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5_ELAR

Page history last edited by Judi Moreillon 5 years, 4 months ago

5th-Grade English Language Arts and Reading TEKS

 

Contributor:  Susi Parks Grissom - susi.grissom@sbcglobal.net

Date: July 21, 2010   

 

TEKS #

Description

AASL Standard
Indicator #

 

Reading/Comprehension of Literary Text/Theme and Genre 

 

§110.16.

(3)

Lesson Plan Link 

(A)  Compare and contrast the themes or moral lessons of several works of fiction from various cultures;

2.1.3

 

(C)  Explain the effect of a historical event or movement on the theme of a work of literature

1.1.2

1.1.7

2.1.3

§110.16.

(4)

Reading/Comprehension of Literary Text/Poetry. 

 

 

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

1.1.6

2.1.3

4.1.3

4.3.2

§110.16.

(5)

Reading/Comprehension of Literary Text/Drama 

 

 

Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

1.1.6

2.1.3

4.1.3

4.3.2

§110.16.

(6)

Reading/Comprehension of Literary Text/Fiction 

 

 

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

1.1.6

2.1.3

4.1.3

4.3.2

Lesson Plan Link  (B) explain the roles and functions of characters in various plots, including their relationships and conflicts; and  1.1.6 

§110.16.

(7)

Reading/Comprehension of Literary Text/Literary Nonfiction 

 

Lesson Plan Link 

 

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 biographies and autobiographies, including how authors present major events in a person's life.

1.1.6

2.1.3

4.1.3

4.3.2

§110.16.

(8)

Reading/Comprehension of Literary Text/Sensory Language 

 

Lesson Plan Link 

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 evaluate the impact of sensory details, imagery, and figurative language in literary text.

2.1.3

4.1.3

§110.16.

(9)

Reading/Comprehension of Text/Independent Reading 

 

Lesson Plan Link 

 

Lesson Plan Link

 

Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

1.1.6

3.1.3

4.1.3

§110.16.

(10)

Reading/Comprehension of Informational Text/Culture and History 

 

 
Lesson Plan Link

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 draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

1.1.6

2.2.3

§110.16.

(11) 

Reading/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.

1.1.6

2.1.3

 

(B)  Determine the facts in text and verify them through established methods

1.1.5

 

(D)  Use multiple text features and graphics to gain an overview of the contents of text and to locate information

1.1.6

 

(E)  Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres

              1.1.6

              1.1.7

§110.16.

(12)

Reading/Comprehension of Informational Text/Persuasive Text 

 

 

(A)  Identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument

1.1.7

 

(B)  Recognize exaggerated, contradictory, or misleading statements in text

1.1.5

1.1.7

1.2.4

2.2.3

§110.16.

(13)

Reading/Comprehension of Informational Text/Procedural Texts 

 

 

(A)  Interpret details from procedural text to complete a task, solve a problem, or perform procedures; and

1.1.6

2.1.3

4.1.4

 

(B)  Interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

1.1.6

2.1.4

§110.16.

(14)

 Reading/Media Literacy 

 

 

(A)  Explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);

1.1.6

              4.1.3

 

(B)  Consider the difference in techniques used in media (e.g., commercials, documentaries, news);

1.1.6

1.1.7

4.1.3

 

(C) Identify the point of view of media presentations

1.1.6

1.1.7

4.1.3

 

(D)  Analyze various digital media venues for levels of formality and informality

1.1.6

1.1.7

4.1.3

§110.16.

(15)

Writing/Writing Process

 
 

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

2.1.6

 

(E)  Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 

2.1.6

3.1.2

§110.16.

(16)

 Writing/Literary Texts

 
 

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

2.1.6

3.1.3

§110.16.

(17)

Writing

 
 

Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience. 

2.1.6

3.1.3

4.1.8

§110.16.

(18)

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.

2.1.1

2.1.3

3.1.3

Link to Lesson Plan 

(C)  Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 

2.1.6

§110.16.

(19)

 Writing/Persuasive Texts 

 
 

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.   

3.1.3

3.3.4

§110.16.

(23)

Research/Research Plan 

 
 

(A)  Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic;

1.1.3

1.2.1

 

(B)  Generate a research plan for gathering relevant information about the major research question. 

2.1.1

§110.16.

(24)

 Research/Gathering Sources 

 
Link to Lesson Plan 

(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; 

1.1.6

1.1.8

2.2.1

  (B)  differentiate between primary and secondary sources;

1.1.6

1.1.8

2.2.1

 

(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;  

2.1.2

2.1.4

 

(E)  Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. 

1.3.1

1.3.3

§110.16.

(25)

 Research/Synthesizing Information 

 
 

(A)  Refine the major research question, if necessary, guided by the answers to a secondary set of questions;

1.1.3

1.2.5

 

(B)  Evaluate the relevance, validity, and reliability of sources for the research.  

1.1.5

1.1.7

§110.16.

(26)

 Research/Organizing and Presenting Ideas

 
 

(C)  Presents the findings in a consistent format

2.1.6

3.1.1

3.1.4

 

(D)  Uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

1.3.3

3.1.6

§110.16.

(27)

Listening and Speaking/Listening 

 
 

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

1.1.6

1.2.4

§110.16.

(28)

Listening and Speaking/Speaking. 

 
 

Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.  

3.1.3

3.2.1

§110.16.

(29)

 Listening and Speaking/Teamwork 

 
 

Students work productively with others in teams. Students 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. 

2.1.5

3.1.2

3.2.3

 

 

(15)

Writing/Writing Process

 
 

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

2.1.6

 

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

2.1.6, 3.1.2

(16)

 Writing/Literary Texts

 
 

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

2.1.6, 3.1.3

(17)

Writing

 
 

Students write about their own experiences. Students are expected to write a personal narrative that conveys thoughts and feelings about an experience. 

2.1.6, 3.1.3, 4.1.8

(18)

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.

2.1.1, 2.1.3, 3.1.3

 

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

2.1.6

(19)

 Writing/Persuasive Texts 

 
 

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.   

3.1.3, 3.3.4

(23)

Research/Research Plan 

 
 

(A)  brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic;

1.1.3, 1.2.1

 

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

2.1.1

(24)

 Research/Gathering Sources 

 
 

(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; 

1.1.6, 1.1.8,  2.2.1

 

(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;  

2.1.2, 2.1.4

 

(E)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. 

1.3.1, 1.3.3

(25)

 Research/Synthesizing Information 

 
 

(A)  refine the major research question, if necessary, guided by the answers to a secondary set of questions;

1.1.3, 1.2.5

 

(B)  evaluate the relevance, validity, and reliability of sources for the research.  

1.1.5, 1.1.7

 

(C)  presents the findings in a consistent format;

2.1.6, 3.1.1, 3.1.4

(26)

 Research/Organizing and Presenting Ideas

 
 

(C)  presents the findings in a consistent format

2.1.6, 3.1.1, 3.1.4

 

(D)  uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

1.3.3, 3.1.6

(27)

Listening and Speaking/Listening 

 
 

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

1.1.6, 1.2.4

(28)

Listening and Speaking/Speaking. 

 
 

Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.  

3.1.3, 3.2.1

(29)

 Listening and Speaking/Teamwork 

 
 

Students work productively with others in teams. Students 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. 

2.1.5, 3.1.2, 3.2.3

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