reading, writing and thinking using multiple texts o literary elements o genres

    Strand 5: Author’s Choices

     Author’s purpose and craft: listening, speaking, reading, writing and thinking using multiple texts Strand 6: Writing

     Composition: listening, speaking, reading, writing and thinking using multiple texts o writing process o genres

    Strand 7: Research

     Inquiry and research: listening, speaking, reading, writing and thinking using multiple texts

  • In addition to the reading and writing TEKS, social studies TEKS have been included, where applicable. Veteran social studies

    teachers will be able to use the selections across grade levels and for a variety of purposes.

    Accompanying each selection, is a suggested literary device. Each selection was written by a masterful writer who used a number of

    literary devices knowingly and/or unknowingly when crafting their writing. We want students to be able to recognize these literary

    techniques as both a reader and a writer.

    Teachers may want to conduct a “scavenger hunt” to see how many literary devices can be found in one or more of the selections.

    History comes to life through the words of some of America’s greatest writers. Students can bring their writing to new heights by

    following the text structure and kernel essay that accompanies each historical document.

    Text Structures From the Masters is a fun book to read. American history is best told by those who helped shape it.

    Thank you Gretchen and Jennifer for gathering these mentor texts into one book!

    Gina Graham

  • Text Structures From the Masters

    1 | P a g e TEKS alignment by Gina Graham. © 2019

    Lesson 1. Hippocratic Oath

    Text Structure: Stepping Up to a New Role

    Literary Device

    Metanoia: a transformative change of heart; especially: a spiritual conversion

    https://www.merriam-webster.com/dictionary/metanoia http://mrsoria.wikia.com/wiki/Metanoia

    Grade Level TEKS

    3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV

    Strand 4

    Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

    9(E) recognize characteristics and structures of

    argumentative text by:

    8(E) analyze characteristics and structures of

    argumentative text by:

    7(E) analyze characteristics and structural elements of argumentative

    texts such as:

    7(E) critique and

    evaluate

    characteristics and

    structural elements

    of argumentative

    texts such as:

    (i) identifying the claim; (i) identifying

    the claim and

    analyzing the

    argument;

    (i) clear arguable claim, appeals, and

    convincing conclusion;

    (i) clear arguable thesis, appeals, structure

    of the argument, convincing conclusion, and

    call

    to action;

    (ii)

    distinguishing

    facts from

    opinion; and

    (ii) explaining

    how the

    author has

    used facts for

    an argument;

    and

    (ii)

    explaining

    how the

    author has

    used facts

    for or

    against an

    argument;

    and

    (ii) explaining

    how the

    author uses

    various types

    of evidence

    to support

    the

    argument;

    (ii) explaining

    how the

    author uses

    various types

    of evidence

    and

    consideration

    of alternatives

    to support the

    argument; and

    (ii) identifying

    and explaining

    the counter

    argument;

    and

    (ii) various types of evidence and treatment of counterarguments, including concessions and

    rebuttals; and

    (iii) identifying the intended audience or reader (iii) identifiable audience or reader

    https://www.merriam-webster.com/dictionary/metanoia http://mrsoria.wikia.com/wiki/Metanoia

  • Text Structures From the Masters

    2 | P a g e TEKS alignment by Gina Graham. © 2019

    Strand 6

    Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

    12(C) compose argumentative texts, including opinion

    essays, using genre characteristics and craft

    11(C) compose multi- paragraph argumentative texts

    using genre characteristics and craft

    10(C) compose argumentative texts using genre characteristics and craft

    World History Studies (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions

  • Text Structures From the Masters

    3 | P a g e TEKS alignment by Gina Graham. © 2019

    Lesson 2. Speech to Captain John Smith

    Text Structure: Can’t We Just Get Along?

    Literary Device

    Pathos: Pathos is a quality of an experience in life or a work of art that stirs up emotions of pity, sympathy and sorrow.

    https://literarydevices.net/pathos/

    Grade Level TEKS

    3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV

    Strand 4

    Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

    9(D) recognize characteristics and structures of informational

    text, including:

    8(D) analyze characteristics and structural elements of

    informational text, including:

    7(D) analyze characteristics and structural elements of

    informational texts such as:

    7(D) critique and

    evaluate

    characteristics

    and structural

    elements of

    informational

    texts such as:

    (iii)

    organizational

    patterns such as

    cause and effect

    and problem

    and solution;

    (iii)

    organizational

    patterns such as

    compare and

    contrast;

    (iii)

    organizational

    patterns such as

    logical order and

    order of

    importance;

    (iii)

    organizational

    patterns such as

    definition,

    classification,

    advantage, and

    disadvantage;

    (iii)

    organizational

    patterns that

    support multiple

    topics,

    categories, and

    subcategories;

    (ii) multiple organizational patterns

    within a text to develop the thesis;

    (ii) the

    relationship

    between

    organizational

    design and thesis;

    (ii) the relationship between

    organizational design and author's

    purpose;

    (9E) recognize characteristics and structures of

    argumentative text by:

    8(E) analyze characteristics and structures of argumentative

    text by:

    7(E) analyze characteristics and structural elements of

    argumentative texts such as:

    7(E) critique and

    evaluate

    characteristics

    and structural

    elements of

    argumentative

    texts such as:

    (i) identifying the claim (i) identifying the

    claim and

    analyzing the

    argument

    (i) clear arguable claim, appeals, and

    convincing conclusion

    (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call

    to action

    https://literarydevices.net/pathos/

  • Text Structures From the Masters

    4 | P a g e TEKS alignment by Gina Graham.