TEKS CORRELATION€¦ · TEKS CORRELATION 4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self- sustained reading

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 8 • 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 by summarizing, asking questions, and making comments.

SE/TE: “The Medicine Bag,” 29; Performance Task: Speaking and Listening, 117, 417, 545, 661

1.B Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.

SE/TE: “The Banana Tree,” 47; Performance Task: Speaking and Listening, 544, 545; “Welcome to Origami City,” 649; Performance Task: Speaking and Listening, 660, 661

1.C Advocate a position using anecdotes, analogies, and/or illustrations, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

SE/TE: “You Are the Electric Boogaloo”/“Just Be Yourself!” 103; Performance Task: Speaking and Listening, 416, 417; “Uncle Marcos,” 583

1.D Participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

SE/TE: Peer-Group Learning Overview, 74, 75; from The Song of Hiawatha, 87, 88; Peer-Group Learning Overview, 254; from Acceptance Speech for the Nobel Peace Prize, 279; Performance Task: Speaking and Listening, 292, 293; Unit Opener, 308; Peer-Group Learning Overview, 367; Unit Opener, 432; Unit Reflection, 553

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: “Bird”/”Ode to Teachers,” 48; from The Song of Hiawatha, 78, 88; The Diary of Anne Frank, Act II, 233; from Anne Frank: The Diary of a Young Girl, 256; from Acceptance Speech for the Nobel Peace Prize, 270; “Briar Rose,” 370; “Words Do Not Pay,” 398; “Flowers for Algernon,” 470; “Gut Math,” 520

2.B Use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words.

SE/TE: “Bird”/“Ode to Teachers,” 58; “You Are the Electric Boogaloo”/”Just Be Yourself!” 94; from Anne Frank: The Diary of a Young Girl, 258; “Awake,” 380; “The Bystander Effect,” 408

2.C Determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc.

SE/TE: from The Song of Hiawatha, 88; “The Setting Sun and the Rolling World,” 112; Unit Opener, 129; from Anne Frank: The Diary of a Young Girl, 264; Unit Opener, 305; “The Horned Toad,” 326; “Three Cheers for the Nanny State,” 340; Unit Opener, 557

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: “Bird”/“Ode to Teachers,” 50; “You Are the Electric Boogaloo”/“Just Be Yourself!” 94

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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, 118, 119, 120; The Diary of Anne Frank, Act II, 224, 225; 294, 296, 546, 547, 662, 663, 664

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 texts. SE/TE: from Anne Frank: The Diary of a Young Girl, 258; Independent Learning, 294; “A Computer in Your Head?” 476; Independent Learning, 546, 662

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

SE/TE: The Diary of Anne Frank, Act II, 196, 227; “Welcome to Origami City,” 642

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

SE/TE: “The Banana Tree,” 32; “Briar Rose,” 370; “Awake,” 380; “The Bystander Effect,” 408; “Gut Math,” 520; “The Theory of Multiple Intelligences,” 530; “Nikola Tesla: The Greatest Inventor of All?” 616

5.D Create mental images to deepen understanding. SE/TE: from The Song of Hiawatha, 78, 87; The Diary of Anne Frank, Act I, 140

5.E Make connections to personal experiences, ideas in other texts, and society. SE/TE: “The Medicine Bag,” 14; Frank Family and World War II Timeline, 238; from Maus, 280, 289; “The Horned Toad,” 314; “Words Do Not Pay,” 398; from The Invention of Everything Else, 624

5.F Make inferences and use evidence to support understanding. SE/TE: “The Setting Sun and the Rolling World,” 106; “Uncle Marcos,” 568, 577, 579

5.G Evaluate details read to determine key ideas. SE/TE: “Three Cheers for the Nanny State,” 332; Two Entries from an Encyclopedia of Logic, 536

5.H Synthesize information to create new understanding. SE/TE: Frank Family and World War II Timeline, 234; “Three Cheers for the Nanny State,” 342

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

SE/TE: from Acceptance Speech for the Nobel Peace Prize, 270; “Flowers for Algernon,” 438; “Icarus and Daedalus,” 652

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: Whole-Class Learning Overview, 134; The Diary of Anne Frank, Act I, 191; Independent Learning, 297; Whole-Class Learning Overview, 310; “The Horned Toad,” 323; “Three Cheers for the Nanny State,” 337; Whole-Class Learning Overview, 434; Independent Learning, 549; “Welcome to Origami City,” 645

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

SE/TE: Test Practice, 61, 241, 353, 395, 535, 639

6.C Use text evidence to support an appropriate response. SE/TE: Peer-Group Learning Overview, 75; Performance Task: Writing, 243; Peer-Group Learning Overview, 502; “Gut Math,” 526, 527; Peer-Group Learning Overview, 612

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6.D Paraphrase and summarize texts in ways that maintain meaning and logical order. SE/TE: Unit Opener, 8; 132, 308; from “Blue Nines and Red Words,” 506, 517; Unit Opener, 562; “To Fly,” 586

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

SE/TE: Unit Opener, 9; Independent Learning, 296; “Flowers for Algernon,” 473; “Icarus and Daedalus,” 658

6.F Respond using newly acquired vocabulary as appropriate. SE/TE: “The Medicine Bag,” 28; from The Song of Hiawatha, 88; “The Setting Sun and the Rolling World,” 112; from Maus, 290; “To Fly,” 596

6.G Discuss and write about the explicit or implicit meanings of text. SE/TE: “The Medicine Bag,” 23; Peer-Group Learning Overview, 255; “The Horned Toad,” 313, 325

6.H Respond orally or in writing with appropriate register, vocabulary, tone, and voice. SE/TE: The Diary of Anne Frank, Act II, 233; from Anne Frank: The Diary of a Young Girl, 263, 266; Performance Task: Writing, 361; “Flowers for Algernon,” 473; “Uncle Marcos,” 583

6.I Reflect on and adjust responses as new evidence is presented. SE/TE: Peer-Group Learning Overview, 503; from “Blue Nines and Red Words,” 513; Unit Opener, 562

6.J Defend or challenge the author’s claims using relevant text evidence. SE/TE: “Three Cheers for the Nanny State,” 339; “Ban the Ban!”/“Soda’s a Problem but . . .” 349; “The Bystander Effect,” 412

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 Analyze how themes are developed through the interaction of characters and events. SE/TE: “The Medicine Bag,” 25; “The Horned Toad,” 313, 325

7.B Analyze how characters’ motivations and behaviors influence events and resolution of the conflict.

SE/TE: “The Medicine Bag,” 13, 25; “The Banana Tree,” 31, 43; “Flowers for Algernon,” 469

7.C Analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development.

SE/TE: The Diary of Anne Frank, Act II, 231; “Briar Rose,” 369; “Awake,” 392, 394; “Nikola Tesla: The Greatest Inventor of All?” 615; from The Invention of Everything Else, 636, 639

7.D Explain how the setting influences the values and beliefs of characters. SE/TE: “The Setting Sun and the Rolling World,” 105, 113; “Icarus and Daedalus,” 651

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, fantasy, science fiction, and short stories.

SE/TE: “The Medicine Bag,” 12; “The Banana Tree,” 30; from The Song of Hiawatha, 89; “The Setting Sun and the Rolling World,” 104

8.B Analyze the effect of graphical elements such as punctuation and line length in poems across a variety of poetic forms such as epic, lyric, and humorous poetry.

SE/TE: “Bird”/”Ode to Teachers,” 49, 57; from The Song of Hiawatha, 90

8.C Analyze how playwrights develop dramatic action through the use of acts and scenes. SE/TE: The Diary of Anne Frank, Act I, 139; The Diary of Anne Frank, Act II, 229

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

SE/TE: “The Bystander Effect,” 407, 414; “Uncle Marcos,” 579; “To Fly,” 584, 585

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8.D.ii Analyze characteristics and structural elements of informational text, including features such as footnotes, endnotes, and citations.

SE/TE: “A Computer in Your Head?” 483; “Gut Math,” 519, 528; “To Fly,” 584; “Welcome to Origami City,” 640

8.D.iii Analyze characteristics and structural elements of informational text, including multiple organizational patterns within a text to develop the thesis.

SE/TE: “The Bystander Effect,” 414; “A Computer in Your Head?” 475, 483; “To Fly,” 584, 585

8.E.i Analyze characteristics and structures of argumentative text by identifying the claim and analyzing the argument.

SE/TE: “Three Cheers for the Nanny State,” 331, 339; “Ban the Ban!”/”Soda’s a Problem but . . .” 349; “Words Do Not Pay,” 403

8.E.ii Analyze characteristics and structures of argumentative text by identifying and explaining the counter argument.

SE/TE: “Three Cheers for the Nanny State,” 331, 339; “Ban the Ban!”/“Soda’s a Problem but . . .” 349

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

SE/TE: “Three Cheers for the Nanny State,” 331, 339; “Ban the Ban!”/“Soda’s a Problem but . . .” 349; “Words Do Not Pay,” 403

8.F Analyze characteristics of multimodal and digital texts. SE/TE: Frank Family and World War II Timeline, 234, 239; from Maus, 280, 290; Independent Learning, 294, 296; “The Theory of Multiple Intelligences,” 530; Independent Learning, 546, 548, 662, 664

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 Anne Frank: The Diary of a Young Girl, 257, 265; “The Bystander Effect,” 407; from “Blue Nines and Red Words,” 505, 515

9.B Analyze how the use of text structure contributes to the author’s purpose. SE/TE: from The Song of Hiawatha, 90; The Diary of Anne Frank, Act I, 139, 193; “A Computer in Your Head?” 483

9.C Analyze the author’s use of print and graphic features to achieve specific purposes. SE/TE: Frank Family and World War II Timeline,” 238, 239; from Maus, 280, 288, 289; “Welcome to Origami City,” 640, 647

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

SE/TE: “The Banana Tree,” 45; “Bird”/”Ode to Teachers,” 58; from “Blue Nines and Red Words,” 516; from The Invention of Everything Else, 637; “Icarus and Daedalus,” 658

9.E Identify and analyze the use of literary devices, including multiple points of view and irony.

SE/TE: “You Are the Electric Boogaloo”/“Just Be Yourself!” 93, 101; “The Setting Sun and the Rolling World,” 114; The Diary of Anne Frank, Act I, 193; The Diary of Anne Frank, Act II, 231; “Awake,” 393; “Flowers for Algernon,” 471, 472

9.F Analyze how the author’s use of language contributes to the mood, voice, and tone. SE/TE: “The Banana Tree,” 45; “You Are the Electric Boogaloo”/“Just Be Yourself!” 93, 101; The Diary of Anne Frank, Act I, 195; from Anne Frank: The Diary of a Young Girl, 266; “Words Do Not Pay,” 404; “The Bystander Effect,” 407, 413; “Uncle Marcos,” 581; “Welcome to Origami City,” 648

9.G Explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning.

SE/TE: from Acceptance Speech for the Nobel Peace Prize, 269, 277; “Three Cheers for the Nanny State,” 341; Ban the Ban!”/“Soda’s a Problem but . . . “ 351; Performance Task: Writing, 493; Two Entries from an Encyclopedia of Logic, 537, 539, 541



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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, 65, 243, 358, 601

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: “The Banana Tree,” 46; Test Practice, 61; Performance Task: Writing, 67, 245, 247, 357, 358, 359, 494, 495; “Uncle Marcos,” 582; Performance Task: Writing, 603; Performance-Based Assessment, 666, 667

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, details, and examples.

SE/TE: “The Medicine Bag,” 28; Performance Task: Writing, 66, 246, 355, 359; “The Bystander Effect,” 415; Performance Task: Writing, 494, 603, 604

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

SE/TE: Performance Task: Writing, 68, 69, 248, 249, 360, 361

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: “The Horned Toad,” 327; Performance Task: Writing, 362; “A Computer in Your Head?” 485; Performance Task: Writing, 498, 609

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

SE/TE: Performance Task: Writing, 70; “You Are the Electric Boogaloo”/”Just Be Yourself!” 102; from Acceptance Speech for the Nobel Peach Prize, 278; “Uncle Marcos,” 582; Performance-Based Assessment, 667

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

SE/TE: Performance-Based Assessment, 424, 552; Performance Task: Writing, 605, 608, 609

10.D.iv Edit drafts using standard English conventions, including pronoun-antecedent agreement.

SE/TE: “The Medicine Bag,” 27; “To Fly,” 597

10.D.v Edit drafts using standard English conventions, including correct capitalization. SE/TE: Performance Task; Writing, 251; Performance-Based Assessment, 300; Performance Task: Writing, 363, 499

10.D.vi Edit drafts using standard English conventions, including punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses.

SE/TE: Performance Task: Writing, 71, 250, 251; Performance-Based Assessment, 300; Performance Task; Writing, 363; “Gut Math,” 529; Performance-Based Assessment, 552; “Nikola Tesla: The Greatest Inventor of All?” 623

10.D.vii 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, 71; “A Computer in Your Head?” 486; Performance-Based Assessment, 552; Performance Task: Writing, 609

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: Performance Task: Writing, 62, 63, 66; from The Song of Hiawatha, 91; “Flowers for Algernon,” 472; “To Fly,” 598; Performance Task: Writing, 600, 601, 604

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

SE/TE: Performance Task: Writing, 242, 243, 245, 246; Performance-Based Assessment, 298, 299; Performance Task: Writing, 488, 492

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11.C Compose multi-paragraph argumentative texts using genre characteristics and craft. SE/TE: The Diary of Anne Frank, Act II, 232; Performance Task: Writing, 354, 355; Performance-Based Assessment, 422, 423

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

SE/TE: “The Banana Tree,” 46; from Anne Frank: The Diary of a Young Girl, 267; “A Computer in Your Head?” 486; “Icarus and Daedalus,” 659

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 Medicine Bag,” 24; “The Banana Tree,” 42; The Diary of Anne Frank, Act II, 228; “The Horned Toad,” 324, 329; “Words Do Not Pay,” 405; “Flowers for Algernon,” 468; “A Computer in Your Head?” 482, 487; Performance Task: Writing, 490; “To Fly,” 594

12.B Develop and revise a plan. SE/TE: “The Horned Toad,” 329; Performance Task: Writing, 490, 491

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

SE/TE: “A Computer in Your Head?” 487; Performance Task: Writing, 491

12.D Identify and gather relevant information from a variety of sources. SE/TE: “Bird”/”Ode to Teachers,” 56; “The Setting Sun and the Rolling World,” 115; Performance Task: Writing, 492

12.E Differentiate between primary and secondary sources. SE/TE: Frank Family and World War II Timeline,” 235, 238; Performance Task: Writing, 489

12.F Synthesize information from a variety of sources. SE/TE: Frank Family and World War II Timeline, 234; “Ban the Ban!”/”Soda’s a Problem but . . . “ 342; “Flowers for Algernon,” 468

12.G Differentiate between paraphrasing and plagiarism when using source materials. SE/TE: “Words Do Not Pay,” 405; Performance Task: Writing, 495, 497

12.H.i Examine sources for reliability, credibility, and bias, including omission. SE/TE: “The Setting Sun and the Rolling World,” 115; from Maus, 291; Performance Task: Writing, 493

12.H.ii Examine sources for faulty reasoning such as bandwagon appeals, repetition, and loaded language.

SE/TE: from Maus, 291; “Ban the Ban”/”Soda’s a Problem, but . . .” 351; “Words Do Not Pay,” 405; Performance Task: Writing, 493

12.I Display academic citations and use source materials ethically. SE/TE: from Maus, 291; “Ban the Ban!”/“Soda’s a Problem but . . .” 348; “Words Do Not Pay,” 405; Performance Task: Writing, 495, 499

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

SE/TE: from Maus, 291; “The Horned Toad,” 329



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 8 • 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: “The Medicine Bag,” 26; from Maus, 280TE Only: The Diary of Anne Frank, Act I, Overview, 136B; “Three Cheers for the Nanny State,” Overview, 330B

1.A.2 Use prior experiences to understand meanings in English. SE/TE: “A Computer in Your Head?” 484; “Nikola Tesla: The Greatest Inventor of All?” 627 TE Only: “The Bystander Effect,” Overview, 406B; “A Computer in Your Head?” Overview, 474B

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: “A Computer in Your Head?” 487; The Diary of Anne Frank, Act II, 233; Unit Reflection, 553

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, 307TE Only: “Ban the Ban!”/“Soda’s a Problem but . . .” Overview, 342B

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: “Words Do Not Pay,” 401; “The Theory of Multiple Intelligences,” 533

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: “Nikola Tesla: The Greatest Inventor of All?” 616; from The Invention of Everything Else, 624

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, 70, 250, 498

2.C.2 Learn new expressions heard during classroom instruction and interactions. TE Only: “Three Cheers for the Nanny State,” 333; from “Blue Nines and Red Words,” 507

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2.C.3 Learn basic vocabulary heard during classroom instruction and interactions. SE/TE: “Nikola Tesla: The Greatest Inventor of All?” 620; “Icarus and Daedalus,” 656TE Only: “The Horned Toad,” 315

2.C.4 Learn academic vocabulary heard during classroom instruction and interactions. SE/TE: Unit Opener, 305, 429TE Only: from “Blue Nines and Red Words,” 508

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: “Words Don’t Pay,” 398; “Uncle Marcos,” 568

2.D.2 Seek clarification [of spoken language] as needed. SE/TE: “The Medicine Bag,” 29; from Acceptance Speech for the Nobel Peace Prize, 279TE Only: from The Song of Hiawatha, 79; The Diary of Anne Frank, Act II, 202; “To Fly,” 587

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: “Ban the Ban!”/”Soda’s a Problem but . . .” Media Connection, 346; Performance Task: Speaking and Listening, 661TE Only: The Diary of Anne Frank, Act I, 144

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, 117, 545TE Only: The Diary of Anne Frank, Act II, 212; “Three Cheers for the Nanny State,” 334; “Awake,” 382

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

TE Only: Independent Learning, 421; “Uncle Marcos,” 570

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

SE/TE: Performance Task: Speaking and Listening, 293, 417

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: from Maus, 289; “Briar Rose,” 377

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

SE/TE: from Anne Frank: The Diary of a Young Girl, 263; “Briar Rose,” 376

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3.C Speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.

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

SE/TE: Unit Opener, 544; “To Fly,” 599

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: Two Entries from an Encyclopedia of Logic, 542; “Welcome to Origami City,” 646

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

SE/TE: from The Song of Hiawatha, 88; “Words Do Not Pay,” 402

3.E Share information in cooperative learning interactions.

3.E.1 Share information in cooperative learning interactions. SE/TE: “You Are the Electric Boogaloo”/“Just Be Yourself!” 100; Unit Opener, 132

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: Performance Task: Speaking and Listening, 660, 665

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: “The Horned Toad,” 329; “Welcome to Origami City,” 649

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: Independent Learning, 549; Unit Reflection, 669

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 Anne Frank: The Diary of a Young Girl, 265; “To Fly,” 585

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: “The Banana Tree,” 47; “Uncle Marcos,” 583

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: Performance Task: Writing, 63; “Briar Rose,” 367

4.C.2 Derive meaning of environmental print. SE/TE: Frank Family and World War II Timeline, 237; “The Theory of Multiple Intelligences,” 532

4.C.3 Comprehend English vocabulary used routinely in written classroom materials. SE/TE: Unit Opener, 5; from Maus, 290



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

SE/TE: The Diary of Anne Frank, Act I, 142; “Words Do Not Pay,” 404TE Only: “You Are the Electric Boogaloo”/“Just Be Yourself!” Overview, 92B; Ban the Ban!”/“Soda’s a Problem but . . .” 343; “Welcome to Origami City,” Overview, 640B

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: “The Banana Tree,” 32; The Diary of Anne Frank, Act II, 196TE Only: The Diary of Anne Frank, Act II, Overview, 196B; “Flowers for Algernon,” Overview, 436B

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: “Words Do Not Pay,” Overview, 396B; “The Theory of Multiple Intelligences,” 531; from The Invention of Everything Else, 626

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: “Bird”/“Ode to Teachers,” 49; “You Are the Electric Boogaloo”/“Just Be Yourself!” 94; from Acceptance Speech for the Nobel Peace Prize, 270TE Only: “Bird”/“Ode to Teachers,” Overview, 48B

4.F.2 Use visual and contextual support to enhance and confirm understanding. SE/TE: from The Song of Hiawatha, 78; “Welcome to Origami City,” 644TE Only: from Maus, 286; “Awake,” Overview, 380B; from The Invention of Everything Else, Overview, 624B

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

SE/TE: “Bird”/“Ode to Teachers,” 58; “The Theory of Multiple Intelligences,” 530TE Only: Performance Task: Writing, 247; from Anne Frank: The Diary of a Young Girl, Overview, 256B; “Briar Rose,” Overview, 368B

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

SE/TE: Frank Family and World War II Timeline, 236; “Welcome to Origami City,” 642 TE Only: “The Medicine Bag,” Overview, 12B; “Gut Math,” Overview, 518B

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

SE/TE: from Acceptance Speech for the Nobel Peace Prize, 276; “Awake,” 391TE Only: from The Song of Hiawatha, Overview, 76B; “Flowers for Algernon,” 439; “Nikola Tesla: The Greatest Inventor of All?” 614B



ELPS CORRELATION

4.F.7 Use support from peers and teachers to enhance and confirm understanding. SE/TE: “The Bystander Effect,” 412; “A Computer in Your Head?” 482TE Only: The Diary of Anne Frank, Act I, 160; from “Blue Nines and Red Words,” Overview, 504B; “Icarus and Daedalus,” Overview, 650B

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

SE/TE: “The Setting Sun and the Rolling World,” 112; from The Invention of Everything Else, 635 TE Only: “The Setting Sun and the Rolling World,” Overview, 104B; “Uncle Marcos,” Overview, 566B

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

SE/TE: “Bird”/”Ode to Teachers,” 57; “The Horned Toad,” 327TE Only: “The Banana Tree,” Overview, 30B; “To Fly,” Overview, 584B

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

SE/TE: from “Blue Nine and Red Words,” 506, 517TE Only: from Acceptance Speech for the Nobel Peace Prize, Overview, 268B; “The Horned Toad,” Overview, 312B

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, 8, 308TE Only: “The Medicine Bag,” 22; The Diary of Anne Frank, Act I, 189; The Diary of Anne Frank, Act II, 226

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

SE/TE: “The Setting Sun and the Rolling World,” 111; from Acceptance Speech for the Nobel Peace Prize, 277TE Only: “Awake,” 388; “Flowers for Algernon,” 452, 468

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

SE/TE: Frank Family and World War II Timeline, 235; “To Fly,” 594 TE Only: “Flowers for Algernon,” 455

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: Performance Task: Writing, 499; “Uncle Marcos,” 580

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 Medicine Bag,” 28; from The Invention of Everything Else, 636

5.B.2 Write using content-based grade-level vocabulary. SE/TE: Performance-Based Assessment, 551, 667



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: 71, 582

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

SE/TE: from “Blue Nines and Red Words,” 514; Performance Task: Writing: 609

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

SE/TE: The Diary of Anne Frank, Act I, 194; “To Fly,” 596

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: Performance Task: Writing, 605, 608

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: “The Medicine Bag,” 27; Performance-Based Assessment, 123

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: “You Are the Electric Boogaloo”/“Just Be Yourself!” 102; from Acceptance Speech for the Nobel Peace Prize, 278

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: “A Computer in Your Head?” 485; “To Fly,” 597

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.

SE/TE: Performance Task: Writing, 361; Performance-Based Assessment, 423

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

SE/TE: Two Entries from an Encyclopedia of Logic, 543; “To Fly,” 598

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.

SE/TE: Performance Task: Writing, 247; “Icarus and Daedalus,” 659

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.

SE/TE: Performance Task: Writing, 66, 604

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

SE/TE: from The Song of Hiawatha, 69; “The Horned Toad,” 328

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

SE/TE: “The Setting Sun and the Rolling World,” 115; Performance Task: Writing, 242



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TEKS CORRELATION€¦ · TEKS CORRELATION 4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—self- sustained reading