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Vertical Alignment DocumentEnglish Language Arts and ReadingGrade 3 – Grade 5Writing2012-2013
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 2 of 19
GRADE 3 GRADE 4 GRADE 5Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
CCRS E/LAS: Writing: A. 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. (Grades 3, 4, 5)CDS: II. Foundational Skills: B. Writing across the curriculum. (Grades 3, 4, 5)
3.17A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience and generating ideas through a range of strategies (e.g.,brainstorming, graphic organizers, logs, journals).
Plan
A FIRST DRAFT BY SELECTING A GENRE APPROPRIATE FOR CONVEYING THE INTENDED MEANING TO AN AUDIENCE
Including, but not limited to: Generate an idea or topic
Categorize ideas by grouping (e.g., webbing, graphic organizer)
Select appropriate genre for audience and purpose
Write for self, teacher, and others
Purpose for writing includes, but is not limited to:
Entertain Express Describe
4.15A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience and generating ideas through a range of strategies (e.g.,brainstorming, graphic organizers, logs, journals).
Plan
A FIRST DRAFT BY SELECTING A GENRE APPROPRIATE FOR CONVEYING THE INTENDED MEANING TO AN AUDIENCE
Including, but not limited to: Generate an idea or topic
Categorize ideas by grouping (e.g., webbing, graphic organizer)
Select appropriate genre for audience and purpose
Write for self, teacher, and others
Purpose for writing includes, but is not limited to:
Entertain Express Describe
5.15A Plan a first draft by selecting a genre appropriate for conveying the intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests, interviews),and developing a thesis or controllingidea.
Plan
A FIRST DRAFT BY SELECTING A GENRE APPROPRIATE FOR CONVEYING THE INTENDED MEANING TO AN AUDIENCE
Including, but not limited to: Generate idea or topic
Develop a thesis/controlling idea- the main subject, theme, or opinion
Categorize ideas by grouping (e.g., webbing, graphic organizer)
Select appropriate genre for audience and purpose
Write for self, teacher, and others
Purpose for writing includes, but is not limited to:
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 3 of 19
GRADE 3 GRADE 4 GRADE 5 Inform Persuade Record Respond
Generate
IDEAS THROUGH A RANGE OF STRATEGIES
Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists
Note:This is the first step in the writing process. It is sometimes called brainstorming, prewriting, or generating Ideas.
Inform Persuade Record Respond
Generate
IDEAS THROUGH A RANGE OF STRATEGIES
Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists
Note:This is the first step in the writing process. It is sometimes called brainstorming, prewriting, or generating ideas.
Entertain Express Describe Inform Persuade Record Respond
Determine
APPROPRIATE TOPICS THROUGH A RANGE OF STRATEGIES AND DEVELOP A THESIS OR CONTROLLING MAIN IDEA
Including, but not limited to: Brainstorming sessions Logs Graphic organizers Journals Lists Background reading Personal interest Interviews Discussion
Note:This is the first step in the writing process. It is sometimes called brainstorming,prewriting, or generating ideas.
3.17B Develop drafts by categorizing ideas 4.15B Develop drafts by categorizing ideas 5.15B Develop drafts by choosing an
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 4 of 19
GRADE 3 GRADE 4 GRADE 5and organizing them into paragraphs.
Develop
DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO PARAGRAPHS
Including, but not limited to:
Categorize ideas by grouping (e.g., webbing, graphic organizer)
Write in a manner that sounds authentic and individual
Use appropriate voice
Voice - articulation or expression in coherent form, either verbally or in a piece of writing. Writers use voice to assert their own way of looking at an idea (capturing a range of emotions).
Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) and draft (putting thoughts onto paper). The focus is on content not mechanics.
and organizing them into paragraphs.
Readiness Standard
Develop
DRAFTS BY CATEGORIZING IDEAS AND ORGANIZING THEM INTO PARAGRAPHS
Including, but not limited to:
Categorize ideas by grouping (e.g., webbing, graphic organizer)
Write in a manner that sounds authentic and individual
Use appropriate voice
Voice - articulation or expression in coherent form, either verbally or in a piece of writing. Writers use voice to assert their own way of looking at an idea (capturing a range of emotions).
Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) anddraft (putting thoughts onto paper). Thefocus is on content not mechanics.
appropriate organizational strategy (e.g., sequence of events, cause-effect,compare-contrast) and building on ideas to create a focused, organized, andcoherent piece of writing.
Develop
DRAFTS BY CHOOSING AN APPROPRIATE ORGANIZATIONAL STRATEGY AND BUILDING ON IDEAS TO CREATE A FOCUSED, ORGANIZED, AND COHERENT PIECE OF WRITING
Including, but not limited to:
Write in a manner that sounds authentic and individual
Use appropriate voice
Organizational patterns include, but are not limited to:
Sequential order Chronological order Order of importance Cause-and-effect Compare and contrast Problem/Solution
Voice - articulation or expression in coherent form, either verbally or in a piece of writing. Writers use voice to assert their own way of looking at an idea (capturing a range of emotions).
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 5 of 19
GRADE 3 GRADE 4 GRADE 5Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details
Organizational strategy is selected based on the purpose (determined in the first writing process step) in order to convey meaning to an intended audience.
Note:This is the second step in the writing process. This student expectation combines prewriting (making a plan) andwriting a draft (putting thoughts onto paper).The focus is on content not mechanics.
3.17C Revise drafts for coherence, organization, use of simple andcompound sentences, and audience.
Revise
DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND COMPOUND SENTENCES, AND AUDIENCE
Including, but not limited to: Coherence Organization
Variety of sentences (simple and compound)
Sensory details Precise words
4.15C Revise drafts for coherence, organization, use of simple andcompound sentences, and audience.
Readiness Standard
Revise
DRAFTS FOR COHERENCE, ORGANIZATION, USE OF SIMPLE AND COMPOUND SENTENCES, AND AUDIENCE
Including, but not limited to: Coherence Consistent point of view Organization Variety of sentences (simple and
5.15C Revise drafts to clarify meaning, enhance style, include simple andcompound sentences, and improvetransitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
Revise
DRAFTS, BY REARRANGING SENTENCES OR LARGER UNITS OF TEXT AFTER RETHINKING HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED
Including, but not limited to: Clarify meaning
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 6 of 19
GRADE 3 GRADE 4 GRADE 5
Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance meaning
Note:This is the third step in the writing process.
compound) Sensory details Precise words Action verbs
Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance meaning
Note:This is the third step in the writing process.
Enhance style Improve transitions
Include simple and compound sentences
Include varied structure/word order Vary sentence beginnings Check Coherence Sustain connections Organization Use sensory details Use precise words Use action verbs
Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or enhance meaning
Note:This is the third step in the writing process.
3.17D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
Edit
DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER- DEVELOPED RUBRIC
Including, but not limited to: Conventions
Complete sentences with subject-verb
4.15D Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
Readiness Standard
Edit
DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING USING A TEACHER- DEVELOPED RUBRIC
Including, but not limited to:
5.15D Edit drafts for grammar, mechanics, and spelling.
Edit
DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING
Including, but not limited to: Conventions
Complete sentences with subject-verb agreement
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 7 of 19
GRADE 3 GRADE 4 GRADE 5agreement
Grade-appropriate use of parts of speech
Capitalization
First letter of the first word in a sentence
Proper nouns Pronoun “I”
First word of salutation and closing in a letter
First letter of first word in a line of poetry
Punctuation Ending sentence punctuation Commas after salutation and closing
Apostrophes in contractions and possessives
Commas in a series Paragraphs indention
Spelling
Use print and electronic resources to find and correct misspellings
Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation, spelling, and handwriting.
Conventions
Complete sentences with subject-verb agreement
Grade-appropriate use of parts of speech
Capitalization
First letter of the first word in a sentence
Proper nouns Pronoun “I”
First word of salutation and closing in a letter
First letter of first word in a line of poetry
Correct capitalization in quotations
Punctuation Ending sentence punctuation Commas after salutation and closing
Apostrophes in contractions and possessives
Commas in a series Commas in compound sentences Paragraphs indention
Spelling
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings
Grade-appropriate use of parts of speech
Capitalization
First letter of the first word in a sentence
Proper nouns Pronoun “I”
First word of salutation and closing in a letter
First letter of first word in a line of poetry
Correct capitalization in quotations Abbreviations Initials and acronyms
Punctuation Ending sentence punctuation Commas after salutation and closing
Apostrophes in contractions and possessives
Commas in a series Commas in compound sentences Paragraphs indention Periods in abbreviations Colons in statements of specific time Hyphen in two-part words
Spelling Know how to use the spell-check
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 8 of 19
GRADE 3 GRADE 4 GRADE 5Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation,spelling, and handwriting.
function in word processing while understanding its limitations
Note:This is the fourth step in the writing process. The focus in not on content, but on grammar, capitalization, punctuation,spelling, and handwriting.
3.17E Publish written work for a specific audience.
Publish
WRITTEN WORK FOR A SPECIFIC AUDIENCE
Including, but not limited to:
Use available technology to publish text
Share completed work with appropriate audience
Note:This is the last step in the writing process.
4.15E Revise final draft in response to feedback from peers and teacher andpublish written work for a specificaudience.
Revise
FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER
Publish
WRITTEN WORK FOR A SPECIFIC AUDIENCE
Including, but not limited to:
Use available technology to publish text
Share completed work with appropriate audience
Note:This is the last step in the writing process.
5.15E Revise final draft in response to feedback from peers and teacher andpublish written work for appropriateaudiences.
Revise
FINAL DRAFT IN RESPONSE TO FEEDBACK FROM PEERS AND TEACHER
Publish
WRITTEN WORK FOR A SPECIFIC AUDIENCE
Including, but not limited to:
Use available technology to publish text
Share completed work with appropriate audience
Note:This is the last step in the writing process.
Writing/Literary Texts. Students write literary text to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
CCRS E/LAS: Writing: A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 9 of 19
GRADE 3 GRADE 4 GRADE 5the use of appropriate language that advances the author’s purpose.(Grades 3, 4, 5) CDS: II. Foundation Skills: B. Writing across the curriculum. (Grades 3, 4, 5)
3.18A Write imaginative stories that build the plot to a climax and contain details about the characters and settings.
Write
IMAGINATIVE STORIES THAT BUILD THE PLOT TO A CLIMAX AND CONTAIN DETAILS ABOUT THE CHARACTERS AND SETTINGS
Including, but not limited to: Components of plot
Characters (physical traits, feelings, and personality, actions, and reasons for actions)
Purpose for setting: Create problems for characters Develop a plot
Better understand the characters and their conflicts
Plot - the basic sequence of events in a story (includes problem and solution)
4.16A Write imaginative stories that build the plot to a climax and contain details about the characters and settings.
Write
IMAGINATIVE STORIES THAT BUILD THE PLOT TO A CLIMAX AND CONTAIN DETAILS ABOUT THE CHARACTERS AND SETTINGS
Including, but not limited to: Components of plot
Characters (physical traits, feelings, personality, actions, and reasons for actions)
Purpose for setting: Create problems for characters Develop a plot
Better understand the characters and their conflicts
Plot - the basic sequence of events in a story (includes problem and solution)
5.16A Write imaginative stories that include:
Write
IMAGINATIVE STORIES THAT INCLUDE
(i) a clearly defined focus, plot, and point of view
Point of view - the perspective from which the events in the story are told- the vantage point or stance
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 10 of 19
GRADE 3 GRADE 4 GRADE 5
Plot - the basic sequence of events in a story (includes problem and solution)
(ii) a specific, believable setting created through the use of sensory details
Setting - time and place in which a narrative occurs (past, future, present, real, or imaginary place)
Purpose for setting: Create problems for characters Develop a plot
Understand the characters and their conflicts
(iii) dialogue that develops the story
Including, but not limited to: Tells about the characters
Tells about the relationships among the characters
Dialogue - the lines spoken between characters in fiction or a play
3.18B Write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse).
Write
POEMS THAT CONVEY SENSORY
4.16B Write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse).
Write
POEMS THAT CONVEY SENSORY
5.16B Write poems using:
Write
POEMS
Including, but not limited to:
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 11 of 19
GRADE 3 GRADE 4 GRADE 5DETAILS USING THE CONVENTIONS OF POETRY
Including, but not limited to: Rhyme - two words or lines that end in
the same sound (patterns that emphasize sound)
Meter - the movement of words in the poem
Patterns of verse - the number of syllables in a line
Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.
Including, but not limited to:
ABC poems - a series of lines that create a mood, picture, or feeling
Couplets Alliterations Riddles Narrative poems Humorous poems
Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched
DETAILS USING THE CONVENTIONS OF POETRY
Including, but not limited to: Rhyme - two words or lines that end in
the same sound (patterns that emphasize sound)
Meter - the movement of words in the poem. It stresses the number and patterns of syllables. It has a definite organization with certain lines containing a certain number of pronounced beats.
Patterns of verse - the number of stresses (emphasis) or syllables in a line
Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.
Including, but not limited to: Narrative poems Quatrains Riddles Acrostics Lyrical poems
Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched
Quatrains Acrostics
Epitaph - written to praise or to reflect on the life of a deceased person
Haikus Limericks Autobiographical poems Free verse
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 12 of 19
GRADE 3 GRADE 4 GRADE 5(i) poetic techniques (e.g., alliteration,
onomatopoeia)
Including, but not limited to: Alliteration - the repetition of the
same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge’s The Rime of the Ancient Mariner)
Onomatopoeia - the use of words that sound like what they mean (e.g., buzz and purr); a poetic device to produce this effect
(ii) figurative language (e.g., similes, metaphors)
Including, but not limited to: Simile - a comparison of two things
that are essentially different, usually using the words like or as (e.g., "O my love is like a red, red rose" from Robert Burns, A Red, Red Rose)
Metaphor - a subtle comparison in which the author describes a person or thing using words that are not meantto be taken literally (e.g., Time is a dressmaker specializing in alterations.)
Imagery - the use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow).
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 13 of 19
GRADE 3 GRADE 4 GRADE 5Imagery can be used for emotional effect and to intensify the impact onthe reader.
(iii) graphic elements (e.g., capital letters, line length)
Including, but not limited to: Capital letters Line length
Writing/Writing. Students write about their own experiences. Students are expected to:
CCRS E/LAS: Writing: A. 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. (Grades 3, 4, 5)CDS: II. Foundational Skills: B. Writing across the curriculum. (Grades 3, 4, 5)
3.19A Write about important personal experiences.
Write
ABOUT IMPORTANT PERSONAL EXPERIENCES
Including, but not limited to: Journals/diaries Reflections Short stories
4.17A Write about important personal experiences.
Readiness Standard
Write
ABOUT IMPORTANT PERSONAL EXPERIENCES
Including, but not limited to: Journals/diaries Reflections Short stories
5.17A Write a personal narrative that conveys thoughts and feelings about anexperience.
Write
A PERSONAL NARRATIVE THAT CONVEYS THOUGHTS AND FEELINGS ABOUT EXPERIENCES
Features of narrative include, but are not limited to:
Characters Descriptive language Series of actions Beginning, middle, and end Sometimes include dialogue
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 14 of 19
GRADE 3 GRADE 4 GRADE 5Personal narrative - an expressive literary piece written in first person that centers on a particular event in the author’s life and may contain vivid description aswell as personal commentary and observations. The purpose of a personalnarrative is to entertain, but it can also be used to teach or inform.
Writing/Expository and Procedural Text. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
CCRS E/LAS: Writing: A. 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. (Grades 3, 4, 5)CDS: II. Foundational Skills: B. Writing across the curriculum. (Grades 3, 4, 5)
3.20A Create brief composition that:
Create
BRIEF COMPOSITIONS THAT
Including, but not limited to: Inform Tell Explain Define
Note:A composition may or may not have paragraph structure, but it has a beginning, middle, and end.
4.18A Create brief compositions that:
Readiness Standard
Create
BRIEF COMPOSITIONS THAT
Including, but not limited to: Inform Tell Explain Define
Note:A composition may or may not have paragraph structure, but it has a beginning, middle, and end.
5.18A Create multi-paragraph essays toconvey information about the topic that:
Create
MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE TOPIC THAT
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 15 of 19
GRADE 3 GRADE 4 GRADE 5(i) establish a central idea in a topic
sentence
Central idea - the expressed or implied topic of a passage
Topic sentence - a complete sentence that includes the central or main idea
(i) establish a central idea in a topic sentence
Readiness Standard (Reporting Category 1) Supporting Standard (Reporting Category 2)
Central idea - the expressed or implied topic of a passage
Topic sentence - a complete sentence that includes the central or main idea
(iii) contain a concluding statement
Concluding statement - a statement that clearly summarizes the central ideas
(iii) contain a concluding statement
Readiness Standard (Reporting Category 1) Supporting Standard (Reporting Category 2)
Concluding statement - a statement that clearly summarizes the central ideas
(i) present effective introductions and concluding paragraphs
An effective introduction has a hook to engage the reader.
A concluding paragraph provides closure to the essay.
(ii) guide and inform the reader’s understanding of key ideas and evidence
(ii) include supporting sentences with simple facts, details explanations
Supporting sentences are made up of specific ideas and details that support the central idea or topic sentence.
(ii) include supporting sentences with simple facts, details, and explanations
Readiness Standard(Reporting Category 1)
(iii) include specific facts, details, and examples in an appropriately organized structure
Facts, details, and examples support the central idea or topic sentence.
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 16 of 19
GRADE 3 GRADE 4 GRADE 5Supporting Standard(Reporting Category 2)
Supporting sentences are made up of specific ideas and details that support the central idea or topic sentence.
Organization of a paper - in a well- organized paper, writers develop ideas in a coherent manner. Main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas
Organizational pattern - the pattern an author constructs as he organizes his or her ideas and provides supporting details
Example of structure: Sequential order Order of importance Cause-and-effect Compare and contrast Problem/solution Main ideas and details Description
(iv) use a variety of sentence structures and transitions to link paragraphs
Including, but not limited to: Simple sentences Compound sentences Varied structure/word order Varied sentence beginnings
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 17 of 19
GRADE 3 GRADE 4 GRADE 5Transitional words/phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs togethersmoothly so that there are no abruptjumps or breaks between ideas.
3.20B Write letters whose language is tailored to the audience and purpose (e.g., athank you note to a friend) and that use appropriate conventions (e.g., date,salutation, closing).
Write
LETTERS WHOSE LANGUAGE IS TAILORED TO THE AUDIENCE AND PURPOSE AND THAT USE APPROPRIATE CONVENTIONS
Including but not limited to: Date (e.g., January 12, 2010)
Salutation - greeting in a letter (e.g., Dear friend,)
Closing (e.g., Sincerely,)
Audience - the intended reader or readers of the letter
Purpose - write to provide information and to clarify, explain, or instruct
4.18B Write letters whose language is tailored to the audience and purpose (e.g., athank you note to a friend) and that use appropriate conventions (e.g., date,salutation, closing).
Write
LETTERS WHOSE LANGUAGE IS TAILORED TO THE AUDIENCE AND PURPOSE AND THAT USE APPROPRIATE CONVENTIONS
Including, but not limited to: Date (e.g., January 12, 2010)
Salutation - greeting in a letter (e.g., Dear friend,)
Closing (e.g., Sincerely,)
Audience - the intended reader or readers of the letter
Purpose - write to provide information and to clarify, explain, or instruct
5.18B Write formal and informal letters that convey ideas, include importantinformation, demonstrate a sense of closure, and use appropriateconventions (e.g., date, salutations,closing).
Write
FORMAL AND INFORMAL LETTERS THAT CONVEY IDEAS
Including, but not limited to: Important information A sense of closure Appropriate conventions Date (e.g., January 12, 2010)
Salutation - greeting in a letter (e.g., Dear friend,)
Closing (e.g., Sincerely,) Address - The full name and address of
the person writing the letter goes on the left. Allow two line spaces and then add the date; allow two more line spaces and then the full name and the address of the person receiving the letter.
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 18 of 19
GRADE 3 GRADE 4 GRADE 5Formal letter - used for official or serious situations to an audience not consideredfriends or family
Informal letter - written to a friend or family member
3.20C Write responses to literary or expository texts that demonstrate an understandingof the text.
Write
RESPONSES TO LITERARY OR EXPOSITORY TEXTS THAT DEMONSTRATE AN UNDERSTANDING OF THE TEXT
Including, but not limited to: Record ideas Record reflections Respond to literature Record information
4.18C Write responses to literary or expository texts and provide evidence from the textto demonstrate understanding.
Write
RESPONSES TO LITERARY OR EXPOSITORY TEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING
Including, but not limited to: Record ideas Record reflections Respond to literature Record information
Textual evidence - specific details or facts found in text that support what is inferred
5.18C Write responses to literary or expository texts and provide evidence from the textto demonstrate understanding.
Write
RESPONSES TO LITERARY OR EXPOSITORY TEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO DEMONSTRATE UNDERSTANDING
Including, but not limited to: Record ideas Record reflections Respond to literature Record information
Textual evidence - specific details or facts found in text that support what is inferred
Writing/Persuasive. Students write persuasive text to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
3.21A Write persuasive essays for appropriate audiences that establish a position anduse supporting details.
Write
PERSUASIVE ESSAYS FOR
4.19A Write persuasive essays for appropriate audiences that establish a position anduse supporting details.
Write
PERSUASIVE ESSAYS FOR
5.19A Write persuasive essays for appropriate audiences that establish a position andinclude sound reasoning, detailed and relevant evidence, and consideration ofalternatives.
Write
ELAR VERTICAL ALIGNMENT DOCUMENTWRITING
Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR.Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)
Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
©2011, TESCCC 05/16/11 Page 19 of 19
GRADE 3 GRADE 4 GRADE 5APPROPRIATE AUDIENCES THAT ESTABLISH A POSITION AND USESUPPORTING DETAILS
Persuasive essay - a short piece of writing to try to persuade the reader to a specific point of view
Position - an opinion about a particular subject
Purpose of persuasive writing: Influence Convince Express Promote a particular point of view Justify a position
Note:Both facts and opinions are used in persuasive writing.
APPROPRIATE AUDIENCESTHAT ESTABLISH A POSITION AND USE SUPPORTING DETAILS
Persuasive essay - a short piece of writing to try to persuade the reader to a specific point of view
Position - an opinion about a particular subject
Purpose of persuasive writing: Influence Convince Express Promote a particular point of view Justify a position
Note:Both facts and opinions are used in persuasive writing.
PERSUASIVE ESSAYS FOR APPROPRIATE AUDIENCES THAT ESTABLISH A POSITION AND INCLUDE SOUND REASONING, DETAILED AND RELEVANT EVIDENCE, AND CONSIDERATIONS OF ALTERNATIVES
Persuasive essay - a short piece of writing to try to persuade the reader to a specific point of view
Sound reasoning - devices to persuade readers (e.g., examples, statistics, testimonials, etc.) to a particular point of view
Relevant evidence - facts or thoughts that support the writer’s beliefs in order to sway or change the reader's mind
Consideration of alternatives - the reasons why the reader should be persuaded to consider the writer’s position, proposition, etc.