EMCP_9041 English I_Correlations_8719_P

	A	B	C	D	E	F	G	H	I
1	Proclamation 2020 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material
2	Subject	Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
3	Subchapter	Subchapter C. High School
4	Course	§110.36. English I (One Credit), Adopted 2017
5	Publisher	EMC Publishing, LLC
6	Program Title	Mirrors & Windows: Connecting with Literature - Grade 9
7	Program ISBN	9781533858719
8	Program Title (identical content)	Mirrors & Windows: Connecting with Literature Online Program - Grade 9
9	Program ISBN (identical content)	9781533858634
10	TEKS %	100.00%
11	(a) General requirements. Students shall be awarded one credit for successful completion of this course.
12	(b) Introduction
13	(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy. (2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice. (3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
14	(4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English. (5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum). (6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008). (7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
15	(c) Knowledge and Skills.
16	Knowledge and Skills Statement	Student Expectation	Breakout	Item Type	Citation Type	Component ISBN	Page (s)	Description of the specific location	Hyperlink to the location for electronic programs
17	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(i) engage in meaningful discourse by listening actively	Student/Teacher	Narrative	9781533836663 9781533858672	551	Speaking and Listening Tips	Speaking and Listening Tips
18				Student/Teacher	Activity	9781533836663 9781533858672	41	Critical Literacy	Critical Literacy
19				Student/Teacher	Activity	9781533836663 9781533858672	77	Media Literacy	Media Literacy
20				Student/Teacher	Activity	9781533836663 9781533858672	196	Publish & Present	Publish & Present
21				Student/Teacher	Narrative	9781533836663 9781533858672	191	Listening Tips	Listening Tips
22				Teacher Only	Narrative	9781533858559 9781533858597	88	Reading Proficiency	Reading Proficiency
23				Teacher Only	Activity
24				Teacher Only	None
25				Teacher Only	None
26				Teacher Only	None
27	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(ii) engage in meaningful discourse by responding appropriately	Student/Teacher	Narrative	9781533836663 9781533858672	551	Gathering Information from an Interview	Gathering Information from an Interview
28				Student/Teacher	Activity	9781533836663 9781533858672	293	Critical Literacy	Critical Literacy
29				Student/Teacher	Activity	9781533836663 9781533858672	469	Collaborative Learning	Collaborative Learning
30				Student/Teacher	Activity	9781533836663 9781533858672	41	Collaborative Learning	Collaborative Learning
31				Student/Teacher	Narrative	9781533836663 9781533858672	552	Prewrite/Gather Information	Prewrite/Gather Information
32				Teacher Only	Narrative
33				Teacher Only	Activity
34				Teacher Only	None
35				Teacher Only	None
36				Teacher Only	None
37	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(iii) engage in meaningful discourse by adjusting communication to audiences	Student/Teacher	Narrative	9781533836663 9781533858672	191	Speaking Rubric	Speaking Rubric
38				Student/Teacher	Activity	9781533836663 9781533858672	41	Collaborative Learning	Collaborative Learning
39				Student/Teacher	Activity	9781533836663 9781533858672	167	Lifelong Learning	Lifelong Learning
40				Student/Teacher	Narrative	9781533836663 9781533858672	583	Speaking Tips	Speaking Tips
41				Student/Teacher	Activity	9781533836663 9781533858672	191	6. Communicate with the audience	6. Communicate with the audience
42				Teacher Only	Narrative
43				Teacher Only	Activity
44				Teacher Only	None
45				Teacher Only	None
46				Teacher Only	None
47	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(iv) engage in meaningful discourse by adjusting communication to purposes	Student/Teacher	Narrative	9781533836663 9781533858672	97	4. Think about mood, tone, and Language	4. Think about mood, tone, and Language
48				Student/Teacher	Activity	9781533836663 9781533858672	157	Collaborative Learning	Collaborative Learning
49				Student/Teacher	Activity	9781533836663 9781533858672	189	Collaborative Learning	Collaborative Learning
50				Student/Teacher	Narrative	9781533836663 9781533858672	97	6. Present the Narrative/Speaking Rubric	6. Present the Narrative/Speaking Rubric
51				Student/Teacher	None
52				Teacher Only	Narrative
53				Teacher Only	Activity
54				Teacher Only	None
55				Teacher Only	None
56				Teacher Only	None
57	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(v) engage in respectful discourse by listening actively	Student/Teacher	Narrative	9781533836663 9781533858672	551	Speaking and Listening Tips	Speaking and Listening Tips
58				Student/Teacher	Activity	9781533836663 9781533858672	77	Media Literacy	Media Literacy
59				Student/Teacher	Activity	9781533836663 9781533858672	469	Collaborative Learning	Collaborative Learning
60				Student/Teacher	Narrative	9781533836663 9781533858672	191	Listening Tip	Listening Tip
61				Student/Teacher	None
62				Teacher Only	Narrative
63				Teacher Only	Activity
64				Teacher Only	None
65				Teacher Only	None
66				Teacher Only	None
67	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(vi) engage in respectful discourse by responding appropriately	Student/Teacher	Narrative	9781533836663 9781533858672	551	Speaking and Listening Rubric	Speaking and Listening Rubric
68				Student/Teacher	Activity	9781533836663 9781533858672	41	Critical Literacy	Critical Literacy
69				Student/Teacher	Activity	9781533836663 9781533858672	469	Collaborative Learning	Collaborative Learning
70				Student/Teacher	Narrative	9781533836663 9781533858672	552	Prewrite/Gather Information	Prewrite/Gather Information
71				Student/Teacher	None
72				Teacher Only	Narrative
73				Teacher Only	Activity
74				Teacher Only	None
75				Teacher Only	None
76				Teacher Only	None
77	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(vii) engage in respectful discourse by adjusting communication to audiences	Student/Teacher	Narrative	9781533836663 9781533858672	269	Speaking and Listening Rubric	Speaking and Listening Rubric
78				Student/Teacher	Activity	9781533836663 9781533858672	41	Collaborative Learning	Collaborative Learning
79				Student/Teacher	Activity	9781533836663 9781533858672	167	Lifelong Learning	Lifelong Learning
80				Student/Teacher	Narrative	9781533836663 9781533858672	97	4. Think about mood, tone, and language	4. Think about mood, tone, and language
81				Student/Teacher	None
82				Teacher Only	Narrative
83				Teacher Only	Activity
84				Teacher Only	None
85				Teacher Only	None
86				Teacher Only	None
87	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes	(viii) engage in respectful discourse by adjusting communication to purposes	Student/Teacher	Narrative	9781533836663 9781533858672	583	Speaking Tips	Speaking Tips
88				Student/Teacher	Activity	9781533836663 9781533858672	157	Collaborative Learning	Collaborative Learning
89				Student/Teacher	Activity	9781533836663 9781533858672	551	Speaking & Listening Workshop	Speaking & Listening Workshop
90				Student/Teacher	Narrative	9781533836663 9781533858672	95	Media Literacy	Media Literacy
91				Student/Teacher	None
92				Teacher Only	Narrative	9781533858559 9781533858597	95	Media Literacy	Media Literacy
93				Teacher Only	Activity
94				Teacher Only	None
95				Teacher Only	None
96				Teacher Only	None
97	(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. This student develops oral language through listening, speaking, and discussion. The student is expected to:	(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes	(i) follow complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes	Student/Teacher	Narrative	9781533836663 9781533858672	267	Explanatory Writing	Explanatory Writing
98				Student/Teacher	Activity	9781533836663 9781533858672	189	Collaborative Learning	Collaborative Learning
99				Student/Teacher	None
100				Student/Teacher	None