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Scop
e an
d Se
quen
ce w
ith A
sses
smen
ts:
Engli
sh L
angu
age A
rts/R
eadi
ng
Eng
lish
IReflec
ts TEKS R
efinem
ents
Scope and Sequence with Assessments:English Language Arts/Reading
English I
Product ID: 501-0157
www.theansweris4.net
C
M
Y
CM
MY
CY
CMY
K
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1us
: Per
sona
l Nar
rativ
e or
tory
and
pro
vide
evi
denc
e fr
om te
xt to
hor's
mes
sage
. Stu
dent
s w
ill
o:
Rea
ding
Foc
us: F
ictio
nW
ritin
g Fo
cSh
ort S
torie
s/N
ovel
sSh
ort S
Rea
ding
Uni
t Foc
us: (
5) C
ompr
ehen
sion
of L
itera
ry T
ext/F
ictio
n. S
tude
nts
unde
rsta
nd, m
ake
infe
renc
es a
nd d
raw
con
clus
ions
abo
ut th
e st
ruct
ure
and
elem
ents
of f
ictio
nsu
ppor
t the
ir un
ders
tand
ing.
The
stu
dent
is e
xpec
ted
to:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) a
naly
ze n
on-li
near
plo
t dev
elop
men
t (e.
g.fla
shba
cks,
fore
shad
owin
g, s
ub-p
lots
, par
alle
stru
ctur
es) a
nd c
ompa
re it
to li
near
plo
t dev
el
, l plo
t op
men
tII.
A.4
C.4
.I2
ELP
SE
LA, T
KA
MN
, A
SP
N,N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(B) a
naly
ze h
ow a
utho
rs d
evel
op c
ompl
ex y
ech
arac
ters
in w
orks
of f
ictio
n th
roug
h a
rang
ede
vice
s, in
clud
ing
char
acte
r foi
ls
t bel
ieva
ble
of l
itera
ry
II.A
.4C
.4.I
2
ELP
SE
LA, T
KA
MN
, A
SP
N,N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(C) a
naly
ze th
e w
ay in
whi
ch a
wor
k of
fict
ion
by th
e na
rrato
r's p
oint
of v
iew
is s
hape
d II.
A.5
C.4
.I2
OE
R, E
LPS
ELA
Figu
re: 1
9 R
eadi
ng/C
ompr
ehen
sion
Ski
lls. S
tude
nts
use
a fle
xibl
e ra
nge
of m
etac
ogni
tive
read
ing
skill
s in
bot
h as
sign
ed a
nd in
depe
nden
t rea
ding
to u
nder
stan
d an
aut
cont
inue
to a
pply
ear
lier s
tand
ards
with
gre
ater
dep
th in
incr
easi
ngly
mor
e co
mpl
ex te
xts
as th
ey b
ecom
e se
lf-di
rect
ed, c
ritic
al re
ader
s. S
tude
nts
are
expe
cted
t
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
P
rP
r Eng
lish
Lang
uage
of
icie
ncy
Sta
ndar
dsof
icie
ncy
Sta
ndar
dsS
tate
Ass
essm
Obj
ectiv
e(s)
Obj
ectiv
e(s)
ent
Ass
essm
ent R
esou
rces
Inst
ruct
iona
l Res
ourc
esD
istri
ct T
extb
ook
(A) r
efle
ct o
n un
ders
tand
ing
to m
onito
r com
p(e
.g.,
aski
ng q
uest
ions
, sum
mar
izin
g an
d sy
nm
akin
g co
nnec
tions
, cre
atin
g se
nsor
y im
agesre
hens
ion
thes
izin
g,
)II.
A.1
C.4
.F1
ELP
SE
LA, T
KA
MN
, A
SP
N, N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(B) m
ake
com
plex
infe
renc
es a
bout
text
and
ev
iden
ce to
sup
port
unde
rsta
ndin
gus
e te
xtua
l II.
A.4
C.4
.I3
ELP
SE
LA, T
KA
MN
, A
SP
N, N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(1) V
ocab
ular
y D
evel
opm
ent.
Stud
ents
und
erst
and
new
voc
abul
ary
and
use
it w
hen
read
ing
and
writ
ing.
The
stu
dent
is e
xpec
ted
to:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
es In
stru
ctio
nal
Res
ourc
esD
istri
ct T
extb
ook
(A) d
eter
min
e th
e m
eani
ng o
f gra
de-le
vel t
ecac
adem
ic E
nglis
h w
ords
in m
ultip
le c
onte
nt a
scie
nce,
mat
hem
atic
s, s
ocia
l stu
dies
, the
arts
from
Lat
in, G
reek
, or o
ther
ling
uist
ic ro
ots
andhn
ical
re
as (e
.g.,
) der
ived
a
ffixe
s
II.B
.2C
.4.F
1
ELP
SE
LA, T
KA
MN
, A
SP
N, N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
1
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1
oric
al, a
nd c
onte
mpo
rary
con
text
s an
d
reat
es im
ager
y in
lite
rary
text
and
pro
vide
uden
ts w
ill c
ontin
ue to
app
ly e
arlie
r
(B) a
naly
ze te
xtua
l con
text
(with
in a
sen
tenc
ela
rger
sec
tions
of t
ext)
to d
istin
guis
h be
twee
nde
nota
tive
and
conn
otat
ive
mea
ning
s of
wor
d and
in
the
sII.
B.1
C.4
.F1
ELP
SE
LA, T
KA
MN
, A
SP
N,N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(D) d
escr
ibe
the
orig
ins
and
mea
ning
s of
fore
or p
hras
es u
sed
frequ
ently
in w
ritte
n E
nglis
h ca
veat
em
ptor
, car
te b
lanc
he, t
ete
a te
te, p
abo
n ap
petit
, qui
d pr
o qu
o)
ign
wor
ds
(e.g
., s
de d
eux
, II.
B.1
C.4
.F1
ELP
SE
LA, A
LMS
S,
ALE
LA, N
N
(E) u
se a
dic
tiona
ry, a
glo
ssar
y, o
r a th
esau
ror
ele
ctro
nic)
to d
eter
min
e or
con
firm
the
mea
wor
ds a
nd p
hras
es, i
nclu
ding
thei
r con
nota
tiode
nota
tions
, and
thei
r ety
mol
ogy
us (p
rinte
d ni
ngs
of
ns a
nd
II.B
.3C
.4.F
1
ELP
SE
LA, T
KA
MN
, A
SP
N, N
N, O
ER
, TR
P9,
TR
PP
, TO
N,
ALE
LA, R
SA
(2) C
ompr
ehen
sion
of L
itera
ry T
ext/T
hem
e an
d G
enre
. Stu
dent
s an
alyz
e, m
ake
infe
renc
es a
nd d
raw
con
clus
ions
abo
ut th
eme
and
genr
e in
diff
eren
t cul
tura
l, hi
stpr
ovid
e ev
iden
ce fr
om th
e te
xt to
sup
port
thei
r und
erst
andi
ng. T
he s
tude
nt is
exp
ecte
d to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) a
naly
ze h
ow th
e ge
nre
of te
xts
with
sim
ilash
apes
mea
ning
r the
mes
II.
C.2
C.4
.I2
OE
R, E
LPS
ELA
, TK
AM
N, A
SP
N, T
ON
, N
N
(C) r
elat
e th
e fig
urat
ive
lang
uage
of a
lite
rary
hist
oric
al a
nd c
ultu
ral s
ettin
g w
ork
to it
s II.
C.2
C.4
.I2
TKA
MN
, TO
N, A
SP
N,
NN
(7) C
ompr
ehen
sion
of L
itera
ry T
ext/S
enso
ry L
angu
age.
Stu
dent
s un
ders
tand
, mak
e in
fere
nces
and
dra
w c
oncl
usio
ns a
bout
how
an
auth
or's
sen
sory
lang
uage
cev
iden
ce fr
om te
xt to
sup
port
thei
r und
erst
andi
ng. T
he s
tude
nt is
exp
ecte
d to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) e
xpla
in th
e ro
le o
f iro
ny, s
arca
sm, a
nd p
alit
erar
y w
orks
rado
x in
II.
A.7
C.4
.J2
TKA
MN
, TO
N, A
SP
N,
NN
(12)
Med
ia L
itera
cy. S
tude
nts
use
com
preh
ensi
on s
kills
to a
naly
ze h
ow w
ords
, im
ages
, gra
phic
s, a
nd s
ound
s w
ork
toge
ther
in v
ario
us fo
rms
to im
pact
mea
ning
. St
stan
dard
s w
ith g
reat
er d
epth
in in
crea
sing
ly m
ore
com
plex
text
s. T
he s
tude
nt is
exp
ecte
d to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) c
ompa
re a
nd c
ontra
st h
ow e
vent
s ar
e pr
and
info
rmat
ion
is c
omm
unic
ated
by
visu
al im
grap
hic
art,
illust
ratio
ns, n
ews
phot
ogra
phs)
vvi
sual
text
s
esen
ted
ages
(e.g
., er
sus
non-
II.A
.11
C.4
.K3
TWS
, ELP
SE
LA, R
SA
(D) e
valu
ate
chan
ges
in fo
rmal
ity a
nd to
ne w
sam
e m
ediu
m fo
r spe
cific
aud
ienc
es a
nd p
urith
in th
e po
ses
II.A
.11
C.4
.K3
TWS
, ELP
SE
LA, R
SA
, TR
P9,
OE
R
2
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1
ed to
:
r at l
east
two
form
s of
lite
rary
writ
ing.
Writ
ing
(13)
Writ
ing
Proc
ess.
Stu
dent
s us
e el
emen
ts o
f the
writ
ing
proc
ess
(pla
nnin
g, d
rafti
ng, r
evis
ing,
edi
ting,
and
pub
lishi
ng) t
o co
mpo
se te
xt. T
he s
tude
nt is
exp
ect
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) p
lan
a fir
st d
raft
by s
elec
ting
the
corre
ct g
conv
eyin
g th
e in
tend
ed m
eani
ng to
mul
tiple
ade
term
inin
g ap
prop
riate
topi
cs th
roug
h a
rang
stra
tegi
es (e
.g.,
disc
ussi
on, b
ackg
roun
d re
adi
pers
onal
inte
rest
s, in
terv
iew
s), a
nd d
evel
opin
or c
ontro
lling
idea
enre
for
udie
nces
, e
of
ng,
g a
thes
is
I.A.2
C.5
.B
ELP
SE
LA, W
PP
, TW
311S
, ALE
LA,
3DJW
, TR
PP
, TR
P9,
O
ER
, PS
SW
A, F
WE
LL
(B) s
truct
ure
idea
s in
a s
usta
ined
and
per
sua
(e.g
., us
ing
outli
nes,
not
e ta
king
, gra
phic
org
alis
ts) a
nd d
evel
op d
rafts
in ti
med
and
ope
n-en
situ
atio
ns th
at in
clud
e tra
nsiti
ons
and
the
rhe
devi
ces
used
to c
onve
y m
eani
ng
sive
way
ni
zers
, de
d to
rical
I.A
.3C
.5.G
ELP
SE
LA, W
PP
, TW
311S
, ALE
LA,
3DJW
, TR
PP
, TR
P9,
O
ER
, PS
SW
A, F
WE
LL
(C) r
evis
e dr
afts
to im
prov
e st
yle,
wor
d ch
oice
lang
uage
, sen
tenc
e va
riety
, and
sub
tlety
of m
afte
r ret
hink
ing
how
wel
l que
stio
ns o
f pur
pos
audi
ence
, and
gen
re h
ave
been
add
ress
ed
, fig
urat
ive
eani
ng
e,
I.A.4
C.5
.G
ELP
SE
LA, W
PP
, TW
311S
, ALE
LA,
3DJW
, TR
PP
, TR
P9,
O
ER
, PS
SW
A, F
WE
LL
(D) e
dit d
rafts
for g
ram
mar
, mec
hani
cs, a
nd s
pellin
gI.A
.5C
.5.D
WP
P, E
LPS
ELA
, TW
311S
, OE
R,
PS
SW
AP
SS
WA
(E) r
evis
e fin
al d
raft
in re
spon
se to
feed
back
and
teac
her a
nd p
ublis
h w
ritte
n w
ork
for a
ppr
audi
ence
s
from
pee
rs
opria
te
I.A.4
C.5
.GW
PP
, ELP
SE
LA,
TW31
1S, O
ER
, P
SS
WA
(14)
Lite
rary
Tex
ts. S
tude
nts
writ
e lit
erar
y te
xts
to e
xpre
ss th
eir i
deas
and
feel
ings
abo
ut re
al o
r im
agin
ed p
eopl
e, e
vent
s, a
nd id
eas.
Stu
dent
s ar
e re
spon
sibl
e fo
The
stud
ent i
s ex
pect
ed to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) w
rite
an e
ngag
ing
stor
y w
ith a
wel
l-dev
elco
nflic
t and
reso
lutio
n, in
tere
stin
g an
d be
liev
char
acte
rs, a
nd a
rang
e of
lite
rary
stra
tegi
es (
dial
ogue
, sus
pens
e) a
nd d
evic
es to
enh
ance
oped
ab
le
e.g.
, th
e pl
ot
I.A.3
C.5
.G3D
JW, T
W31
1S,
FWE
LL, T
WS
3
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1
ear
lier s
tand
ards
with
gre
ater
he s
tude
nt is
exp
ecte
d to
:
Ora
l and
Writ
ten
Con
vent
ions
(17)
Con
vent
ions
. Stu
dent
s un
ders
tand
the
func
tion
of a
nd u
se th
e co
nven
tions
of a
cade
mic
lang
uage
whe
n sp
eaki
ng a
nd w
ritin
g. S
tude
nts
will
con
tinue
to a
pply
com
plex
ity. T
he s
tude
nt is
exp
ecte
d to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
PrE
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) u
se a
nd u
nder
stan
d th
e fu
nctio
n of
the
fol
parts
of s
peec
h in
the
cont
ext o
f rea
ding
, writ
spea
king
:I.
low
ing
ing,
and
A
.5; I
II.A
.2C
.5TK
AM
N, A
SP
N, T
ON
, TW
311S
, PS
SW
A,
FWE
LL, N
N
(i)
mor
e co
mpl
ex a
ctiv
e an
d pa
ssiv
e te
nses
verb
als
(ger
unds
, inf
initi
ves,
par
ticip
les)
and
I.A
.5
C.5
.E
(ii)
rest
rictiv
e an
d no
nres
trict
ive
rela
tive
clau
ses
I.A.5
C
.5.E
(iii)
reci
proc
al p
rono
uns
(e.g
., ea
ch o
ther
, one
ano
ther
)I.A
.5
C.5
.E
(B) i
dent
ify a
nd u
se th
e su
bjun
ctiv
e m
ood
to e
doub
ts, w
ishe
s, a
nd p
ossi
bilit
ies
xpre
ss
I.A.5
C
.5.E
(C) u
se a
var
iety
of c
orre
ctly
stru
ctur
ed s
ente
com
poun
d, c
ompl
ex, c
ompo
und-
com
plex
)nc
es (e
.g.,
I.A.5
C
.5.E
TKA
MN
, AS
PN
, TO
N,
TW31
1S, P
SS
WA
, FW
ELL
, NN
(18)
Han
dwrit
ing,
Cap
italiz
atio
n, a
nd P
unct
uatio
n. S
tude
nts
writ
e le
gibl
y an
d us
e ap
prop
riate
cap
italiz
atio
n an
d pu
nctu
atio
n co
nven
tions
in th
eir c
ompo
sitio
ns. T
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) u
se c
onve
ntio
ns o
f cap
italiz
atio
nI.A
.5C
.5.E
TW31
1S, P
SS
WA
, FW
ELL
(B) u
se c
orre
ct p
unct
uatio
n m
arks
, inc
ludi
ng:
I.A.5
C.5
.ETW
311S
, PS
SW
A,
FWE
LL
(i)
quot
atio
n m
arks
to in
dica
te s
arca
sm o
r iro
nyI.A
.5C
.5.E
(ii)
com
ma
plac
emen
t in
nonr
estri
ctiv
e ph
ras
clau
ses,
and
con
trast
ing
expr
essi
ons
es,
I.A.5
C.5
.E
(iii)
das
hes
to e
mph
asiz
e pa
rent
hetic
al in
form
atio
nI.A
.5C
.5.E
4
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1(1
9) S
pelli
ng. S
tude
nts
are
expe
cted
to:
Stu
dent
Exp
ecta
tions
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) s
pell
corre
ctly
, inc
ludi
ng u
sing
var
ious
res
dete
rmin
e an
d ch
eck
corre
ct s
pellin
gsou
rces
to
I.A.5
C.5
.CTW
311S
, PS
SW
A,
FWE
LL
5
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1
form
atio
n th
ey g
athe
r. Th
e st
uden
t is
uden
ts a
re e
xpec
ted
to s
ynth
esiz
e th
e
Res
earc
h
(21)
Gat
herin
g So
urce
s. S
tude
nts
dete
rmin
e, lo
cate
, and
exp
lore
the
full
rang
e of
rele
vant
sou
rces
add
ress
ing
a re
sear
ch q
uest
ion
and
syst
emat
ical
ly re
cord
the
inex
pect
ed to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(C) p
arap
hras
e, s
umm
ariz
e, q
uote
, and
acc
ual
l res
earc
hed
info
rmat
ion
acco
rdin
g to
a s
tan
form
at (e
.g.,
auth
or, t
itle,
pag
e nu
mbe
r)
rate
ly c
ite
dard
V
.B.1
C.4
.KTW
S
(23)
Org
aniz
ing
and
Pres
entin
g Id
eas.
Stu
dent
s or
gani
ze a
nd p
rese
nt th
eir i
deas
and
info
rmat
ion
acco
rdin
g to
the
purp
ose
of th
e re
sear
ch a
nd th
eir a
udie
nce.
St
rese
arch
into
a w
ritte
n or
ora
l pre
sent
atio
n th
at:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(E) u
ses
a st
yle
man
ual (
e.g.
, Mod
ern
Lang
uaA
ssoc
iatio
n, C
hica
go M
anua
l of S
tyle
) to
doc
sour
ces
and
form
at w
ritte
n m
ater
ials
ge
umen
t V
.C.I
C.4
.KTW
S
6
SAMPL
E
Scop
e an
d Se
quen
ceEn
glis
h I U
nit
1
y. T
he s
tude
nt is
exp
ecte
d to
:
ith g
reat
er c
ompl
exity
. The
stu
dent
is
ii
il
fl
d
ed to
:
List
enin
g an
d Sp
eaki
ng
(24)
Lis
teni
ng. S
tude
nts
use
com
preh
ensi
on s
kills
to li
sten
atte
ntiv
ely
to o
ther
s in
form
al a
nd in
form
al s
ettin
gs. S
tude
nts
will
con
tinue
to a
pply
ear
lier s
tand
ards
wex
pect
ed to
:
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) l
iste
n re
spon
sive
ly to
a s
peak
er b
y ta
king
sum
mar
ize,
syn
thes
ize,
or h
ighl
ight
the
spea
kfo
r crit
ical
refle
ctio
n an
d by
ask
ing
ques
tions
the
cont
ent f
or c
larif
icat
ion
and
elab
orat
ion
not
es th
at
er's
idea
s re
late
d to
IV
.B.1
C.2
.DTW
S, E
LPS
ELA
, OE
R,
RS
A, 3
DJW
(B) f
ollo
w a
nd g
ive
com
plex
ora
l ins
truct
ions
tsp
ecifi
c ta
sks,
ans
wer
que
stio
ns, s
olve
pro
blco
mpl
ete
proc
esse
s
o pe
rform
em
s, a
nd
IV.A
.2C
.2.I
TWS
, ELP
SE
LA, O
ER
, R
SA
, 3D
JW
(C) e
valu
ate
the
effe
ctiv
enes
s of
a s
peak
er's
supp
ortin
g id
eas
mai
n an
d IV
.A.1
C.2
.HTW
S, E
LPS
ELA
, OE
R,
RS
A, 3
DJW
(25)
Spe
akin
g. S
tude
nts
spea
k cl
early
and
to th
e po
int,
usin
g th
e co
nven
tions
of l
angu
age.
Stu
dent
s w
ill c
ontin
ue to
app
ly e
arlie
r sta
ndar
ds w
ith g
reat
er c
ompl
exit
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A)g
ive
pres
enta
tions
usin
gin
form
alfo
rmal
(A) g
ve p
rese
ntat
ions
us
ng n
form
a,
orm
ate
chni
cal l
angu
age
effe
ctiv
ely
to m
eet t
he n
eeau
dien
ce, p
urpo
se, a
nd o
ccas
ion,
em
ploy
ing
cont
act,
spea
king
rate
(e.g
., pa
uses
for e
ffect
enun
ciat
ion,
pur
pose
ful g
estu
res,
and
con
ven
lang
uage
to c
omm
unic
ate
idea
s ef
fect
ivel
y
and
, an
ds
of
eye
),
volu
me,
tio
ns o
f
III.A
.2C
.3.I
TWS
, ELP
SE
LA,
3DJW
(26)
Tea
mw
ork.
Stu
dent
s w
ork
prod
uctiv
ely
with
oth
ers
in te
ams.
Stu
dent
s w
ill c
ontin
ue to
app
ly e
arlie
r sta
ndar
ds w
ith g
reat
er c
ompl
exity
. St
uden
ts a
re e
xpec
t
Stu
dent
Exp
ecta
tions
CC
RS
E/L
AS
Pr E
nglis
h La
ngua
ge
ofic
ienc
y S
tand
ards
Sta
te A
sses
smO
bjec
tive(
s)en
t A
sses
smen
t Res
ourc
esIn
stru
ctio
nal R
esou
rces
Dis
trict
Tex
tboo
k
(A) p
artic
ipat
e pr
oduc
tivel
y in
team
s, b
uild
ing
idea
s of
oth
ers,
con
tribu
ting
rele
vant
info
rmat
deve
lopi
ng a
pla
n fo
r con
sens
us-b
uild
ing,
an
grou
nd ru
les
for d
ecis
ion-
mak
ing
III
on
the
ion,
d
setti
ng
.B.2
; IV
.B.3
C.3
.ETW
S, E
LPS
ELA
, RS
A,
3DJW
7
SAMPL
E
English I, Unit 1 Reproducible Pages
Firefighter Heroes My notes about what I am
reading By Carol Rust
1 It was one of those gray, cold days in early January after the excitement of the holidays had died down and boredom was threatening to set in. There were still 5 days until school started again, and 12-year-old Jared and his two younger brothers were poking around in the yard in back of their trailer, each in separate searches for something to do.
2 Jared’s dad had burned some trash out back earlier, and the fire still smoldered. It was legal to burn trash outside the city limits of the tiny town of Skelly Bluff as long as there wasn’t any wind. Jared was officially in charge of keeping an eye out for his 6-year-old brother Paul and his 4-year-old brother Kyle, but they rarely required much supervision when the boys were just playing out back. Jared had thrown a rope over a tree limb and was wondering what it would take to make a swing with it when he heard a loud pop and, a moment later, the screams of his youngest brother.
3 Little Kyle must have wandered up to inspect the furls of thick gray smoke coming from the glowing ashes of the fire. Suddenly, a can of spray paint his dad had accidentally put in with the trash to be burned exploded. Flames leaped up, making Kyle’s hair and corduroy shirt catch on fire. Kyle began to run away from the fire, causing the flames on his clothing to spread. Acting quickly upon hearing the commotion, Jared dropped the rope and ran toward his brother.
4 Remembering the slogan he’d learned in school the day the firefighter from the Skelly Bluff Volunteer Fire Department visited—“Stop, drop, and roll”—Jared tackled his terrified brother and hugged him close as they rolled on the ground and kept rolling.
5 “Are you wrestling your little brother?” Jared’s mom asked angrily, having poked her head out of the trailer door when she heard Kyle’s screams.
1
SAMPL
E
English I, Unit 1 Reproducible Pages
6 “No, mom, he caught on fire,” Jared said. “Something exploded
in the fire and his hair and his clothes were on fire! He burned his face.”
My notes about what I am reading
7 “Boy, did she ever say she was sorry when she saw Kyle’s face, and his shirt was practically burned off his body,” Jared told a friend after school the following Monday. “She hugged me so hard she nearly squeezed the breath out of me.”
8 “Mothers,” his friend Joel commiserated. “They scream at you one minute and hug you to death the next.”
9 Jared and his family were all eating supper around the kitchen table that evening when the phone rang. Jared’s dad got up and retrieved the phone off the arm of the sofa.
10 “Hello?”
11 He listened a long minute, fixing his eyes on Jared, and then said, “I see. Hmmm. I see.” Jared flushed red and gulped, thinking madly back to what he could have done recently to get himself into trouble.
12 The phone beeped as his dad switched it off. A half-smile played on his face to Jared’s great relief. “Well, son, I guess you’re a hero.”
13 “What?” both Jared and his mother yelped at the same time.
14 “Joel told his daddy what you told him at school today about rolling around on the ground with Kyle to put out the fire—you know his dad’s a volunteer firefighter. Well, Joel’s dad called the fire department chief, and that was him on the phone. They want to have a get-together and name you an honorary firefighter. He’s already called the newspaper.”
15 Just then, the phone rang again. Jared’s dad rolled his eyes and answered it.
16 “Yeah, he’s here . . . we’re trying to finish supper at the moment, but I suppose you could come over after that, maybe in half an hour. Just don’t make such a to-do about it that he gets a big head . . . ”
2
SAMPL
E
English I, Unit 1 Reproducible Pages
My notes about what I am reading
17 Jared’s dad chuckled as he switched off the phone. “You’re a hero, all right. The Skelly Bluff News is sending over a reporter and a photographer in a little while, so finish your dinner and go wash up and make yourself presentable.”
18 “Our hero!” his mother said. “Saved his little brother’s life. You know, they may want a picture of Kyle, too, so, Honey, let me help you finish up your supper and get your face clean and change out of that awful dirty shirt.”
19 “Do you think they’ll want a picture of me, too?” Paul asked, his voice small.
20 “Not this time, Scout,” his dad said. “You’ll be famous enough one of these days.”
21 The photographer must have taken a hundred pictures of Jared and Kyle while Paul hung in the background. The one of Jared acting like he was checking Kyle’s face bandage was on the front page of the paper the next day, along with the story of how he saved his little brother’s life and how he would be honored that Friday night at the fire station. The paper was on the kitchen table when Jared hustled in for breakfast. Paul was already at the table, his chin cupped in his hands, staring at the picture.
22 “Eat your oatmeal, Paul. It’s getting cold,” his mother said.
23 “I’m not hungry.”
24 “Then take a protein bar with you to eat at recess,” Mom said. Then, seeing Paul’s face, puckered up to cry she said more gently, “Here, let me get it for you, Honey. But drink your milk at least.” Jared watched as Paul trudged out of the kitchen to brush his teeth.
25 It seemed that half of Skelly Bluff turned out that Friday night at the fire station, along with the reporter and photographer who had visited Jared’s house earlier in the week. Fire Chief Doug Turner stood at a microphone and read the Skelly Bluff proclamation making Jared an honorary firefighter, then placed a red plastic fireman’s hat on his head. Out of the corner of his eye,
3
SAMPL
E
English I, Unit 1 Reproducible Pages
Jared saw Paul hanging back in the crowd, holding his mother’s hand.
My notes about what I am reading
26 “OK, Jared, in your own words, tell the story of how you saved your little brother,” Turner said, pulling the ancient microphone off the stand and handing it to Jared.
27 “Well, we were playing outside and Kyle was walking close to the fire when . . . ” He looked again at Paul. “Well, I was a little ways off when my brother Paul started yelling for me to come quick.”
28 “That would be your little brother who caught on fire?” Turner asked, nodding and smiling at the crowd.
29 “No, it was Paul, my other little brother, who saw everything and yelled for me to come help,” Jared said, noticing that the newspaper reporter was studying him with a stricken look, her pen poised in the air above her reporter pad.
30 “Yeah, if Paul hadn’t seen Kyle catch fire and called me, I wouldn’t have known anything had happened,” Jared continued, looking at Paul’s surprised face.
31 Fire Chief Turner paused for a minute as the crowd waited. “Well,” he said, “looks like we have two honorary firefighters here tonight.”
32 “Yes, we do,” said Jared, striding over to Paul and placing the fireman’s hat on his head.
33 On the ride home, Jared’s mother looked into the back seat where Jared, Paul, and Kyle were riding. By then, Kyle was wearing Jared’s fireman’s hat, and Paul was wearing the one the fire chief gave him after hearing Jared’s story. “Aren’t you glad we have such a heroic bunch of sons?” she asked her husband.
34 Jared’s dad smiled, looking up into the rearview mirror and catching Jared’s eye.
35 “Yep,” he said. “I sure am. Heroes, every last one of them.”
4
SAMPL
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English I, Unit 1 Reproducible Pages
Unit 1 Assessment
Use “Firefighter Heroes” to answer questions 1–4. 1 In paragraph 8, the word commiserated
means —
A moaned B commented C sympathized D summarized
2 Jared tackles his brother Kyle because —
F he learned the technique in school G Kyle was misbehaving with Paul H the brothers enjoyed wrestling J he wanted to get his mother’s attention
3 In paragraph 7, the author uses hyperbole to — A show Jared’s mother’s frustration B illustrate how much Jared’s mother
loves him C convey Jared’s mother’s gratefulness D describe how Jared’s mother admires
him 4 One way the author creates tension in the
story is by — F providing details about the weather in
January G explaining how Joel’s dad found out
about the incident H having the reporter and photographer
visit Jared J describing Paul’s behavior at the breakfast table
8
SAMPL
E