TEKS CORRELATION · 2018. 8. 17. · TEKS CORRELATION 4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self- sustained

TEKS CORRELATION

The following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address those standards through Differentiated Instruction notes. A correlation to the English Language Proficiency Standards appears separately.

Grade 6 • Texas Essential Knowledge and Skills Print and Online Editions

1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking—oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

1.A Listen actively to interpret a message, ask clarifying questions, and respond appropriately.

SE/TE: “The Sand Castle,” 49; “The Moth Presents: Aleeza Kazmi,” 74, 77; Performance Task: Speaking and Listening, 109, 225, 341; The Phantom Tollbooth, Act I, 427

1.B Follow and give oral instructions that include multiple action steps. SE/TE: Performance Task: Speaking and Listening, 224, 225; “Ada and the Thinking Machines,” 551

1.C Give an organized presentation with a specific stance, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

SE/TE: “The Sand Castle,” 49; Performance Task: Speaking and Listening, 108, 109; “Feathered Friend,” 257; Performance Task: Speaking and Listening, 340, 341, 478, 479

1.D Participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.

SE/TE: from Brown Girl Dreaming, 27; Performance Task: Speaking and Listening, 62; “The Moth Presents: Aleeza Kazmi,” 77; Performance Task: Speaking and Listening, 188, 296; “Is Our Gain Also Our Loss?” 307; from Sacajawea, 576

2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

2.A Use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech.

SE/TE: from Brown Girl Dreaming, 12; from Bad Boy, 70; “Prince Francis,” 80; “The Sound of Summer Running,” 94; “The Tale of the Hummingbird,” 204; “The Biometric Body,” 268; from The Misadventures of Don Quixote, 444; “The King of Mazy May,” 554

2.B Use context such as definition, analogy, and examples to clarify the meaning of words.

SE/TE: from Bad Boy, 66; Poetry Collection, 192; “Black Cowboy, Wild Horses,” 214; “Jabberwocky”/“The Mock Turtle’s Song,” 456; “The Importance of Imagination,” 470

2.C Determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.

SE/TE: Unit Opener, 5; Poetry Collection, 198; Unit Opener, 237; “Feathered Friend,” 254; Unit Opener, 353; “The King of Mazy May,” 564

3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency. The student reads grade-level text with fluency and comprehension. The student is expected to

3.A Adjust fluency when reading grade-level text based on the reading purpose. SE/TE: Poetry Collection, 192; “Jabberwocky”/“The Mock Turtle’s Song,” 456

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4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to

4.A Self-select text and read independently for a sustained period of time. SE/TE: Independent Learning, 110, 111, 112; Performance Task: Speaking and Listening, 224, 225; Independent Learning, 226, 480, 481, 482, 592, 593, 594

5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

5.A Establish purpose for reading assigned and self-selected text. SE/TE: Independent Learning, 110, 112; from My Life With the Chimpanzees, 130; “The Importance of Imagination,” 470; Independent Learning, 480, 482, 592, 594

5.B Generate questions about text before, during, and after reading to deepen understanding and gain information.

SE/TE: “How Smart Are Animals?” 164; “Feathered Friend,” 246; The Phantom Tollbooth, Act I, 362

5.C Make [and] correct or confirm predictions using text features, characteristics of genre, and structures.

SE/TE: “The Sand Castle,” 36; 43; from The Misadventures of Don Quixote, 444; from A Long Way Home, 500; “Ada and the Thinking Machines,” 542; “The King of Mazy May,” 554

5.D Create mental images to deepen understanding. SE/TE: from Brown Girl Dreaming, 14; The Phantom Tollbooth, Act II, 394

5.E Make connections to personal experiences, ideas in other texts, and society. SE/TE: from Bad Boy, 66, 69; “The Internet of Things,” 280; “Is Our Gain Also Our Loss?” 300; from Lewis & Clark, 580

5.F Make inferences and use evidence to support understanding. SE/TE: Gallery of Calvin and Hobbes Comics, 28, 31; “Prince Francis,” 80; “The Fun They Had,” 320

5.G Evaluate details read to determine key ideas. SE/TE: “The Tale of the Hummingbird,” 204, 209; “The Biometric Body,” 260

5.H Synthesize information to create new understanding. SE/TE: “Biometrics Are Not Better,” 270, 273; “Mexico’s Abandoned Railways and the SEFT-1,” 330

5.I Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

SE/TE: “How Smart Are Animals?” 150; “BBC Science Club: All About Exploration,” 520; from Sacajawea, 570

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TEKS CORRELATION

6 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

6.A Describe personal connections to a variety of sources, including self-selected texts. SE/TE: Independent Learning, 113; “The Tale of the Hummingbird,” 207; “The Black Hole of Technology,” 313; “The Fun They Had,” 325; Whole-Class Learning Overview, 358, 496; from A Long Way Home, 513

6.B Write responses that demonstrate understanding of texts, including comparing sources within and across genres.

SE/TE: Test Practice, 107, 175, 278, 467, 589

6.C Use text evidence to support an appropriate response. SE/TE: from Brown Girl Dreaming, 21; Peer-Group Learning Overview, 63; “The Biometric Body,” 265; “The Fun They Had,” 325; Performance Task: Speaking and Listening, 340; “Ada and the Thinking Machines,” 548

6.D Paraphrase and summarize texts in ways that maintain meaning and logical order. SE/TE: Unit Opener, 8, 124; “Black Cowboy, Wild Horses,” 214; Unit Opener, 240; “Biometrics Are Not Better,” 273; “The Internet of Things,” 283; “The Black Hole of Technology,” 310; The Phantom Tollbooth, Act I, 392; from A Long Way Home, 519

6.E Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

SE/TE: from Brown Girl Dreaming, 22; from Bad Boy, 73; “Feathered Friend,” 252; “Bored . . . and Brilliant?” 336; from A Long Way Home, 519

6.F Respond using newly acquired vocabulary as appropriate. SE/TE: Unit Opener, 5; from Brown Girl Dreaming, 26; Gallery of Calvin and Hobbes Comics, 28, 32; Poetry Collection, 198; “The Fun They Had,” 326; Peer-Group Learning Overview, 441; from Lewis & Clark, 580, 587

6.G Discuss and write about the explicit or implicit meanings of text. SE/TE: “The Moth Presents: Aleeza Kazmi,” 77; Peer-Group Learning Overview, 189; “Black Cowboy, Wild Horses,” 213, 221; “Feathered Friend,” 253

6.H Respond orally or in writing with appropriate register, vocabulary, tone, and voice. SE/TE: Performance Task: Speaking and Listening, 288, 291, 341; The Phantom Tollbooth, Act I, 393; The Phantom Tollbooth, Act II, 427

6.I Reflect on and adjust responses as new evidence is presented. SE/TE: Unit Opener, 124; Peer-Group Learning Overview, 297

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

7.A Infer multiple themes within and across texts using text evidence. SE/TE: “The Tale of the Hummingbird,” 203, 209; “Feathered Friend,” 245, 253; “The Fun They Had,” 328; “Jabberwocky”/“The Mock Turtle’s Song,” 457; Test Practice, 467

7.B Analyze how the characters’ internal and external responses develop the plot. SE/TE: from The Misadventures of Don Quixote, 443, 451

7.C Analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback.

SE/TE: “The Sand Castle,” 35, 45; “The King of Mazy May,” 553, 565

7.D Analyze how the setting, including historical and cultural settings, influences character and plot development.

SE/TE: “Feathered Friend,” 255; “The Fun They Had,” 319, 327; from Sacajawea, 569, 578

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8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts—genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

8.A Demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths.

SE/TE: “The Sand Castle,” 34; “The Tale of the Hummingbird,” 202, 203; “Feathered Friend,” 244; “The Fun They Had,” 318; The Phantom Tollbooth, Act I, 361

8.B Analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms.

SE/TE: Poetry Collection, 191, 199; “Jabberwocky”/“The Mock Turtle’s Song,” 455, 464

8.C Analyze how playwrights develop characters through dialogue and staging. SE/TE: The Phantom Tollbooth, Act I, 361, 389; The Phantom Tollbooth, Act II, 423

8.D.i Analyze characteristics and structural elements of informational text, including the controlling idea or thesis with supporting evidence.

SE/TE: from Bad Boy, 65, 71; “How Smart Are Animals?” 163; “The Biometric Body”/”Biometrics Are Not Better,” 259; “The Biometric Body,” 267; “The Importance of Imagination,” 468, 469, 475; from A Long Way Home, 515

8.D.ii Analyze characteristics and structural elements of informational text, including: features such as introduction, foreword, preface, references, or acknowledgements to gain background information.

SE/TE: “So What Is a Primate?” 173; “The Biometric Body,” 269

8.D.iii Analyze characteristics and structural elements of informational text, including: organizational patterns such as definition, classification, advantage, and disadvantage.

SE/TE: “How Smart Are Animals?”/“So What Is a Primate?” 149; “How Smart Are Animals?” 161; “So What Is a Primate?” 171; “The Biometric Body”/“Biometrics Are Not Better,” 259; “The Biometric Body,” 267, 269

8.E.i Analyze characteristics and structures of argumentative text by identifying the claim. SE/TE: “Biometrics Are Not Better,” 275; “The Black Hole of Technology,” 309, 315

8.E.ii Analyze characteristics and structures of argumentative text by explaining how the author uses various types of evidence to support the argument.

SE/TE: “Biometrics Are Not Better,” 275; “The Black Hole of Technology,” 309, 315

8.E.iii Analyze characteristics and structures of argumentative text by identifying the intended audience or reader.

SE/TE: “Biometrics Are Not Better,” 275; “The Black Hole of Technology,” 315

8.F Analyze characteristics of multimodal and digital texts. SE/TE: Gallery of Calvin and Hobbes Comics, 28, 32; “The Moth Presents: Aleeza Kazmi,” 74; Independent Learning, 226, 228; “Internet of Things,” 280; “Bored . . . and Brilliant?” 336, 338; Independent Learning, 480, 482; “BBC Science Club: All About Exploration,” 520; Independent Learning, 592, 594

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TEKS CORRELATION

9 Author’s purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors’ choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author’s craft purposefully in order to develop his or her own products and performances. The student is expected to:

9.A Explain the author’s purpose and message within a text. SE/TE: from My Life With the Chimpanzees, 129, 143; “Black Cowboy, Wild Horses,” 213, 221; “Is Our Gain Also Our Loss?” 305

9.B Analyze how the use of text structure contributes to the author’s purpose. SE/TE: from Brown Girl Dreaming, 25; “How Smart Are Animals?” 161

9.C Analyze the author’s use of print and graphic features to achieve specific purposes. SE/TE: “Ada and the Thinking Machines,” 541, 549

9.D Describe how the author’s use of figurative language such as metaphor and personification achieves specific purposes.

SE/TE: “Black Cowboy, Wild Horses,” 222; from Sacajawea, 579

9.E Identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose.

SE/TE: “Prince Francis,” 79, 92; “The Sound of Summer Running,” 104; Test Practice, 107

9.F Analyze how the author’s use of language contributes to mood and voice. SE/TE: from Brown Girl Dreaming, 23; Poetry Collection, 200; The Phantom Tollbooth, Act II, 425; “Jabberwocky”/“The Mock Turtle’s Song,” 465; “The Importance of Imagination,” 476

9.G Explain the differences between rhetorical devices and logical fallacies. SE/TE: “The Black Hole of Technology,” 316; Performance Task: Writing, 529; Performance Task: Speaking and Listening, 591



10 Composition: listening, speaking, reading, writing, and thinking using multiple texts—writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

10.A Plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests.

SE/TE: Performance Task: Writing, 51, 177, 285; “The Fun They Had,” 329; Performance Task: Writing, 429

10.B.i Develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion

SE/TE: Performance Task: Writing, 53, 55; from My Life With the Chimpanzees, 146; Performance Task: Writing, 179, 181, 231, 285, 287, 289; The Phantom Tollbooth, Act I, 392; Performance Task: Writing, 431; “The Importance of Imagination,” 477; Performance Task: Writing, 531; “The King of Mazy May,” 566, 567

10.B.ii Develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea reflecting depth of thought with specific facts and details.

SE/TE: Gallery of Calvin and Hobbes Comics, 33; Performance Task: Writing, 54, 180; Performance-Based Assessment, 231; Performance Task: Writing, 288; The Phantom Tollbooth, Act I, 392; Performance Task: Writing, 432, 531

10.C Revise drafts for clarity, development, organization, style, word choice, and sentence variety.

SE/TE: Performance Task: Writing, 56, 57, 182, 183, 291, 435

10.D.i Edit drafts using standard English conventions, including complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments.

SE/TE: Performance Task: Writing, 184; Performance-Based Assessment, 232; Performance Task: Writing, 292; “Is Our Gain Also Our Loss?” 306; Performance Task: Writing, 436; from The Misadventures of Don Quixote, 452

10.D.ii Edit drafts using standard English conventions, including consistent, appropriate use of verb tenses.

SE/TE: “The Sand Castle,” 47, 48; from A Long Way Home, 517

10.D.iii Edit drafts using standard English conventions, including conjunctive adverbs. SE/TE: Performance Task: Writing, 433; “Ada and the Thinking Machines,” 550

10.D.iv Edit drafts using standard English conventions, including prepositions and prepositional phrases and their influence on subject-verb agreement.

SE/TE: Performance Task: Writing, 58; Performance-Based Assessment, 116; “Biometrics Are Not Better,” 277; Performance Task: Writing, 289; Independent Learning, 344; Performance-Based Assessment, 348; from The Misadventures of Don Quixote, 452

10.D.v Edit drafts using standard English conventions, including pronouns, including relative. SE/TE: from Bad Boy, 72; “The Tale of the Hummingbird,” 210; “Is Our Gain Also Our Loss?” 306; Performance-Based Assessment, 348

10.D.vi Edit drafts using standard English conventions, including subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor.

SE/TE: The Phantom Tollbooth, Act I, 391; Performance Task: Writing, 433, 534

10.D.vii Edit drafts using standard English conventions, including capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations.

SE/TE: Performance Task: Writing, 292; “The King of Mazy May,” 567

10.D.viii Edit drafts using standard English conventions, including punctuation marks, including commas in complex sentences, transitions, and introductory elements.

SE/TE: from My Life With the Chimpanzees, 145, 146; Performance-Based Assessment, 232; “Biometrics Are Not Better,” 277; Performance Task: Writing, 437; “The Importance of Imagination,” 477; from A Long Way Home, 518; “Ada and the Thinking Machines,” 550

10.D.ix Edit drafts using standard English conventions, including correct spelling, including commonly confused terms such as its/it’s, affect/effect, there/their/they’re, and to/two/too.

SE/TE: Performance Task: Writing, 59; Performance-Based Assessment, 116; Performance Task: Writing, 185, 437; from The Misadventures of Don Quixote, 450

10.E Publish written work for appropriate audiences. SE/TE: from The Misadventures of Don Quixote, 453; Performance-Based Assessment, 487; Performance Task: Writing, 535



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

11.A Compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft.

SE/TE: from Brown Girl Dreaming, 26; “The Sand Castle,” 48; Performance Task: Writing, 50, 51, 54; “The Fun They Had,” 329; The Phantom Tollbooth, Act II, 426; Performance Task: Writing, 429

11.B Compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement, genre characteristics, and craft.

SE/TE: from My Life With the Chimpanzees, 146; Performance Task: Writing, 176, 179; Performance-Based Assessment, 230, 231; “The Importance of Imagination,” 477; Performance Task: Writing, 524, 525

11.C Compose multi-paragraph argumentative texts using genre characteristics and craft. SE/TE: “Feathered Friend,” 256; Performance Task: Writing, 284, 285; Independent Learning, 344, 345; from A Long Way Home, 518

11.D Compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

SE/TE: Poetry Collection, 201; “The King of Mazy May,” 567



12 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

12.A Generate student-selected and teacher-guided questions for formal and informal inquiry.

SE/TE: “The Sand Castle,” 44; from My Life With the Chimpanzees, 142; “So What Is a Primate?” 170; “The Tale of the Hummingbird,” 211; “The Biometric Body,” 266; “The Black Hole of Technology,” 317; from A Long Way Home, 514; from Lewis & Clark, 587

12.B Develop and revise a plan. SE/TE: “Black Cowboy, Wild Horses,” 223; “Bored . . . and Brilliant?” 339; from The Misadventures of Don Quixote, 453

12.C Refine the major research question, if necessary, guided by the answers to a secondary set of questions.

SE/TE: from The Misadventures of Don Quixote, 453; Performance Task: Writing, 527

12.D Identify and gather relevant information from a variety of sources. SE/TE: “Biometrics Are Not Better,” 274; “The Black Hole of Technology,” 317; Performance Task: Speaking and Listening, 340; “BBC Science Club: All About Exploration,” 523; Performance Task: Writing, 528

12.E Differentiate between primary and secondary sources. SE/TE: from The Misadventures of Don Quixote, 453; Performance Task: Writing, 525, 528; from Lewis & Clark, 587

12.F Synthesize information from a variety of sources. SE/TE: “Mexico’s Abandoned Railways and the SEFT-1,” 330; from The Misadventures of Don Quixote, 453; “The King of Mazy May,” 566

12.G Differentiate between paraphrasing and plagiarism when using source materials. SE/TE: “Black Cowboy, Wild Horses,” 223; “Mexico’s Abandoned Railways and the SEFT-1,” 335

12.H.i Examine sources for reliability, credibility, and bias. SE/TE: Gallery of Calvin and Hobbes Comics, 33; “The Biometric Body,” 269; “The Black Hole of Technology,” 316, 317; Performance Task: Writing, 529

12.H.ii Examine sources for faulty reasoning such as hyperbole, emotional appeals, and stereotype.

SE/TE: “The Black Hole of Technology,” 316, 317; Performance Task: Writing, 529

12.I Display academic citations and use source materials ethically. SE/TE: “The Tale of the Hummingbird,” 211; “Black Cowboy, Wild Horses,” 223; “The Biometric Body,” 269; Performance Task: Writing, 535

12.J Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

SE/TE: “The Tale of the Hummingbird,” 211; “Black Cowboy, Wild Horses,” 223; “Mexico’s Abandoned Railways and the SEFT-1,” 335; from The Misadventures of Don Quixote, 453



ELPS CORRELATION

The following correlation shows points at which ELPS are addressed in both the Student Edition and Teacher’s Edition. The Teacher’s Edition includes additional coverage for each level of English Learner in the Differentiated Instruction notes.

Grade 6 • English Language Proficiency Standards Print and Online Editions

1 • LEARNING STRATEGIES

1.A Use prior knowledge and experiences to understand meanings in English.

1.A.1 Use prior knowledge to understand meanings in English. SE/TE: from A Long Way Home, 516; from Lewis & Clark, 570TE Only: “Prince Francis,” Overview, 78B; from A Long Way From Home, Overview, 498B

1.A.2 Use prior experiences to understand meanings in English. SE/TE: from Bad Boy, 66; “The Internet of Things,” 280TE Only: from Brown Girl Dreaming, Overview, 12B; “How Smart Are Animals?” Overview, 148B

1.B Monitor oral and written language production and employ self-corrective techniques or other resources.

1.B.1 Monitor oral language production and employ self-corrective techniques or other resources.

TE Only: Unit Opener, 8; Performance Task: Speaking and Listening, 479

1.C Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.

1.C.1 Use strategic learning techniques to acquire basic and grade-level vocabulary. SE/TE: Unit Opener, 7, 239TE Only: from Bad Boy, Overview, 64B

1.D Speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).

1.D.1 Speak using learning strategies. SE/TE: “The Tale of the Hummingbird,” 208; “Ada and the Thinking Machines,” 551

1.F Use accessible language and learn new and essential language in the process.

1.F.1 Use accessible language and learn new and essential language in the process. TE Only: from Brown Girl Dreaming, 17; The Phantom Tollbooth, Act I, Overview, 360B

2 • LISTENING

2.C Learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.

2.C.1 Learn new language structures heard during classroom instruction and interactions.

TE Only: Performance Task: Writing, 58; The Phantom Tollbooth, Act II, 396

2.C.2 Learn new expressions heard during classroom instruction and interactions. TE Only: Unit Opener, 6; “Prince Francis,” 82

2.C.3 Learn basic vocabulary heard during classroom instruction and interactions. SE/TE: “Is Our Gain Also Our Loss?” 304; Peer-Group Learning Overview, 441 TE Only: “The Sound of Summer Running,” 95

2.C.4 Learn academic vocabulary heard during classroom instruction and interactions. SE/TE: Unit Opener, 121, 353

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2.D Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed.

2.D.1 Monitor understanding of spoken language during classroom instruction and interactions.

TE Only: Gallery of Calvin and Hobbes Comics, 33; from My Life With the Chimpanzees, 132

2.D.2 Seek clarification [of spoken language] as needed. SE/TE: Peer-Group Learning Overview, 296; “Bored and . . . Brilliant?” 337TE Only: “The Sand Castle,” 40

2.E Use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

2.E.3 Use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language.

SE/TE: “The Moth Presents: Aleeza Kazmi,” 74; “BBC Science Club: All About Exploration,” 521

2.I Demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

2.I.3 Demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs.

SE/TE: Performance Task: Speaking and Listening, 341, 591

2.I.4 Demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs.

TE Only: “The Moth Presents: Aleeza Kazmi,” 76; The Phantom Tollbooth, Act I, 370

2.I.5 Demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs.

SE/TE: from Brown Girl Dreaming, 27; “The Moth Presents: Aleeza Kazmi,” 75 TE Only: The Phantom Tollbooth, Act II, 420

3 • SPEAKING

3.B Expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication.

3.B.2 Expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures.

SE/TE: “The Internet of Things,” 283; from Lewis & Clark, 586TE Only: “The King of Mazy May,” 558

3.B.3 Expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication.

SE/TE: from Bad Boy, 69; “The Moth Presents: Aleeza Kazmi,” 77

3.C.4 Speak using a variety of connecting words with increasing accuracy and ease as more English is acquired.

SE/TE: The Phantom Tollbooth, Act I, 391; The Phantom Tollbooth, Act II, 427

3.D Speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.

3.D.1 Speak using grade-level content area vocabulary in context to internalize new English words.

SE/TE: “Prince Francis,” 91; “Bored and . . . Brilliant?” 338

3.D.2 Speak using grade-level content area vocabulary in context to build academic language proficiency.

SE/TE: “The Black Hole of Technology,” 315; Unit Opener, 491

3.E Share information in cooperative learning interactions.

3.E.1 Share information in cooperative learning interactions. SE/TE: from My Life With the Chimpanzees, 146; “Jabberwocky”/“The Mock Turtle’s Song,” 463

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ELPS CORRELATION

3.F Ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

3.F.1 Ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

SE/TE: “Black Cowboy, Wild Horses,” 219; Performance Task: Speaking and Listening, 225

3.F.2 Give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments.

SE/TE: Performance Task: Speaking and Listening, 224; “Is Our Gain Also Our Loss?” 307

3.G Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

3.G.1 Express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

TE Only: “The Importance of Imagination,” 475; “The King of Mazy May,” 565

3.G.2 Express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.

TE Only: from The Misadventures of Don Quixote, 448; from A Long Way Home, 519

3.H Narrate, describe, and explain with increasing specificity and detail as more English is acquired.

3.H.3 Explain with increasing specificity and detail as more English is acquired. SE/TE: from My Life With the Chimpanzees, 147; “Bored and . . . Brilliant?” 339

4 • READING

4.C Develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials.

4.C.1 Develop basic sight vocabulary used routinely in written classroom materials. SE/TE: The Phantom Tollbooth, Act I, 393; from A Long Way Home, 501

4.C.2 Derive meaning of environmental print. SE/TE: “The Biometric Body,” 263; from A Long Way Home, 504

4.C.3 Comprehend English vocabulary used routinely in written classroom materials. SE/TE: Unit Opener, 5; Performance Task: Writing, 285

4.C.4 Comprehend English language structures used routinely in written classroom materials.

SE/TE: “The Black Hole of Technology,” 316; The Phantom Tollbooth, Act I, 364TE Only: “How Smart Are Animals?” 152; “Is Our Gain Also Our Loss?” Overview, 298B

4.D Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.

4.D.1 Use prereading supports to enhance comprehension of written text. SE/TE: “So What Is a Primate?” 164; “The Fun They Had,” 320 TE Only: “The Biometric Body,” Overview, 258B; “The Importance of Imagination,” Overview, 468B



4.E Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.

4.E.1 Read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.

TE Only: “The Sand Castle” Overview, 34B; “Black Cowboy, Wild Horses” Overview, 212B; “Jabberwocky”/“The Mock Turtle’s Song,” Overview, 454B

4.F Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.

4.F.1 Use visual and contextual support to read grade-appropriate content area text. SE/TE: “Black Cowboy, Wild Horses,” 214; from The Misadventures of Don Quixote, 444TE Only: “The Fun They Had,” Overview, 318B

4.F.2 Use visual and contextual support to enhance and confirm understanding. SE/TE: “Jabberwocky,” 456; “Ada and the Thinking Machines,” 545 TE Only: “What Is a Primate?” Overview, 164B

4.F.3 Use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language.

SE/TE: Poetry Collection, 192; “The Tale of the Hummingbird,” 204TE Only: from The Misadventures of Don Quixote, Overview, 442B

4.F.5 Use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language.

SE/TE: “Mexico’s Abandoned Railways and the SEFT-1,” 330; “Ada and the Thinking Machines,” 542TE Only: “Biometrics Are Not Better,” Overview, 270B; The Phantom Tollbooth, Act II, Overview, 394B

4.F.6 Use support from peers and teachers to read grade-appropriate content area text.

SE/TE: Peer-Group Learning Overview, 297; from A Long Way Home, 514TE Only: “The Sound of Summer Running,” Overview, 94B; “Ada and the Thinking Machines,” Overview, 540B

4.F.7 Use support from peers and teachers to enhance and confirm understanding. SE/TE: Poetry Collection, 198; “The King of Mazy May,” 563 TE Only: “The Sand Castle,” 36; Poetry Collection, Overview, 190B

4.F.8 Use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language.

SE/TE: “Black Cowboy, Wild Horses,” 220; “The King of Mazy May,” 564TE Only: “The Black Hole of Technology,” Overview, 308B; “The King of Mazy May,” Overview, 552B

4.F.9 Use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language.

SE/TE: “The Sound of Summer Running,” 94; “Biometrics Are Not Better,” 277; from The Misadventures of Don Quixote, 452TE Only: “The Hummingbird,” Overview, 202B; “Feathered Friend,” Overview, 244B

4.F.10 Use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language.

SE/TE: The Phantom Tollbooth, Act II, 425; “BBC Science Club: All About Exploration,” 520TE Only: from My Life With the Chimpanzees, Overview, 128B; from Sacajawea, Overview, 568B



ELPS CORRELATION

4.G Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.

4.G.2 Demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs.

SE/TE: Unit Opener, 124; “The Black Hole of Technology,” 310TE Only: The Phantom Tollbooth, Act I, 365

4.G.3 Demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs.

SE/TE: “The Sand Castle,” 43; “The Biometric Body,” 268

4.G.4 Demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs.

SE/TE: “Bored and . . . Brilliant?” 336; Unit Opener, 357

5 • WRITING

5.A Learn relationships between sounds and letters of the English language to represent sounds when writing in English.

5.A.1 Learn relationships between sounds and letters of the English language to represent sounds when writing in English.

SE/TE: from Brown Girl Dreaming, 24; “The Fun They Had,” 326

5.B Write using newly acquired basic vocabulary and content-based grade-level vocabulary.

5.B.1 Write using newly acquired basic vocabulary. SE/TE: “The Sound of Summer Running,” 103; “The Importance of Imagination,” 474

5.B.2 Write using content-based grade-level vocabulary. SE/TE: Test Practice, 107; The Phantom Tollbooth, Act I, 389

5.C Spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired.

5.C.1 Spell familiar English words with increasing accuracy. SE/TE: Performance Task: Writing, 59; “How Smart Are Animals?” 162

5.C.2 Employ English spelling pattern with increasing accuracy as more English is acquired.

SE/TE: Performance Task: Writing, 293; from The Misadventures of Don Quixote, 450

5.C.3 Employ English spelling rules with increasing accuracy as more English is acquired.

SE/TE: Performance Task: Writing, 437, 535

5.D Edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.

5.D.1 Edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired.

SE/TE: “Feathered Friend,” 256; Performance Task: Writing, 289

5.D.2 Edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired.

SE/TE: from Bad Boy, 73; Performance Task: Writing, 183

5.D.3 Edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired.

SE/TE: “The Sand Castle,” 47; from A Long Way From Home, 517

5.E Employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly.

5.E.1 Employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations.

SE/TE: from Bad Boy, 72; “Is Our Gain Also Our Loss?” 306



5.F Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.

5.F.1 Write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired.


5.F.2 Write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired.

SE/TE: “The Tale of the Hummingbird,” 210; Performance Task: Writing, 534

5.F.3 Write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired.


5.G Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

5.G.1 Narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired.


5.G.2 Describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

SE/TE: Poetry Collection, 201; “The Importance of Imagination,” 477

5.G.3 Explain with increasing specificity and detail to fulfill content are writing needs as more English is acquired.

SE/TE: The Phantom Tollbooth, Act I, 392; Performance Task: Writing, 530



Documents

TEKS CORRELATION · 2018. 8. 17. · TEKS CORRELATION 4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self- sustained