TX-English Language Arts 6 TX Essential Knowledge … · TX-English Language Arts 6 TX Essential...

TX-English Language Arts 6 TX Essential Knowledge and Skills 2008

Standard ID Standard Text Edgenuity Lesson Name

1 Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency

when reading aloud grade-level text based on the reading purpose and the nature of the text.Fluency: Phrasing and Expression

Functional Text: How-To Article - Tornado in a

BottleExpository Text: Informative Article

Persuasive Text: Advertisement

Expository Text: Article- Capoeira- Brazilian Art

FormSocial Studies - The Black Death: The Disease that

Won't DieElective - Health and Environmental Science - MCS:

The New Canary?Math - Interpreting Statistics: Fastest Mass Transit

Science - Bikes as Serious Business

Social Studies - Transportation Legislation

Elective - Shrinks Help Alternative Transportation

ExpandLiterary Text - Poetry

Visual Text- Round the World by Bike

Literary Text: King Long Shanks

2 Students understand new vocabulary and use it when reading and writing.

2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic

roots and affixes;Short Story: Dragon, Dragon

Short Story: Everyday Use

Short Story: The Lottery

Short Story: The King of Mazy May

Short Story: The Bracelet

Short Story: Eleven

Short Story: The Fun They Had

Autobiography: The Story of My Life

Communication: Visual Analysis

Word Structure


Form

©Edgenuity Inc. Confidential of 34



2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic

roots and affixes; (Cont'd.)Elective - Health and Environmental Science - MCS:

The New Canary?2.B use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or

clarify the meaning of unfamiliar or multiple meaning words;Excerpt: The Adventures of Tom Sawyer, Chapter 6

Poem: The Sea

Skills Lesson: Figurative Language

Poem: The Sidewalk Racer

Poetry: Steam Shovel and Your Poem, Man…

Poem: John Henry

Poetry: Mean Song, Analysis of Baseball

Essay: Brother from I Know Why the Caged Bird

SingsEssay: Searching for Stories

Speech: On Women's Right to Vote

Teleplay: Words on a Page

Radio Play: The Hitchhiker

Word Analysis

Fluency: Phrasing and Expression





FormMath - Interpreting Statistics: Fastest Mass Transit










2.C complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as

book: _____);Grammar: Analogies

Excerpt: The Adventures of Tom Sawyer, Chapter 6

2.D explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera

sera); andShort Story: Eleven

Grammar: Worldly Words: English as a Multicultural

Language2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,

pronunciations, alternate word choices, and parts of speech of words.Grammar: Spelling Strategies

Expository Text: Informative Article



Won't DieElective - Shrinks Help Alternative Transportation

Expand3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural,

historical, and contemporary contexts and provide evidence from the text to support their understanding.3.A infer the implicit theme of a work of fiction, distinguishing theme from the topic;

Speech: Newbery Acceptance Speech

Writing: Essay - Character Sketch

Skills Lesson: Theme

Skills Lesson: Identify Theme

Short Story: The Emperor's New Clothes

Skills Lesson: Theme - Author's Message

Personal Essay: All I Really Need to Know I Learned

in KindergartenSkills Lesson: Timeless Themes

Myth: The Twelve Labor of Hercules

Skills Lesson: Style - Comparing Themes


Short Story: Older Run




3.A infer the implicit theme of a work of fiction, distinguishing theme from the topic; (Cont'd.)

Short Story: The Trailor Murder Mystery

Short Story: The Realm of the Unreal

Poetry: Shel Silverstein - Jimmy Jet and His TV Set,

One Inch Tall3.B analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical

literature from various cultures; andSpeech: Newbery Acceptance Speech

Short Story: Dragon, Dragon









Short Story: An Episode of War

Skills Lesson: Different Genres

Skills Lesson: Adventure/Fantasy


Skills Lesson: Mystery


Skills Lesson: Science Fiction


Skills Lesson: Comedy


One Inch TallSkills Lesson: World Literature

Europe: The Cinder Maid

Vietnam: The Story of Tam and Cam

Informational: The Trail of Tears

China: Yeh-Shen, A Cinderella Story

Native American: The Rough-Faced Girl




3.C compare and contrast the historical and cultural settings of two literary works.


Skills Lesson: Setting











Skills Lesson: Historical Fiction






One Inch TallEurope: The Cinder Maid




4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding. Students are expected to explain how figurative

language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.

Writing: Essay - Responding to Poetry

Skills Lesson: Poetry

Skills Lesson: Sensory Imagery

Poem: The Sea







4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and

provide evidence from text to support their understanding. Students are expected to explain how figurative

language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.

(Cont'd.)Skills Lesson: Sound Devices - Rhyme, Repetition,

and AlliterationPoem: John Henry


Skills Lesson: Poetic Forms

Poem: Haiku by Basho

Literary Text - Poetry

5 Students understand, make inferences and draw conclusions about the structure and elements of drama and

provide evidence from text to support their understanding. Students are expected to explain the similarities

and differences in the setting, characters, and plot of a play and those in a film based upon the same story

line. Lecture: Characteristics of Drama

Skills Lesson: Drama


Play: The Ugly Duckling


Skills Lesson: Dramatic Characters

Radio Play: The Time Machine

6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and

provide evidence from text to support their understanding.6.A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,

denouement) in various works of fiction;Skills Lesson: Plot - Simple Structure




Skills Lesson: Plot - Suspense


Skills Lesson: Plot - Conflict








6.A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,

denouement) in various works of fiction; (Cont'd.)Skills Lesson: World Literature






6.B recognize dialect and conversational voice and explain how authors use dialect to convey character; and

Skill Lesson: Characterization

Skills Lesson: Character - Confronting Conflict


Skills Lesson: Indirect Characterization

Short Story: Eleven

Skills Lesson: Direct Characterization




6.C describe different forms of point-of-view, including first- and third-person.


Short Story: Eleven


Skills Lesson: Narrator and Voice

Short Story: "Lather and Nothing Else" by Hernando

Tellez7 Students understand, make inferences and draw conclusions about the varied structural patterns and

features of literary nonfiction and provide evidence from text to support their understanding. Students are

expected to identify the literary language and devices used in memoirs and personal narratives and compare

their characteristics with those of an autobiography.


Autobiography: Summer Diamond Girl



in KindergartenSkills Lesson: Autobiography and Memoir





7 Students understand, make inferences and draw conclusions about the varied structural patterns and

features of literary nonfiction and provide evidence from text to support their understanding. Students are

expected to identify the literary language and devices used in memoirs and personal narratives and compare

their characteristics with those of an autobiography. (Cont'd.)

Skills Lesson: Types of Nonfiction

Skills Lesson: Biography

Biography: The Calling to Find a Cure

Interview: The Calling to Find a Cure

Skills Lesson: Memoir


SingsSkills Lesson: Personal Essay

Essay: Searching for Stories

Skills Lesson: Speech



BottlePersuasive Text: Advertisement

8 Students understand, make inferences and draw conclusions about how an author's sensory language creates

imagery in literary text and provide evidence from text to support their understanding. Students are expected

to explain how authors create meaning through stylistic elements and figurative language emphasizing the

use of personification, hyperbole, and refrains.







Skills Lesson: Sensory Imagery

Poem: The Sea




Skills Lesson: Sound Devices - Rhyme, Repetition,

and Alliteration




8 Students understand, make inferences and draw conclusions about how an author's sensory language creates

imagery in literary text and provide evidence from text to support their understanding. Students are expected

to explain how authors create meaning through stylistic elements and figurative language emphasizing the

use of personification, hyperbole, and refrains. (Cont'd.)

Poem: John Henry





Responding to Literature

Word Analysis



9 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,

and contemporary contexts and provide evidence from the text to support their understanding. Students are

expected to compare and contrast the stated or implied purposes of different authors writing on the same

topic.Excerpt: The Adventures of Tom Sawyer, Chapter 6


in KindergartenSpeech: On Women's Right to Vote











One Inch TallInformational: The Politics of Loyalty

Skills Lesson: World Literature





9 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,

and contemporary contexts and provide evidence from the text to support their understanding. Students are

expected to compare and contrast the stated or implied purposes of different authors writing on the same

topic. (Cont'd.)Vietnam: The Story of Tam and Cam





10 Students analyze, make inferences and draw conclusions about expository text and provide evidence from

text to support their understanding.10.A summarize the main ideas and supporting details in text, demonstrating an understanding that a summary

does not include opinions;Communication: Analyzing Formal Speech


in KindergartenCommunication: Effective Listening Skills



Skills Lesson: Informational Text

The Strategy Focus: Summarizing

Social Studies - The Black Death: The Disease that


The New Canary?10.B explain whether facts included in an argument are used for or against an issue;

Writing: Essay - Persuasive

Skills Lesson: Speech






10.C explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop

the main idea and the author's viewpoint; andInformational: Plagiarism: Literary Theft

Informational: Rites of Passage

Informational: The Politics of Loyalty




The Strategy Focus: Text Structure- One Foot, Two

Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article


Elective - Health and Environmental Science - MCS:

The New Canary?10.D synthesize and make logical connections between ideas within a text and across two or three texts

representing similar or different genres.Informational: Plagiarism: Literary Theft










Communication: Censorship

Informational: Internet Safety and You





The New Canary?The Strategy Focus: Inferencing




11 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from

text to support their analysis.11.A compare and contrast the structure and viewpoints of two different authors writing for the same purpose,

noting the stated claim and supporting evidence; andCommunication: Art of Persuasion



Personal Accounts: Views from Space

11.B identify simply faulty reasoning used in persuasive texts.

Communication: Art of Persuasion


12 Students understand how to glean and use information in procedural texts and documents.

12.A follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and



BottleSkills Lesson: Expository: Procedural Texts

12.B interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs,

timelines, tables, and diagrams.Skills Lesson: Informational Text



The New Canary?Math - Interpreting Statistics: Fastest Mass Transit




ExpandSkills Lesson: Expository: Procedural Texts




13 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in

various forms to impact meaning. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts.13.A explain messages conveyed in various forms of media;















Won't Die13.B recognize how various techniques influence viewers' emotions;






Media Literacy: Defining and Comparing Media

13.C critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and





Foot, Barbed Foot, Goo Foot: Structure MattersPersuasive Text: Advertisement





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




14 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose

text.14.A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience,

determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal

interests, interviews), and developing a thesis or controlling idea;Writing: Functional - Writing a Letter

Writing: Essay - Personal Narrative



Writing: Essay - Write a Short Story

Write an Expository Essay

Writing: Essay - Research Paper

The Writing Process

The Six Traits of Writing

14.B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect,

compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

Writing: Functional - Writing a Letter







The Writing Process





14.C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve

transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking

how well questions of purpose, audience, and genre have been addressed;Writing: Functional - Writing a Letter







The Writing Process


14.D edit drafts for grammar, mechanics, and spelling; and








The Writing Process


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

audiences.Writing: Functional - Writing a Letter


The Writing Process


15 Students write literary texts to express their ideas and feelings about real or imagined people, events, and

ideas.15.A write imaginative stories that include:

15.A.i a clearly defined focus, plot, and point of view;







15.A.ii a specific, believable setting created through the use of sensory details; and




15.A.iii dialogue that develops the story; and



15.B write poems using:

15.B.i poetic techniques (e.g., alliteration, onomatopoeia);



15.B.ii figurative language (e.g., similes, metaphors); and



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



16 Students write about their own experiences. Students are expected to write a personal narrative that has a

clearly defined focus and communicates the importance of or reasons for actions and/or consequences.Writing: Essay - Personal Narrative

17 Students write expository and procedural or work-related texts to communicate ideas and information to

specific audiences for specific purposes.17.A create multi-paragraph essays to convey information about a topic that:

17.A.i present effective introductions and concluding paragraphs;










17.A.ii guide and inform the reader's understanding of key ideas and evidence;







17.A.iii include specific facts, details, and examples in an appropriately organized structure; and







17.A.iv use a variety of sentence structures and transitions to link paragraphs;







Grammar: Transition Words and Phrases

17.B write informal letters that convey ideas, include important information, demonstrate a sense of closure, and

use appropriate conventions (e.g., date, salutation, closing);Writing: Functional - Writing a Letter

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

understanding; andWriting: Essay - Character Sketch



17.D produce a multimedia presentation involving text and graphics using available technology.


Media Literacy: Visual and Design Elements in

Newspapers




18 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

Students are expected to write persuasive essays for appropriate audiences that establish a position and

include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

Writing: Essay - Persuasive

19 Students understand the function of and use the conventions of academic language when speaking and

writing. Students will continue to apply earlier standards with greater complexity.19.A use and understand the function of the following parts of speech in the context of reading, writing, and

speaking:19.A.i verbs (irregular verbs and active and passive voice);

Grammar: Subject-Verb Agreement

Grammar: Irregular Verbs

Word Analysis

19.A.ii non-count nouns (e.g., rice, paper);

Grammar: Nouns

19.A.iii predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);

Grammar: Comparing with Adjectives and Adverbs

19.A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed);

Grammar: Comparing with Adjectives and Adverbs


19.A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details;

Grammar: Conjunctions, Prepositions, and

InterjectionsWord Analysis

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

Grammar: Pronouns

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


InterjectionsGrammar: Transition Words and Phrases

19.A.viii transitional words and phrases that demonstrate an understanding of the function of the transition related to

the organization of the writing (e.g., on the contrary, in addition to);The Six Traits of Writing


19.B differentiate between the active and passive voice and know how to use them both; and

Grammar: Active and Passive Voice




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

Grammar: Subject-Verb Agreement


Grammar: Simple Sentences and Compound

Sentences20 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

20.A use capitalization for:

20.A.i abbreviations;

20.A.ii initials and acronyms; and

20.A.iii organizations; Grammar: Capitalization

20.B recognize and use punctuation marks including:

20.B.i commas in compound sentences;

Grammar: Common End-Mark Errors


InterjectionsGrammar: Simple Sentences and Compound

Sentences20.B.ii proper punctuation and spacing for quotations; and

Grammar: Punctuating Dialogue

Grammar: Direct and Indirect Quotations

Grammar: Common End-Mark Errors

20.B.iii parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and

Grammar: Punctuation

20.C use proper mechanics including italics and underlining for titles of books.

21 Students spell correctly.

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

Grammar: Using Good and Well Correctly

Grammar: Pronoun and Contraction Mix-ups

Grammar: Homophones

Grammar: Confused Words - Its, It's and Your,

You're21.B use spelling patterns and rules and print and electronic resources to determine and check correct spellings;

andGrammar: Spelling Strategies





21.C know how to use the spell-check function in word processing while understanding its limitations.

Grammar: Spelling Strategies

The Writing Process

22 Students ask open-ended research questions and develop a plan for answering them.

22.A brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the

major research topic; andWriting: Essay - Research Paper

Research Guidelines

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


Research Guidelines

23 Students determine, locate, and explore the full range of relevant sources addressing a research question and

systematically record the information they gather.23.A follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts,

periodicals, web pages, online sources) and data from experts;Writing: Essay - Research Paper

Research Guidelines

The Roots of Research: Topic, Thesis, and Plan

23.B differentiate between primary and secondary sources;


Informational: Plagiarism: Literary Theft

Research Guidelines

Research: Finding and Evaluating Sources

23.C record data, utilizing available technology (e.g., word processors) in order to see the relationships between

ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;Writing: Essay - Research Paper

Research Guidelines


23.D identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning

those sources according to a standard format; andWriting: Essay - Research Paper


Citations: In Others' Words




23.E differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable

sources.Informational: Plagiarism: Literary Theft

Citations: In Others' Words

24 Students clarify research questions and evaluate and synthesize collected information.

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


The Roots of Research: Topic, Thesis, and Plan

24.B evaluate the relevance and reliability of sources for the research.



25 Students organize and present their ideas and information according to the purpose of the research and their

audience. Students are expected to synthesize the research into a written or an oral presentation that:25.A compiles important information from multiple sources;



25.B develops a topic sentence, summarizes findings, and uses evidence to support conclusions;


25.C presents the findings in a consistent format; and


25.D uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g.,

bibliography, works cited).Writing: Essay - Research Paper

26 Students will use comprehension skills to listen attentively to others in formal and informal settings. Students

will continue to apply earlier standards with greater complexity.26.A listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the

speaker's purpose and perspective;Communication: Formal Presentation

Communication: Analyzing Formal Speech

Communication: Effective Listening Skills




26.B follow and give oral instructions that include multiple action steps; and




26.C paraphrase the major ideas and supporting evidence in formal and informal presentations.

Communication: Formal Presentation


Communication: Effective Listening Skills

27 Students speak clearly and to the point, using the conventions of language. Students will continue to apply

earlier standards with greater complexity. Students are expected to give an organized presentation with a

specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and

conventions of language to communicate ideas effectively.Communication: Formal Presentation

Nonverbal Communication: Appearance, Gestures,

and ExpressionsNonverbal Communication: Touch, Voice, and

Environment28 Students work productively with others in teams. Students will continue to apply earlier standards with

greater complexity. Students are expected to participate in student-led discussions by eliciting and

considering suggestions from other group members and by identifying points of agreement and

disagreement.Effective Group Work

1 The student uses a variety of word recognition strategies.

1.A apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and


1.B use dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words.





Expand




2 The student acquires vocabulary through reading and systematic word study.

2.A expand vocabulary by reading, viewing, listening, and discussing;

Word Analysis

Word Structure



ExpandVisual Text- Round the World by Bike

2.B determine word meaning by using context;

Word Analysis






FormMath - Interpreting Statistics: Fastest Mass Transit







2.C use spelling, prefixes and suffixes, roots, and word origins to understand meanings;

Word Structure


FormElective - Health and Environmental Science - MCS:

The New Canary?




2.D use reference aids such as a glossary, dictionary, thesaurus, and available technology to determine meanings

and pronunciations; andExpository Text: Informative Article




Expand2.E identify analogies, homonyms, synonyms/antonyms, and connotation/denotation.

3 The student reads with fluency and understanding in increasingly demanding texts.

3.A read silently for a variety of purposes with comprehension for sustained periods of time;

3.B adjust reading rate based on purposes for reading; and

3.C read orally at a rate that enables comprehension.

4 The student comprehends selections using a variety of strategies.

4.A use prior knowledge and experience to comprehend;

4.B determine purpose for reading;


Form4.C self-monitor reading and adjust when confusion occurs by rereading, using resources, and questioning;

The Strategy Focus: Metacognition



4.D summarize texts by identifying main ideas and relevant details;




The New Canary?4.E make inferences such as drawing conclusions and making generalizations or predictions, supporting them

with prior experiences and textual evidence;The Strategy Focus: Inferencing






4.F analyze and use both narrative and expository text structures: sequence, description, problem/solution,

compare/contrast, and cause/effect;The Strategy Focus: Text Structure- One Foot, Two



4.G make connections and find patterns, similarities, and differences across texts;


4.H construct visual images based on text descriptions;

4.I determine important ideas from texts and oral presentations;




The New Canary?4.J manage text by using practices such as previewing, highlighting, making marginal notes, note-taking,

outlining, and journaling; andExpository Text: Informative Article

4.K use questioning to enhance comprehension before, during, and after reading.

The Strategy Focus: Questioning


FormScience - Bikes as Serious Business

5 The student reads texts to find information on self-selected and assigned topics.

5.A generate relevant, interesting, and researchable questions;

5.B locate appropriate print and non-print information using text and technical resources;

5.C organize and record new information in systematic ways to develop notes, charts, and graphic organizers;

5.D communicate information gained from reading;

5.E use compiled information and knowledge to raise additional unanswered questions; and

5.F use text organizers such as overviews, headings, and graphic features to locate and categorize information.



The New Canary?




6 The student reads for different purposes in varied sources, both narrative and expository.

6.A read to enjoy, to complete a task, to gather information, to be informed, to solve problems, to answer

questions, to analyze, to interpret, and to evaluate;Science - Bikes as Serious Business


ExpandLiterary Text: King Long Shanks

6.B read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches,

memoranda, electronic texts, and technical documents; andExpository Text: Informative Article


6.C understand and interpret visual representations.


Won't DieScience - Bikes as Serious Business


7 The student formulates and supports responses to various types of texts.

7.A respond actively to texts in both aesthetic and critical ways;

7.B respond to text through discussion, journal writing, performance, and visual representation; and

7.C support responses by using prior knowledge and experience and/or citing textual evidence which may consist

of a direct quotation, paraphrase, or specific synopsis.8 The student reads critically to evaluate texts in order to determine the credibility of sources.

8.A evaluate the credibility of informational sources and their relevance for assigned and self-selected topics;

8.B evaluate how a writer's motivation, stance, or position may affect text credibility, structure, or tone;

8.C analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect;


8.D recognize modes of reasoning, such as induction and deduction; and

8.E recognize logical and illogical arguments in text.

9 The student reads to increase knowledge of own culture, the culture of others, and the common elements of

cultures.9.A compare text events with personal and other readers' experiences; and

9.B recognize and discuss literary themes and connections that cross cultures.

The Strategy Focus: Inferencing

1 The student demonstrates a knowledge of communication.

1.A recognize and explain the importance of communication in social, academic, civic, and professional roles;

1.B identify the related components of the communication process;




1.C identify standards of making communication choices considering appropriateness for self, listener, occasion,

and task;1.D identify characteristics of oral language and analyze standards for using oral language appropriately;

1.E identify the importance of using appropriate nonverbal communication;

Nonverbal Communication: Appearance, Gestures,

and Expressions1.F identify and explain the components of listening process;

1.G identify the kinds of listening and analyze skills related to each type;

1.H analyze how perception of self and others affects communication;

1.I analyze and develop techniques and strategies for building self-confidence and reducing communication

apprehension;1.J identify and explain factors that influence communication decisions such as knowledge, attitudes, and

culture; and1.K explain the importance of assuming responsibility for communication decisions.

2 The student develops skills for expressing and responding appropriately in a variety of situations.

2.A use appropriate verbal and nonverbal communication skills in interpersonal situations;

2.B use reflective empathic listening skills to respond appropriately in interpersonal situations;

2.C explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations;

2.D identify kinds of groups and analyze basic principles of group dynamics;

2.E use appropriate communication skills in groups to make plans or accomplish goals;

Effective Group Work

2.F use appropriate strategies for agreeing or disagreeing in interpersonal and group situations; and

2.G prepare and present an oral statement on a topic of interest or concern.

3 The student develops an understanding of social traditions.

3.A identify the importance of social traditions and ceremonies in various contexts and cultures;

3.B communicate appropriately in a variety of interpersonal social traditions, including making and

acknowledging introductions and giving and accepting praise and criticism;3.C employ parliamentary procedure in a group meeting;

3.D use effective techniques to prepare, organize, and present a speech for a special occasion; and

3.E use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or

media.4 The student expresses and responds appropriately to informative messages.

4.A research ideas and topics to acquire accurate information from a variety of primary, secondary, and

technological sources;4.B use appropriate communication skills to request, provide, and respond to information in interpersonal

conversations;4.C use appropriate verbal, nonverbal, and listening skills in interviews;




4.D use appropriate information and effective critical-thinking skills in group decision-making and problem-solving

processes;Effective Group Work

4.E plan and present an informative group discussion for an audience;

4.F plan, research, organize, prepare, and present an informative speech;

4.G rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop

confidence, and practice presentation skills;4.H use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches;

4.I use effective verbal and nonverbal communication in presenting informative speeches;

4.J apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions

and speeches; and4.K develop and use communication skills needed for academic achievement such as participating appropriately

in class discussions, using active and critical-listening skills, and taking accurate notes.5 The student expresses and responds appropriately to persuasive messages.

5.A recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional

appeals;5.B respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and

making or responding to requests;5.C plan, research, organize, prepare, and present a persuasive speech;

5.D demonstrate persuasive skills in informal or formal argumentation, discussions, or debates; and

5.E develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or

media presentations.6 The student uses imagination and creativity to prepare and perform various types of literature.

6.A use imagination to plan, organize, and tell stories;

6.B use appropriate verbal and nonverbal skills to share stories;

6.C select, analyze, adapt, interpret, and rehearse a variety of literary selections;

6.D use effective group decision-making skills in group performances;

Effective Group Work

6.E use appropriate verbal and nonverbal skills in individual or group interpretations of literature; and

6.F use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.




RC Students use a flexible range of metacognitive reading skills in both assigned and independent reading to

understand an author's message. Students will continue to apply earlier standards with greater depth in

increasingly more complex texts as they become self-directed, critical readers.

RC.A establish purposes for reading selected texts based upon own or others' desired outcome to enhance

comprehension;Short Story: Dragon, Dragon




in KindergartenSkills Lesson: Historical Fiction





















RC.B ask literal, interpretive, evaluative, and universal questions of text;


Skills Lesson: Character Motivation


Poem: The Sea



Poem: John Henry






SingsShort Story: The Trailor Murder Mystery





The Strategy Focus: Questioning


FormThe Strategy Focus: Metacognition

Math - Interpreting Statistics: Fastest Mass Transit


Reading Strategy Lesson: Monitoring Understanding

RC.C monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a

portion aloud; generating questions);Short Story: Dragon, Dragon

Skill Lesson: Characterization

Skills Lesson: Character - Confronting Conflict


Skills Lesson: Indirect Characterization

Short Story: Eleven





RC.C monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a

portion aloud; generating questions); (Cont'd.)Excerpt: The Adventures of Tom Sawyer, Chapter 6




Poem: The Sea



Poem: John Henry






SingsShort Story: The Trailor Murder Mystery


















RC.D make inferences about text and use textual evidence to support understanding;




Short Story: Eleven




Skills Lesson: Character Motivation




in KindergartenShort Story: An Episode of War




SingsSkills Lesson: Personal Essay










The Strategy Focus: Inferencing










RC.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text

and across texts; andSpeech: Newbery Acceptance Speech





in KindergartenSkills Lesson: Personal Essay










ExpandReading Strategy Lesson: Monitoring Understanding

The Raven and the First Men: The Beginnings of the

HaidaRC.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,

and provide textual evidence.Skills Lesson: Plot - Suspense

Skills Lesson: Timeless Themes










Skills Lesson: World Literature




RC.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,

and provide textual evidence. (Cont'd.)The Strategy Focus: Text Structure- One Foot, Two


Math - Interpreting Statistics: Fastest Mass Transit




ExpandVisual Text- Round the World by Bike


TX-English Language Arts 6 TX Essential Knowledge … · TX-English Language Arts 6 TX Essential...

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