Course: ESOL I/ Grade 9 Text: Keystone Designated Six .

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKSEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding nstructionalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced HighResources/WeblinksPhilosophy for Writing and ResearchAs the writing and research processes are whole skills, each should be reinforced at all 6 weeks terms. However, specific skills may also be reinforced within specific6 weeks units. Therefore, while all writing and research TEKS are included within the ongoing section, attention is given to individual skills within each noted term.Not all writing and research TEKS are taught within each term as the focus should remain on whole year, whole process instruction.Philosophy for ReadingWithin each semester, at least one selection from the novel list should be utilized for instruction in addition to the textbook and outside sources.Philosophy for Standardized Test PreparationWithin each 6 week term, at least one timed reading and/or writing assessment should be given. This assessment is in response to the untimed nature of state testing incontrast to the timed nature of standardized testing.Ongoing TEKS reinforced each six weeksFigure: 19 TAC §110.17(b)Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand anauthor’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become self-directed,critical readers. The student is expected to:(A) reflect onWhat can students do to*Summarize this selection byUse backgroundMISD BestMISD Approvedunderstanding to monitor reflect on theirincluding the four most importantknowledgePracticesReading Listcomprehension (e. g.,understanding?events.B -RetellingsCreate sensoryIndependent readingasking questions,*What is the best summary of thisI/A/AH Inferringimagesbookssummarizing andHow can studentsselection?A/AHSynthesizingGenerate questionsShort storiessynthesizing, makingeffectively use reading*What sensory image does theAll summarizing andPicture booksconnections, creatingskills to comprehend text author use to enhance the- Question stemssynthesizingPoetrysensory images); andand become selfunderstanding of the reader?- Visualizingconnection to text,Musicdirected, critical readers? *What connection can the reader- Think-Aloudself, and worldPearson Keystone 1A(B) make complexmake between the author’s- Setting a purposeanalyzeand 1Binferences about text and How does textualpurpose and the main character’s- Predictinginterpretuse textual evidence toevidence supportmotivation?- Determininginfersupport understanding.inferences and*A conclusion that can be madeimportancepredictunderstanding of what is about in this story is –paraphrase*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.1

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKSEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding nstructionalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced HighResources/WeblinksELPS:read?*The reader can tell that –cause and effect2D Monitor*What text evidence supports thegeneralizationunderstanding and seek-Text dependent reading conclusion that ?main ideaclarification*Based on the evidence indrawing2E Use linguistic supportparagraph , the reader canconclusionsto confirm and enhanceconclude that –outlineunderstanding*Paragraph suggests that –connotation3G Orally express*You can tell from this passagedenotationopinions, ideas, an dthat –feelings*The reader can infer from3H Orally narrate,paragraph that –describe, and explain*Which sentence in this selection4D Use pre-readingsupports the inference that ?supports*The reader can conclude that the4E Read linguisticallyauthor –accommodated materials*What can you conclude about4I Show comprehension?through basic reading*What information in this articleskillssupports the conclusion that ?4J Show comprehension*In paragraph , the sentencethrough inferential skills“ ” shows –4K Show comprehensionthrough analytical skillserials4F Use visual andcontextual supports(9.1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.2

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKS(A) determine themeaning of grade-leveltechnical academicEnglish words in multiplecontent areas (e.g.,science, mathematics,social studies, the arts)derived from Latin, Greek,or other linguistic rootsand affixes;(B) analyze textual context(within a sentence and inlarger sections of text) todistinguish between thedenotative and connotativemeanings of words;(C) produce analogies thatdescribe a function of anobject or its description;(D) describe the originsand meanings of foreignwords or phrases usedfrequently in writtenEnglish (e.g., caveatemptor, carte blanche, tetea tete, pas de deux, bonappetit, quid pro quo); and(E) use a dictionary, aglossary, or a thesaurus(printed or electronic) todetermine or confirm themeanings of words andphrases, including theirEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding Questions/SpecificityAre students able tounderstand newvocabulary and use itwhen reading andwriting?How can textualcontext allow studentsto distinguish betweendenotative andconnotative meanings?Are students able toeffectively use adictionary, glossary, nalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced el-consonantpatternsword stemdenotativeconnotativethesaurusB/ I - Acting outwordsI/ A/ AH VocabularyA/ AH –- Collageincorporating words- Concept mapAll –- DLA Warm-ups- Word Wall- Vocabulary treescartoons- Using words insentences- Crossword puzzles- Context clues*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.Resources/WeblinksWord Stem Program12 Powerful Wordshttp://www.webenglishteacher.com/Pearson Keystone 1Aand 1B3

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKSEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding nstructionalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced HighResources/Weblinksconnotations anddenotations, and theiretymology.ELPS:1B Monitor language withself-corrective techniques1C Use techniques tolearn new vocabulary1E Use and reuse newacademic language1H Expand repertoire oflearning strategies toacquire language4A Learn relationships ofsounds and letters inEnglish4C Develop sightvocabulary and languagestructures4K Show comprehensionthrough analytical skills4F Use visual andcontextual supports4K Show comprehensionthrough analytical skills(9.17) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking andwriting. Students will continue to apply earlier standards with greater complexity. Students are expected to:(A) use and understandthe function of thefollowing parts of speechin the context of reading,Can studentsdemonstrate thefunction of and use ofthe conventions oforal languagewritten languageformal languageinformal language*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.MISD BestPracticesB/I - GrammarbookletPearson Keystone 1Aand 1BTexas Write Source4

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKSwriting, and speaking:(i) more complexactive and passivetenses and verbals(gerunds, infinitives,participles);(ii) restrictive andnonrestrictive relativeclauses; andEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding Questions/Specificityacademic languagewhen speaking andwriting?Can students use avariety of correctlystructural sentences?AssessmentAcademicVocabularyactive verbpassive verbgerundinfinitivesubjunctive moodreciprocal pronounsimple sentencecompound sentencecompound/complex sentenceInstructionalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced HighResources/WeblinksI/A/AH - Grammarchildren’s bookA/AH -Peer editingAll - Radio report(iii) reciprocalpronouns (e.g., eachother, one another);(B) identify and use thesubjunctive mood toexpress doubts, wishes,and possibilities; and(C) use a variety ofcorrectly structuredsentences (e.g.,compound, complex,compound-complex).ELPS:1H Expand repertoire oflearning strategies toacquire language5E Employ complexgrammatical structures5F Write using variety ofsentence structures and*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.5

Course: ESOL I/ Grade 9Focus: Ongoing TEKSTEKSEnglish for Speakers of Other LanguagesDesignated Six Weeks: ALLText: KeystoneGuiding nstructionalStrategiesB BeginnerI IntermediateA AdvancedAH Advanced HighResources/Weblinkswords(9.18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization andpunctuation conventions in their compositions. Students are expected to:(A) use conventions ofcapitalization; and(B) use correctpunctuation marksincluding:(i) quotation marks toindicate sarcasm orirony;Can students createlegible documentsusing appropriateconventions ofcapitalization andpunctuation in writtencompositions?quotecommasarcasmironydashMISD BestPracticesB/I - GrammarbookletI/A/AH - Grammarchildren’s bookA/AH - Peer editingAll - DLA Warm-upsTexas Write SourcePearson Keystone 1Aand 1B(ii) comma placementin nonrestrictivephrases, clauses, andcontrastingexpressions; and(iii) dashes toemphasizeparentheticalinformation.ELPS:5C Spell familiar Englishwords5E Employ complexgrammatical structures(9.19) Oral and Written Conventions/Spelling. Students spell correctly.Students are expected toCan students*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc.MISD BestMost commonly6