ESOL1
Austin ISD Yearly Itinerary
2013-2014
The High School Grade Curriculum Road Maps highlight certain standards to teach during given weeks of the school year. However, many of the most important Language Arts
standards should really be taught and supported in the classroom every week (if not every day), throughout the school year. These "Recurring Standards" should always be
included in teachers' lesson plans.
Instructional leaders on secondary campuses should support teachers in order to ensure that these routines and practices are infused into lessons every week. The Language
Arts standards include Reading, Writing, Listening, and Speaking. Each of these components is equally important, and equal consideration should be given to all of them. They
are interdependent, and best practice regularly integrates all four components. When reviewing these Recurring Standards for reading, teachers should think about how to
integrate writing, listening, and speaking activities as they facilitate learning experiences that meet the needs of their students.
F19 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
will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers .
F19A reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images).
F19B make complex inferences about text and use textual evidence to support understanding RC1/Readiness Standard (Fiction)/Informational Text, Supporting Standard (Literary
Nonfiction, Poetry, Drama) RC2/Readiness Standard (Expository)/ Supporting Standard (Persuasive) RC3.
ELAI.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek,
or other linguistic roots and affixes RC1;
1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words RC1;
1C produce analogies that describe a function of an object or its description;
1D describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid
pro quo) RC1;
1E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations,
and their etymology RC1.
ELAI.7 Reading/Comprehension of Literary Text/Sensory Language. 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.
ELAI.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include
transitions and the rhetorical devices used to convey meaning RC4;
13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre
have been addressed RC4/RC5;
13D edit drafts for grammar, mechanics, and spelling RC4/RC6;
13E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
ELAI.15 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.
15C write an interpretative response to an expository or a literary text (e.g., essay or review)
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ELAI.17 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.
17A use and understand the function of the following parts of speech in the context of reading, writing, and speaking RC6
17Ai more complex active and passive tenses and verbals (gerunds, infinitives, participles) RC6;
17Aii restrictive and nonrestrictive relative clauses RC6;
17Aiii reciprocal pronouns (e.g., each other, one another) RC6;
17B identify and use the subjunctive mood to express doubts, wishes, and possibilities;
17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) RC6.
ELAI.18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions.
18A use conventions of capitalization RC6;
18B use correct punctuation marks including RC6
18Bi quotation marks to indicate sarcasm or irony RC6;
18Bii comma placement in nonrestrictive phrases, clauses, and contrasting expressions RC6;
18Biii use correct punctuation marks including dashes to emphasize parenthetical information.
ELAI.19 Oral and Written Conventions/Spelling. Students spell correctly.
19A spell correctly, including using various resources to determine and check correct spellings RC6.
ELAI.24 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
24A listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the
content for clarification and elaboration;
24B follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes;
24C evaluate the effectiveness of a speaker's main and supporting ideas.
ELAI.25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater
complexity.
25A give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.
1.26A participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules
for decision-making.
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Grading
Period
Assessment
1st 6 weeks
29 days
Assessment:
SCA 1:
Analysis of
Literary Text:
Fiction and
Poetry
(Dates: Sep
30 – Oct 8)
TEKS:
 1B, 1D, 1E,
2, 2A
 Short Story:
F19B, 5, 5A,
5B, 5C
 Poem: F19B,
3, 3A
Pacing Guide
Unit: Reading and Writing
Fiction
Arc 1: Introduction to Genre
(1 week)
TEKS: 5, 5A, 5B, 5C, 5D
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
ELAI.2 Reading/Comprehension of Literary Text/Theme and Genre. 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.
2A analyze how the genre of texts with similar themes shapes meaning RC1;
2B analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature RC2
2C relate the figurative language of a literary work to its historical and cultural setting RC2.
Plus English I Recurring TEKS
Unit: Reading and Writing
Fiction
Arc 2: Exploring Character
and Conflict (2 weeks)
TEKS: 2, 2A-C, 5, 5A, 5B, 5C,
5D, 7A, 14A
Plus English I Recurring TEKS
Unit: Reading and Writing
Fiction
Arc 3: Author’s Craft :
Comparing fiction and
poetry (1.5 week)
TEKS: 2, 2A-C, 3, 3A 5, 5A,
5B, 5C, 5D, 7A, 14A
Plus English I Recurring TEKS
Unit: Reading and Writing
Fiction
Arc 4: Author’s Craft:
Comparing fiction and
literary non-fiction (1.5
weeks)
TEKS: 5, 5A, 5B, 5C, 5D, 6,
6A, 7, 7A, 14A
Plus English I Recurring TEKS
ELAI.3 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.
3A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry RC2.
ELAI.5 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.
5A analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare
it to linear plot development RC2;
5B analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices,
including character foils RC2;
5C analyze the way in which a work of fiction is shaped by the narrator's point of view RC2;
5D demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical
literature.
ELAI.6 Reading/Comprehension of Literary Text/Literary Nonfiction. 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:
6A analyze how literary essays interweave personal examples and ideas with factual information to explain, present a
perspective, or describe a situation or event RC2.
ELAI.7 Reading/Comprehension of Literary Text/Sensory Language. 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.
7A explain the role of irony, sarcasm, and paradox in literary works RC2.
ELAI.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a
range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot RC4;
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Grading Period
Assessment
Pacing Guide
2nd 6 weeks
25 days
Unit 2: Reading and
Writing Informational Texts
Assessment:
MOY 1:
Reading and
Writing
(Weeks 1 – 10)
(Dates: Nov 4
– 15)
TEKS:
 Expository
with
Graphic: 8A,
9, 9A, 9B,
9C, 9D, 12,
12A, 12C
 Poem: F19B,
3, 3A
 Short Story:
F19B, 5, 5A,
5B, 5C, 7A
MOY I Writing:
 Composition:
13 B-D, 15Aiv
(Expository)
Arc 1: Introducing the
Genre (1 week)
TEKS: 8A, 9, 9A-D, 10, 10AB, 11, 11A-B
Plus English I Recurring
TEKS
Unit 2: Reading and
Writing Informational Texts
Arc 2: Author’s Craft:
Expository (1 week)
TEKS: 8, 8A, 9, 9A-D, 15,
15Ai, 15Aiii, 15Aiv
Plus English I Recurring
TEKS
Unit 2: Reading and
Writing Informational Texts
Arc 3: Author’s Craft:
Comparing Poetry and
Expository (1.5 weeks)
TEKS: 2, 2B, 3, 3A, 7, 7A, 9,
9A-D, 15, 15Aii, 15Av
Plus English I Recurring
TEKS
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
ELA1.2 Reading/Comprehension of Literary Text/Theme and Genre. 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.
2B analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature RC2;
ELA1.3 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.
3A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement,
irony, paradox) in poetry RC2.
ELA1.7 Reading/Comprehension of Literary Text/Sensory Language. 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.
7A explain the role of irony, sarcasm, and paradox in literary works RC2.
ELA1.8 Reading/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.
8A explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less
important details that support the author's purpose RC3.
ELA1.9 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.
9A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique
that takes a position and expresses an opinion RC3;
9B differentiate between opinions that are substantiated and unsubstantiated in the text RC3;
9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns RC3;
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1.
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 Revising:
13C, 16 A,
16C, 16D,
16E
 Editing: 13D,
17A, 17Ai,
17Aii, 17C,
18A, 18Bi,
19A
Unit 2: Reading and
Writing Informational Texts
Arc 4: Author’s Craft:
Persuasive (1.5 weeks)
TEKS: 8, 8A, 11, 11A-B,
12A- D, 15, 15Ai-15Av
Plus English I Recurring
TEKS
ELA1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.
10A analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific
audience RC3;
10B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors'
propositions RC3.
ELA1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents.
11A analyze the clarity of the objective(s) of procedural text (e.g., consider reading instruction for software, warranties,
consumer publications) RC3;
11B analyze factual, quantitative, or technical data presented in multiple graphical sources RC3.
ELA1.12 Reading/Media Literacy. 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.
12A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art,
illustrations, news photographs) versus non-visual texts RC2/RC3;
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
sequencing, background music)
12C examine how individual perception or bias in coverage of the same event influences the audience
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3.
ELA1.15 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.
15A write an analytical essay of sufficient length that includes [pre-STAAR: expository/post- STAAR: analysis] RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC4/RC5;
15Aii rhetorical devices, and transitions between paragraphs RC4/RC5;
15Aiii a controlling idea or thesis RC4/RC5;
15Aiv an organizing structure appropriate to purpose, audience, and context RC4/RC5;
15Av relevant information and valid inferences RC4/RC5;
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ESOL I YI 2013 - 2014
Grading
Period
Assessment
Pacing Guide
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
3rd 6 weeks
26 days
Unit 3: Reading and Writing
Poetry
ELA1.2 Reading/Comprehension of Literary Text/Theme and Genre. 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.
2A analyze how the genre of texts with similar themes shapes meaning RC1
2B analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature RC2
2C relate the figurative language of a literary work to its historical and cultural setting RC2
3rd Six Weeks
SCA
(Dates: Dec
11 – 20)
TEKS:
 1A, 7, 7A
 Poem:
F19B, 3,
3A,
 Literary
Nonfiction:
F19B, 6,
6A, 9A, 9C
Arc 1: Introduction to Genre
(1 week)
TEKS: 3, 3A, 7, 7A, 14B
Plus English I Recurring TEKS
Unit 3: Reading and Writing
Poetry
Arc 2: Author’s Craft: Poetry
(1 week)
TEKS: 2, 2A-C, 3, 3A, 7, 7A,
14B
Plus English I Recurring TEKS
Unit 3: Reading and Writing
Poetry
Arc 3: Author’s Craft: Poetry
and Literary-Nonfiction (2
weeks)
ELA1.3 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.
3A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement,
irony, paradox) in poetry RC2.
ELA1.6 Reading/Comprehension of Literary Text/Literary Nonfiction. 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.
6A analyze how literary essays interweave personal examples and ideas with factual information to explain, present a
perspective, or describe a situation or event RC2.
ELA1.7 Reading/Comprehension of Literary Text/Sensory Language. 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.
7A explain the role of irony, sarcasm, and paradox in literary works RC2.
TEKS: 3, 3A, 7, 7A, 14A
Plus English I Recurring TEKS
Unit 3: Reading and Writing
Poetry
Arc 4: Author’s Craft: Poetry
and Informational Texts (2
weeks)
TEKS: TEKS: 3, 3A, 7, 7A,
15Ai-15Av
Plus English I Recurring TEKS
ELA1.8 Reading/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.
8A explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less
important details that support the author's purpose RC3.
ELA1.9 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.
9A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a
critique that takes a position and expresses an opinion RC3;
9B differentiate between opinions that are substantiated and unsubstantiated in the text RC3;
9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns RC3;
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence R1.
ELA1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.
10A analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific
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ESOL I YI 2013 - 2014
audience RC3;
10B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors'
propositions RC3.
ELA1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a
range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot RC4;
14B write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of
poetic forms (e.g., sonnets, ballads);
ELA1.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purpose
15A write an analytical essay of sufficient length that includes [pre-STAAR: expository/post- STAAR: analysis] RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC4/RC5;
15Aii rhetorical devices, and transitions between paragraphs RC4/RC5;
15Aiii a controlling idea or thesis RC4/RC5;
15Aiv an organizing structure appropriate to purpose, audience, and context RC4/RC5;
15Av relevant information and valid inferences RC4/RC5;
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ESOL I YI 2013 - 2014
Grading Period
Assessment
4th 6 weeks
32 days
Assessment:
MOY II
Reading
(Dates: Feb 3 –
7)
 Drama:
F19B, 4, 4A
 Persuasive:
F19B, 8A,
9A, 9C, 10,
10A, 10B
 Poem:
F19B, 3, 3A
 1B, 2A, 2C,
12, 12A,
12D
MOY II
Writing:
 Composition:
13B-D, 14A
(Literary
Essay)
 Revising:
15Ai-15Av
Editing: 17A,
17Ai, 17Aiii,
17C, 18B,
18Bii, 19A
Pacing Guide
Unit 4: Reading and
Writing Drama
Arc 1: Introduction to
Genre (1 week)
TEKS: 4, 4A
Plus English I Recurring TEKS
Unit 4: Reading and
Writing Drama
Arc 2: Author’s Craft:
Drama (1 week)
TEKS: 2A-C, 4, 4A, 12A-D,
14C
Plus English I Recurring TEKS
Unit 4: Reading and
Writing Drama
Arc 3: Author’s Craft:
Comparing Drama to Short
Fiction (2 weeks)
TEKS: 4, 4A, 5, 5A-D, 14A
Plus English I Recurring TEKS
Unit 4: Reading and
Writing Drama
Arc 4: Author’s Craft:
Comparing Drama to
Poetry (2 weeks)
TEKS: 3, 3A, 4, 4A, 7, 7A,
15Ai-15Av
Plus English I Recurring TEKS
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
ELA1.2 Reading/Comprehension of Literary Text/Theme and Genre. 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.
2A analyze how the genre of texts with similar themes shapes meaning RC1;
2B analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature RC2;
2C relate the figurative language of a literary work to its historical and cultural setting RC2.
ELA1.3 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.
3A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry RC2.
ELA1.4 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.
4A explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text RC2.
ELA1.5 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. Students are expected to:
5A analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare
it to linear plot development RC2;
5B analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices,
including character foils RC2;
5C analyze the way in which a work of fiction is shaped by the narrator's point of view RC2;
5D demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical
literature.
ELA1.7 Reading/Comprehension of Literary Text/Sensory Language. 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.
7A explain the role of irony, sarcasm, and paradox in literary works RC2.
ELA1.12 Reading/Media Literacy. 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.
12A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic
art, illustrations, news photographs) versus non-visual texts RC2/RC3
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
sequencing, background music)
12C compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs,
Internet)
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12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3
ELA1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a
range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot RC4;
14C write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.
ELA1.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific purpose
15A write an analytical essay of sufficient length that includes [pre-STAAR: expository/post- STAAR: analysis] RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC4/RC5;
15Aii rhetorical devices, and transitions between paragraphs RC4/RC5;
15Aiii a controlling idea or thesis RC4/RC5;
15Aiv an organizing structure appropriate to purpose, audience, and context RC4/RC5;
15Av relevant information and valid inferences RC4/RC5;
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ESOL I YI 2013 - 2014
Grading
Period
Assessment
Pacing Guide
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
5th 6 weeks
34 days
Unit 5: Author’s Craft:
Informational Text
Arc 1: Comparing
Expository and Persuasive
(2 weeks)
TEKS: 8, 8A, 9, 9A-D, 10,
10A-B, 15Ai-15Av
Plus English I Recurring TEKS
Unit 5: Author’s Craft:
Informational Text
Arc 2: Reading Procedural
Text (.5 week)
TEKS: 11, 11A-B, 14A
Plus English I Recurring TEKS
Unit 5: Author’s Craft:
Informational Text
Arc 3: Comparing
Expository to Literary
Nonfiction (1 week)
TEKS: 6, 6A, 8, 8A, 9, 9A-D,
15Ai-v, 15Ci-iii
Plus English I Recurring TEKS
ELA1.3 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.
3A analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry RC2.
▼▼▼▼▼
STAAR
ASSESSMENT
Writing: April
1st
Reading: April
2nd
▲▲▲▲▲
ELA1.6 Reading/Comprehension of Literary Text/Literary Nonfiction. 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.
6A analyze how literary essays interweave personal examples and ideas with factual information to explain, present a
perspective, or describe a situation or event RC2.
ELA1.8 Reading/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.
8A explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less
important details that support the author's purpose RC3.
ELA1.9 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.
9A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique
that takes a position and expresses an opinion RC3;
9B differentiate between opinions that are substantiated and unsubstantiated in the text RC3;
9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns RC3;
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Unit 5: Author’s Craft:
Informational Text
Arc 4: Comparing
Informational Text to
Poetry (1 week)
TEKS: 3, 3A, 9, 9A-D, 10,
10A-B, 11, 11A-B, 15Ai-v,
15Ci-iii
Plus English I Recurring TEKS
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1.
ELA1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.
10A analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific
audience RC3;
10B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors'
propositions RC3.
ELA1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. Students are expected to:
11A analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties,
consumer publications) RC3;
11B analyze factual, quantitative, or technical data presented in multiple graphical sources RC3.
ELA1.12 Reading/Media Literacy. 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. Students are expected to:
12A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art,
illustrations, news photographs) versus non-visual texts RC2/RC3;
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
sequencing, background music);
12C compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs,
Internet);
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes RC2/RC3.
ELA1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas. Students are responsible for at least two forms of literary writing.
14A write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a
range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot RC4;
ELA1.15 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.
15A write an analytical essay of sufficient length that includes [pre-STAAR: expository/post- STAAR: analysis] RC4
15Ai effective introductory and concluding paragraphs and a variety of sentence structures RC4/RC5;
15Aii rhetorical devices, and transitions between paragraphs RC4/RC5;
15Aiii a controlling idea or thesis RC4/RC5;
15Aiv an organizing structure appropriate to purpose, audience, and context RC4/RC5;
15Av relevant information and valid inferences RC4/RC5;
15Ci write an interpretative response to an expository or a literary text (e.g., essay or review) that extends beyond a summary
and literal analysis;
15Cii write an interpretative response to an expository or a literary text (e.g., essay or review) that addresses the writing skills
for an analytical essay and provides evidence from the text using embedded quotations;
15Ciii write an interpretative response to an expository or a literary text (e.g., essay or review) that analyzes the aesthetic
effects of an author's use of stylistic or rhetorical devices;
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Grading
Period
Assessment
6th 6 weeks
32 days
Assessment:
STAAR
Reading
Retest
May 21
Pacing Guide
Unit 6: Research and
Persuasive Writing
Arc 1: Critical Discussion and
Choosing a Topic
Plus English I Recurring TEKS
Unit 6: Research and
Persuasive Writing
Arc 2: Gathering Resources
TEKS:
 Persuasive:
F19B, 10,
10A, 10B
 Procedural:
F19B, 11,
11A, 11B
 1D, 8, 8A
ELA1.8 Reading/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.
8A explain the controlling idea and specific purpose of an expository text and distinguish the most important from
the less important details that support the author's purpose RC3.
TEKS: 8, 8A, 20, 20A-B
SCA 1:
Analysis of
Informational
/Persuasive/
Procedural
Text
(Dates: May
27 – June 5)
Texas Essential Knowledge and Skills
STAAR: RC = Reporting Category; DC = Dual Coded Skills; Readiness Standard; Supporting Standard;
Strikethrough concepts are addressed in another unit.
TEKS: 9, 10, 11, 12, 15Bi-ii, 21,
21A-C
Plus English I Recurring TEKS
Unit 6: Research and
Persuasive Writing
Arc 3: Synthesizing Information
TEKS: 8, 8A, 9, 10, 11, 12, 22,
22A-C
Plus English I Recurring TEKS
ELA1.9 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.
9A summarize text and distinguish between a summary that captures the main ideas and elements of a text and a
critique that takes a position and expresses an opinion RC3;
9B differentiate between opinions that are substantiated and unsubstantiated in the text RC3;
9C make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns
RC3;
9D synthesize and make logical connections between ideas and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with textual evidence RC1.
ELA1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide evidence from text to support their analysis.
10A analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific
audience RC3;
10B analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors'
propositions RC3.
ELA1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use
information in procedural texts and documents. Students are expected to:
11A analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software,
warranties, consumer publications) RC3;
11B analyze factual, quantitative, or technical data presented in multiple graphical sources RC3.
ELA1.12 Reading/Media Literacy. 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. Students are expected to:
12A compare and contrast how events are presented and information is communicated by visual images (e.g., graphic
art, illustrations, news photographs) versus non-visual texts RC2/RC3;
12B analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots,
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Unit 6: Research and
Persuasive Writing
Arc 4: Organizing and
Presenting Ideas
TEKS: 8, 8A, 9, 10, 11, 12, 15D,
16A-D, 23, 23A-E
Plus English I Recurring TEKS
sequencing, background music);
12C compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries,
blogs, Internet);
12D evaluate changes in formality and tone within the same medium for specific audiences and purposes
ELA1.15 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.
15Bi write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans)
that include organized and accurately conveyed information;
15Bii write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans)
that include reader-friendly formatting techniques;
15D produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual
parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to
a specific audience.
ELA1.16 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 an argumentative essay to the appropriate audience that
includes:
16A a clear thesis or position based on logical reasons supported by precise and relevant evidence RC5;
16B consideration of the whole range of information and views on the topic and accurate and honest representation of
these views;
16C counter-arguments based on evidence to anticipate and address objections RC5;
16D an organizing structure appropriate to the purpose, audience, and context RC5;
ELA1.20 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
20A brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major
research topic;
20B formulate a plan for engaging in research on a complex, multi-faceted topic.
ELA1.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing
a research question and systematically record the information they gather.
21A follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and
debates within the field of inquiry;
21B organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning
logs);
21C paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g.,
author, title, page number).
ELA1.22 Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected
information.
22A modify the major research question as necessary to refocus the research plan;
22B evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources
(including Internet sources) by examining their authority and objectivity;
22C critique the research process at each step to implement changes as the need occurs and is identified.
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ELA1.23 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:
23A marshals evidence in support of a clear thesis statement and related claims;
23B provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
23C uses graphics and illustrations to help explain concepts where appropriate;
23D uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine
the quality of the research;
23E uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format
written materials.
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