Proclamation 2020 Breakout - English I

Chapter 110. English Language Arts and Reading, English I Subchapter C. High School Proclamation 2020

SubjectSubchapterCourse

PublisherProgram TitleProgram ISBN

Program Title (identical content)Program ISBN (identical content)TEKS %

Knowledge and Skills Statement Student Expectation Breakout Item Type Citation Type Component ISBN Page (s) Description of the specific location Hyperlink to the location for electronic programs

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

(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes

(i) engage in meaningful discourse by listening actively

Student/Teacher Narrative 97814573114519781457310140 258 Participating Collaboratively https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 507 Step 9 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 107 Step 8, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 593 Steps 8-10 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher NoneTeacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None



(ii) engage in meaningful discourse by responding appropriately



Student/Teacher Narrative 97814573114519781457310140 532 Introducing the Strategy: Socratic Seminar box https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 410 Step 4, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art




(iii) engage in meaningful discourse by adjusting communication to audiences








(iv) engage in meaningful discourse by adjusting communication to purposes






(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.(5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).(7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

SpringBoard, English Language Arts and Reading, English I, 2021 Texas Edition - Digital Only9781457311383

100.00%(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction

SpringBoard, English Language Arts and Reading, English I, 2021 Texas Edition - Online and Print9781457311734

Proclamation 2020 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter C. High School

§110.36. English I (One Credit), Adopted 2017College Board

Printed 4/12/2019 3:13 PM Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material 1 of 45

https://sales.ebook.springboardonline.org/springboard-english-language-arts-english-i-9-texas-2021/258/




















(v) engage in respectful discourse by listening actively








(vi) engage in respectful discourse by responding appropriately



Student/Teacher Narrative 97814573114519781457310140 532 Introducing the Strategy: Socratic Seminar box https://sales.ebook.springboardonline.org/springboard-english-language-art





(vii) engage in respectful discourse by adjusting communication to audiences








(viii) engage in respectful discourse by adjusting communication to purposes







(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes

(i) follow complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes

Student/Teacher Narrative 97814573114519781457310140 58 Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 205 Focus on the Sentence https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher None

Teacher Only Narrative 97814573115299781457310218 58 Teacher Steps 1-8 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Activity 97814573115299781457310218 205 Teacher Steps 4-5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Narrative 97814573115299781457310218 557 Teacher Step 17 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Activity 97814573115299781457310218 587 Teacher Steps 2-3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only None


(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes

(ii) give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes

Student/Teacher Narrative 97814573114519781457310140 61 Defining the Words https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 238 Director's Notebook, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None


































(C) give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively

(i) give a presentation using informal language effectively to meet the needs of audience, employing eye contact to communicate ideas effectively

Student/Teacher Narrative 97814573114519781457310140 309 Informal Presentation https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 593 Rehearsing Your Presentation https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 430 Presenting Research https://sales.ebook.springboardonline.org/springboard-english-language-art





(ii) give a presentation using informal language effectively to meet the needs of [the] purpose, employing eye contact to communicate ideas effectively








(iii) give a presentation using informal language effectively to meet the needs of [the] occasion, employing eye contact to communicate ideas effectively








(iv) give a presentation using informal language effectively to meet the needs of audience, employing speaking rate to communicate ideas effectively








(v) give a presentation using informal language effectively to meet the needs of [the] purpose, employing speaking rate to communicate ideas effectively








(vi) give a presentation using informal language effectively to meet the needs of [the] occasion, employing speaking rate to communicate ideas effectively





Student/Teacher NoneTeacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only None




























Teacher Only None



(vii) give a presentation using informal language effectively to meet the needs of audience, employing volume to communicate ideas effectively








(viii) give a presentation using informal language effectively to meet the needs of [the] purpose, employing volume to communicate ideas effectively








(ix) give a presentation using informal language effectively to meet the needs of [the] occasion, employing volume to communicate ideas effectively








(x) give a presentation using informal language effectively to meet the needs of audience, employing enunciation to communicate ideas effectively








(xi) give a presentation using informal language effectively to meet the needs of [the] purpose, employing enunciation to communicate ideas effectively








(xii) give a presentation using informal language effectively to meet the needs of [the] occasion, employing enunciation to communicate ideas effectively





Student/Teacher NoneTeacher Only NarrativeTeacher Only ActivityTeacher Only None




























Teacher Only NoneTeacher Only None



(xiii) give a presentation using informal language effectively to meet the needs of audience, employing purposeful gestures to communicate ideas effectively








(xiv) give a presentation using informal language effectively to meet the needs of [the] purpose, employing purposeful gestures to communicate ideas effectively








(xv) give a presentation using informal language effectively to meet the needs of [the] occasion, employing purposeful gestures to communicate ideas effectively








(xvi) give a presentation using informal language effectively to meet the needs of audience, employing conventions of language to communicate ideas effectively








(xvii) give a presentation using informal language effectively to meet the needs of [the] purpose, employing conventions of language to communicate ideas effectively








(xviii) give a presentation using informal language effectively to meet the needs of [the] occasion, employing conventions of language to communicate ideas effectively





Student/Teacher NoneTeacher Only NarrativeTeacher Only Activity




























Teacher Only NoneTeacher Only NoneTeacher Only None



(xix) give a presentation using formal language effectively to meet the needs of audience, employing eye contact to communicate ideas effectively



Student/Teacher Narrative 97814573114519781457310140 419 Unpacking Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 435 Use of Language row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 587-588 Practicing Presentation Skills, Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art




(xx) give a presentation using formal language effectively to meet the needs of [the] purpose, employing eye contact to communicate ideas effectively









(xxi) give a presentation using formal language effectively to meet the needs of [the] occasion, employing eye contact to communicate ideas effectively









(xxii) give a presentation using formal language effectively to meet the needs of audience, employing speaking rate to communicate ideas effectively









(xxiii) give a presentation using formal language effectively to meet the needs of [the] purpose, employing speaking rate to communicate ideas effectively









(xxiv) give a presentation using formal language effectively to meet the needs of [the] occasion, employing speaking rate to communicate ideas effectively







































(xxv) give a presentation using formal language effectively to meet the needs of audience, employing volume to communicate ideas effectively









(xxvi) give a presentation using formal language effectively to meet the needs of [the] purpose, employing volume to communicate ideas effectively









(xxvii) give a presentation using formal language effectively to meet the needs of [the] occasion, employing volume to communicate ideas effectively









(xxviii) give a presentation using formal language effectively to meet the needs of audience, employing enunciation to communicate ideas effectively









(xxix) give a presentation using formal language effectively to meet the needs of [the] purpose, employing enunciation to communicate ideas effectively








































(xxx) give a presentation using formal language effectively to meet the needs of [the] occasion, employing enunciation to communicate ideas effectively









(xxxi) give a presentation using formal language effectively to meet the needs of audience, employing purposeful gestures to communicate ideas effectively









(xxxii) give a presentation using formal language effectively to meet the needs of [the] purpose, employing purposeful gestures to communicate ideas effectively









(xxxiii) give a presentation using formal language effectively to meet the needs of [the] occasion, employing purposeful gestures to communicate ideas effectively









(xxxiv) give a presentation using formal language effectively to meet the needs of audience, employing conventions of language to communicate ideas effectively









(xxxv) give a presentation using formal language effectively to meet the needs of [the] purpose, employing conventions of language to communicate ideas effectively









































(xxxvi) give a presentation using formal language effectively to meet the needs of [the] occasion, employing conventions of language to communicate ideas effectively









(xxxvii) give a presentation using technical language effectively to meet the needs of audience, employing eye contact to communicate ideas effectively



Student/Teacher Narrative 97814573114519781457310140 590 Reviewing Your Presentation, last row https://sales.ebook.springboardonline.org/springboard-english-language-art





(xxxviii) give a presentation using technical language effectively to meet the needs of [the] purpose, employing eye contact to communicate ideas effectively








(xxxix) give a presentation using technical language effectively to meet the needs of [the] occasion, employing eye contact to communicate ideas effectively








(xl) give a presentation using technical language effectively to meet the needs of audience, employing speaking rate to communicate ideas effectively








(xli) give a presentation using technical language effectively to meet the needs of [the] purpose, employing speaking rate to communicate ideas effectively



































(xlii) give a presentation using technical language effectively to meet the needs of [the] occasion, employing speaking rate to communicate ideas effectively








(xliii) give a presentation using technical language effectively to meet the needs of audience, employing volume to communicate ideas effectively








(xliv) give a presentation using technical language effectively to meet the needs of [the] purpose, employing volume to communicate ideas effectively








(xlv) give a presentation using technical language effectively to meet the needs of [the] occasion, employing volume to communicate ideas effectively








(xlvi) give a presentation using technical language effectively to meet the needs of audience, employing enunciation to communicate ideas effectively








(xlvii) give a presentation using technical language effectively to meet the needs of [the] purpose, employing enunciation to communicate ideas effectively


































(xlviii) give a presentation using technical language effectively to meet the needs of [the] occasion, employing enunciation to communicate ideas effectively








(xlix) give a presentation using technical language effectively to meet the needs of audience, employing purposeful gestures to communicate ideas effectively








(l) give a presentation using technical language effectively to meet the needs of [the] purpose, employing purposeful gestures to communicate ideas effectively








(li) give a presentation using technical language effectively to meet the needs of [the] occasion, employing purposeful gestures to communicate ideas effectively








(lii) give a presentation using technical language effectively to meet the needs of audience, employing conventions of language to communicate ideas effectively


































(liii) give a presentation using technical language effectively to meet the needs of [the] purpose, employing conventions of language to communicate ideas effectively








(liv) give a presentation using technical language effectively to meet the needs of [the] occasion, employing conventions of language to communicate ideas effectively







(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making

(i) participate collaboratively, building on the ideas of others



Student/Teacher Narrative 97814573114519781457310140 258 Participating Collaboratively, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art





(ii) participate collaboratively, contributing relevant information








(iii) participate collaboratively, developing a plan for consensus building



Student/Teacher Narrative 97814573114519781457310140 549 Working Collaboratively, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art





(iv) participate collaboratively, setting ground rules for decision making



































(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:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary

(i) use print or digital resources to clarify understanding of the precise meaning of technical or discipline-based vocabulary

Student/Teacher Narrative 97814573114519781457310140 61 Defining the Words section https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 461 Defining the Words section https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 39 As You Read, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 153 Introducing the Strategy: Diffusing https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 229 Independent Reading Link https://sales.ebook.springboardonline.org/springboard-english-language-art




(ii) use print or digital resources to clarify understanding of the appropriate meaning of technical or discipline-based vocabulary









(iii) use print or digital resources to validate understanding of the precise meaning of technical or discipline-based vocabulary









(iv) use print or digital resources to validate understanding of the appropriate meaning of technical or discipline-based vocabulary








(B) analyze context to distinguish between the denotative and connotative meanings of words

(i) analyze context to distinguish between the denotative and connotative meanings of words

Student/Teacher Narrative 97814573114519781457310140 207-208 Exploring a Multiple-Meaning Word section https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 261 Step 1, Connotation row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 556 Question 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 579 Question 5 https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 97814573115299781457310218 555 Scaffolding the Text-Dependent Questions 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None


(C) determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo

(i) determine the meaning of foreign words or phrases used frequently in English



Student/Teacher NoneStudent/Teacher NoneStudent/Teacher None


































(3) 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 self-select text and read independently for a sustained period of time

[A] self-select text and read independently for a sustained period of time (i) self-select text Student/Teacher Narrative 9781457311451

9781457310140 5 Planning Independent Reading box https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 172 Independent Reading Checkpoint https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 178 Planning Independent Reading box https://sales.ebook.springboardonline.org/springboard-english-language-art



(3) 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 self-select text and read independently for a sustained period of time

[A] self-select text and read independently for a sustained period of time (ii) read independently for a sustained period of time Student/Teacher Narrative 9781457311451

9781457310140 6 Step 6 https://sales.ebook.springboardonline.org/springboard-english-language-art






(4) 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:

(A) establish purpose for reading assigned and self-selected texts

(i) establish purpose for reading assigned texts

Student/Teacher Narrative 97814573114519781457310140 45 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 48 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 68 Appreciating the Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) establish purpose for reading assigned and self-selected texts

(ii) establish purpose for reading self-selected texts

Student/Teacher Narrative 97814573114519781457310140 5 Planning Independent Reading https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Activity 97814573114519781457310140 585 Steps 2, 3, and 4 https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) generate questions about text before, during, and after reading to deepen understanding and gain information

(i) generate questions about text before reading to deepen understanding

Student/Teacher Narrative 97814573114519781457310140 106 Introducing the Strategy: Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 239 Dramaturge's Notebook, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher NoneStudent/Teacher None




(ii) generate questions about text during reading to deepen understanding

Student/Teacher Narrative 97814573114519781457310140 13 Making Adjustments While Reading, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 228 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art


































(iii) generate questions about text after reading to deepen understanding

Student/Teacher Narrative 97814573114519781457310140 13 Making Adjustments While Reading, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 15 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 107 Steps 6 and 7 https://sales.ebook.springboardonline.org/springboard-english-language-art





(iv) generate questions about text before reading to gain information








(v) generate questions about text during reading to gain information




Student/Teacher Activity 97814573114519781457310140 34 Read and Annotate section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(vi) generate questions about text after reading to gain information




Student/Teacher ActivityStudent/Teacher None



(C) make and correct or confirm predictions using text features, characteristics of genre, and structures

(i) make predictions using text features


Student/Teacher Activity 97814573114519781457310140 321 Steps 1 and 2 https://sales.ebook.springboardonline.org/springboard-english-language-art






(ii) make predictions using characteristics of genre

Student/Teacher Narrative 97814573114519781457310140 61-62 Step 2 https://sales.ebook.springboardonline.org/springboard-english-language-art






(iii) make predictions using structures

Student/Teacher Narrative 97814573114519781457310140 443 Chart, Make a Prediction row https://sales.ebook.springboardonline.org/springboard-english-language-art














https://sales.ebook.springboardonline.org/springboard-language-workshop-english-i-9-texas-2021/34/


















(iv) correct or confirm predictions using text features

Student/Teacher Narrative 97814573114519781457310140 314 Making Observations, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art







(v) correct or confirm predictions using characteristics of genre

Student/Teacher Narrative 97814573114519781457310140 68 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art







(vi) correct or confirm predictions using structures

Student/Teacher Narrative 97814573114519781457310140 465 Working From the Text https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 443 Chart, Make a Prediction row https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) create mental images to deepen understanding

(i) create mental images to deepen understanding

Student/Teacher Narrative 97814573114519781457310140 118 Introducing the Strategy: Visualizing https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 118 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art






(E) make connections to personal experiences, ideas in other texts, and society

(i) make connections to personal experiences

Student/Teacher Narrative 97814573114519781457310140 289 Poetic Form: Ode section https://sales.ebook.springboardonline.org/springboard-english-language-art








(ii) make connections to ideas in other texts





































(iii) make connections to society







(F) make inferences and use evidence to support understanding

(i) make inferences




Student/Teacher Narrative 97814573114519781457310140 106 Introducing the Strategy: Questioning the Text, Level 2 https://sales.ebook.springboardonline.org/springboard-english-language-art




(F) make inferences and use evidence to support understanding

(ii) use evidence to support understanding



Student/Teacher Activity 97814573114519781457310140 44 Step 5d https://sales.ebook.springboardonline.org/springboard-english-language-art






(G) evaluate details read to determine key ideas

(i) evaluate details read to determine key ideas



Student/Teacher Narrative 97814573114519781457310140 448 Drawing Conclusions and Generating Questions, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 91 Introducing the Strategy: SIFT https://sales.ebook.springboardonline.org/springboard-english-language-art




(H) synthesize information from two texts to create new understanding

(i) synthesize information from two texts to create new understanding

Student/Teacher Narrative 97814573114519781457310140 427 Synthesizing Information https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 579 Questions 6 and 7 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 316 Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art



(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

(i) monitor comprehension

Student/Teacher Narrative 97814573114519781457310140 13 Making Adjustments While Reading https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 225 As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art




































(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

(ii) make adjustments when understanding breaks down

Student/Teacher Narrative 97814573114519781457310140 13 Making Adjustments While Reading https://sales.ebook.springboardonline.org/springboard-english-language-art





(5) 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:

(A) describe personal connections to a variety of sources, including self-selected texts

(i) describe personal connections to a variety of sources, including self-selected texts

Student/Teacher Narrative 97814573114519781457310140 498 Introducing the Strategy: Double-Entry Journal https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres

(i) write responses that demonstrate understanding of texts, including comparing texts within genres Student/Teacher Narrative 9781457311451

9781457310140 169-170 Steps 7 and 8 https://sales.ebook.springboardonline.org/springboard-english-language-art







(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres

(ii) write responses that demonstrate understanding of texts, including comparing texts across genres Student/Teacher Narrative 9781457311451

9781457310140 349 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) use text evidence and original commentary to support a comprehensive response (i) use text evidence to support a comprehensive response Student/Teacher Narrative 9781457311451

9781457310140 318 Gathering Evidence https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) use text evidence and original commentary to support a comprehensive response (ii) use original commentary to support a comprehensive response Student/Teacher Narrative 9781457311451

9781457310140 91 Second Vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 256 Performance row, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 415 Introducing the Strategy: Generating Questions and Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative































(D) paraphrase and summarize texts in ways that maintain meaning and logical order (i) paraphrase texts in ways that maintain meaning Student/Teacher Narrative 9781457311451

9781457310140 232 Steps 4 and 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 239 Actor's Notebook, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 261 Step 1, Paraphrase row https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 427 Crediting Paraphrased Sources https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) paraphrase and summarize texts in ways that maintain meaning and logical order (ii) paraphrase texts in ways that maintain logical order Student/Teacher Narrative 9781457311451




Student/Teacher Narrative 97814573114519781457310140 427 Crediting Paraphrased Sources https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) paraphrase and summarize texts in ways that maintain meaning and logical order (iii) summarize texts in ways that maintain meaning Student/Teacher Narrative 9781457311451








(D) paraphrase and summarize texts in ways that maintain meaning and logical order (iv) summarize texts in ways that maintain logical order Student/Teacher Narrative 9781457311451



Student/Teacher Activity 97814573114519781457310140 530 Step 8, M-Message row https://sales.ebook.springboardonline.org/springboard-english-language-art




(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating (i) interact with sources in meaningful ways Student/Teacher Narrative 9781457311451

9781457310140 13 Making Adjustments While Reading, bullet 4 https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Activity 97814573114519781457310140 292 Bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) respond using acquired content and academic vocabulary as appropriate (i) respond using acquired content vocabulary as appropriate Student/Teacher Narrative 9781457311451





Student/Teacher NoneTeacher Only Narrative

































(F) respond using acquired content and academic vocabulary as appropriate (ii) respond using acquired academic vocabulary as appropriate Student/Teacher Narrative 9781457311451

9781457310140 19 Appreciating the Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Activity 97814573114519781457310140 586 Drafting the Embedded Assessment https://sales.ebook.springboardonline.org/springboard-english-language-art



(G) discuss and write about the explicit or implicit meanings of text (i) discuss about the explicit or implicit meanings of text Student/Teacher Narrative 9781457311451

9781457310140 81 Bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art






(G) discuss and write about the explicit or implicit meanings of text (ii) write about the explicit or implicit meanings of text Student/Teacher Narrative 9781457311451

9781457310140 288 Question 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 296 Ideas row https://sales.ebook.springboardonline.org/springboard-english-language-art







(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (i) respond orally or in writing with appropriate register Student/Teacher Narrative 9781457311451





Student/Teacher Narrative 97814573114519781457310140 36 Focus on the Sentence, sentence frame https://sales.ebook.springboardonline.org/springboard-english-language-art



(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (ii) respond orally or in writing with appropriate vocabulary Student/Teacher Narrative 9781457311451

9781457310140 279 Poetic Form: Rhyming Couplet https://sales.ebook.springboardonline.org/springboard-english-language-art







(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (iii) respond orally or in writing with appropriate tone Student/Teacher Narrative 9781457311451




































Student/Teacher Narrative 97814573114519781457310140 510 Good and Bad Sentence Variety https://sales.ebook.springboardonline.org/springboard-english-language-art



(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (iv) respond orally or in writing with appropriate voice Student/Teacher Narrative 9781457311451

9781457310140 128 Understanding Verb Tense and Voice https://sales.ebook.springboardonline.org/springboard-english-language-art








(I) reflect on and adjust responses when valid evidence warrants (i) reflect on responses Student/Teacher Narrative 97814573114519781457310140 107 Steps 7-9 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 364 Revisiting the Essential Questions https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 343 Assess and Reflect https://sales.ebook.springboardonline.org/springboard-english-language-art




(I) reflect on and adjust responses when valid evidence warrants (ii) adjust responses when valid evidence warrants Student/Teacher Narrative 97814573114519781457310140 107 Steps 7-9 https://sales.ebook.springboardonline.org/springboard-english-language-art







(J) defend or challenge the authors' claims using relevant text evidence (i) defend or challenge the authors' claims using relevant text evidence Student/Teacher Narrative 97814573114519781457310140 374 Question 11 https://sales.ebook.springboardonline.org/springboard-english-language-art





(6) 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:

(A) analyze how themes are developed through characterization and plot in a variety of literary texts

(i) analyze how themes are developed through characterization in a variety of literary texts Student/Teacher Narrative 9781457311451

9781457310140 164 Characterization and Theme https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 164-165 Step 6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 43-44 Step 5 a-d https://sales.ebook.springboardonline.org/springboard-english-language-art





(A) analyze how themes are developed through characterization and plot in a variety of literary texts

(ii) analyze how themes are developed through plot in a variety of literary texts Student/Teacher Narrative 9781457311451

































Student/Teacher Narrative 97814573114519781457310140 93 Determining Theme: A Review https://sales.ebook.springboardonline.org/springboard-english-language-art




(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

(i) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils

Student/Teacher Narrative 97814573114519781457310140 166 Developing Believable Characters and Conflicts https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development

(i) analyze non-linear plot development

Student/Teacher Narrative 97814573114519781457310140 72 Appreciating the Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 162 Linear vs. Non-Linear Plot Development https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development

(ii) compare [non-linear plot development] to linear plot development



Student/Teacher Narrative 97814573114519781457310140 162 Linear vs. Non-Linear Plot Development https://sales.ebook.springboardonline.org/springboard-english-language-art





(D) analyze how the setting influences the theme

(i) analyze how the setting influences the theme

Student/Teacher Narrative 97814573114519781457310140 164 Setting and Theme https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 448 Drawing Conclusions and Generating Questions, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 489 Crafting an Analytical Paragraph About Setting https://sales.ebook.springboardonline.org/springboard-english-language-art



(7) 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:

(A) read and respond to American, British, and world literature (i) read American literature Student/Teacher Narrative 97814573114519781457310140 481 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 67 Returning to the Text https://sales.ebook.springboardonline.org/springboard-english-language-art

































(A) read and respond to American, British, and world literature (ii) read British literature Student/Teacher Narrative 97814573114519781457310140 132 About the Author https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 150 Assignment https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 208 Get to Know the Characters https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 223 Preparing to Write an Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) read and respond to American, British, and world literature (iii) read world literature Student/Teacher Narrative 97814573114519781457310140 38 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 98 About the Author https://sales.ebook.springboardonline.org/springboard-english-language-art




(A) read and respond to American, British, and world literature (iv) respond to American literature Student/Teacher Narrative 97814573114519781457310140 481 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art







(A) read and respond to American, British, and world literature (v) respond to British literature Student/Teacher Narrative 97814573114519781457310140 132 About the Author https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 208 Get to Know the Characters https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 223 Preparing to Write an Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) read and respond to American, British, and world literature (vi) respond to world literature Student/Teacher Narrative 97814573114519781457310140 38 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 98 About the Author https://sales.ebook.springboardonline.org/springboard-english-language-art




(B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms (i) analyze the structure in poems across a variety of poetic forms Student/Teacher Narrative 9781457311451

9781457310140 227 Poetic Form: Sonnet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 227-228 Steps 7-9 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 259 Revisiting Poetry https://sales.ebook.springboardonline.org/springboard-english-language-art

































Student/Teacher Activity 97814573114519781457310140 267 Appreciating the Poet's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms (ii) analyze the prosody in poems across a variety of poetic forms Student/Teacher Narrative 9781457311451

9781457310140 259 Revisiting Poetry https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 267 Appreciating the Poet's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 276 Poetic Form: Sestina https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms

(iii) analyze the graphic elements in poems across a variety of poetic forms Student/Teacher Narrative 9781457311451

9781457310140 259 Revisiting Poetry https://sales.ebook.springboardonline.org/springboard-english-language-art







(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire (i) analyze the function of dramatic conventions Student/Teacher Narrative 9781457311451

9781457310140 233-234 Steps 1-3 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 222 Vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) analyze characteristics and structural elements of informational texts such as:(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and(ii) multiple organizational patterns within a text to develop the thesis

(i) analyze characteristics of informational texts Student/Teacher Narrative 97814573114519781457310140 576 Question 4 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 579 Powerful Openings in the News https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 4 Read and Annotate (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 97814573114519781457310140 6 Reading Closely to Evaluate Details to Determine Key Ideas (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(D) analyze characteristics and structural elements of informational texts such as:(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and(ii) multiple organizational patterns within a text to develop the thesis

(ii) analyze structural elements of informational texts Student/Teacher Narrative 97814573114519781457310140 305 Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 316 Step 3b and Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 34 Read and Annotate (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 97814573114519781457310140 36 Reading Closely to Identify a Sequence of Events (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Teacher Only Narrative 97814573115299781457310218 305 Teacher Steps 13 and 14 https://sales.ebook.springboardonline.org/springboard-english-language-art


































(E) analyze characteristics and structural elements of argumentative texts such as:(i) clear arguable claim, appeals, and convincing conclusion;(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and(iii) identifiable audience or reader

(i) analyze characteristics of argumentative texts Student/Teacher Narrative 97814573114519781457310140 365 Main Parts of an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 374 Elements of Rhetoric https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 376 Explain How an Author Build an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art




(E) analyze characteristics and structural elements of argumentative texts such as:(i) clear arguable claim, appeals, and convincing conclusion;(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and(iii) identifiable audience or reader

(ii) analyze structural elements of argumentative texts Student/Teacher Narrative 97814573114519781457310140 326-328 Step 6 https://sales.ebook.springboardonline.org/springboard-english-language-art






(F) analyze characteristics of multimodal and digital texts (i) analyze characteristics of multimodal texts Student/Teacher Narrative 97814573114519781457310140 394 Reading Graphics https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 400-401 Communicating with Visuals and Steps 10 and 11 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 403 Reading a Line Graph: Second Look https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) analyze characteristics of multimodal and digital texts (ii) analyze characteristics of digital texts Student/Teacher Narrative 97814573114519781457310140 423 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art




(8) 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:

(A) analyze the author's purpose, audience, and message within a text (i) analyze the author's purpose within a text Student/Teacher Narrative 97814573114519781457310140 91 Introducing the Strategy: SIFT https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Narrative 97814573114519781457310140 372 Introducing the Strategy: SOAPSTone https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) analyze the author's purpose, audience, and message within a text (ii) analyze the author's audience within a text Student/Teacher Narrative 97814573114519781457310140 171 Audience section https://sales.ebook.springboardonline.org/springboard-english-language-art






























Student/Teacher Narrative 97814573114519781457310140 372 Introducing the Strategy: SOAPSTone https://sales.ebook.springboardonline.org/springboard-english-language-art




(A) analyze the author's purpose, audience, and message within a text (iii) analyze the author's message within a text Student/Teacher Narrative 97814573114519781457310140 375 Introducing the Strategy: SMELL https://sales.ebook.springboardonline.org/springboard-english-language-art







(B) analyze use of text structure to achieve the author's purpose (i) analyze use of text structure to achieve the author's purpose Student/Teacher Narrative 9781457311451

9781457310140 126 Step 7, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 356 Appreciating the Author's Craft, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 259 Revisiting Poetry https://sales.ebook.springboardonline.org/springboard-english-language-art



(C) evaluate the author's use of print and graphic features to achieve specific purposes

(i) evaluate the author's use of print features to achieve specific purposes Student/Teacher Narrative 9781457311451

9781457310140 260 Making Observations, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 261 Step 1, Shifts row https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) evaluate the author's use of print and graphic features to achieve specific purposes

(ii) evaluate the author's use of graphic features to achieve specific purposes Student/Teacher Narrative 9781457311451

9781457310140 270 Making Observations, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 356-357 Appreciating the Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 394 Reading Graphics https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) analyze how the author's use of language achieves specific purposes

(i) analyze how the author's use of language achieves specific purposes Student/Teacher Narrative 9781457311451

9781457310140 90 Question 5 https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 178 Essential Question 1 https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Activity































Teacher Only NoneTeacher Only NoneTeacher Only None


(E) analyze the use of literary devices such as irony and oxymoron to achieve specific purposes (i) analyze the use of literary devices to achieve specific purposes Student/Teacher Narrative 9781457311451

9781457310140 91 Identifying Literary Devices: Irony and Allusion https://sales.ebook.springboardonline.org/springboard-english-language-art






(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (i) analyze how the author's diction contribute[s] to the mood of a text Student/Teacher Narrative 9781457311451

9781457310140 169 Writer's Style https://sales.ebook.springboardonline.org/springboard-english-language-art






(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (ii) analyze how the author's diction contribute[s] to the voice of a text Student/Teacher Narrative 9781457311451









(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (iii) analyze how the author's diction contribute[s] to the tone of a text Student/Teacher Narrative 9781457311451




Student/Teacher Narrative 97814573114519781457310140 62 Bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (iv) analyze how the author's syntax contribute[s] to the mood of a text Student/Teacher Narrative 9781457311451



Student/Teacher Narrative 97814573114519781457310140 464 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art






























(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (v) analyze how the author's syntax contribute[s] to the voice of a text Student/Teacher Narrative 9781457311451




Student/Teacher Activity 97814573114519781457310140 129-130 Steps 5 and 6 https://sales.ebook.springboardonline.org/springboard-english-language-art





(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (vi) analyze how the author's syntax contribute[s] to the tone of a text Student/Teacher Narrative 9781457311451



Student/Teacher Narrative 97814573114519781457310140 510 Good and Bad Sentence Variety https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 261 Chart, Shifts row https://sales.ebook.springboardonline.org/springboard-english-language-art




(G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments

(i) explain the purpose of rhetorical devices Student/Teacher Narrative 97814573114519781457310140 374 Elements of Rhetoric https://sales.ebook.springboardonline.org/springboard-english-language-art







(G) explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments

(ii) explain the effect of logical fallacies Student/Teacher Narrative 97814573114519781457310140 380 Rhetorical Devices and Logical Fallacies and Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 424 Identifying Fallacies https://sales.ebook.springboardonline.org/springboard-english-language-art





(9) 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 use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing

(i) plan a piece of writing appropriate for various purposes by generating ideas through a range of strategies Student/Teacher Narrative 9781457311451

9781457310140 152 Planning for Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 417 Planning row https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing

(ii) plan a piece of writing appropriate for various audiences by generating ideas through a range of strategies Student/Teacher Narrative 9781457311451

9781457310140 171 Audience and Steps 1 and 2 https://sales.ebook.springboardonline.org/springboard-english-language-art
































Student/Teacher Narrative 97814573114519781457310140 417 Planning row https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by: (i) using an organizing structure appropriate to purpose, audience, topic, and context; and(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary

(i) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451

9781457310140 203 Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art








(ii) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451









(iii) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451









(iv) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451









(v) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details

Student/Teacher Narrative 97814573114519781457310140 203 Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art

































(vi) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples









(vii) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary









(viii) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451


Student/Teacher Activity 97814573114519781457310140 83 Completing the Outline and Assess and Reflect https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 150 Drafting row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 151 Structure row https://sales.ebook.springboardonline.org/springboard-english-language-art





(ix) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451

9781457310140 171 Audience https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 172 Continuing the Writing Process for Your Narrative https://sales.ebook.springboardonline.org/springboard-english-language-art






(x) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451









(xi) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451

9781457310140 171 Last paragraph https://sales.ebook.springboardonline.org/springboard-english-language-art


































(xii) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details



Student/Teacher Narrative 97814573114519781457310140 293 Revising and Rehearsing https://sales.ebook.springboardonline.org/springboard-english-language-art





(xiii) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples








(xiv) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary








(xv) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451









(xvi) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451






Teacher Only ActivityTeacher Only None




























Teacher Only NoneTeacher Only None



(xvii) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451









(xviii) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451









(xix) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details









(xx) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples









(xxi) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary









(xxii) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451

































(xxiii) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451








(xxiv) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451









(xxv) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451









(xxvi) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details








(xxvii) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples





Student/Teacher NoneTeacher Only Narrative

































(xxviii) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary








(xxix) develop drafts into a coherent piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451









(xxx) develop drafts into a coherent piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451









(xxxi) develop drafts into a coherent piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451









(xxxii) develop drafts into a coherent piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451
































(xxxiii) develop drafts into a coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details









(xxxiv) develop drafts into a coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples









(xxxv) develop drafts into a coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary









(xxxvi) develop drafts into a coherent piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311451









(xxxvii) develop drafts into a coherent piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311451








(xxxviii) develop drafts into a coherent piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311451



































(xxxix) develop drafts into a coherent piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311451









(xl) develop drafts into a coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details



Student/Teacher Narrative 97814573114519781457310140 293 Revising and Rehearsing chart, row 3 https://sales.ebook.springboardonline.org/springboard-english-language-art





(xli) develop drafts into a coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples








(xlii) develop drafts into a coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary







(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses

(i) revise drafts to improve clarity Student/Teacher Narrative 97814573114519781457310140 415 Introducing the Strategy: Generating Questions https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 293 Revising and Rehearsing section https://sales.ebook.springboardonline.org/springboard-english-language-art
































(ii) revise drafts to improve development Student/Teacher Narrative 97814573114519781457310140 415 Introducing the Strategy: Generating Questions https://sales.ebook.springboardonline.org/springboard-english-language-art







(iii) revise drafts to improve organization Student/Teacher Narrative 97814573114519781457310140 172 Step 3 https://sales.ebook.springboardonline.org/springboard-english-language-art







(iv) revise drafts to improve style Student/Teacher Narrative 97814573114519781457310140 169 Writer's Style https://sales.ebook.springboardonline.org/springboard-english-language-art








(v) revise drafts to improve diction Student/Teacher Narrative 97814573114519781457310140 169 Writer's Style https://sales.ebook.springboardonline.org/springboard-english-language-art







(vi) revise drafts to improve sentence effectiveness, including use of parallel constructions Student/Teacher Narrative 9781457311451

9781457310140 108 Language & Writer's Craft box https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 97814573114519781457310140 377 Understanding Parallel Structure Within Sentences https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 379 Revising and Practice sections https://sales.ebook.springboardonline.org/springboard-english-language-art




(vii) revise drafts to improve sentence effectiveness, including placement of phrases Student/Teacher Narrative 9781457311451

9781457310140 28 Phrases and Clauses https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 393 Language & Writer's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art


































(viii) revise drafts to improve sentence effectiveness, including placement of dependent clauses Student/Teacher Narrative 9781457311451




Student/Teacher Activity 97814573114519781457310140 393 Practice https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) edit drafts using standard English conventions, including:(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;(ii) consistent, appropriate use of verb tense and active and passive voice;(iii) pronoun-antecedent agreement;(iv) correct capitalization;(v) punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and(vi) correct spelling

(i) edit drafts using standard English conventions, including a variety of complete, controlled sentences Student/Teacher Narrative 9781457311451


Student/Teacher Activity 97814573114519781457310140 83 Assess and Reflect, bullet 3 https://sales.ebook.springboardonline.org/springboard-english-language-art






(ii) edit drafts using standard English conventions, including avoidance of unintentional splices Student/Teacher Narrative 9781457311451

9781457310140 511 Recognizing Comma Splices https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 512 Editing, Check Your Understanding, and Practice https://sales.ebook.springboardonline.org/springboard-english-language-art





(iii) edit drafts using standard English conventions, including avoidance of unintentional run-ons Student/Teacher Narrative 9781457311451

9781457310140 511 Recognizing Run-On Sentences https://sales.ebook.springboardonline.org/springboard-english-language-art






(iv) edit drafts using standard English conventions, including avoidance of unintentional fragments Student/Teacher Narrative 9781457311451

9781457310140 510-11 Recognizing Fragments https://sales.ebook.springboardonline.org/springboard-english-language-art


























(v) edit drafts using standard English conventions, including consistent, appropriate use of verb tense Student/Teacher Narrative 9781457311451


Student/Teacher Activity 97814573114519781457310140 129 Avoiding Unnecessary Shifts in Verb Tense https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 130 Editing https://sales.ebook.springboardonline.org/springboard-english-language-art





(vi) edit drafts using standard English conventions, including consistent, appropriate use of active voice Student/Teacher Narrative 9781457311451


Student/Teacher Activity 97814573114519781457310140 130 Avoiding Unnecessary Shifts in Verb Voice https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 130 Editing https://sales.ebook.springboardonline.org/springboard-english-language-art





(vii) edit drafts using standard English conventions, including consistent, appropriate use of passive voice Student/Teacher Narrative 9781457311451


Student/Teacher Activity 97814573114519781457310140 130 Avoiding Unnecessary Shifts in Verb Voice https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 129-130 Exploring Verb Voice https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 130-131 Editing, Check Your Understanding, and Practice https://sales.ebook.springboardonline.org/springboard-english-language-art




(viii) edit drafts using standard English conventions, including pronoun-antecedent agreement Student/Teacher Narrative 9781457311451

9781457310140 282 Understanding Pronoun-Antecedent Agreement https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 285 Editing, Check Your Understanding, Practice https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 127 Language & Writer's Craft: Understanding Pronoun-Antecedent Agreement https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 150 Checking and Editing for Publication row https://sales.ebook.springboardonline.org/springboard-english-language-art




(ix) edit drafts using standard English conventions, including correct capitalization Student/Teacher Narrative 9781457311451

9781457310140 140 Standard and Nonstandard Capitalization section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 97814573114519781457310140 141 Editing, Check Your Understanding, and Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




























(x) edit drafts using standard English conventions, including punctuation, including commas to set off phrases as appropriate Student/Teacher Narrative 9781457311451

9781457310140 94 Commas section https://sales.ebook.springboardonline.org/springboard-english-language-art







(xi) edit drafts using standard English conventions, including punctuation, including semicolons to set off phrases as appropriate Student/Teacher Narrative 9781457311451

9781457310140 95 Colons, Semicolons, and Dashes section https://sales.ebook.springboardonline.org/springboard-english-language-art







(xii) edit drafts using standard English conventions, including punctuation, including colons to set off phrases as appropriate Student/Teacher Narrative 9781457311451







(xiii) edit drafts using standard English conventions, including punctuation, including dashes to set off phrases as appropriate Student/Teacher Narrative 9781457311451




Teacher Only Narrative 97814573115299781457310218 158 Teacher Step 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




















(xiv) edit drafts using standard English conventions, including punctuation, including commas to set off clauses as appropriate Student/Teacher Narrative 9781457311451

9781457310140 27 Language & Writer's Craft: Subordinating Conjunctions and Complex Sentences box

https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 27 Practice and Check Your Understanding sections https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 94 Commas section https://sales.ebook.springboardonline.org/springboard-english-language-art





(xv) edit drafts using standard English conventions, including punctuation, including semicolons to set off clauses as appropriate Student/Teacher Narrative 9781457311451








(xvi) edit drafts using standard English conventions, including punctuation, including colons to set off clauses as appropriate Student/Teacher Narrative 9781457311451







(xvii) edit drafts using standard English conventions, including punctuation, including dashes to set off clauses as appropriate Student/Teacher Narrative 9781457311451







(xviii) edit drafts using standard English conventions, including correct spelling Student/Teacher Narrative 9781457311451



Student/Teacher Narrative 97814573114519781457310140 242 Directions (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 97814573114519781457310140 242-243 Practices 1, 2, and 3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Narrative 97814573114519781457310140 244 Directions (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-























(E) publish written work for appropriate audiences (i) publish written work for appropriate audiences Student/Teacher Narrative 97814573114519781457310140 295 Publishing row https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 417 Revising and Editing for Publication row https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 97814573115299781457310218 328 Adapt https://sales.ebook.springboardonline.org/springboard-english-language-art


(10) 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:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft (i) compose literary texts using genre characteristics Student/Teacher Narrative 9781457311451

9781457310140 152 Unpacking Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 174 Scoring Guide https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 172 Continuing the Writing Process for Your Narrative https://sales.ebook.springboardonline.org/springboard-english-language-art





(A) compose literary texts such as fiction and poetry using genre characteristics and craft (ii) compose literary texts using craft Student/Teacher Narrative 9781457311451

9781457310140 108 Language & Writer's Craft: Parallel Structure https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 117 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 455 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 276 Poetic Form: Sestina https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 290 Writing Prompt: Poem https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft (i) compose informational texts using genre characteristics Student/Teacher Narrative 9781457311451

9781457310140 82 Writing a Topic Sentence https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 197 Composing a Multiple-Paragraph Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft (ii) compose informational texts using craft Student/Teacher Narrative 9781457311451

9781457310140 196-197 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 197 Composing a Multiple-Paragraph Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114519781457310140 319 Composing a Multiple-Paragraph Outline https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 320 Composing a Text-Based Response https://sales.ebook.springboardonline.org/springboard-english-language-art



(C) compose argumentative texts using genre characteristics and craft (i) compose argumentative texts using genre characteristics Student/Teacher Narrative 97814573114519781457310140 329 Preparing to Argue section and Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 331 Multiple-Paragraph Outline chart https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 343 Writing Prompt: Argumentative https://sales.ebook.springboardonline.org/springboard-english-language-art


































(C) compose argumentative texts using genre characteristics and craft (ii) compose argumentative texts using craft Student/Teacher Narrative 97814573114519781457310140 330-331 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 415 Revising Your Draft https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) compose correspondence in a professional or friendly structure (i) compose correspondence in a professional or friendly structure Student/Teacher Narrative 9781457311451

9781457310140 420 Letter Writing https://sales.ebook.springboardonline.org/springboard-english-language-art




(11) 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:

(A) develop questions for formal and informal inquiry (i) develop questions for formal inquiry Student/Teacher Narrative 9781457311451

9781457310140 422 Formal vs. Informal Inquiry section https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 563 Research Project: Writing Research Questions https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 421 Defining the Research Process https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) develop questions for formal and informal inquiry (ii) develop questions for informal inquiry Student/Teacher Narrative 9781457311451

9781457310140 422 Formal vs. Informal Inquiry section https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 239 Dramaturge's Notebook, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) critique the research process at each step to implement changes as needs occur and are identified

(i) critique the research process at each step to implement changes as needs occur Student/Teacher Narrative 9781457311451

9781457310140 421 Defining the Research Process https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 425 Revising Your Plan or Modifying Your Question https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 586 Critiquing the Research Process https://sales.ebook.springboardonline.org/springboard-english-language-art




(B) critique the research process at each step to implement changes as needs occur and are identified

(ii) critique the research process at each step to implement changes as needs are identified Student/Teacher Narrative 9781457311451






























(C) develop and revise a plan (i) develop a plan Student/Teacher Narrative 9781457311451



Student/Teacher Narrative 97814573114519781457310140 419-420 Steps 2-5 https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) develop and revise a plan (ii) revise a plan Student/Teacher Narrative 9781457311451







(D) modify the major research question as necessary to refocus the research plan

(i) modify the major research question as necessary to refocus the research plan Student/Teacher Narrative 9781457311451








(E) locate relevant sources (i) locate relevant sources Student/Teacher Narrative 9781457311451

9781457310140 419 Unpacking Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 97814573114519781457310140 435 Ideas Row https://sales.ebook.springboardonline.org/springboard-english-language-art




(F) synthesize information from a variety of sources (i) synthesize information from a variety of sources Student/Teacher Narrative 9781457311451

9781457310140 427 Synthesizing Information https://sales.ebook.springboardonline.org/springboard-english-language-art






(G) examine sources for:(i) credibility and bias, including omission; and(ii) faulty reasoning such as ad hominem, loaded language, and slippery slope

(i) examine sources for credibility, including omission Student/Teacher Narrative 97814573114519781457310140 424 First paragraph https://sales.ebook.springboardonline.org/springboard-english-language-art




































(ii) examine sources for bias, including omission Student/Teacher Narrative 97814573114519781457310140 424 First paragraph https://sales.ebook.springboardonline.org/springboard-english-language-art







(iii) examine sources for faulty reasoning Student/Teacher Narrative 97814573114519781457310140 380 Rhetorical Devices and Logical Fallacies section and Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 424 Identifying Fallacies section and Step 7 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 429 Drafting the Embedded Assessment, bullet 4 https://sales.ebook.springboardonline.org/springboard-english-language-art



(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (i) display academic citations, including for paraphrased text Student/Teacher Narrative 9781457311451

9781457310140 427 Crediting Paraphrased Sources https://sales.ebook.springboardonline.org/springboard-english-language-art






(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (ii) displace academic citations, including for quoted text Student/Teacher Narrative 9781457311451

9781457310140 426 Citing Quoted Sources https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 428 Creating a Bibliography https://sales.ebook.springboardonline.org/springboard-english-language-art





(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (iii) use source materials ethically to avoid plagiarism Student/Teacher Narrative 9781457311451

9781457310140 426 Using Sources Ethically https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 97814573114519781457310140 429 Drafting the Embedded Assessment, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art




(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

(i) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results Student/Teacher Narrative 9781457311451

9781457310140 430 Using Visual Aids https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 97814573114519781457310140 588 Organizing Your Presentation https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114519781457310140 589 Chart https://sales.ebook.springboardonline.org/springboard-english-language-art






























§74.4. English Language Proficiency Standards: English Proclamation 2020

SubjectSubchapterCoursePublisherProgram TitleProgram ISBNProgram Title (identical content)Program ISBN (identical content)

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Item Type Component ISBN Page (s) Description of the specific location Hyperlink to the location for electronic programs

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(i) use prior knowledge to understand meanings in English

T: K–12S: 6–12 Student/Teacher 9781457311451

9781457310140 164 Steps 1, 4 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140 2 Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140 13 Making Adjustments While Reading, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140 70 Define the Vocabulary in Your Own Words https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 97814573115299781457310218

164 Teacher steps 1 and 2 https://sales.ebook.springboardonline.org/springboard-english-language-arTeacher OnlyTeacher OnlyTeacher Only


(A) use prior knowledge and experiences to understand meanings in English

(ii) use prior experiences to understand meanings in English


9781457310140 10 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


Student/Teacher 97814573114519781457310140 40-41 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/TeacherTeacher OnlyTeacher OnlyTeacher OnlyTeacher Only


(B) monitor oral and written language production and employ self-corrective techniques or other resources

(i) monitor oral language production and employ self-corrective techniques or other resources

T: K–12 Student/Teacher

Student/TeacherStudent/TeacherStudent/Teacher

Teacher Only 97814573115299781457310218

186 Leveled Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 97814573115299781457310218

255 Teacher to Teacher (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only 97814573115299781457310218


Teacher Only

(c) Cross-curricular second language acquisition essential knowledge and skills

English Language Proficiency Standards (ELPS): Student/Teacher Material

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter C. High School§110.36. English I (One Credit), Adopted 2017College BoardSpringBoard, English Language Arts and Reading, English I, 2021 Texas Edition - Digital Only9781457311383

(a) Introduction.

(1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.(2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs.

(b) School district responsibilities.

This section is not applicable to this document, but can be found at http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.

SpringBoard, English Language Arts and Reading, English I, 2021 Texas Edition - Online and Print9781457311734

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(B) monitor oral and written language production and employ self-corrective techniques or other resources

(ii) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(i) use strategic learning techniques to acquire basic and grade-level vocabulary


9781457310140 461 Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140 41-43 Vocabulary Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(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)

(i) speak using learning strategies T: K–12S: 6–12 Student/Teacher 9781457311451


Student/Teacher 97814573114519781457310140 80 Collaborate to Analyze the Text (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


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122 Teacher step 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(i) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA NA NA



(ii) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA NA NA












(iii) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA NA NA



(iv) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA NA NA


(F) use accessible language and learn new and essential language in the process

(i) use accessible language and learn new and essential language in the process



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94-95 Student page: Quick Conversation/Summarize (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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122 Teacher step 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(i) demonstrate an increasing ability to distinguish between formal and informal English NA NA NA NA NA NA


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(ii) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(i) develop and expand repertoire of learning strategies

NA NA NA NA NA NA








(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(i) distinguish sounds of English with increasing ease NA NA NA NA NA NA


(A) distinguish sounds and intonation patterns of English with increasing ease

(ii) distinguish intonation patterns of English with increasing ease NA NA NA NA NA NA


(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(i) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA NA NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(i) learn new language structures heard during classroom instruction and interactions



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112 Student page: Using Possessive Pronouns (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(ii) learn new expressions heard during classroom instruction and interactions










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56 Teacher to Teacher https://sales.ebook.springboardonline.org/springboard-english-language-ar

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125 Teacher Step 6 and Teacher to Teacher (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(iii) learn basic vocabulary heard during classroom instruction and interactions


9781457310140 59 Academic Vocabulary https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140 102-103 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop





(iv) learn academic vocabulary heard during classroom instruction and interactions


9781457310140 423 Vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140 100 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(i) monitor understanding of spoken language during classroom instruction and interactions



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84 Teacher Step 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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174 Teacher Step 14 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(ii) seek clarification [of spoken language] as needed



Student/Teacher 97814573114519781457310140 192 Collaborate to Analyze the Text (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


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192-193 Teacher Steps 2, 3, 5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(i) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA NA NA



(ii) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA NA NA



(iii) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language


9781457310140507 Step 9 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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178 Language Objectives: 2nd and 3rd bullets and Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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222 Step 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop












(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(i) listen to and derive meaning from a variety of media to build and reinforce concept attainment NA NA NA NA NA NA


(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(ii) listen to and derive meaning from a variety of media to build and reinforce language attainment NA NA NA NA NA NA


(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(i) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA



(ii) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA



(iii) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA






(iv) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA



(v) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA



(vi) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA



(vii) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA



(viii) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA






(ix) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(i) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(ii) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA NA NA


(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

(i) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA NA NA



(ii) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA NA NA NA NA NA






(iii) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs


97814573101406 Reading Discussion Groups https://sales.ebook.springboardonline.org/springboard-english-language-ar

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107 Step 8, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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90 Active Listening (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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100 Define the Vocabulary in Your Own Words (101) https://sales.ebook.springboardonline.org/springboard-english-language-ar

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101 Assess https://sales.ebook.springboardonline.org/springboard-english-language-ar




(iv) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs



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80 Teacher Steps 3 and 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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86-87 Student page: Step 2: Brainstorming (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(v) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs


9781457310140410-411 Steps 5-6 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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86 Step 2: Brainstorming (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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80 Collaborate to Analyze the Text (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(i) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA NA NA
















(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

(i) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA NA NA



(ii) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures


97814573101405 Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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11-12 Practice 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication


97814573101402-3 Quick Conversation and Genre Brainstorm (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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70-71 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(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

(i) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA













(ii) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA



(iii) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA



(iv) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired



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105 Quick Conversation Practice 5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(i) speak using grade-level content area vocabulary in context to internalize new English words



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41 Quick Conversation Practice 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(ii) speak using grade-level content area vocabulary in context to build academic language proficiency



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18 Collaborate to Analyze the Text questions 1 and 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(E) share information in cooperative learning interactions

(i) share information in cooperative learning interactions


9781457310140549 Working Collaboratively https://sales.ebook.springboardonline.org/springboard-english-language-ar

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226 Assignment, instructions paragraph (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(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

(i) 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


978145731014064-65 Quick Conversation and Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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72-73 Vocabulary Preview and Vocabulary Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(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

(ii) 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


978145731014064-65 Quick Conversation and Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(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

(i) 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



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80-81 Teacher Steps 3-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(ii) 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



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87 Teacher Step 6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(iii) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA NA NA


(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(i) narrate with increasing specificity and detail as more English is acquired NA NA NA NA NA NA











(ii) describe with increasing specificity and detail as more English is acquired NA NA NA NA NA NA



(iii) explain with increasing specificity and detail as more English is acquired



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178-179 Quick Conversation and Genre Brainstorm (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(I) adapt spoken language appropriately for formal and informal purposes

(i) adapt spoken language appropriately for formal purposes NA NA NA NA NA NA


(I) adapt spoken language appropriately for formal and informal purposes

(ii) adapt spoken language appropriately for informal purposes NA NA NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(i) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA NA NA









(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(ii) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA NA NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(i) learn relationships between sounds and letters of the English language NA NA NA NA NA NA


(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(ii) decode (sound out) words using a combination of skills NA NA NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom (i) recognize directionality of English reading NA NA NA NA NA NA


(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(i) develop basic sight vocabulary used routinely in written classroom materials


9781457310140240-241 Sight Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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184 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop








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(ii) derive meaning of environmental printT: K–12S: 6–12 Student/Teacher 9781457311451

978145731014084 Unpacking Embedded Assessment 1 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(iii) comprehend English vocabulary used routinely in written classroom materials



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82 Understanding Pronoun-Antecedent Agreement (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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70 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iv) comprehend English language structures used routinely in written classroom materials


9781457310140377 Understanding Parallel Structure within Sentences https://sales.ebook.springboardonline.org/springboard-english-language-ar

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166 Understanding Subordination and Coordination (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(i) use prereading supports to enhance comprehension of written text


9781457310140482 Historical Background box https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(i) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned



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(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

(i) use visual and contextual support to read grade-appropriate content area text


9781457310140395-396 Figure 3 and Figure 5 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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550 What is Context? https://sales.ebook.springboardonline.org/springboard-english-language-ar

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4-5 Informational Text: A Time of Change in the Nation's Capital (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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154 Computer Age and accompanying image (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop
















(ii) use visual and contextual support to enhance and confirm understanding


978145731014063 About the Author https://sales.ebook.springboardonline.org/springboard-english-language-ar

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79 Photograph and Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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4-5 Informational Text: A Time of Change in the Nation's Capital (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language



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41 Quick Conversation, Practice 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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74 Practice 3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(iv) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

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(v) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language



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34-35 Informational Text: Entertainment with a Twist (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop















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106-107 Poetry: Prayer to the Pacific (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(vi) use support from peers and teachers to read grade-appropriate content area text



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106-107 Language Objectives and Prayer to the Pacific https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(vii) use support from peers and teachers to enhance and confirm understanding


9781457310140189 Appreciating the Author’s Craft https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140


Student/Teacher 97814573114519781457310140





(viii) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language



Student/Teacher 97814573114519781457310140


Student/Teacher 97814573114519781457310140



















(ix) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language



Student/Teacher 97814573114519781457310140

196 Task 8 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop





(x) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language



Student/Teacher 97814573114519781457310140





(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

(i) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA NA NA



(ii) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs



Student/Teacher 97814573114519781457310140


Student/Teacher 97814573114519781457310140


Student/TeacherTeacher OnlyTeacher OnlyTeacher Only











Teacher Only



(iii) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs


9781457310140446 Steps 1-3 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

18 Collaborate to Analyze the Text, questions 1-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

48 Collaborate to Analyze the Text, questions 1-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iv) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs



Student/Teacher 97814573114519781457310140

66 Read and Annotate (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

134 Read and Annotate (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(H) read silently with increasing ease and comprehension for longer periods

(i) read silently with increasing ease for longer periods NA NA NA NA NA NA


(H) read silently with increasing ease and comprehension for longer periods

(ii) read silently with increasing comprehension for longer periods NA NA NA NA NA NA











(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(i) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA NA NA


(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(ii) expand reading skills commensurate with content area needs NA NA NA NA NA NA


(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(i) demonstrate English comprehension and expand reading skills by employing inferential skills

NA NA NA NA NA NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(i) demonstrate English comprehension and expand reading skills by employing analytical skills

NA NA NA NA NA NA

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(i) learn relationships between sounds and letters of the English language to represent sounds when writing in English


9781457310140236-237 The Sounds of English and Practice 1-5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

238-239 Phonemes Chart: Sounds and Spelling Patterns in English (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop







Teacher Only 97814573115299781457310218

37 Adapt, second paragraph (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only 97814573115299781457310218


Teacher Only 97814573115299781457310218


Teacher Only 97814573115299781457310218



(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary (i) write using newly acquired basic vocabulary


9781457310140141 Writing Prompt: Literary Analysis https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

65 Summarize (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140




(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(ii) write using content-based grade-level vocabulary


9781457310140586 Drafting the Embedded Assessment https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

73 Vocabulary Practice 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

75 Vocabulary Practice 6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(i) spell familiar English words with increasing accuracy



Student/Teacher 97814573114519781457310140

238-239 Phoneme Chart: Sounds and Spelling Patterns in English (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140


Student/Teacher

Teacher Only 97814573115299781457310218






















(ii) employ English spelling pattern with increasing accuracy as more English is acquired



Student/Teacher 97814573114519781457310140






(iii) employ English spelling rules with increasing accuracy as more English is acquired


9781457310140242-243 Words with Inconsistent but Common Spellings (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

244-245 Irregularly Spelled Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(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

(i) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired


9781457310140222-224 Language Checkpoint: Using Subject Verb Agreement steps 1-8 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

225 Editing, Check Your Understanding, and Practice https://sales.ebook.springboardonline.org/springboard-english-language-ar














(ii) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired


9781457310140282-285 Language Checkpoint: Using Pronouns https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

127 Language & Writer’s Craft: Understanding Pronoun-Antecedent Agreem https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

113 Revising (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired


9781457310140128-131 Language Checkpoint: Understanding Verb Tense and Voice https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

225 Editing (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(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

(i) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations


978145731014028 Phrases and Clauses https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

393 Language & Writer’s Craft: Effective Sentences https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

168 Practice 5, 6, and 7 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop














(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

(i) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired


9781457310140197 Step 5, bullet 5 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

234 Writing Prompt, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140


Student/Teacher 97814573114519781457310140

169 Check Your Understanding (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(ii) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired



Student/Teacher 97814573114519781457310140

24 Be Sure To, 5th bullet (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

7 Write a Summary and Language Resources (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired



Student/Teacher 97814573114519781457310140

99 Write an Explanation and Language Resources (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

109 Asking Questions and Language Resources (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

146 Peer Editing Checklist, conversation box (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

















(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(i) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired



Student/Teacher 97814573114519781457310140

54 Assignment (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

211 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

7 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(ii) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired


9781457310140455 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

455 Steps 4 and 5 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 97814573114519781457310140

155 Write a Comparison and Contrast Paragraph (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114519781457310140

69 Write a Description (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired



Student/Teacher 97814573114519781457310140


Student/Teacher 97814573114519781457310140

99 Write an Explanation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop














Proclamation 2020 Breakout - English I

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