Step Up to Writing Correlated to the Texas Essential

GRADES 3-5

Correlated to the Texas Essential Knowledge and Skills Standards for ELA and Reading

Step Up to Writing, Grades 3-5

October 2015

Step Up to Writing®, Grades 3–5 Correlated to the Texas Essential Knowledge and Skills for English Language Arts and Reading Standards (TEKS)

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Grade 3 TEKS Strategy (and Page Number) in Step Up to Writing® Where Standard is Addressed

READING (1) Reading/Beginning Reading Skills/Phonics.Students use the relationships between letters andsounds, spelling patterns, and morphologicalanalysis to decode written English. Students areexpected to:(A) decode multisyllabic words in context andindependent of context by applying commonspelling patterns including:(i) dropping the final "e" and add endings such as-ing, -ed, or -able (e.g., use, using, used, usable);(ii) doubling final consonants when adding an ending(e.g., hop to hopping);(iii) changing the final "y" to "i" (e.g., baby tobabies);(iv) using knowledge of common prefixes andsuffixes (e.g., dis-, -ly); and

Section 3: E3-16 (259-260)

(v) using knowledge of derivational affixes (e.g., -de,-ful, -able);

Section 3: E3-16 (259-260)

(B) use common syllabication patterns to decodewords including:(C) decode words applying knowledge of commonspelling patterns (e.g., -eigh, -ought);(D) identify and read contractions (e.g., I'd, won't);and(E) monitor accuracy in decoding.(2) Reading/Beginning Reading/Strategies. Studentscomprehend a variety of texts drawing on usefulstrategies as needed. Students are expected to:(A) use ideas (e.g., illustrations, titles, topicsentences, key words, and foreshadowing clues) tomake and confirm predictions;

Section 1: E1-37 (80-81), E1-38 (82-83), E1-39 (83-84), E1-40 (86-87)

(B) ask relevant questions, seek clarification, andlocate facts and details about stories and other textsand support answers with evidence from text; and

Section 1: E1-1 (6-7), E1-3 (9-10), E1-4 (11-12), E1-18 (39-41), E1-19 (41-42), E1-20 (43-44), E1-37 (80-81), E1-38 (82-83), E1-39 (83-84), E1-40 (86-87) Section 6: E6-14 (493-495)

(C) establish purpose for reading selected texts andmonitor comprehension, making corrections andadjustments when that understanding breaks down(e.g., identifying clues, using background knowledge,generating questions, re-reading a portion aloud).

Section 1: E1-1 (6-7), E1-3 (9-10), E1-4 (11-12), E1-19 (41-42), E1-20 (43-44), E1-22 (47-48), E1-30 (65-66), E1-37 (80-81), E1-38 (82-83), E1-39 (83-84), E1-40 (86-87)

(3) Reading/Fluency. Students read grade-level textwith fluency and comprehension. Students areexpected to read aloud grade-level appropriate textwith fluency (rate, accuracy, expression, appropriatephrasing) and comprehension.(4) Reading/Vocabulary Development. Studentsunderstand new vocabulary and use it when readingand writing. Students are expected to:

Section 1: E1-22 (47-48), E1-24 (52-54) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104) Section 3: E3-7 (241-242), E3-10 (247-248) Section 4: E4-34 (364-365)

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Section 5: E5-25 (442-445), E5-26 (446-447), E5-27 (448-450) Section 6: E6-4 (471-473), E6-5 (473-475), E6-10 (485-486), E6-11 (487-488), E6-12 (489-491), E6-17 (502-504), E6-18 (504-506), E6-21 (511-513), E6-22 (513-515), E6-25 (520-522), E6-26 (523-525), E6-27 (526-527), E6-30 (533-534) Section 7: E7-1 (548-550) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-6 (733-735), E10-7 (735-738), E10-8 (738-740)

(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

Section 3: E3-15 (257-259), E3-16 (259-260)

(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

Section 3: E3-11 (248-250), E3-12 (250-251), E3-13 (252-254), E3-19 (267-269), E3-22 (275-277)

(C) identify and use analogies, antonyms, synonyms, homographs, and homophones;

Section 3: E3-2 (230-231), E3-12 (250-251), E3-14 (255-256), E3-19 (267-269), E3-22 (275-277)

(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and

Section 3: E3-18 (264-266)

(E) alphabetize a series of words to the third letter and/or use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

Section 3: E3-1 (228-229), E3-2 (230-231), E3-3 (232-233), E3-4 (234-235), E3-5 (237-239), E3-6 (239-241), E3-8 (243-244), E3-9 (245-246), E3-15 (257-259), E3-16 (259-260)

(5) 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:

Section 1: E1-35 (76-77), E1-36 (78-80)

(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and

Section 1: E1-20 (43-44), E1-25 (54-56), E1-27 (58-60), E1-28 (60-62) Section 6: E6-1 (465-467), E6-6 (476-478) Section 10: E10-11 (745-746)

(B) compare and contrast the settings in myths and traditional folktales.

Section 10: E10-11 (745-746)

(6) 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 the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

Section 1: E1-3 (9-10), E1-4 (11-12) ,E1-31 (67-68), E1-32 (69-71), E1-33 (71-73), Section 10: E10-15 (753-755)

(7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text

Section 1: E1-3 (9-10), E1-4 (11-12) Section 10: E10-16 (756-758)

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to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. (8) Reading/Comprehension of LiteraryText/Fiction. Students understand, makeinferences and draw conclusions about the structureand elements of fiction and provide evidence fromtext to support their understanding. Students areexpected to:

Section 1: E1-3 (9-10), E1-4 (11-12), E1-5 (12-14), E1-10 (22-23), E1-31 (67-68) Section 9: E9-4 (686-690)

(A) sequence and summarize the plot's main eventsand explain their influence on future events;

Section 1: E1-26 (56-58), E1-36 (78-80) Section 6: E6-1 (465-467), E6-2 (467-469), E6-14 (493-495), E6-22 (513-515) Section 10: E10-11 (745-746)

(B) describe the interaction of characters includingtheir relationships and the changes they undergo;and

Section 1: E1-20 (43-44), E1-25 (54-56), E1-26 (56-58), E1-27 (58-60), E1-28 (60-62), E1-35 (76-77) Section 6: E6-1 (465-467), E6-2 (467-469) Section 10: E10-11 (745-746)

(C) identify whether the narrator or speaker of astory is first or third person.

Section 6: E6-1 (465-467), E6-12 (489-491)

(9) Reading/Comprehension of LiteraryText/Literary Nonfiction. Students understand,make inferences and draw conclusions about thevaried structural patterns and features of literarynonfiction and respond by providing evidence fromtext to support their understanding. Students areexpected to explain the difference in point of viewbetween a biography and autobiography.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-10 (22-23), E1-31 (67-68), E1-34 (73-75), E1-36 (78-80) Section 6: E6-1 (465-467), E6-25 (520-522), E6-26 (523-525) Section 9: E9-4 (686-690)

(10) Reading/Comprehension of LiteraryText/Sensory Language. Students understand, makeinferences and draw conclusions about how anauthor's sensory language creates imagery inliterary text and provide evidence from text tosupport their understanding. Students are expectedto identify language that creates a graphic visualexperience and appeals to the senses.

Section 3: E3-17 (261-264) Section 6: E6-15 (497-498), E6-18 (504-506) Section 10: E10-15 (753-755)

(11) Reading/Comprehension of Text/IndependentReading. Students read independently for sustainedperiods of time and produce evidence of theirreading. Students are expected to readindependently for a sustained period of time andparaphrase what the reading was about, maintainingmeaning and logical order (e.g., generate a readinglog or journal; participate in book talks).(12) Reading/Comprehension of InformationalText/Culture and History. Students analyze, makeinferences and draw conclusions about the author'spurpose in cultural, historical, and contemporarycontexts and provide evidence from the text tosupport their understanding. Students are expectedto identify the topic and locate the author's statedpurposes in writing the text.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-6 (14-15), E1-10 (22-23), E1-16 (34-35), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73), E1-36 (78-80) Section 5: E5-11 (410-412), E5-26 (446-447)

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(13) 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:

Section 1: E1-5 (12-14), E1-10 (22-23), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73) Section 4: E4-3 (289-291) Section 9: E9-4 (686-690), E9-9 (701-706)

(A) identify the details or facts that support the main idea;

Section 1: E1-13 (28-30), E1-14 (30-32), E1-15 (32-34), E1-16 (34-35), E1-18 (39-41), E1-19 (41-42), E1-22 (47-48), E1-23 (49-50), E1-24 (52-54), E1-29 (62-63), E1-36 (78-80) Section 4: E4-1 (285-287), E4-2 (287-289), E4-4 (291-292), E4-6 (294-296), E4-9 (302-304), E4-15 (320-321), E4-16 (322-323), E4-19 (328-329), E4-20 (329-331), E4-22 (334-336), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347) Section 7: E7-9 (569-571), E7-16 (590-591) Section 9: E9-7 (696-697), E9-8 (698-701)

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;

Section 1: E1-3 (9-10), E1-4 (11-12), E1-6 (14-15), E1-13 (28-30) Section 7: E7-15 (588-589)

(C) identify explicit cause and effect relationships among ideas in texts; and

Section 1: E1-34 (73-75)

(D) use text features (e.g., bold print, captions, key words, italics, illustrations) to locate information and/or make and verify predictions about contents of text.

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355) Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571)

(14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-5 (12-14), E1-6 (14-15), E1-10 (22-23), E1-31 (67-68), E1-36 (78-80) Section 5: E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-11 (410-412), E5-16 (421-423), E5-17 (423-425), E5-18 (425-427), E5-19 (427-428), E5-21 (432-434), E5-22 (435-437), E5-24 (439-441), E5-25 (442-445) Section 10: E10-8 (738-740)

(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

Section 1: E1-5 (12-14)

(A) follow and explain a set of written multi-step directions; and

Section 1: E1-34 (73-75) Section 8: E8-11 (633-635)

(B) locate and use specific information in graphic features of text.

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355) Section 7: E7-8 (566-568) Section 8: E8-17 (647-649)

(16) 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:

(A) understand how communication changes when moving from one genre of media to another;

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355)

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(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and


(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

Section 2: E2-8 (113-114) Section 8: E8-17 (647-649) Section 10: E10-14 (751-752)

WRITING (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:


(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

Section 2: E2-2 (100-102), E2-3 (102-104), E2-9 (116-117), E2-10 (118-119), E2-11 (119-121) Section 4: E4-1 (285-287), E4-10 (304-307), E4-18 (326-328) Section 5: E5-8 (398-401), E5-11 (410-412) Section 6: E6-3 (469-471), E6-4 (471-473), E6-5 (473-475), E6-9 (483-485) Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710), E9-12 (711-712) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-10 (742-744), E10-15 (753-755)

(B) develop drafts by categorizing ideas and organizing them into paragraphs;

Section 1: E1-8 (18-19), E1-25 (54-56) Section 2: E2-9 (116-117), E2-42 (186-188), E2-43 (189-191), E2-45 (194-195), E2-47 (198-200) Section 4: E4-2 (287-289), E4-3 (289-291), E4-4 (291-292), E4-5 (293-294), E4-7 (297-299), E4-8 (299-302), E4-10 (304-307), E4-19 (328-329) Section 5: E5-3 (385-387), E5-4 (388-389), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-18 (425-427), E5-20 (429-431), E5-21 (432-434), E5-23 (438-439), E5-24 (439-441) Section 6: E6-4 (471-473), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-19 (506-508), E6-27 (526-527) Section 7: E7-2 (551-553), E7-13 (582-584), E7-14 (586-587) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-9 (740-742), E10-10 (742-744), E10-11 (745-746), E10-12 (747-748),

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E10-13 (749-751), E10-14 (751-752), E10-15 (753-755), E10-16 (756-758)

(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-12 (121-123), E2-32 (164-166), E2-33 (167-169), E2-35 (171-173), E2-37 (176-177), E2-38 (178-180), E2-50 (204-206), E2-53 (210-212), E2-54 (212-214) Section 3: E3-20 (270-271), E3-21 (271-273) Section 4: E4-10 (304-307), E4-31 (357-359), E4-32 (360-361), E4-33 (362-363), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-25 (442-445), E5-26 (446-447), E5-28 (452-455), E5-29 (455-458) Section 6: E6-4 (471-473), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-18 (595-596), E7-21 (602-604) Section 8: E8-23 (665-666) Section 9: E9-1 (680-682), E9-5 (691-693), E9-6 (694-695) Section 10: E10-8 (738-740)

(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-13 (123-125), E2-15 (127-129), E2-30 (160-162), E2-56 (218-220) Section 4: E4-10 (304-307), E4-34 (364-365), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 6: E6-30 (533-534), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-19 (597-599), E7-21 (602-604) Section 9: E9-5 (691-693)

(E) publish written work for a specific audience. Section 2: E2-5 (106-108), E2-6 (109-110), E2-9 (116-117), E2-13 (123-125), E2-14 (125-127), E2-15 (127-129), E2-16 (129-130), E2-55 (216-217) Section 4: E4-10 (304-307) Section 5: E5-8 (398-401) Section 7: E7-2 (551-553), E7-20 (599-600), E7-21 (602-604)

(18) 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:

Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106) Section 6: E6-1 (465-467), E6-3 (469-471), E6-12 (489-491) Section 9: E9-6 (694-695) Section 10: E10-7 (735-738), E10-16 (756-758)

(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

Section 2: E2-49 (202-204) Section 6: E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-9 (483-485), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-16 (499-501), E6-17 (502-504), E6-18

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(504-506), E6-19 (506-508), E6-20 (508-510), E6-21 (511-513), E6-22 (513-515), E6-23 (516-518), E6-24 (518-519), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534), E6-31 (536-539)

(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

Section 10: E10-15 (753-755)

(19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

Section 2: E2-1 (97-99), E2-2 (100-102), E2-49 (202-204) Section 6: E6-1 (465-467), E6-25 (520-522), E6-26 (523-525), E6-27 (526-527), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534), E6-32 (539-542) Section 10: E10-17 (759-760)

(20) 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:

Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-42 (186-188), E2-49 (202-204) Section 4: E4-6 (294-296), E4-7 (297-299), E4-10 (304-307), E4-21 (332-334), E4-22 (334-336), E4-23 (337-338), E4-24 (339-341), E4-28 (348-350), E4-29 (351-353), E4-30 (353-355), E4-32 (360-361), E4-34 (364-365) Section 9: E9-2 (683-684), E9-6 (694-695) Section 10: E10-7 (735-738)

(A) create brief compositions that: Section 7: E7-21 (602-604) Section 9: E9-10 (706-709), E9-11 (709-710)

(i) establish a central idea in a topic sentence; Section 1: E1-25 (54-56), E1-26 (56-58), E1-41 (88-90) Section 2: E2-41 (184-186), E2-43 (189-191), E2-44 (191-193), E2-45 (194-195), E2-46 (196-197), E2-48 (200-202) Section 4: E4-1 (285-287), E4-5 (293-294), E4-8 (299-302), E4-11 (309-310), E4-12 (311-312), E4-13 (313-316), E4-14 (318-319), E4-15 (320-321), E4-16 (322-323), E4-31 (357-359), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-9 (740-742)

(ii) include supporting sentences with simple facts, details, and explanations; and

Section 1: E1-25 (54-56), E1-26 (56-58), E1-41 (88-90) Section 2: E2-41 (184-186), E2-43 (189-191), E2-45 (194-195), E2-46 (196-197), E2-47 (198-200), E2-48 (200-202), E2-51 (207-208) Section 4: E4-1 (285-287), E4-4 (291-292), E4-5 (293-294), E4-9 (302-304), E4-17 (324-326), E4-18 (326-328), E4-19 (328-329), E4-20 (329-331), E4-31 (357-359), E4-33 (362-363), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-9 (740-742)

(iii) contain a concluding statement; Section 1: E1-41 (88-90)

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Section 2: E2-41 (184-186), E2-46 (196-197), E2-52 (209-210) Section 4: E4-1 (285-287), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347), E4-31 (357-359), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-5 (731-733)

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

Section 2: E2-8 (113-114) Section 10: E10-12 (747-748), E10-13 (749-751), E10-14 (751-752)

(C) write responses to literary or expository texts that demonstrate an understanding of the text.

Section 1: E1-8 (18-19), E1-9 (20-21), E1-11 (24-25), E1-12 (26-27), E1-17 (37-38), E1-18 (39-41), E1-19 (41-42), E1-20 (43-44), E1-21 (45-46), E1-22 (47-48), E1-23 (49-50), E1-32 (69-71), E1-34 (73-75), E1-37 (80-81), E1-38 (82-83), E1-39 (83-84), E1-41 (88-90) Section 8: E8-13 (638-639) Section 9: E9-3 (685-686), E9-4 (686-690), E9-7 (696-697), E9-8 (698-701), E9-9 (701-706) Section 10: E10-4 (729-731), E10-10 (742-744), E10-11 (745-746)

(21) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-49 (202-204) Section 5: E5-1 (381-382), E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-9 (403-405), E5-10 (405-409), E5-11 (410-412), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-16 (421-423), E5-17 (423-425), E5-18 (425-427), E5-19 (427-428), E5-20 (429-431), E5-21 (432-434), E5-22 (435-437), E5-23 (438-439), E5-24 (439-441), E5-25 (442-445), E5-26 (446-447), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 9: E9-6 (694-695) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-8 (738-740)

ORAL AND WRITTEN CONVENTIONS (22) 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:

Section 9: E9-10 (706-709)

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (past, present, and future); Section 2: E2-13 (123-125), E2-17 (132-134), E2-20 (138-140), E2-21 (140-141), E2-33 (167-169), E2-40 (181-182), E2-57 (220-221) Section 4: E4-34 (364-365)

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(ii) nouns (singular/plural, common/proper); Section 2: E2-17 (132-134), E2-18 (134-135), E2-40 (181-182), E2-57 (220-221) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

Section 2: E2-13 (123-125), E2-17 (132-134), E2-22 (142-143), E2-33 (167-169), E2-57 (220-221)

(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);

Section 2: E2-17 (132-134), E2-23 (144-145), E2-57 (220-221)

(v) prepositions and prepositional phrases; Section 2: E2-17 (132-134), E2-25 (148-149), E2-32 (164-166), E2-57 (220-221) Section 4: E4-13 (313-316) Section 5: E5-10 (405-409)

(vi) possessive pronouns (e.g., his, hers, theirs); Section 2: E2-13 (123-125), E2-19 (136-138), E2-57 (220-221)

(vii) coordinating conjunctions (e.g., and, or, but); and

Section 2: E2-17 (132-134), E2-24 (145-147), E2-34 (169-171), E2-35 (171-173), E2-57 (220-221) Section 4: E4-13 (313-316) Section 5: E5-10 (405-409)

(viii) time-order transition words and transitions that indicate a conclusion;

Section 2: E2-45 (194-195), E2-48 (200-202), E2-49 (202-204), E2-50 (204-206) Section 4: E4-21 (332-334), E4-22 (334-336), E4-23 (337-338) Section 5: E5-19 (427-428), E5-20 (429-431), E5-21 (432-434) Section 6: E6-8 (481-483), E6-19 (506-508), E6-21 (511-513), E6-22 (513-515) Section 10: E10-1 (719-721), E10-5 (731-733)

(B) use the complete subject and the complete predicate in a sentence; and

Section 2: E2-21 (140-141), E2-29 (158-159), E2-30 (160-162), E2-31 (162-164), E2-32 (164-166), E2-33 (167-169), E2-34 (169-171), E2-35 (171-173), E2-36 (173-175), E2-37 (176-177), E2-38 (178-180), E2-56 (218-220) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-9 (403-405), E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(C) use complete simple and compound sentences with correct subject-verb agreement.

Section 2: E2-21 (140-141), E2-29 (158-159), E2-30 (160-162), E2-31 (162-164), E2-34 (169-171), E2-35 (171-173), E2-36 (173-175), E2-37 (176-177), E2-38 (178-180), E2-40 (181-182), E2-56 (218-220) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-9 (403-405), E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

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(23) 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:


(A) write legibly in cursive script with spacing between words in a sentence;

Section 2: E2-7 (111-112), E2-55 (216-217)

(B) use capitalization for: (i) geographical names and places; Section 2: E2-13 (123-125)

Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599) Section 10: E10-12 (747-748), E10-13 (749-751)

(ii) historical periods; and Section 2: E2-13 (123-125) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iii) official titles of people; Section 2: E2-13 (123-125) (C) recognize and use punctuation marks including: Section 1: E1-7 (16-17)

Section 2: E2-28 (154-156), E2-34 (169-171), E2-35 (171-173) Section 6: E6-16 (499-501)

(i) apostrophes in contractions and possessives; and Section 2: E2-13 (123-125) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) commas in series and dates; and Section 2: E2-13 (123-125), E2-39 (180-181) Section 4: E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599) Section 10: E10-12 (747-748), E10-13 (749-751)

(D) use correct mechanics including paragraph indentations.

Section 2: E2-12 (121-123) Section 6: E6-16 (499-501), E6-19 (506-508) Section 7: E7-19 (597-599) Section 10: E10-12 (747-748), E10-13 (749-751)

(24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

Section 7: E7-19 (597-599)

(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

Section 2: E2-13 (123-125), E2-26 (150-152)

(B) spell words with more advanced orthographic patterns and rules:

(i) consonant doubling when adding an ending; Section 2: E2-13 (123-125), E2-26 (150-152) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) dropping final "e" when endings are added (e.g., -ing, -ed);


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(iii) changing y to i before adding an ending; Section 2: E2-13 (123-125), E2-26 (150-152) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iv) double consonants in middle of words; (v) complex consonants (e.g., scr-, -dge, -tch); and Section 2: E2-26 (150-152) (vi) abstract vowels (e.g., ou as in could, touch, through, bought);

(C) spell high-frequency and compound words from a commonly used list;

Section 2: E2-13 (123-125)

(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);

(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

Section 2: E2-13 (123-125), E2-26 (150-152) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(F) spell complex contractions (e.g., should've, won't); and

Section 2: E2-13 (123-125)

(G) use print and electronic resources to find and check correct spellings.


RESEARCH (25) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560)

(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

Section 7: E7-2 (551-553)

(26) 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:

Section 7: E7-2 (551-553)

(A) follow the research plan to collect information from multiple sources of information both oral and written, including:

Section 7: E7-6 (562-563)

(i) student-initiated surveys, on-site inspections, and interviews;

Section 10: E10-6 (733-735)

(ii) data from experts, reference texts, and online searches; and

Section 1: E1-12 (26-27), E1-17 (37-38), E1-18 (39-41), E1-21 (45-46) Section 4: E4-18 (326-328), E4-19 (328-329), E4-20 (329-331)

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Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571), E7-10 (573-575), E7-11 (576-579), E7-12 (580-581) Section 9: E9-7 (696-697), E9-8 (698-701), E9-9 (701-706)

(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

Section 7: E7-7 (564-566), E7-8 (566-568)

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);


(C) take simple notes and sort evidence into provided categories or an organizer;

Section 1: E1-12 (26-27), E1-17 (37-38), E1-18 (39-41), E1-21 (45-46) Section 4: E4-18 (326-328) Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571), E7-10 (573-575), E7-11 (576-579), E7-12 (580-581) Section 10: E10-6 (733-735)

(D) identify the author, title, publisher, and publication year of sources; and

Section 7: E7-10 (573-575), E7-11 (576-579)

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

Section 7: E7-9 (569-571), E7-16 (590-591)

(27) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).


(28) 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 draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

Section 7: E7-1 (548-550), E7-2 (551-553), E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-16 (590-591), E7-17 (591-595), E7-18 (595-596), E7-19 (597-599), E7-20 (599-600), E7-21 (602-604) Section 8: E8-6 (621-623), E8-9 (629-631)

LISTENING AND SPEAKING (29) 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:

(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

Section 1: E1-23 (49-50), E1-38 (82-83), E1-39 (83-84), E1-40 (86-87) Section 8: E8-18 (650-652), E8-19 (653-655), E8-20 (657-658), E8-21 (658-661) Section 10: E10-6 (733-735)

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

Section 8: E8-18 (650-652), E8-20 (657-658), E8-21 (658-661)

(30) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions

Section 1: E1-2 (7-8), E1-6 (14-15)

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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.

Section 2: E2-8 (113-114), E2-29 (158-159), E2-31 (162-164), E2-32 (164-166), E2-35 (171-173), E2-50 (204-206) Section 5: E5-9 (403-405), E5-10 (405-409) Section 8: E8-1 (610-611), E8-2 (612-614), E8-3 (615-617), E8-4 (617-619), E8-5 (619-621), E8-6 (621-623), E8-7 (623-625), E8-8 (627-628), E8-9 (629-631), E8-10 (631-633), E8-11 (633-635), E8-12 (635-637), E8-13 (638-639), E8-14 (640-641), E8-15 (643-645), E8-16 (645-647), E8-17 (647-649), E8-25 (670-672) Section 10: E10-16 (756-758)

(31) 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.

Section 1: E1-2 (7-8), E1-11 (24-25), E1-16 (34-35), E1-19 (41-42), E1-21 (45-46), E1-23 (49-50), E1-31 (67-68), E1-35 (76-77), E1-40 (86-87) Section 2: E2-51 (207-208) Section 6: E6-19 (506-508), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534) Section 8: E8-20 (657-658), E8-21 (658-661), E8-22 (662-664), E8-23 (665-666), E8-24 (667-668), E8-26 (672-674)

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Grade 4 TEKS Strategy and (Page Number) in Step Up to Writing Where Standard is Addressed

READING (1) 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.

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

Section 1: E1-24 (52-54) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104) Section 3: E3-7 (241-242), E3-10 (247-248), E3-14 (255-256), E3-15 (257-259), E3-16 (259-260) Section 4: E4-34 (364-365) Section 5: E5-25 (442-445), E5-26 (446-447), E5-27 (448-450) Section 6: E6-1 (465-467), E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-8 (481-483), E6-9 (483-485), E6-10 (485-486), E6-11 (487-488), E6-12 (489-491), E6-15 (497-498), E6-16 (499-501), E6-17 (502-504), E6-18 (504-506), E6-21 (511-513), E6-22 (513-515), E6-25 (520-522), E6-26 (523-525), E6-27 (526-527), E6-29 (531-532), E6-30 (533-534) Section 7: E7-1 (548-550) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-6 (733-735), E10-7 (735-738), E10-8 (738-740)

(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;

Section 3: E3-11 (248-250), E3-12 (250-251), E3-13 (252-254), E3-19 (267-269), E3-22 (275-277)

(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

Section 3: E3-22 (275-277)

(D) identify the meaning of common idioms; and Section 3: E3-18 (264-266) (E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.



(A) summarize and explain the lesson or message of a work of fiction as its theme; and

Section 1: E1-20 (43-44), E1-25 (54-56), E1-27 (58-60), E1-28 (60-62), E1-36 (78-80) Section 6: E6-1 (465-467), E6-6 (476-478) Section 10: E10-11 (745-746)

(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and

Section 1: E1-20 (43-44), E1-35 (76-77)

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classical literature. (4) 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 explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

Section 1: E1-3 (9-10), E1-4 (11-12), E1-22 (47-48), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73) Section 10: E10-15 (753-755)

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literature.


(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:


(A) sequence and summarize the plot's main events and explain their influence on future events;

Section 1: E1-26 (56-58), E1-36 (78-80) Section 6: E6-1 (465-467), E6-2 (467-469), E6-14 (493-495), E6-22 (513-515) Section 10: E10-11 (745-746)

(B) describe the interaction of characters including their relationships and the changes they undergo; and


(C) identify whether the narrator or speaker of a story is first or third person.

Section 6: E6-1 (465-467), E6-2 (467-469), E6-12 (489-491)

(7) 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 similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-5 (12-14), E1-10 (22-23), E1-31 (67-68), E1-34 (73-75), E1-36 (78-80) Section 6: E6-1 (465-467), E6-25 (520-522), E6-26 (523-525) Section 9: E9-4 (686-690)

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery.


(9) Reading/Comprehension of

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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). (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-6 (14-15), E1-10 (22-23), E1-16 (34-35), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73), E1-36 (78-80) Section 5: E5-11 (410-412), E5-26 (446-447)


Section 1: E1-4 (11-12), E1-10 (22-23), E1-14 (30-32), E1-16 (34-35), E1-19 (41-42), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73) Section 4: E4-3 (289-291), E4-16 (322-323), E4-20 (329-331) Section 9: E9-4 (686-690)

(A) summarize the main idea and supporting details in text in ways that maintain meaning;

Section 1: E1-5 (12-14), E1-13 (28-30), E1-15 (32-34), E1-24 (52-54), E1-29 (62-63), E1-36 (78-80) Section 4: E4-2 (287-289), E4-4 (291-292), E4-6 (294-296), E4-9 (302-304), E4-22 (334-336), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347) Section 7: E7-9 (569-571), E7-16 (590-591) Section 9: E9-7 (696-697), E9-8 (698-701)

(B) distinguish fact from opinion in a text and explain how to verify what is a fact;


(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and

Section 1: E1-34 (73-75)

(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.


(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-5 (12-14), E1-10 (22-23), E1-31 (67-68), E1-36 (78-80) Section 5: E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-11 (410-412), E5-16 (421-423), E5-17 (423-425), E5-18 (425-427), E5-19 (427-428), E5-21 (432-434), E5-22 (435-437), E5-24 (439-441), E5-25 (442-445) Section 10: E10-8 (738-740)


Section 1: E1-5 (12-14)

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(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and


(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355)

(14) 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:


(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;

Section 10: E10-8 (738-740)

(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and effects); andclose-ups, sound effects); and


(C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article).



Section 9: E9-13 (713-714)

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

Section 2: E2-2 (100-102), E2-3 (102-104), E2-9 (116-117), E2-10 (118-119), E2-11 (119-121) Section 4: E4-1 (285-287), E4-10 (304-307), E4-18 (326-328) Section 5: E5-8 (398-401), E5-11 (410-412) Section 6: E6-3 (469-471), E6-4 (471-473), E6-5 (473-475), E6-9 (483-485) Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710), E9-12 (711-712) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-10 (742-744), E10-15 (753-755)

(B) develop drafts by categorizing ideas and organizing them into paragraphs;

Section 1: E1-8 (18-19), E1-25 (54-56) Section 2: E2-9 (116-117), E2-42 (186-188), E2-43 (189-191), E2-45 (194-195), E2-47 (198-200) Section 4: E4-2 (287-289), E4-3 (289-291), E4-4 (291-292), E4-5 (293-294), E4-7 (297-299), E4-8 (299-302), E4-10 (304-307), E4-19 (328-329) Section 5: E5-3 (385-387), E5-4 (388-389), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-18 (425-427), E5-20 (429-431), E5-21 (432-434), E5-23 (438-439), E5-24 (439-441)

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Section 6: E6-4 (471-473), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-19 (506-508), E6-27 (526-527) Section 7: E7-2 (551-553), E7-13 (582-584), E7-14 (586-587) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-9 (740-742), E10-10 (742-744), E10-11 (745-746), E10-12 (747-748), E10-13 (749-751), E10-14 (751-752), E10-15 (753-755), E10-16 (756-758)

(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-12 (121-123), E2-32 (164-166), E2-33 (167-169), E2-35 (171-173), E2-37 (176-177), E2-38 (178-180), E2-50 (204-206), E2-53 (210-212), E2-54 (212-214) Section 3: E3-20 (270-271), E3-21 (271-273) Section 4: E4-10 (304-307), E4-31 (357-359), E4-32 (360-361), E4-33 (362-363), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-25 (442-445), E5-26 (446-447), E5-28 (452-455), E5-29 (455-458) Section 6: E6-4 (471-473), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-18 (595-596), E7-21 (602-604) Section 9: E9-1 (680-682), E9-5 (691-693), E9-6 (694-695) Section 10: E10-8 (738-740)

(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-13 (123-125), E2-15 (127-129), E2-30 (160-162), E2-56 (218-220) Section 4: E4-10 (304-307), E4-34 (364-365), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 6: E6-30 (533-534), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-19 (597-599), E7-21 (602-604) Section 9: E9-5 (691-693)

(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.

Section 1: E1-41 (88-90) Section 2: E2-4 (104-106), E2-5 (106-108), E2-6 (109-110), E2-9 (116-117), E2-12 (121-123), E2-13 (123-125), E2-14 (125-127), E2-15 (127-129), E2-16 (129-130), E2-55 (216-217), E2-56 (218-220) Section 4: E4-10 (304-307), E4-31 (357-359), E4-32 (360-361), E4-35 (367-370), E4-36 (370-373)

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Section 5: E5-8 (398-401), E5-25 (442-445), E5-28 (452-455), E5-29 (455-458) Section 6: E6-19 (506-508), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604) Section 8: E8-23 (665-666) Section 9: E9-5 (691-693)


Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106) Section 6: E6-1 (465-467), E6-3 (469-471), E6-12 (489-491) Section 9: E9-6 (694-695) Section 10: E10-7 (735-738), E10-8 (738-740), E10-16 (756-758)

(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

Section 2: E2-49 (202-204) Section 6: E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-9 (483-485), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-16 (499-501), E6-17 (502-504), E6-18 (504-506), E6-19 (506-508), E6-20 (508-510), E6-21 (511-513), E6-22 (513-515), E6-23 (516-518), E6-24 (518-519), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534), E6-31 (536-539)

(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

Section 10: E10-15 (753-755)

(17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.



Section 1: E1-6 (14-15) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-42 (186-188), E2-49 (202-204) Section 4: E4-6 (294-296), E4-7 (297-299), E4-10 (304-307), E4-21 (332-334), E4-22 (334-336), E4-23 (337-338), E4-24 (339-341), E4-28 (348-350), E4-29 (351-353), E4-30 (353-355), E4-32 (360-361), E4-34 (364-365) Section 9: E9-2 (683-684), E9-6 (694-695) Section 10: E10-7 (735-738)

(A) create brief compositions that: Section 7: E7-21 (602-604) Section 9: E9-10 (706-709), E9-11 (709-710)

(i) establish a central idea in a topic sentence; Section 1: E1-25 (54-56), E1-26 (56-58), E1-41 (88-90)

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Section 2: E2-41 (184-186), E2-43 (189-191), E2-44 (191-193), E2-45 (194-195), E2-46 (196-197), E2-48 (200-202) Section 4: E4-1 (285-287), E4-5 (293-294), E4-8 (299-302), E4-11 (309-310), E4-12 (311-312), E4-13 (313-316), E4-14 (318-319), E4-15 (320-321), E4-16 (322-323), E4-31 (357-359), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-9 (740-742)

(ii) include supporting sentences with simple facts, details, and explanations; and

Section 1: E1-25 (54-56), E1-26 (56-58), E1-41 (88-90) Section 2: E2-41 (184-186), E2-43 (189-191), E2-45 (194-195), E2-46 (196-197), E2-47 (198-200), E2-48 (200-202), E2-51 (207-208) Section 4: E4-1 (285-287), E4-4 (291-292), E4-5 (293-294), E4-9 (302-304), E4-17 (324-326), E4-19 (328-329), E4-20 (329-331), E4-31 (357-359), E4-33 (362-363), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-9 (740-742)

(iii) contain a concluding statement; Section 1: E1-41 (88-90) Section 2: E2-41 (184-186), E2-46 (196-197), E2-52 (209-210) Section 4: E4-1 (285-287), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347), E4-31 (357-359), E4-35 (367-370) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-5 (731-733)

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

Section 10: E10-12 (747-748), E10-13 (749-751), E10-14 (751-752)

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.


(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

Section 1: E1-6 (14-15) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-49 (202-204) Section 5: E5-1 (381-382), E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-9

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(403-405), E5-10 (405-409), E5-11 (410-412), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-16 (421-423), E5-17 (423-425), E5-18 (425-427), E5-19 (427-428), E5-20 (429-431), E5-21 (432-434), E5-22 (435-437), E5-23 (438-439), E5-24 (439-441), E5-25 (442-445), E5-26 (446-447), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 9: E9-6 (694-695) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-8 (738-740)

ORAL AND WRITTEN CONVENTIONS (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

Section 9: E9-10 (706-709)

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregular verbs); Section 2: E2-17 (132-134), E2-20 (138-140), E2-21 (140-141), E2-40 (181-182), E2-57 (220-221) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) nouns (singular/plural, common/proper); Section 2: E2-17 (132-134), E2-18 (134-135), E2-40 (181-182), E2-57 (220-221) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest);

Section 2: E2-13 (123-125), E2-17 (132-134), E2-22 (142-143), E2-33 (167-169), E2-57 (220-221)

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

Section 2: E2-17 (132-134), E2-23 (144-145), E2-57 (220-221)

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;

Section 2: E2-17 (132-134), E2-25 (148-149), E2-32 (164-166), E2-57 (220-221) Section 4: E4-13 (313-316) Section 5: E5-10 (405-409)

(vi) reflexive pronouns (e.g., myself, ourselves); Section 2: E2-13 (123-125), E2-19 (136-138), E2-57 (220-221) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534)

(vii) correlative conjunctions (e.g., either/or, neither/nor); and

Section 2: E2-24 (145-147), E2-34 (169-171), E2-35 (171-173), E2-57 (220-221) Section 4: E4-13 (313-316)

(viii) use time-order transition words and transitions that indicate a conclusion;

Section 2: E2-45 (194-195), E2-48 (200-202), E2-49 (202-204), E2-50 (204-206)

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Section 4: E4-21 (332-334), E4-22 (334-336), E4-23 (337-338) Section 5: E5-19 (427-428), E5-20 (429-431), E5-21 (432-434) Section 6: E6-8 (481-483), E6-19 (506-508), E6-21 (511-513), E6-22 (513-515) Section 10: E10-1 (719-721), E10-5 (731-733)


Section 2: E2-21 (140-141), E2-29 (158-159), E2-30 (160-162), E2-31 (162-164), E2-32 (164-166), E2-33 (167-169), E2-34 (169-171), E2-35 (171-173), E2-36 (173-175), E2-37 (176-177), E2-38 (178-180), E2-56 (218-220) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-9 (403-405), E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(C) use complete simple and compound sentences with correct subject-verb agreement.




(A) write legibly by selecting cursive script or manuscript printing as appropriate;

Section 2: E2-7 (111-112), E2-55 (216-217)

(B) use capitalization for: Section 10: E10-12 (747-748), E10-13 (749-751) (i) historical events and documents; Section 2: E2-13 (123-125)

Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) titles of books, stories, and essays; and Section 2: E2-13 (123-125), E2-27 (152-154) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iii) languages, races, and nationalities; and Section 2: E2-13 (123-125) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(C) recognize and use punctuation marks including: Section 10: E10-12 (747-748), E10-13 (749-751) (i) commas in compound sentences; and Section 2: E2-13 (123-125), E2-34 (169-171), E2-35

(171-173), E2-39 (180-181)

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Section 4: E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) quotation marks. Section 1: E1-7 (16-17) Section 2: E2-13 (123-125), E2-27 (152-154), E2-28 (154-156) Section 4: E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-16 (499-501), E6-30 (533-534) Section 7: E7-15 (588-589), E7-19 (597-599)


(A) spell words with more advanced orthographic patterns and rules:

(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);

Section 2: E2-26 (150-152)

(ii) irregular plurals (e.g., man/men, foot/feet, child/children);


(iii) double consonants in middle of words; (iv) other ways to spell sh (e.g., -sion, -tion, -cian); and

(v) silent letters (e.g., knee, wring); (B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

Section 2: E2-13 (123-125)

(C) spell commonly used homophones (e.g., there, they're, their; two, too, to); and


(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings.



(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560)

(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

Section 7: E7-2 (551-553)


Section 7: E7-2 (551-553), E7-6 (562-563)

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(A) follow the research plan to collect information from multiple sources of information both oral and written, including:

(i) student-initiated surveys, on-site inspections, and interviews;

Section 10: E10-6 (733-735)

(ii) data from experts, reference texts, and online searches; and

Section 1: E1-12 (26-27), E1-17 (37-38), E1-18 (39-41), E1-21 (45-46) Section 4: E4-18 (326-328), E4-19 (328-329), E4-20 (329-331) Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571), E7-10 (573-575), E7-11 (576-579), E7-12 (580-581) Section 9: E9-7 (696-697), E9-8 (698-701), E9-9 (701-706)

(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

Section 7: E7-7 (564-566), E7-8 (566-568)

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics);


(C) take simple notes and sort evidence into provided categories or an organizer;

Section 1: E1-12 (26-27), E1-17 (37-38), E1-18 (39-41), E1-21 (45-46) Section 4: E4-18 (326-328) Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571), E7-10 (573-575), E7-11 (576-579), E7-12 (580-581) Section 10: E10-6 (733-735)

(D) identify the author, title, publisher, and publication year of sources; and

Section 7: E7-10 (573-575), E7-11 (576-579)


Section 7: E7-9 (569-571), E7-16 (590-591)

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).


(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

Section 7: E7-1 (548-550), E7-2 (551-553), E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-16 (590-591), E7-17 (591-595), E7-18 (595-596), E7-19 (597-599), E7-20 (599-600), E7-21 (602-604) Section 8: E8-6 (621-623), E8-9 (629-631)

LISTENING AND SPEAKING (27) 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:

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(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and

Section 1: E1-23 (49-50), E1-38 (82-83), E1-39 (83-84), E1-40 (86-87) Section 8: E8-18 (650-652), E8-19 (653-655), E8-20 (657-658), E8-21 (658-661) Section 10: E10-6 (733-735)

(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

Section 8: E8-18 (650-652), E8-20 (657-658), E8-21 (658-661)

(28) 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 express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.

Section 1: E1-2 (7-8), E1-6 (14-15) Section 2: E2-8 (113-114), E2-29 (158-159), E2-31 (162-164), E2-32 (164-166), E2-35 (171-173), E2-50 (204-206) Section 5: E5-9 (403-405), E5-10 (405-409) Section 8: E8-1 (610-611), E8-2 (612-614), E8-3 (615-617), E8-5 (619-621), E8-6 (621-623), E8-7 (623-625), E8-8 (627-628), E8-9 (629-631), E8-10 (631-633), E8-12 (635-637), E8-14 (640-641), E8-15 (643-645), E8-16 (645-647), E8-17 (647-649), E8-25 (670-672) Section 10: E10-16 (756-758)

(29) 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.

Section 1: E1-2 (7-8), E1-11 (24-25), E1-16 (34-35), E1-19 (41-42), E1-21 (45-46), E1-23 (49-50), E1-31 (67-68), E1-35 (76-77), E1-40 (86-87) Section 2: E2-51 (207-208) Section 6: E6-19 (506-508), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534) Section 8: E8-4 (617-619), E8-20 (657-658), E8-21 (658-661), E8-22 (662-664), E8-23 (665-666), E8-24 (667-668), E8-26 (672-674)

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READING 1) 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.

2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

Section 1: E1-22 (47-48) Section 6: E6-10 (485-486), E6-11 (487-488)

(A) determine the meaning of grade level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

Section 1: E1-24 (52-54) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104) Section 3: E3-7 (241-242), E3-10 (247-248), E3-14 (255-256), E3-15 (257-259), E3-16 (259-260) Section 4: E4-34 (364-365) Section 5: E5-25 (442-445), E5-26 (446-447), E5-27 (448-450) Section 6: E6-1 (465-467), E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-8 (481-483), E6-9 (483-485), E6-12 (489-491), E6-15 (497-498), E6-16 (499-501), E6-17 (502-504), E6-18 (504-506), E6-21 (511-513), E6-22 (513-515), E6-25 (520-522), E6-26 (523-525), E6-27 (526-527), E6-29 (531-532), E6-30 (533-534) Section 7: E7-1 (548-550) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-6 (733-735), E10-7 (735-738), E10-8 (738-740)

(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

Section 3: E3-11 (248-250), E3-12 (250-251), E3-13 (252-254), E3-19 (267-269), E3-22 (275-277)

(C) produce analogies with known antonyms and synonyms;

(D) identify and explain the meaning of common idioms, adages, and other sayings; and

Section 3: E3-18 (264-266)

(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.



Section 1: E1-27 (58-60), E1-28 (60-62), E1-35 (76-77), E1-36 (78-80)

(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures;


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(B) describe the phenomena explained in origin myths from various cultures; and

(C) explain the effect of a historical event or movement on the theme of a work of literature.

(4) 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.


(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original text and its dramatic adaptation.

Section 10: E10-16 (756-758)

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:


(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

Section 1: E1-26 (56-58), E1-36 (78-80) Section 6: E6-1 (465-467), E6-2 (467-469), E6-14 (493-495) Section 10: E10-11 (745-746)

(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and


(C) explain different forms of third person points of view in stories.

Section 6: E6-1 (465-467), E6-2 (467-469), E6-12 (489-491)

(7) 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.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-5 (12-14), E1-10 (22-23), E1-31 (67-68), E1-34 (73-75), E1-36 (78-80) Section 6: E6-1 (465-467), E6-25 (520-522), E6-26 (523-525) Section 9: E9-4 (686-690)

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate


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the impact of sensory details, imagery, and figurative language in literary text. (9) 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).

(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

Section 1: E1-3 (9-10), E1-4 (11-12), E1-6 (14-15), E1-10 (22-23), E1-16 (34-35), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73), E1-36 (78-80) Section 5: E5-11 (410-412), E5-26 (446-447), E5-27 (448-450) Section 6: E6-30 (533-534)


Section 1: E1-4 (11-12), E1-10 (22-23), E1-14 (30-32), E1-16 (34-35), E1-19 (41-42), E1-31 (67-68), E1-32 (69-71), E1-33 (71-73) Section 4: E4-3 (289-291), E4-16 (322-323) Section 9: E9-4 (686-690), E9-9 (701-706)

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

Section 1: E1-5 (12-14), E1-13 (28-30), E1-15 (32-34), E1-24 (52-54), E1-29 (62-63), E1-36 (78-80) Section 4: E4-2 (287-289), E4-4 (291-292), E4-6 (294-296), E4-9 (302-304), E4-22 (334-336), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347) Section 7: E7-9 (569-571), E7-16 (590-591) Section 9: E9-7 (696-697), E9-8 (698-701)

(B) determine the facts in text and verify them through established methods;

Section 4: E4-6 (294-296), E4-9 (302-304), E4-17 (324-326) Section 7: E7-9 (569-571), E7-15 (588-589)

(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;


(D) use multiple text features and graphics to gain an overview of the contents of text and to locate information; and

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355) Section 7: E7-7 (564-566), E7-8 (566-568)

(E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

Section 1: E1-34 (73-75) Section 4: E4-4 (291-292), E4-20 (329-331), E4-22 (334-336) Section 7: E7-9 (569-571)

(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive

Section 1: E1-5 (12-14), E1-10 (22-23) Section 5: E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-17 (423-425), E5-18

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text and provide evidence from text to support their analysis. Students are expected to:

(425-427), E5-19 (427-428), E5-21 (432-434), E5-22 (435-437), E5-24 (439-441), E5-25 (442-445) Section 10: E10-8 (738-740)

(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; and

Section 5: E5-11 (410-412), E5-16 (421-423)

(B) recognize exaggerated, contradictory, or misleading statements in text.


Section 1: E1-5 (12-14), E1-34 (73-75)

(A) interpret details from procedural text to complete a task, solve a problem, or perform procedures; and


(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

Section 4: E4-28 (348-350), E4-29 (351-353), E4-30 (353-355)

(14) 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:


(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);

(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);

Section 8: E8-17 (647-649)

(C) identify the point of view of media presentations; and

(D) analyze various digital media venues for levels of formality and informality.



Section 9: E9-13 (713-714)

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

Section 2: E2-2 (100-102), E2-3 (102-104), E2-9 (116-117), E2-10 (118-119), E2-11 (119-121) Section 4: E4-1 (285-287), E4-10 (304-307), E4-18 (326-328) Section 5: E5-8 (398-401), E5-11 (410-412) Section 6: E6-3 (469-471), E6-4 (471-473), E6-5 (473-475), E6-9 (483-485), E6-12 (489-491) Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710), E9-12 (711-712)

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Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-10 (742-744), E10-15 (753-755)

(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

Section 1: E1-8 (18-19), E1-25 (54-56) Section 2: E2-9 (116-117), E2-42 (186-188), E2-43 (189-191), E2-47 (198-200) Section 4: E4-2 (287-289), E4-3 (289-291), E4-4 (291-292), E4-5 (293-294), E4-7 (297-299), E4-8 (299-302), E4-10 (304-307), E4-19 (328-329) Section 5: E5-3 (385-387), E5-4 (388-389), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-18 (425-427), E5-20 (429-431), E5-21 (432-434), E5-23 (438-439), E5-24 (439-441) Section 6: E6-4 (471-473), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-19 (506-508), E6-27 (526-527) Section 7: E7-2 (551-553), E7-13 (582-584), E7-14 (586-587) Section 9: E9-1 (680-682), E9-6 (694-695), E9-9 (701-706), E9-11 (709-710) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-4 (729-731), E10-5 (731-733), E10-7 (735-738), E10-8 (738-740), E10-9 (740-742), E10-10 (742-744), E10-11 (745-746), E10-12 (747-748), E10-13 (749-751), E10-14 (751-752), E10-15 (753-755), E10-16 (756-758)

(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-12 (121-123), E2-32 (164-166), E2-33 (167-169), E2-35 (171-173), E2-37 (176-177), E2-38 (178-180), E2-50 (204-206), E2-53 (210-212), E2-54 (212-214) Section 3: E3-20 (270-271), E3-21 (271-273) Section 4: E4-10 (304-307), E4-31 (357-359), E4-32 (360-361), E4-33 (362-363), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-25 (442-445), E5-26 (446-447), E5-28 (452-455), E5-29 (455-458) Section 6: E6-4 (471-473), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-18 (595-596), E7-21 (602-604) Section 9: E9-1 (680-682), E9-5 (691-693), E9-6 (694-695) Section 10: E10-8 (738-740)

(D) edit drafts for grammar, mechanics, and spelling; and

Section 1: E1-41 (88-90) Section 2: E2-9 (116-117), E2-13 (123-125), E2-15 (127-129), E2-30 (160-162), E2-56 (218-220)

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Section 4: E4-10 (304-307), E4-34 (364-365), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 6: E6-30 (533-534), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-19 (597-599), E7-21 (602-604) Section 9: E9-5 (691-693)

(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Section 1: E1-41 (88-90) Section 2: E2-4 (104-106), E2-5 (106-108), E2-6 (109-110), E2-9 (116-117), E2-12 (121-123), E2-13 (123-125), E2-14 (125-127), E2-15 (127-129), E2-16 (129-130), E2-55 (216-217), E2-56 (218-220) Section 4: E4-10 (304-307), E4-31 (357-359), E4-32 (360-361), E4-35 (367-370), E4-36 (370-373) Section 5: E5-8 (398-401), E5-25 (442-445), E5-28 (452-455), E5-29 (455-458) Section 6: E6-19 (506-508), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-31 (536-539), E6-32 (539-542) Section 7: E7-2 (551-553), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604) Section 8: E8-23 (665-666) Section 9: E9-5 (691-693)


Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-49 (202-204) Section 6: E6-1 (465-467), E6-3 (469-471) Section 9: E9-6 (694-695) Section 10: E10-7 (735-738), E10-16 (756-758)

(A) write imaginative stories that include: Section 6: E6-28 (528-530), E6-29 (531-532), E6-30 (533-534)

(i) a clearly defined focus, plot, and point of view; Section 6: E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-6 (476-478), E6-7 (479-481), E6-8 (481-483), E6-9 (483-485), E6-10 (485-486), E6-11 (487-488), E6-12 (489-491), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-17 (502-504), E6-19 (506-508), E6-20 (508-510), E6-21 (511-513), E6-22 (513-515), E6-23 (516-518), E6-24 (518-519), E6-31 (536-539)

(ii) a specific, believable setting created through the use of sensory details; and

Section 6: E6-2 (467-469), E6-4 (471-473), E6-5 (473-475), E6-6 (476-478), E6-7 (479-481), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-18 (504-506), E6-19 (506-508), E6-20 (508-510), E6-31 (536-539)

(iii) dialogue that develops the story; and Section 6: E6-4 (471-473), E6-6 (476-478), E6-7 (479-481), E6-10 (485-486), E6-11 (487-488), E6-13 (491-493), E6-14 (493-495), E6-15 (497-498), E6-16 (499-501), E6-19 (506-508), E6-20 (508-510), E6-31 (536-539)

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(B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia);


(ii) figurative language (e.g., similes, metaphors); and Section 3: E3-17 (261-264) Section 10: E10-15 (753-755)

(iii) graphic elements (e.g., capital letters, line length).

Section 10: E10-15 (753-755)

(17) Writing. Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience



Section 1: E1-6 (14-15), E1-25 (54-56), E1-26 (56-58) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-41 (184-186), E2-42 (186-188), E2-43 (189-191), E2-44 (191-193), E2-45 (194-195), E2-46 (196-197), E2-47 (198-200), E2-48 (200-202), E2-52 (209-210) Section 4: E4-5 (293-294), E4-11 (309-310), E4-12 (311-312), E4-13 (313-316), E4-32 (360-361), E4-34 (364-365) Section 9: E9-2 (683-684), E9-6 (694-695) Section 10: E10-7 (735-738)

(A) create multi-paragraph essays to convey information about the topic that:

Section 4: E4-7 (297-299) Section 7: E7-21 (602-604) Section 9: E9-10 (706-709), E9-11 (709-710)

(i) present effective introductions and concluding paragraphs;

Section 4: E4-6 (294-296), E4-10 (304-307), E4-14 (318-319), E4-15 (320-321), E4-16 (322-323), E4-25 (342-343), E4-26 (344-345), E4-27 (345-347), E4-31 (357-359), E4-36 (370-373) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-5 (731-733), E10-9 (740-742)

(ii) guide and inform the reader's understanding of key ideas and evidence;

Section 2: E2-51 (207-208) Section 4: E4-4 (291-292), E4-6 (294-296), E4-8 (299-302), E4-9 (302-304), E4-10 (304-307), E4-18 (326-328), E4-19 (328-329), E4-20 (329-331), E4-28 (348-350), E4-29 (351-353), E4-30 (353-355), E4-31 (357-359), E4-33 (362-363), E4-36 (370-373) Section 7: E7-13 (582-584), E7-14 (586-587), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733)

(iii) include specific facts, details, and examples in an appropriately organized structure; and

Section 1: E1-17 (37-38), E1-18 (39-41), E1-22 (47-48), E1-23 (49-50) Section 2: E2-51 (207-208) Section 4: E4-1 (285-287), E4-4 (291-292), E4-6 (294-296), E4-8 (299-302), E4-9 (302-304), E4-10

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(304-307), E4-17 (324-326), E4-18 (326-328), E4-19 (328-329), E4-20 (329-331), E4-28 (348-350), E4-29 (351-353), E4-30 (353-355), E4-31 (357-359), E4-33 (362-363), E4-36 (370-373) Section 7: E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-18 (595-596) Section 10: E10-1 (719-721), E10-2 (721-724), E10-3 (724-727), E10-5 (731-733), E10-9 (740-742)

(iv) use a variety of sentence structures and transitions to link paragraphs;

Section 2: E2-36 (173-175), E2-49 (202-204), E2-50 (204-206) Section 4: E4-6 (294-296), E4-10 (304-307), E4-21 (332-334), E4-22 (334-336), E4-23 (337-338), E4-24 (339-341), E4-31 (357-359), E4-36 (370-373) Section 7: E7-14 (586-587), E7-18 (595-596) Section 10: E10-1 (719-721), E10-5 (731-733)

(B) write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and

Section 10: E10-12 (747-748), E10-13 (749-751), E10-14 (751-752)

(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.


(19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Section 1: E1-6 (14-15) Section 2: E2-1 (97-99), E2-2 (100-102), E2-3 (102-104), E2-4 (104-106), E2-49 (202-204) Section 5: E5-1 (381-382), E5-2 (383-384), E5-3 (385-387), E5-4 (388-389), E5-5 (390-392), E5-6 (392-394), E5-7 (394-397), E5-8 (398-401), E5-9 (403-405), E5-10 (405-409), E5-11 (410-412), E5-12 (412-414), E5-13 (414-416), E5-14 (417-418), E5-15 (419-421), E5-16 (421-423), E5-17 (423-425), E5-18 (425-427), E5-19 (427-428), E5-20 (429-431), E5-21 (432-434), E5-22 (435-437), E5-23 (438-439), E5-24 (439-441), E5-25 (442-445), E5-26 (446-447), E5-27 (448-450), E5-28 (452-455), E5-29 (455-458) Section 9: E9-6 (694-695) Section 10: E10-8 (738-740)

ORAL AND WRITTEN CONVENTIONS (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier

Section 9: E9-10 (706-709)

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standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregular verbs and active voice); Section 2: E2-17 (132-134), E2-20 (138-140), E2-21 (140-141), E2-33 (167-169), E2-40 (181-182), E2-57 (220-221) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-19 (506-508), E6-20 (508-510), E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) collective nouns (e.g., class, public); Section 2: E2-18 (134-135), E2-40 (181-182), E2-57 (220-221) Section 4: E4-34 (364-365) Section 5: E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best);

Section 2: E2-17 (132-134), E2-22 (142-143), E2-33 (167-169), E2-57 (220-221)

(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);

Section 2: E2-17 (132-134), E2-23 (144-145), E2-57 (220-221)

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;


(vi) indefinite pronouns (e.g., all, both, nothing, anything);


(vii) subordinating conjunctions (e.g., while, because, although, if); and


(viii) transitional words (e.g., also, therefore); Section 2: E2-45 (194-195), E2-48 (200-202), E2-49 (202-204), E2-50 (204-206) Section 4: E4-13 (313-316), E4-21 (332-334), E4-22 (334-336), E4-23 (337-338) Section 5: E5-10 (405-409), E5-19 (427-428), E5-20 (429-431), E5-21 (432-434) Section 6: E6-8 (481-483), E6-19 (506-508), E6-21 (511-513), E6-22 (513-515) Section 10: E10-1 (719-721), E10-5 (731-733)


Section 2: E2-21 (140-141), E2-29 (158-159), E2-30 (160-162), E2-31 (162-164), E2-32 (164-166), E2-33

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(167-169), E2-34 (169-171), E2-35 (171-173), E2-36 (173-175), E2-37 (176-177), E2-38 (178-180), E2-56 (218-220) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-9 (403-405), E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

C) use complete simple and compound sentences with correct subject-verb agreement.




(A) use capitalization for: Section 10: E10-12 (747-748), E10-13 (749-751) (i) abbreviations; Section 2: E2-13 (123-125) (ii) initials and acronyms; and (iii) organizations; Section 2: E2-13 (123-125)


(B) recognize and use punctuation marks including: Section 10: E10-12 (747-748), E10-13 (749-751) (i) commas in compound sentences; and Section 2: E2-13 (123-125), E2-34 (169-171), E2-35

(171-173), E2-39 (180-181) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-30 (533-534) Section 7: E7-19 (597-599)

(ii) proper punctuation and spacing for quotations; and

Section 1: E1-7 (16-17) Section 2: E2-13 (123-125), E2-28 (154-156) Section 4: E4-13 (313-316), E4-34 (364-365) Section 5: E5-10 (405-409), E5-27 (448-450) Section 6: E6-16 (499-501), E6-30 (533-534) Section 7: E7-15 (588-589), E7-19 (597-599)

(C) use proper mechanics including italics and underlining for titles and emphasis.



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(A) spell words with more advanced orthographic patterns and rules:

Section 2: E2-26 (150-152)

(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);

(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);

(B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter); Section 3: E3-15 (257-259) (ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict); Section 3: E3-15 (257-259) (iii) Greek suffixes(e.g., -ology, -phobia, -ism, -ist); and

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

Section 3: E3-16 (259-260)

(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect);


(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and


(E) know how to use the spell-check function in word processing while understanding its limitations.



(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and

Section 7: E7-2 (551-553), E7-3 (554-555), E7-4 (556-557), E7-5 (558-560)

(B) generate a research plan for gathering relevant information about the major research question.

Section 7: E7-2 (551-553)


Section 7: E7-2 (551-553)

(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;

Section 1: E1-17 (37-38), E1-21 (45-46) Section 7: E7-7 (564-566), E7-8 (566-568), E7-9 (569-571), E7-10 (573-575), E7-11 (576-579), E7-12 (580-581) Section 9: E9-7 (696-697), E9-8 (698-701), E9-9 (701-706) Section 10: E10-6 (733-735)

(B) differentiate between primary and secondary sources;

Section 7: E7-6 (562-563)

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(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

Section 2: E2-5 (106-108), E2-6 (109-110) Section 7: E7-7 (564-566), E7-8 (566-568), E7-20 (599-600)

(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

Section 7: E7-10 (573-575), E7-11 (576-579) Section 9: E9-8 (698-701), E9-9 (701-706)


Section 7: E7-9 (569-571), E7-16 (590-591)

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; and

Section 7: E7-4 (556-557), E7-5 (558-560)

(B) evaluate the relevance, validity, and reliability of sources for the research.

Section 7: E7-9 (569-571)

(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

Section 7: E7-2 (551-553) Section 8: E8-6 (621-623), E8-9 (629-631)

(A) compiles important information from multiple sources;

Section 7: E7-1 (548-550), E7-13 (582-584), E7-14 (586-587), E7-16 (590-591), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604)

(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;

Section 7: E7-1 (548-550), E7-13 (582-584), E7-14 (586-587), E7-16 (590-591), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604)

(C) presents the findings in a consistent format; and Section 2: E2-14 (125-127) Section 7: E7-1 (548-550), E7-13 (582-584), E7-14 (586-587), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604)

(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

Section 7: E7-1 (548-550), E7-13 (582-584), E7-14 (586-587), E7-15 (588-589), E7-17 (591-595), E7-18 (595-596), E7-20 (599-600), E7-21 (602-604)

LISTENING AND SPEAKING (27) Listening and Speaking/Listening. Students use comprehension skills to listen actively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

Section 1: E1-38 (82-83), E1-39 (83-84)

(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective;

Section 1: E1-16 (34-35) Section 8: E8-18 (650-652), E8-19 (653-655), E8-20 (657-658), E8-21 (658-661) Section 10: E10-6 (733-735)

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(B) follow, restate, and give oral instructions that include multiple action steps; and

Section 8: E8-18 (650-652), E8-20 (657-658), E8-21 (658-661)

(C) determine both main and supporting ideas in the speaker's message.

Section 1: E1-16 (34-35) Section 8: E8-18 (650-652), E8-19 (653-655), E8-20 (657-658), E8-21 (658-661) Section 10: E10-6 (733-735)

(28) 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 give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

Section 1: E1-2 (7-8), E1-6 (14-15) Section 2: E2-8 (113-114), E2-29 (158-159), E2-31 (162-164), E2-32 (164-166), E2-35 (171-173), E2-50 (204-206) Section 5: E5-9 (403-405), E5-10 (405-409) Section 8: E8-1 (610-611), E8-2 (612-614), E8-3 (615-617), E8-4 (617-619), E8-5 (619-621), E8-6 (621-623), E8-7 (623-625), E8-8 (627-628), E8-9 (629-631), E8-10 (631-633), E8-11 (633-635), E8-12 (635-637), E8-13 (638-639), E8-14 (640-641), E8-15 (643-645), E8-16 (645-647), E8-17 (647-649), E8-25 (670-672) Section 10: E10-16 (756-758)

(29) 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.

Section 1: E1-2 (7-8), E1-11 (24-25), E1-16 (34-35), E1-19 (41-42), E1-21 (45-46), E1-23 (49-50), E1-31 (67-68), E1-35 (76-77), E1-40 (86-87) Section 2: E2-51 (207-208) Section 6: E6-19 (506-508), E6-20 (508-510), E6-28 (528-530), E6-29 (531-532), E6-30 (533-534) Section 8: E8-20 (657-658), E8-21 (658-661), E8-22 (662-664), E8-23 (665-666), E8-24 (667-668), E8-26 (672-674)

October 2015

Documents

Step Up to Writing Correlated to the Texas Essential