INSTRUCTIONAL FOCUS DOCUMENT Grade 8 English · PDF fileForms – Text Message, Business...

INSTRUCTIONAL FOCUS DOCUMENTGrade 8 English Language Arts And Reading

TITLE : Unit 03: Analyzing Informational Text SUGGESTED DURATION : 20 days

UNIT OVERVIEW

This unit bundles student expectations that address word study along with reading and writing processes and skills to interpret and analyze expository and procedural texts.

The goal is for students to write their own essays, letters, and literary/expository responses using effective structures and techniques. An emphasis on the integration of

listening, speaking, reading, and writing allow the continued development of the processes necessary for comprehension and written communication.

In Grade 06 and 07, students summarized expository texts, distinguished factual claims, and synthesized information. Students also used information from procedural texts

and explained the function of graphical components. They wrote multi-paragraph essays, letters, and literary/expository responses. During this unit, students continue to

summarize and synthesize information found in expository texts focusing closely on logical inferences and complex conclusions. They continue to glean information from

procedural texts and analyze text for missing or extraneous information. In writing, students compose multi-paragraph essays, letters, and literary/expository responses using

complex structures and techniques. Vocabulary, spelling, punctuation, capitalization, and grammar are studied throughout the unit to support comprehension and oral and

written communication. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from informational texts. In English I, students

distinguish between summaries and critiques of expository texts and synthesize key information from a variety of texts. They analyze clarity and data found in procedural texts

and write their own analytical essays, procedural documents, and interpretive responses.

PERFORMANCE ASSESSMENT(S)OVERARCHING CONCEPTS

UNIT CONCEPTSUNIT UNDERSTANDINGS

Last Updated 07/08/2014

Print Date 08/19/2014 Printed By Shelby Trumbull, NOCONA MIDDLEpage 1 of 58



Grade 08 ELAR Unit 03 PA 01

Click on the PA title to view related rubric.

After reading an expository text, create a graphic

organizer that reflects the organizational pattern of the

text. On the graphic organizer, summarize main ideas

and supporting details. Write a short reflection that

includes inferences and conclusions about the ideas in

the text.

Standard(s): 8.10A , 8.10C , 8.10D , 8.17C , 8.Fig19A

, 8.Fig19C , 8.Fig19D , 8.Fig19E ELPS.c.1E ,

ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G ,

ELPS.c.4I , ELPS.c.5G

Interpretation – Meaning

Structures – Organizational Patterns

Readers gather information and express organized ideas to construct

meaning.





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Select two news articles from different newspapers

and/or websites on the same event. Identify and

analyze factual claims in each along with opinions or

“loaded language” stated in the texts. Create a TChart

with textual evidence for each text, and write a short

essay, reflecting on authors’ purpose and its effect on

the presentation of ideas.

Standard(s): 8.9A , 8.10B , 8.10C , 8.10D , 8.17C ,

8.Fig19D , 8.Fig19F ELPS.c.1E , ELPS.c.1H ,

ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I ,

ELPS.c.4J , ELPS.c.4K , ELPS.c.5G

Perspective – Bias Authors sometimes use words and statements that reflect their bias on

a given topic.



Read aloud a self-selected news report from a

newspaper or website to a small group using effective

fluency and expression to signify meaning.

Standard(s): 8.1A , 8.Fig19C ELPS.c.1B , ELPS.c.2A

, ELPS.c.2B , ELPS.c.2G , ELPS.c.3A , ELPS.c.3B ,

ELPS.c.3J , ELPS.c.4A , ELPS.c.4B , ELPS.c.4E ,

ELPS.c.4F

Conventions – Oral Conventions Fluent reading supports the communication of purpose and meaning.








































When provided a sequencing organizer, create a

procedural text, explicitly outlining how to best perform

a familiar procedure. Include multi-step directions and

legends for diagrams and/or graphic aids to support the

clarity of the text. Exchange with a partner and

evaluate the partner’s procedural text for clarity and

missing or extraneous information.

Standard(s): 8.12A , 8.12B , 8.26B ELPS.c.1C ,

ELPS.c.1E , ELPS.c.1H , ELPS.c.4D , ELPS.c.4F ,

ELPS.c.4G , ELPS.c.4H , ELPS.c.4I , ELPS.c.4K ,

ELPS.c.5B , ELPS.c.5C , ELPS.c.5E , ELPS.c.5F ,

ELPS.c.5G

Structures – Diagrams, MultiStep

Directions, Graphics

Form – Procedural Text

Purpose/Audience

Authors vary form and style in order to write for different purposes,

audiences, and contexts.



























Identify and investigate a topic related to a controversy

proposed in a previously read text. Select an

appropriate organizational pattern and compose a

multi-paragraph essay, explaining the information

about the issue at hand without bias.

Standard(s): 8.10D , 8.14A , 8.14B , 8.14D , 8.14E ,

8.22A , 8.22B , 8.23A , 8.25A , 8.25C , 8.17A.i ,

8.17A.ii , 8.17A.iii , 8.17A.v ELPS.c.1E , ELPS.c.1H

, ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K ,

ELPS.c.5B , ELPS.c.5C , ELPS.c.5E , ELPS.c.5F ,

ELPS.c.5G

Structures – Organizational Patterns,

Textual Features

Form – Essay

Purpose/Audience



































Write a text message reflecting an opinion on a self-

selected topic or issue to a person of choice. Convey

this message in a friendly letter and ultimately in a

business letter for publication in a local, school, or

class newspaper or for real-world purposes. Discuss

the differences between the three contexts and formats

with a partner and orally present these findings to a

small group.

Standard(s): 8.17B , 8.28A ELPS.c.1B , ELPS.c.1C ,

ELPS.c.1E , ELPS.c.1F , ELPS.c.1G , ELPS.c.2D ,

ELPS.c.2G , ELPS.c.2H , ELPS.c.2I , ELPS.c.3C ,

ELPS.c.3E , ELPS.c.3G , ELPS.c.3H , ELPS.c.3I ,

ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E ,

ELPS.c.5F , ELPS.c.5G

Forms – Text Message, Business

Letter

Purpose/Audience
































Write multiple response entries including thoughts,

connections, and/or strategies that deepen

understanding of literary and informational texts.

Provide evidence from the text to support ideas.

Standard(s): 8.17C , 8.Fig19A , 8.Fig19B , 8.Fig19C

, 8.Fig19D , 8.Fig19E , 8.Fig19F ELPS.c.1E ,

ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I ,

ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G

Interpretation – Connections

Perception – Thoughts

Readers use strategies to support interpretation of text.



Record multiple entries in a Vocabulary Notebook that

demonstrate knowledge of new words and their

meanings.

Standard(s): 8.2A , 8.2B , 8.2C , 8.2D , 8.2E

ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F ,

ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F ,

ELPS.c.5G

Interpretation – Relationships,

Knowledge, Vocabulary

Understanding new words and concepts enhances comprehension and

oral and written communication.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

None Indentified





































UNIT VOCABULARY

Factual claim – a statement that claims truth and contains no value languageAssertion – an opinion or declaration stated with conviction

Opinion – a personal view or belief based on emotions or interpretation of facts

UNIT ASSESSMENT ITEMS SYSTEM RESOURCES

ELAR Grade 8 Unit 03: Analyzing Informational Text Conventions Alignment Tool: Grade 6-EI Capitalization

Conventions Alignment Tool: Grade 6-EI Grammar

Conventions Alignment Tool: Grade 6-EI Punctuation

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group

instruction or applied by students through meaningful practice.

INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY')

INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS FORMATIVE ASSESSMENT EXAMPLES

Word StudyTEKS

Vocabulary

Development:

8.2A, 8.2B,

8.2C, 8.2D,

8.2E

Informal Language Sample

Observation Data

Teacher-Student Conference

Checklist
















Rubric

Writer’s Notebook

Reader’s Notebook

Vocabulary Notebook

Oral Reading Fluency Check

Oral Quiz

Written Quiz

Portfolio

ReadingTEKS

Media Literacy:

8.13B, 8.13C

Culture and

History: 8.9A

Expository

Text: 8.10A,

8.10B, 8.10C,

8.10D

Procedural

Texts: 8.12A,

8.12B

Listening:

8.26A, 8.26B

Teamwork:

8.28A

Comprehension

Skills.:

8.Fig19A,

8.Fig19B,

8.Fig19C,

8.Fig19D,

8.Fig19E,

8.Fig19F

Ongoing TEKS

Fluency: 8.1A

Expository and

Procedural

Texts: 8.17C



























WritingTEKS

Writing

Process:

8.14A, 8.14B,

8.14C, 8.14D,

8.14E

Expository and

Procedural

Texts: 8.17A.i,

8.17A.ii,

8.17A.iii,

8.17A.iv,

8.17A.v, 8.17B

Conventions:

8.19A.ii,

8.19A.iv,

8.19A.v, 8.19B,

8.19C

Handwriting:

8.20A, 8.20B.i,

8.20B.ii

Spelling:

Research

Plan: 8.22A

Gathering

Sources:

8.23A

Ongoing TEKS

Conventions:

8.19A.i,

8.19A.iii

Spelling: 8.21A































Organizing

and

Presenting

Ideas: 8.25A,

8.25C

Teamwork:

8.28A

The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English

Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.

TEKS UNIT LEVEL SPECIFICITY

Legend:

Bold black text in italics: Knowledge and

Skills Statement (TEKS)

Texas College and Career Readiness

Standard (TxCCRS)

Bold black text: Student Expectation

(TEKS)

Bolded red text in italics: Student

Expectation identified by TEA as a

Readiness Standard for STAAR

Bolded green text in italics: Student

Legend:

Blue text: Supporting Information / Clarifications from TCMPC (Specificity)

Bold blue text: Standards for Ensuring Success from Kindergarten to College and

Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System

Blue text in italics: Unit-specific clarification

Black text: Texas Education Agency (TEA)

TEKS#

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TEKS UNIT LEVEL SPECIFICITYTEKS#

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Expectation identified by TEA as a

Supporting Standard for STAAR

Strike-through: Indicates portions of the

Student Expectation that are not included in

this unit but are taught in previous or future

unit(s)

8.2 Reading/Vocabulary Development. Students

understand new vocabulary and use it when

reading and writing. Students are expected to:

TxCCRS Reading

TxCCRS E/LAS.II.B - English/Language Arts/Reading.

Understand new vocabulary and concepts and use

them accurately in reading, speaking, and writing.

8.2A Determine the meaning of grade-level academic

English words derived from Latin, Greek, or other

linguistic roots and affixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN,

GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

Possible examples:

Latin: e.g., scrip/script (manuscript, prescription)

Greek: e.g., thermo (thermostat, thermos)

Affixes and roots as found in grade-level academic words and texts

Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base





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word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

Academic English words

1. words used in the learning of academic subject matter in formal educational context that

are associated with literacy and academic achievement, including specific academic

terms, technical language, and speech registers related to each field of study

2. words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g., hyperbole, metaphor, and meter)

or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).

STAAR Note:

Questions associated with 8.2A may refer students back to the paragraph in the passage that

contains the word being assessed. Context, along with word parts, is important in determining

word meaning. Refer to 8.2B for the standard addressing context clues.

Students have access to dictionaries during the STAAR exam. Dictionaries can assist students

in determining word meaning. Refer to 8.2E for the standard addressing dictionary skills.

8.2B Use context (within a sentence and in larger

sections of text) to determine or clarify the

meaning of unfamiliar or ambiguous words or

words with novel meanings.

Readiness Standard

Use

CONTEXT

Context – the words, sentences, or passages that precede or follow a specific word, sentence,

or passage

To determine or clarify







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THE MEANING OF UNFAMILIAR OR AMBIGUOUS WORDS OR WORDS WITH NOVEL MEANINGS

Including, but not limited to:

Identify and use relationships among surrounding words, phrases, sentences, and paragraphs

Use examples within the sentence, paragraph, or larger sections of text

Use definition within the sentence and/or paragraph

Use restatement within the sentence

Ambiguous – vague, unclear

Novel – new, unusual, different

STAAR Note:

Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in

determining word meaning. Refer to 8.2E for the standard addressing dictionary skills. However,

students should consider the dictionary definitions in conjunction with contextual meaning.

8.2C Complete analogies that describe a function or

its description (e.g., pen:paper as chalk: ______

or soft:kitten as hard: ______).

Complete

ANALOGIES THAT DESCRIBE A FUNCTION OR ITS DESCRIPTION

Example:

Pen is to write as shovel is to dig (function)

Soft is to kitten as hard is to rock (description)

Analogy – a vocabulary exercise in which an association between a concept and its attribute

is present (e.g., hot:cold as north:____.)








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8.2D Identify common words or word parts from other

languages that are used in written English (e.g.,

phenomenon, charisma, chorus, passé, flora,fauna).

Identify

COMMON WORDS OR WORD PARTS FROM OTHER LANGUAGES THAT ARE USED IN WRITTEN

ENGLISH


Phenomenon

Charisma

Chorus

PasséFlora

Fauna

Other possible examples:

FiancéRésuméHamburger

Origami

Other as found in grade-appropriate texts

8.2E 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.

Readiness Standard

Use

A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC)

To determine

MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE WORD CHOICES, PARTS OF








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SPEECH OF WORDS


Use guide words and/or knowledge of alphabetical order to locate words in print resources; use

search features to find words in electronic resources

Use the given syllabication and the phonetic symbols to pronounce unknown words

Read the definition(s) and determine the meaning of the word (using context as applicable)

Locate synonyms or alternate word choices

Determine the appropriate part of speech using context if applicable

Syllabication – forming or dividing words into syllables

Pronunciation – the manner in which someone utters a word

Part of speech – e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection

8.Fig19 Reading/Comprehension Skills. Students use a

flexible range of metacognitive reading skills in

both assigned and independent reading to

understand an author’s message. Students willcontinue to apply earlier standards with greater

depth in increasingly more complex texts as they

become self-directed, critical readers. The student

is expected to:

TxCCRS Key Cognitive Skills

TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key

Cognitive Skills. Academic behaviors







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TxCCRS Foundational Skills

TxCCRS CDS.II.A - Cross-Disciplinary

Standards/Foundational Skills. Reading across the

curriculum

8.Fig19A Establish purposes for reading selected texts

based upon own or others’ desired outcome toenhance comprehension.

Establish

PURPOSES FOR READING SELECTED TEXTS BASED UPON OWN AND OTHERS’ DESIREDOUTCOME TO ENHANCE COMPREHENSION

Possible examples:

To learn

To interpret or follow directions

To solve problems

For enjoyment

8.Fig19B Ask literal, interpretive, evaluative, and universal

questions of text. Ask

LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS OF TEXT


Before, during, and after reading

Literal question – knowledge level, factbased question (e.g., who, what, when, where, why, and howquestions), questions asked for clarification








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Interpretive question – may have more than one answer and requires that the answer(s) be supportedwith evidence from the text (e.g., What does this mean?)

Evaluative question – asks for an opinion, a belief, or a point of view. Responses may representdifferent perspectives and should be supported with evidence from the text. (e.g., Do you agree or

disagree? What do you feel about this? What do you believe about this? What is your opinion about

this?)

Universal question – an openended question that is raised by ideas in the text and transcend socialand cultural boundaries and speak to a common human experience (e.g., What does the character

believe in? What is the main character willing to fight for? How does this story give you a better

understanding of human nature?)

8.Fig19C Reflect on understanding to monitor

comprehension (e.g., summarizing and

synthesizing; making textual, personal, and

world connections; creating sensory images).

Reflect

ON UNDERSTANDING TO MONITOR COMPREHENSION


Summarize and synthesize (refer to 8.Fig19E)

Make connections – textual, personal, and world (refer to 8.Fig19F)Create sensory images (pictures created by using the five senses- sight, smell, sound, touch,

taste)

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is

still important to attribute summarized ideas to the original source.

Synthesize – combine elements and parts to form a coherent whole








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8.Fig19D Make complex inferences about text and use

textual evidence to support understanding.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry,

and Drama, Persuasive)

Make

COMPLEX INFERENCES ABOUT TEXT


Literary Text (e.g., poetry, drama, fiction, literary nonfiction)

Structural elements

Literary elements

Sensory language

Figurative language

Purpose of elements and language in sections of text and/or specific sentences

Note:

Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional

information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

Purpose of informational text

Main idea of whole texts and sections of texts

Details that support the central idea or controlling idea

Note:

Refer to the specificity of the Knowledge and Skills Statements for each informational genre for

additional information on inferring in each type of informational text.

Complex inference – goes beyond the explicit text. A complex inference can be a subtle inference.

Subtle inference – is one in which the bits of information are not as easily connected







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Generalization – a conclusion about a group of persons, places, or things

Drawing conclusions – a form of inference in which the reader gathers information, considers

the general thoughts or ideas that emerge from the information, and comes to a decision.

The conclusion is generally based on more than one piece of information.

Inductive reasoning – the process of determining general principles by logic or observation

from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore,all ice is cold)

Deductive reasoning – the process of logical reasoning from general principles to specific

instances based on the assumed truth of the principle; reasoning from wholes to parts.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Textual evidence – specific details or facts found in the text that support what is inferred

8.Fig19E Summarize, paraphrase, and synthesize texts in

ways that maintain meaning and logical order

within a text and across texts.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry,

and Drama, Persuasive)

Summarize, Paraphrase, Synthesize

TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS

TEXTS

Summary includes, but is not limited to:

Brief, coherent sentences that communicate the key information, ideas, or events in logical

order

Main ideas from the beginning, middle, and end







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Summarize – to reduce large sections of text to their essential points and main idea. Note: It is

still important to attribute summarized ideas to the original source.

Paraphrase – restate the meaning of something in different words. Paraphrasing alters the

exact wording of the source and transmits its ideas or information without evaluation or

interpretation.


STAAR Note:

Students may be required to summarize in multiple genres, including drama, literary nonfiction,

expository text, and fiction.

8.Fig19F Make intertextual links among and across texts,

including other media (e.g., film, play), and

provide textual evidence.

Readiness Standard

Make

INTERTEXTUAL LINKS AMONG AND ACROSS TEXTS, INCLUDING OTHER MEDIA


Similarities and differences in:

ideas

details

theme

organization

purpose

mood

tone

Possible texts and media:







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Fiction

Literary nonfiction

Poetry

Film (drama)

Play (drama)

Expository text

Persuasive text

Web-based article

Documentary

Advertisement

Provide

TEXTUAL EVIDENCE

Textual evidence – specific details or facts found in text that support what is inferred

8.9 Comprehension of Informational Text/Culture and

History.

Students analyze, make inferences and draw

conclusions about the author's purpose in

cultural, historical, and contemporary contexts

and provide evidence from the text to support

their understanding. Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARYCONTEXTS


Determine the purpose of an entire informational text

Determine the purpose of a section(s) of an informational text

Determine the purpose of a specific sentence from an informational text

Possible verbs to describe purpose:







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To inform, explain, tell, demonstrate, share, reveal, teach, communicate

To illustrate, show, describe

To compare, contrast

To provide, give information/examples

To persuade, express an opinion, prove, encourage, argue

To reinforce (an idea), emphasize

To suggest, imply

To celebrate

To question

Provide

EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D.

TxCCRS Reading

TxCCRS E/LAS.II.C - English/Language Arts/Reading.

Describe, analyze, and evaluate information within

and across literary and other texts from a variety of

cultures and historical periods.

8.9A Analyze works written on the same topic and

compare how the authors achieved similar or

different purposes.

Supporting Standard

Analyze

WORKS WRITTEN ON THE SAME TOPIC

Compare

HOW THE AUTHORS ACHIEVED SIMILAR OR DIFFERENT PURPOSES







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Steps in analysis

Identify the authors’ purposesDescribe how each author achieved their purpose

Compare and contrast the authors’ purposes and the ways in which they achieved theirpurposes

8.10 Comprehension of Informational Text/Expository

Text.

Students analyze, make inferences and draw

conclusions about expository text and provide

evidence from text to support their understanding.

Students are expected to:

Analyze, Make inferences, Draw conclusions

ABOUT EXPOSITORY TEXT


Make inferences related to the whole text

Make inferences related to a section of the text

Make inferences related to particular sentences, ideas, or details

Summarize expository text in ways that maintain meaning and logical order

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note:

This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E.

STAAR items that are dual-coded with this Knowledge and Skills Statement and Figure19D

may be assessed by:

Providing information from the text and asking students to make an inference. For







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example, sentences from the article are given in a textbox followed by the question, “Theauthor includes this information to —”Providing the inference in the question stem and asking students to choose evidence

from the text that supports the inference. For example, “Which of the followingsentences supports the idea that (provided inference)?”

TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading.

Locate explicit textual information and draw

complex inferences, analyze, and evaluate the

information within and across texts of varying

lengths.

8.10A Summarize the main ideas, supporting details,

and relationships among ideas in text succinctly

in ways that maintain meaning and logical order.

Readiness Standard

Summarize

THE MAIN IDEAS, SUPPORTING DETAILS, AND RELATIONSHIPS AMONG IDEAS IN TEXT

SUCCINCTLY IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER

Summary includes, but is not limited to:

Brief, coherent sentences that communicate the key information in logical order

Main ideas from the beginning, middle, and end

Summarize – to reduce large sections of text to their essential points and main ideas. Note: It

is still important to attribute summarized ideas to the original source.

Logical order – how a writer organizes text when building an argument. The writer may

present ideas or information in a sequence that makes sense to him or her and addresses the

audience's needs.







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Main idea – the overall message of an entire text or section of a text

Facts/Details – support the main idea by telling how, when, what, where, why, how much, and howmany

Note:

Subtitles may help students determine the main idea of sections of text.

Refer to 8.Fig19E for related comprehension skills.

8.10B Distinguish factual claims from commonplace

assertions and opinions and evaluate inferences

from their logic in text.

Supporting Standard

Distinguish

FACTUAL CLAIMS FROM COMMONPLACE ASSERTIONS AND OPINIONS

Factual claim – a statement that claims truth and contains no value language

Assertion – an opinion or declaration stated with conviction

Commonplace – ordinary, usual, commonly found

Examples of commonplace assertions:

Everyone knows that Texans are crazy about football.

Don’t go out in the cold rain, you’ll get sick.

Opinion – a personal view or belief based on emotions or interpretation of facts

Evaluate

INFERENCES FROM THEIR LOGIC IN TEXT







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Steps in evaluation

Locate and distinguish factual claims, commonplace assertions, and opinions

Check effectiveness of evidence in support of factual claims, common place assertions, and/or

opinions

Explain ways the textual evidence supports or fails to support factual claims, common

assertions, and/or opinion

8.10C Make subtle inferences and draw complex

conclusions about the ideas in text and their

organizational patterns.

Readiness Standard

Make

SUBTLE INFERENCES ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

Inference – a logical guess made by connecting bits of information. Readers make inferences by

drawing conclusions, making generalizations, and making predictions.

Subtle inference – is one in which the bits of information are not as easily connected

Draw

COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR ORGANIZATIONAL PATTERNS

Drawing conclusions – a form of inference in which the reader gathers information, considers

the general thoughts or ideas that emerge from the information, and comes to a decision.

The conclusion is generally based on more than one piece of information.

Complex conclusions – multiple conclusions

Organizational pattern – the pattern an author constructs as he organizes his or her ideas and







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provides supporting details

Possible organizational patterns:

Cause and effect

Sequential order

Description

Order of importance

Compare-and-contrast

Logical order

Classification schemes

Proposition-and-support

Problem-and-solution

Note:

Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout

an entire text.

8.10D Synthesize and make logical connections

between ideas within a text and across two or

three texts representing similar or different

genres and support those findings with textual

evidence.

Readiness Standard

Synthesize, Make

LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT


Identify similar/related information within a single text

Draw conclusions and/or make generalizations about the ideas presented throughout a single

text

Synthesize, Make







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LOGICAL CONNECTIONS ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR

DIFFERENT GENRES


Identify similar/related information from multiple texts of the same genre or different genres

Draw conclusions and/or make generalizations about the ideas presented in the texts


Draw conclusion – a form of inference in which the reader gathers information, considers the

general thoughts or ideas that emerge from the information, and comes to a decision. The

conclusion is generally based on more than one piece of information.

Support

THOSE FINDINGS WITH TEXTUAL EVIDENCE

Textual evidence – specific details or facts found in the text that support what is inferred

Note:

Refer to 8.Fig19F for related skills.

8.12 Comprehension of Informational Text/Procedural

Texts.

Students understand how to glean and use

information in procedural texts and documents.


Understand, Glean, Use

INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS

Interpret information and details within procedural texts and graphics

Determine the purpose of embedded procedural texts and graphics

STAAR Note:







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TxCCRS Reading

TxCCRS E/LAS.II.A - English/Language Arts/Reading.

Locate explicit textual information and draw

complex inferences, analyze, and evaluate the

information within and across texts of varying

lengths.

8.12A Analyze text for missing or extraneous

information in multi-step directions or legends for

diagrams.

Analyze

TEXT FOR MISSING OR EXTRANEOUS INFORMATION IN MULTI-STEP DIRECTIONS OR LEGENDS

FOR DIAGRAMS


Steps in analysis

Identify the task, problem, or goal

Determine the necessary steps

Determine if there is any missing information

Identify extraneous information

Legends for diagrams – explanations of symbols used in diagrams

Procedural text – a type of informational text that is written with the intent to explain the steps

in the procedure, as in a recipe. Procedural text could house data that requires reader

interpretation.








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8.12B Evaluate graphics for their clarity in

communicating meaning or achieving a specific

purpose.

Supporting Standard

Evaluate

GRAPHICS FOR THEIR CLARITY IN COMMUNICATING MEANING OR ACHIEVING A SPECIFIC

PURPOSE


Steps in evaluation

Determine the purpose of the graphic

Determine if the graphic includes correct information

Determine if the graphic is appropriate for the purpose

Determine if the graphic is effective for the purpose

Possible graphics:

Diagram

Illustration

Photo

Map

Chart

Graph

Timeline

Table

Infographic

8.13 Reading/Media Literacy.

Students use comprehension skills to analyze how

words, images, graphics, and sounds work

together in various forms to impact meaning.

Use

COMPREHENSION SKILLS








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Students will continue to apply earlier standards

with greater depth in increasingly more complex

texts. Students are expected to:

Analyze

HOW WORDS, IMAGES, GRAPHICS, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO

IMPACT MEANING


Interpret words, images, and sounds in media and consider their effect on meaning

Determine the purpose of embedded media

Determine how details within embedded media support information in the text

STAAR Note:


TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening.

Apply listening skills as an individual and as a

member of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team

projects, presentations, interviews).


TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key

Cognitive Skills. Reasoning


TxCCRS CDS.II.E - Cross-Disciplinary

Standards/Foundational Skills. Technology







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8.13B Interpret how visual and sound techniques (e.g.,

special effects, camera angles, lighting, music)

influence the message.

Interpret

HOW VISUAL AND SOUND TECHNIQUES INFLUENCE THE MESSAGE


Steps in interpretation

Identify the visual and sound technique(s)

Identify the intended message

Identify the intended audience

Explain the influence of the specific techniques on message

Visual techniques include, but are not limited to:

Special effects – illusions used to simulate imagined eventsCamera angles (e.g., close-ups, multiple exposures, digital composing)

Lighting

Other possible visual techniques:

Movement

Graphics

Shape

Color

Bold words

Word position

Sound techniques include, but are not limited to:

Music (e.g., background music)







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Other possible sound techniques:

Sound effects – simulate imagined events

8.13C Evaluate various techniques used to create a

point of view in media and the impact on

audience.

Supporting Standard

Evaluate

VARIOUS TECHNIQUES USED TO CREATE A POINT OF VIEW IN MEDIA AND THE IMPACT ON

AUDIENCE


Steps in evaluation

Identify the technique

Identify the point of view/perspective

Explain ways the technique supports the point of view

Identify the intended audience

Explain the impact of the techniques on the audience

8.14 Writing/Writing Process. Students use elements of

the writing process (planning, drafting, revising,

editing, and publishing) to compose text. Students

are expected to:

TxCCRS Writing

TxCCRS E/LAS.I.A - English/Language Arts/Writing.

Compose a variety of texts that demonstrate clear

focus, the logical development of ideas in well-

organized paragraphs, and the use of appropriate








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language that advances the author's purpose.


TxCCRS CDS.II.B - Cross-Disciplinary

Standards/Foundational Skills. Writing across the

curriculum

8.14A 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.

Plan

A FIRST DRAFT


Determine appropriate topics through a range of strategies (e.g., discussion, background

reading, personal interests, interviews, etc.)

Select a focused topic

Determine the purpose or intended meaning of the topic

Determine an appropriate audience

Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic

organizer, listing, etc.)

Purpose – the intended goal of a piece of writing; the reason a person writes

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Examples of purposes for writing:

To entertain







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To explain

To describe

To inform

To persuade

To respond

Develop

A THESIS OR CONTROLLING IDEA

Thesis – a statement or premise supported by arguments; the subject or theme of a speech or

composition

Controlling idea – the main point or underlying direction of a piece of writing. A controlling

idea makes the reader ask a question that will be answered by reading more or helps the

reader understand the author’s purpose for writing the paragraph or essay.

Revisions may include, but are not limited to:

Revise entire sentences including, but not limited to:

Run-on sentences

Fragments

Order of words and phrases (e.g., misplaced prepositional phrases)

Repetition

Transitional sentence

Revise/change/replace single words and phrases including, but not limited to:

General vs. specific

Formal vs. informal

Synonym vs. antonym

Transitional words/phrases






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Pronoun specificity (antecedents)

Add/insert entire sentences including, but not limited to:

Closing/concluding sentences that emphasizes the overall message or controlling idea

Relevant details in appropriate places

Add/insert single words and/or phrases including, but not limited to:

Transitions

Combine sentences into a single sentence while maintaining meaning and clarity

Note:

This is the first step in the writing process, often referred to as prewriting or planning.

8.14B 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.

Develop

DRAFTS


Construct a draft using a selected organizational strategy according the genre and purpose

Include and build upon ideas and details that are strongly related and contribute to the thesis or

controlling idea of the piece

Develop a coherent draft that is focused, organized, and well controlled with meaningful

transitions and connections

Choose words that are purposeful and precise and support the overall meaning (or purpose) of

the piece

Examples of possible organizational patterns (strategies):

Sequential order

Chronological order

Order of importance







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Cause-and-effect

Compare and contrast

Problem/solution

Description

Organizational pattern (strategy) – the pattern an author constructs as he organizes his or her

ideas and provides supporting details

Organization of a paper – the development of ideas in a coherent manner. In a well-organized

paper, main points should be supported, each idea should flow sequentially and logically to

the next idea, transitions should connect ideas, and extraneous sentences should not be

included.

Transitional words and phrases – words or phrases that help to sustain a thought or idea

through the writing. They link sentences and paragraphs together smoothly so that there are

no abrupt jumps or breaks between ideas.

Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning tothe reader

Note:

This is the second step in the writing process, often referred to as drafting. The focus is on developing

ideas and the message not on mechanics.

8.14C Revise drafts to ensure precise word choice and

vivid images; consistent point of view; use of

simple, compound, and complex sentences;

internal and external coherence; and the use of

effective transitions after rethinking how well

questions of purpose, audience, and genre have

After rethinking

HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED

Purpose – the intended goal of a piece of writing; the reason a person writes







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been addressed. Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Revise

DRAFTS

Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance themessage to ensure the purpose, audience, and genre have been addressed


Ensure precise word choice and vivid images

Maintain consistent point of view

Use varied sentences, simple, compound, and complex, that are purposeful and well controlled

to enhance the effectiveness of the piece

Check internal (within the paragraph) and external (within the complete piece) coherence

Improve transitions and sentence-to-sentence connections to enhance the flow of the piece

Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent

essay)

Internal coherence – a logical organization and fluid progression of ideas and /or sentences; a

piece of writing with internal coherence does not contradict itself.

External coherence – organizing the major components of a written composition- introduction,

body, conclusion, or in the case of a multi-paragraph essay, the paragraphs- in a logical

sequence so that they flow easily and progress from one idea to another while still holding

true to the central idea of the composition






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Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning tothe reader


Revise entire sentences including, but not limited to:

Run-on sentences

Fragments

Order of words and phrases (e.g., misplaced prepositional phrases)

Repetition

Transitional sentence

Revise/change/replace single words and phrases including, but not limited to:

General vs. specific

Formal vs. informal

Synonym vs. antonym

Transitional words/phrases

Pronoun specificity (antecedents)

Add/insert entire sentences including, but not limited to:

Closing/concluding sentences that emphasizes the overall message or controlling idea

Relevant details in appropriate places

Add/insert single words and/or phrases including, but not limited to:

Transitions

Delete unnecessary sentences/details

Combine sentences into a single sentence while maintaining meaning and clarity

Note:

While this is considered the third step in the writing process, revision may be ongoing throughout the

writing process.

8.14D Edit drafts for grammar, mechanics, and spelling.Edit







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DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING


Conventions/Grammar (refer to 8.19Ai-v,B,C)

Capitalization (refer to 8.20A)

Punctuation (refer to 8.20Bi-ii)

Spelling (refer to 8.21A)

Previously taught expectations in grammar, capitalization, punctuation, and spelling

Note:

This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and

spelling.

8.14E Revise final draft in response to feedback from

peers and teacher and publish written work for

appropriate audiences.

Revise

FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER

Refer to 8.14C for revision expectations

Publish

WRITTEN WORK FOR APPROPRIATE AUDIENCES


Use legible handwriting with appropriate spacing and/or use available technology to publish

written work

Share published work with an appropriate audience







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Audience – the intended target group for a message, regardless of the medium

Note:

This is the last step in the writing process.

8.17 Writing/Expository and Procedural Texts. Students

write expository and procedural or work-related

texts to communicate ideas and information to

specific audiences for specific purposes. Students

are expected to:

TxCCRS Writing

TxCCRS E/LAS.I.A - English/Language Arts/Writing.

Compose a variety of texts that demonstrate clear

focus, the logical development of ideas in well-

organized paragraphs, and the use of appropriate

language that advances the author's purpose.




curriculum

8.17A Write a multi-paragraph essay to convey

information about a topic that: Write

A MULTI-PARAGRAPH ESSAY TO CONVEY INFORMATION ABOUT A TOPIC THAT:

Expository text – a type of informational text that clarifies or explains something









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8.17A.i presents effective introductions and concluding

paragraphs An effective introduction establishes the controlling idea or thesis.

A concluding paragraph provides closure to the essay.

8.17A.ii contains a clearly stated purpose or controlling

idea Controlling idea – the main point or underlying direction of a piece of writing. A controlling

idea makes the reader ask a question that will be answered by reading more or helps the

reader understand the author's purpose for writing the paragraph or essay.

Stated purpose – the stated goal of a piece of writing

8.17A.iii is logically organized with appropriate facts and

details and includes no extraneous information

or inconsistencies

Facts, details, and examples support the controlling idea or thesis.

Organization of a paper – the development of ideas in a coherent manner. In a well-organized

paper, main points should be supported, each idea should flow sequentially and logically to

the next idea, transitions should connect ideas, and extraneous sentences should not be

included.

Organizational pattern – the pattern an author constructs as he organizes his or her ideas and

provides supporting details

Examples of organizational patterns:

Sequential order

Order of importance

Cause-and-effect

Compare and contrast

Problem/solution









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Main ideas and details

Description

8.17A.iv accurately synthesizes ideas from several

sources Synthesize – to combine elements and parts to form a coherent whole

8.17A.v uses a variety of sentence structures, rhetorical

devices, and transitions to link paragraphs Including, but not limited to:

Use varied sentences, both simple and compound, that are purposeful and well controlled to

enhance the effectiveness of the piece

Use transitions and sentence-to-sentence connections to enhance the flow of the piece

Transitional words and phrases – help to sustain a thought or idea through the writing. They link

sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks

between ideas.

Rhetorical device – a technique that an author or speaker uses to influence or persuade an

audience

8.17B Write a letter that reflects an opinion, registers a

complaint, or requests information in a business

or friendly context.

Write

A LETTER IN A BUSINESS OR FRIENDLY CONTEXT


Reflects an opinion

Registers a complaint

Requests information









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8.19 Oral and Written Conventions/Conventions.

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. Students are

expected to:

TxCCRS Writing

TxCCRS Edit writing for proper voice, tense, and syntax,

assuring that it conforms to standard English,

when appropriate.




curriculum

TxCCRS Write clearly and coherently using standard

writing conventions.

8.19A Use and understand the function of the following

parts of speech in the context of reading, writing,

and speaking:

Use, Understand

THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING,

WRITING, AND SPEAKING:

8.19A.ii appositive phrasesAppositive phrase – a phrase that appears directly after a noun or pronoun to describe or









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rename the noun or pronoun (e.g., Mr. Jones, the Nobel prize winner for literature, is teaching

the class.)

8.19A.iv relative pronouns (e.g., whose, that, which)Relative pronoun – a pronoun that refers to an antecedent (e.g., whom in the man whom you

were talking to). Relative pronouns link a dependent clause to a main clause in a sentence.

Examples of relative pronouns:

whose

that

which

who/whom

whoever/whomever

Dependent clause – a group of words with a subject and a verb that modifies a main or

independent clause to which it is joined (e.g., until you leave in I will wait until you leave);

also called a subordinate clause

8.19A.v subordinating conjunctions (e.g., because, since)Subordinating conjunction – introduces a dependent clause and connects it to an independent

clause (e.g., because, when, unless)

Examples of subordinating conjunctions:

while

because

although

if

when








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unless

since

whereas

Example of usage:

Both students and teachers were at the assembly because of a special guest.

Independent clause – a group of words containing a subject and a verb that can stand alone as

a complete sentence; also called a main clause

Dependent clause – a group of words with a subject and a verb that modifies a main or

independent clause to which it is joined (e.g., until you leave in I will wait until you leave);

also called a subordinate clause

8.19B Write complex sentences and differentiate

between main versus subordinate clauses. Write

COMPLEX SENTENCES

Complex sentence – a sentence with an independent clause and at least one dependent

clause (e.g., I cleaned the room when the guests left.)

Differentiate

BETWEEN MAIN VERSUS SUBORDINATE CLAUSES

Independent clause – a group of words containing a subject and a verb that can stand alone as

a complete sentence; also called a main clause

Subordinate clause – a clause containing a subject and a verb that modifies a main or







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independent clause but cannot stand alone; also called a dependent clause (e.g., until he

goes in I will wait until he goes)

8.19C Use a variety of complete sentences (e.g.,

simple, compound, complex) that include

properly placed modifiers, correctly identified

antecedents, parallel structures, and consistent

tenses.

Use

A VARIETY OF COMPLETE SENTENCES THAT INCLUDE PROPERLY PLACED MODIFIERS,

CORRECTLY IDENTIFIED ANTECEDENTS, PARALLEL STRUCTURES, AND CONSISTENT TENSES


Use simple sentences

Use compound sentences

Use complex sentences

Use sentences that do not shift in tense, number, or person

Consider modifiers, antecedents, and parallel structures

Simple sentence – a sentence with one clause (e.g., The chicken crossed the road.)

Compound sentence – a sentence composed of at least two independent clauses linked with a

conjunction (e.g., Sam talked, and Emma listened.)



Modifier – words that modify or make more specific the meanings of other words; includes words or

phrases that act as adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying

phrase is next to or in clear relation to the intended word.

Antecedent – a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but

she couldn't find the book)







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Parallel structure – the use of the same grammatical structure (i.e., noun phrases, verb

phrases) within a sentence or in a bulleted list. Example of parallel structure: I like to swim, to

dance, and to camp. Example of non-parallel structure: I like to swim, to dance, and go camping.

Consistent tense – using the same verb tense throughout a sentence, paragraph, or essay.

Shifting from one verb tense to another should be done only when demonstrating a shift in

time.

8.20 Oral and Written Conventions/Conventions of

Language/Handwriting. Students write legibly and

use appropriate capitalization and punctuation

conventions in their compositions. Students will

continue to apply earlier standards with greater

complexity. Students are expected to:

8.20A Use conventions of capitalization.Use

CONVENTIONS OF CAPITALIZATION


Apply previously learned standards for capitalization

8.20B Use correct punctuation marks, including:Use

CORRECT PUNCTUATION MARKS INCLUDING:










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8.20B.i commas after introductory structures and

dependent adverbial clauses, and correct

punctuation of complex sentences


Use a comma after introductory words, phrases, and clauses

Use correct punctuation of complex sentences



8.20B.ii semicolons, colons, hyphens, parentheses,

brackets, and ellipses Possible uses of hyphens:

In a compound adjective (two adjectives joined together to describe the same noun)

Example: Gary Paulsen is a well-known author.

In compound numbers

Example: The president must be thirty-five years old.

With prefix ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive);

with the suffix -elect (e.g., president-elect)

Example: The mayor-elect was self-confident he would do a good job for the city.

To divide words at the end of line when space is limited (make the breaks at syllable junctures)

Example: The intelligent boy was re-warded for his courage.

Possible uses of ellipses:

To show an omission in a quotation

Example: “Congress shall make no law prohibiting the free exercise … of freedom ofspeech.”

To demonstrate a pause in narrative text

Example: “I don’t know where to turn…,” she cried.









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8.22 Research/Research Plan. Students ask open-ended

research questions and develop a plan for

answering them. Students are expected to:

TxCCRS Research

TxCCRS E/LAS.V.A - English/Language Arts/Research.

Formulate topic and questions.


TxCCRS CDS.II.C - Cross-Disciplinary

Standards/Foundational Skills. Research across

the curriculum

TxCCRS Refine research topic based on preliminary

research and devise a timeline for completing

work.

8.22A Brainstorm, consult with others, decide upon a

topic, and formulate a major research question

to address the major research topic.

Brainstorm, Consult with Others, Decide

UPON A TOPIC

Brainstorming – a technique in which many ideas are generated quickly and without judgment

or evaluation, usually as part of a problem-solving process or to inspire creative thinking.

Brainstorming may be done in a classroom, with a small group, or individually.

Formulate

A MAJOR RESEARCH QUESTION TO ADDRESS THE MAJOR RESEARCH TOPIC

Major research question – one clear, significant, researchable, and goaldriven question that contains








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information collected from various sources

8.22B Apply steps for obtaining and evaluating

information from a wide variety of sources and

create a written plan after preliminary research

in reference works and additional text searches.

Apply

STEPS FOR OBTAINING AND EVALUATING INFORMATION FROM A WIDE VARIETY OF

SOURCES


Clarify and map out the parts of the essential research question.

Conduct preliminary research (e.g., reference works, text searches, online searches, etc.) to

locate relevant sources

Create

A WRITTEN PLAN AFTER PRELIMINARY RESEARCH IN REFERENCE WORKS AND ADDITIONAL

TEXT SEARCHES

8.23 Research/Gathering Sources. question and

systematically record the information they gather.


TxCCRS Research

TxCCRS E/LAS.V.B - English/Language Arts/Research.

Select information from a variety of sources.

TxCCRS Gather relevant sources.

TxCCRS Use source material ethically.








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8.23A Follow the research plan to gather information

from a range of relevant print and electronic

sources using advanced search strategies.

Follow

THE RESEARCH PLAN TO GATHER INFORMATION FROM A RANGE OF RELEVANT PRINT AND

ELECTRONIC SOURCES USING ADVANCED SEARCH STRATEGIES

Examples of advanced search strategies:

Boolean searches

Electronic library catalog searches

8.25 Research/Organizing and Presenting Ideas.

Students organize and present their ideas and

information according to the purpose of the

research and their audience. Students are

expected to synthesize the research into a written

or an oral presentation that:

TxCCRS Research

TxCCRS E/LAS.V.C - English/Language Arts/Research.

Produce and design a document.

8.25A Draws conclusions and summarizes or

paraphrases the findings in a systematic way. Draw Conclusions, Summarize, Paraphrase

THE FINDINGS IN A SYSTEMATIC WAY

Draw conclusions – a form of inference in which the reader gathers information, considers the

general thoughts or ideas that emerge from the information, and comes to a decision. The

conclusion is generally based on more than one piece of information.









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Summarize – to reduce large sections of text to their essential points and main ideas. Note: It

is still important to attribute summarized ideas to the original source.

Paraphrase – to restate the meaning of something in different words. Paraphrasing alters the

exact wording of the source and transmits its ideas or information without evaluation or

interpretation.

8.25C Presents the findings in a meaningful format.Present

THE FINDINGS IN A MEANINGFUL FORMAT

8.26 Listening and Speaking/Listening. 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. Students are expected to:

TxCCRS Listening

TxCCRS E/LAS.IV.B - English/Language Arts/Listening.

Listen effectively in informal and formal situations.

8.26A Listen to and interpret a speaker's purpose by

explaining the content, evaluating the delivery of

the presentation, and asking questions or making

comments about the evidence that supports a

speaker's claims.

Listen, Interpret

A SPEAKER’S PURPOSE BY EXPLAINING THE CONTENT

Evaluate









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THE DELIVERY OF PRESENTATION


Point of view

Shift in point of view

Organization

Purpose

Eye contact

Speaking rate

Speaking volume

Enunciation

Tone

Natural gestures

Conventions of language (grammar, sentence structure, pronunciation)

Word choice

Clear communication of ideas

Ask Questions, Make Comments

ABOUT THE EVIDENCE THAT SUPPORTS A SPEAKER’S CLAIM


Respond appropriately

Ask questions or make comments about how the speaker supported his/her claim

Refer to 8.Fig19B for skills relating to questioning

8.26B Follow and give complex oral instructions to

perform specific tasks, answer questions, or solve Follow, Give







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problems.COMPLEX ORAL INSTRUCTIONS TO PERFORM SPECIFIC TASKS, ANSWER QUESTIONS, OR

SOLVE PROBLEMS

Complex instructions – instructions with a number of intricate parts

Note:

Refer to 8.12A for skills relating to procedural text.

8.28 Listening and Speaking/Teamwork. Students work

productively with others in teams. Students will

continue to apply earlier standards with greater

complexity. Students are expected to:

TxCCRS Speaking

TxCCRS E/LAS.III.A - English/Language Arts/Speaking.

Understand the elements of communication both

in informal group discussions and formal

presentations (e.g., accuracy, relevance, rhetorical

features, and organization of information).

TxCCRS Listening

TxCCRS E/LAS.IV.A - English/Language Arts/Listening.

Apply listening skills as an individual and as a

member of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team

projects, presentations, interviews).


TxCCRS CDS.I.E - Cross-Disciplinary Standards/Key







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Cognitive Skills. Work habits

8.28A Participate productively in discussions, plan

agendas with clear goals and deadlines, set time

limits for speakers, take notes, and vote on key

issues.

Participate

PRODUCTIVELY IN DISCUSSIONS

Plan

AGENDAS WITH CLEAR GOALS AND DEADLINES

Set

TIME LIMITS FOR SPEAKERS

Take

NOTES

Vote

ON KEY ISSUES






The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English languageproficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of

each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated

commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.

School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the

ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

Choose appropriate ELPS to support instruction.

ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.






http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4

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