Strand 3: Responsepage 1

CREST Review of Backward Alignment from CCRS for DRAFT English Language Arts and Reading TEKS for April 6, 2016 SBOE Meeting

CCRS / 12 / 11 / 10 / 9 / 8 / 7 / 6 / 5 / 4 / 3 / 2 / 1 / K
(3) Response: Listening, Speaking, Reading, and Writing using Multiple Texts. Students react and respond to a variety of sources that are read, heard, or viewed. The student is expected to:
II.D.1a / (A) describe the emotional impact of and personal connections to a variety of sources including self selected texts; / (A) describe the emotional impact of and personal connections to a variety of sources such as self selected or teacher selected texts;
II.A.4 / (B) defend challenge, or qualify insights gained from a variety of sources using accurate and relevant text evidence; / (B) discuss and defend or challenge insights gained from a variety of sources using accurate and relevant text evidence; / (B) interpret ideas from a variety of sources and provide relevant text evidence; / (B) interpret ideas from a variety of sources and provide relevant text evidence to demonstrate understanding; / (B) describe multiple perspectives including personal, character, and author and support with text; / (B) describe multiple viewpoints including personal, character, and author and support with text; / (B) explain multiple viewpoints, such as personal and character, and support with text evidence; / (B) explain personal viewpoints and support with text evidence; / (B) discuss personal observations and support with text evidence;
II.B.1
II.A.1,3,4 / (C) reflect on and write about the subtleties and nuances that affect meanings of text; / (C) reflect on and write about the implicit and explicit meanings of text; / (C) express and write about the implicit and explicit meanings of text; / (C) discuss and write about the implicit and explicit meanings of text; / (C) discuss and write about specific ideas in the text important to the implied meaning / (D) / (F)
discuss specific ideas in the text important to the implied meaning
I.A.2,3
I.A.4d
III.A
V.B / (D) communicate a text’s relevance and credibility based on its context and source;
IV.A.3
IV.B.1,3 / (D) / (E) / (D) / (D) use a variety of strategies such as annotation, graphic organizers, notetaking, and text coding to note and organize important information in meaningful ways. / (D) interact with a variety of sources read, heard, or viewed in meaningful ways such as annotation, notetaking, annotating, and free writing. / (E) / (F) / (D) react to a variety of sources read, heard, or viewed in meaningful ways such as note-taking, annotating, free writing, or illustrating. / (D) react to a variety of sources read, heard, or viewed in meaningful ways such as writing or illustrating; / (D) react to a variety of sources read, heard, or viewed in meaningful ways such as illustrating or writing;
interact with a variety of sources read, heard, or viewed in meaningful ways such as note taking, annotating, freewriting, or illustrating / discuss similarities and differences across a variety of sources.
I.A.2
IV.A.1,2
IV.B.2
V.A.3 / (E) / (F) / (E) reflect on and adjust responses when valid evidence is presented
reflect on and adjust responses when valid evidence warrants.
II.A.4b
IV.A.3c
V.C.1b / (F) / (G) / (F) / (D) / (C) / (C) paraphrase texts in ways that maintain meaning and logical order / (C) retell texts in ways that maintain meaning and logical order;
paraphrase or summarize texts in ways that maintain meaning and logical order
II.A. 11
II.C.4.a
IV.A.2a / (G) / (H) / (G) / (F) / (E)
compare multiple sources including different genres and write a response with accurate and relevant text evidence and commentary; / compare multiple sources including different genres and write a response with accurate and relevant text evidence; / respond to various sources embedding acquired vocabulary as appropriate.
I.A.4g / (H) / (I) / H)
respond to ideas and feedback about personal and academic writing; and
III.A.2a / (I) / (J) / (I)
respond to various audiences with appropriate register, vocabulary, and voice

Strand 3: ResponsePage 1