Instructional Timeline – ESOL I /
Unit One: The Short Story and Poetry /
Suggested Time Frame: ≈ Four weeks
Introduction / The Instructional Timeline is provided for teachers to assist with the organization of the nine/six weeks of TEKS/SE into shorter periods of time. This timeline includes one week (no more than five weeks total) for teachers to extend instruction and/or to reteach as necessary.
Description / In this unit, students will use the structure and elements of fiction and poetry to craft short-form interpretive and analytical responses requiring text evidence to open-ended questions about texts. Students will create original poetry using specified literary and sound devices and use metacognitive reading skills and strategies to better comprehend literary selections and decipher unknown vocabulary words.
Through the study of short story, students will compare and contrast linear and non-linear plot development and analyze how authors develop complex, yet believable characters. In addition, students will analyze poetry focusing on the effects of diction and imagery. A student’s role as a reader and interpreter will be emphasized.
A reader-writer workshop approach should be implemented and used to support quality responses by using models as mentor texts to guide student reading and writing. Reading and writing conferences should be used to provide regular, if sometimes informal feedback on student progress within the workshop framework.
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS / ESOL I teachers should refer to the English I TEKS noted in each Round Rock Aligned Curriculum (ARRC) ESOL I Instructional Timeline for specific TEKS to address in instruction. The ELPS should be used to differentiate instruction for English Language Learners (ELLs) at their proficiency level. The link below is the link to the ESOL I - English I TEKS, which are aligned with the English I TEKS.
ONGOING: The TEKS are recursive in nature and many of the standards are revisited throughout the school year. The following TEKS should be embedded and addressed in each unit of study: Figure 19A & B, 1A, 1B, 1D, 1E, 13A-E, 17A-C, 18A, 18 B, 19, 21C, 24, 23E, 24A, 24B, and 26.
Reading/Vocabulary
Figure 19: 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. The student is expected to:
(A) reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images)
(B) make complex inferences about text and use textual evidence to support understanding.
(1)Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A)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;
(C)produce analogies that describe a function of an object or its description;
(E)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.
(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. Students are expected to:
(A)analyze how the genre of texts with similar themes shapes meaning;
(C)relate the figurative language of a literary work to its historical and cultural setting.
(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. Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry.
(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:
(A)analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development;
(B)analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;
(C)analyze the way in which a work of fiction is shaped by the narrator's point of view;
(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. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
(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. Students are expected to 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.
Writing and Oral/Written Conventions
(13)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A)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;
(B)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;
(C)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;
(D)edit drafts for grammar, mechanics, and spelling; and
(E)revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
(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 [NOTE: 14 (A) covered in Unit 2.
(B)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
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. Students are expected to:
(C)write an interpretative response to an expository or a literary text (e.g., essay or review) that:
(i)extends beyond a summary and literal analysis;
(ii)addresses the writing skills for an analytical essay and provides evidence
from the text using embedded quotations
(iii)analyzes the aesthetic effects of an author's use of stylistic or rhetorical
devices
(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. Students are expected to:
(A)use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
(i)more complex active and passive tenses and verbals (gerunds, infinitives, participles);
(C)use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
(18)Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(B)use correct punctuation marks including:
(ii)comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
(19)Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
Listening and Speaking
(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. Students are expected to:
(A)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;
(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. Students are expected to 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.
(26)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 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.
Focus ELPS: ELPS Introduction
Teachers provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state’s English language proficiency assessment system. These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English. The ELPS listed here are a guideline for differentiating instruction, but teachers should address ELPS in all four domains (listening, speaking, reading, writing) that are specific to their students’ proficiency levels (beginning, intermediate, advanced, and advanced high).
Listening
(2)Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) distinguish sounds and intonation patterns of English with increasing ease;
(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;
(C)learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;
(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;
(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
(F)listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
Speaking
(3)Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;
(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;
(E)share information in cooperative learning interactions;
(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;
(H)narrate, describe, and explain with increasing specificity and detail as more English is acquired
(J)respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
Reading
(4)Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
(c4A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;
(c4B) recognize directionality of English reading such as left to right and top to bottom;
(c4C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;
(c4E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;