Proclamation 2020 Breakout - English IIasset.springboardonline.org/ebook/public/documents/... · For a further understanding of second language acquisition needs, refer to the ELPS

Chapter 110. English Language Arts and Reading, English II Subchapter C. High School Proclamation 2020

SubjectSubchapterCourse

PublisherProgram TitleProgram ISBN

Program Title (identical content)Program ISBN (identical content)TEKS %

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

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The 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 9781457311468 9781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the Text,

first paragraphhttps://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 136 Socratic Seminar Norms: second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 96 Research Considerations table: Collaboration row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 161 Working from the Text step 8 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher None

Teacher Only Narrative 97814573115369781457310225 28 Teacher step 20 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None



(ii) engage in meaningful discourse by responding appropriately Student/Teacher Narrative 97814573114689781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 136 Socratic Seminar Norms: second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 96 Research Considerations table: Collaboration row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 153 Socratic Seminar step 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 67 Participating in the Socratic Seminar https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Narrative 97814573115369781457310225 28 Teacher step 20 https://sales.ebook.springboardonline.org/springboard-english-language-art




(iii) engage in meaningful discourse by adjusting communication to audiences Student/Teacher Narrative 9781457311468

9781457310157 96 Research Considerations table: Audience row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 106 Scoring Guide: Use of Language row, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 131 Step 3, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher NoneStudent/Teacher None

Teacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None



(iv) engage in meaningful discourse by adjusting communication to purposes Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 106 Scoring Guide: Use of Language row, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 131 Step 3, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art



Proclamation 2020 Breakouts to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter C. High School

§110.37. English II (One Credit), Adopted 2017College Board

(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.

(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.

(c) Knowledge and Skills.

SpringBoard, English Language Arts and Reading, English II, 2021 Texas Edition - Digital Only9781457311390

100.00%(a) General requirements. Students shall be awarded one credit for successful completion of this course.

(b) Introduction

SpringBoard, English Language Arts and Reading, English II, 2021 Texas Edition - Online and Print9781457311741

Printed 4/2/201911:15 AM Breakouts to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material 1 of 39

https://sales.ebook.springboardonline.org/springboard-english-language-arts-english-ii-10-texas-2021/28/





















(v) engage in respectful discourse by listening actively Student/Teacher Narrative 9781457311468 9781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the Text,

first paragraphhttps://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 136 Socratic Seminar Norms: second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 96 Research Considerations table: Collaboration row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 161 Working from the Text step 8 https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 28 Teacher step 20 https://sales.ebook.springboardonline.org/springboard-english-language-art




(vi) engage in respectful discourse by responding appropriately Student/Teacher Narrative 9781457311468 9781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 136 Socratic Seminar Norms: second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 153 Socratic Seminar step 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 67 Participating in the Socratic Seminar https://sales.ebook.springboardonline.org/springboard-english-language-art





(vii) engage in respectful discourse by adjusting communication to audiences Student/Teacher Narrative 9781457311468








(viii) engage in respectful discourse by adjusting communication to purposes Student/Teacher Narrative 9781457311468







(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 9781457311468

9781457310157 34 Finalize Your Essay and Reflect https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 103-104 Practice for the Debate and Notes for the Speaker https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 290 Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 483 Step 14 https://sales.ebook.springboardonline.org/springboard-english-language-art





(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes

(ii) give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes Student/Teacher Narrative 9781457311468

9781457310157 33 Self-Review and Peer Feedback https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 103-104 Practice for the Debate and Notes for the Speaker https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 290 Steps 1-5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 483 Step 14 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 291 Step 7 https://sales.ebook.springboardonline.org/springboard-english-language-art

































(C) give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively

(i) give a formal presentation that incorporates a clear thesis Student/Teacher Narrative 9781457311468 9781457310157 94 Step 4-6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 106 Scoring Guide: Ideas row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 103-104 Practice for the Debate and Feedback Rubric https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 32-33 Passage, paragraphs 4-5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 52 Assignment (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(ii) give a formal presentation that incorporates a logical progression of valid evidence from reliable sources Student/Teacher Narrative 9781457311468

9781457310157 94 Step 4-6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 106 Scoring Guide: Structure row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 103-104 Practice for the Debate and Feedback Rubric https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 33-34 Passage, paragraphs 5-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(iii) give a formal presentation that employs eye contact to communicate ideas effectively Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 106 Scoring Guide: Use of Language row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 104 Notes for the Speaker https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 33 Passage, paragraph 8-12 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(iv) give a formal presentation that employs speaking rate to communicate ideas effectively Student/Teacher Narrative 9781457311468









(v) give a formal presentation that employs volume to communicate ideas effectively Student/Teacher Narrative 9781457311468









(vi) give a formal presentation that employs enunciation to communicate ideas effectively Student/Teacher Narrative 9781457311468









https://sales.ebook.springboardonline.org/springboard-language-workshop-english-ii-10-texas-2021/32/
































(vii) give a formal presentation that employs purposeful gestures to communicate ideas effectively Student/Teacher Narrative 9781457311468









(viii) give a formal presentation that employs conventions of language to communicate ideas effectively Student/Teacher Narrative 9781457311468








(D) participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making

(i) participate collaboratively, building on the ideas of others Student/Teacher Narrative 9781457311468 9781457310157 136 Socratic Seminar Norms: last bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 137 Reflect on the Socratic Seminar https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 28 Introducing the Strategy: Socratic Seminar and Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher NoneTeacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only NoneTeacher Only None



(ii) participate collaboratively, contributing relevant information Student/Teacher Narrative 9781457311468 9781457310157 136 Socratic Seminar Norms: fifth bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 137 Reflect on the Socratic Seminar https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the text https://sales.ebook.springboardonline.org/springboard-english-language-art




(iii) participate collaboratively, developing a plan for consensus building Student/Teacher Narrative 9781457311468

9781457310157 95 Selecting a Debate Topic https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 295 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 52 Step 2: Brainstorming (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(iv) participate collaboratively, setting ground rules for decision making Student/Teacher Narrative 9781457311468 9781457310157 95 Selecting a Debate Topic https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 96 Research Considerations table: Collaboration row https://sales.ebook.springboardonline.org/springboard-english-language-art


































(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

(A) use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary

(i) use print or digital resources to clarify understanding of the precise meaning of technical or discipline-based vocabulary Student/Teacher Narrative 9781457311468

9781457310157 128-129 Vocabulary Preview and graphic organizer (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 210-211 Define the Vocabulary in Your Own Words and graphic organizer (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 242-243 Defining Words with Multiple Meanings, steps 1 and 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 21 Examining Diction and Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 30 Examining a Multiple-Meaning Word https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Activity 9781457311536 9781457310225 21 Teacher step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only NoneTeacher Only NoneTeacher Only None



(ii) use print or digital resources to validate understanding of the precise meaning of technical or discipline-based vocabulary Student/Teacher Narrative 9781457311468






Teacher Only Narrative

Teacher Only Activity 9781457311536 9781457310225 210 Teacher step 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-


Teacher Only NoneTeacher Only None



(iii) use print or digital resources to clarify understanding of the appropriate meaning of technical or discipline-based vocabulary Student/Teacher Narrative 9781457311468







Teacher Only Activity 97814573115369781457310225 210 Teacher step 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(iv) use print or digital resources to validate understanding of the appropriate meaning of technical or discipline-based vocabulary Student/Teacher Narrative 9781457311468


Student/Teacher Activity 97814573114689781457310157 210-211 Define the Vocabulary in Your Own Words and graphic organizer (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 97814573114689781457310157 242-243 Defining Words with Multiple Meanings, steps 1 and 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 21 Examining Diction and Step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 97814573114689781457310157 30 Examining a Multiple-Meaning Word https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) analyze context to distinguish among denotative, connotative, and figurative meanings of words

(i) analyze context to distinguish among denotative, connotative, and figurative meanings of words Student/Teacher Narrative 9781457311468

9781457310157 393 Working from the Text step 13 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 393 Step 14, graphic organizer third row https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 397 Step 2 graphic organizer third row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 214 Step 9 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état

(i) determine the meaning of foreign words or phrases used frequently in English Student/Teacher Narrative 9781457311468

9781457310157 340 Question 1 https://sales.ebook.springboardonline.org/springboard-english-language-art









































Student/Teacher Activity 9781457311468 9781457310157 435 Last row, second column https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 38 Word Connections https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 169 Word Connections https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 337 Scaffolding the Text-Dependent Questions number 1 https://sales.ebook.springboardonline.org/springboard-english-language-art




(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time

[A] self-select text and read independently for a sustained period of time (i) self-select text Student/Teacher Narrative 9781457311468

9781457310157 4 Planning Independent Reading https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 5 Steps 4-6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 104 Independent Reading Checkpoint https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 110 Planning Independent Reading https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 110 Independent Reading Link https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Narrative 9781457311536 9781457310225 4-5 Teacher steps 5 and 6, Leveled Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-art


(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time

[A] self-select text and read independently for a sustained period of time (ii) read independently for a sustained period of time Student/Teacher Narrative 9781457311468




Student/Teacher Activity 97814573114689781457310157 104 Independent Reading Checkpoint https://sales.ebook.springboardonline.org/springboard-english-language-art




(4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts (i) establish purpose for reading assigned texts Student/Teacher Narrative 9781457311468

9781457310157 7 As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 35 As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 8 Teacher steps 11 and 13 https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) establish purpose for reading assigned and self-selected texts (ii) establish purpose for reading self-selected texts Student/Teacher Narrative 9781457311468




Student/Teacher Activity 9781457311468 9781457310157 236 Planning Independent Reading https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) generate questions about text before, during, and after reading to deepen understanding and gain information

(i) generate questions about text before reading to deepen understanding Student/Teacher Narrative 9781457311468

9781457310157 28 Introducing the Strategies: Socratic Seminar and Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 216 As You Read first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art






































(ii) generate questions about text during reading to deepen understanding Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 156 As You Read second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 57 Metacognitive Markers https://sales.ebook.springboardonline.org/springboard-english-language-art





(iii) generate questions about text after reading to deepen understanding Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 121 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 77 Asking Questions (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(B) generate questions about text before, during, and after reading to deepen understanding and gain information (iv) generate questions about text before reading to gain information Student/Teacher Narrative 9781457311468







(B) generate questions about text before, during, and after reading to deepen understanding and gain information (v) generate questions about text during reading to gain information Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 57 Introducing the Strategies: Metacognitive Markers https://sales.ebook.springboardonline.org/springboard-english-language-art




(B) generate questions about text before, during, and after reading to deepen understanding and gain information (vi) generate questions about text after reading to gain information Student/Teacher Narrative 9781457311468




Student/Teacher Narrative 9781457311468 9781457310157 47 Asking Questions (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (i) make predictions using text features Student/Teacher Narrative 9781457311468

9781457310157 393 Step 14 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 397 Step 2 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher NoneStudent/Teacher NoneStudent/Teacher None































(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (ii) make predictions using characteristics of genre Student/Teacher Narrative 9781457311468

9781457310157 15 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 97814573114689781457310157 147 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 15 Teacher step 2-3 https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (iii) make predictions using structures Student/Teacher Narrative 9781457311468

9781457310157 15 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-art








(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (iv) correct or confirm predictions using text features Student/Teacher Narrative 9781457311468







(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (v) correct or confirm predictions using characteristics of genre Student/Teacher Narrative 9781457311468

9781457310157 18 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) make and correct or confirm predictions using text features, characteristics of genre, and structures (vi) correct or confirm predictions using structures Student/Teacher Narrative 9781457311468

9781457310157 18 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art






(D) create mental images to deepen understanding (i) create mental images to deepen understanding Student/Teacher Narrative 9781457311468

9781457310157 359 As You Read first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 380 As You Read second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 382 Text below image https://sales.ebook.springboardonline.org/springboard-english-language-art



































(E) make connections to personal experiences, ideas in other texts, and society (i) make connections to personal experiences Student/Teacher Narrative 9781457311468

9781457310157 155 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 391 Making Observations second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 94 Reading Closely to Make Connections (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 95 Write an Explanation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(E) make connections to personal experiences, ideas in other texts, and society (ii) make connections to ideas in other texts Student/Teacher Narrative 9781457311468

9781457310157 159 Making Observations first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 9781457311468 9781457310157 156 As You Read first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art






(E) make connections to personal experiences, ideas in other texts, and society (iii) make connections to society Student/Teacher Narrative 9781457311468







(F) make inferences and use evidence to support understanding (i) make inferences to support understanding Student/Teacher Narrative 9781457311468

9781457310157 7 Step 1 including table https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 91 Returning to the Text question 7 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 145-146 Step 4 including table https://sales.ebook.springboardonline.org/springboard-english-language-art







(F) make inferences and use evidence to support understanding (ii) use evidence to support understanding Student/Teacher Narrative 9781457311468

9781457310157 7 Claims and Evidence and steps 2 and 3 https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 9781457311468 9781457310157 15 Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(G) evaluate details read to determine key ideas (i) evaluate details read to determine key ideas Student/Teacher Narrative 9781457311468

9781457310157 57 Introducing the Strategy: Metacognitive Markers and As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 60 Question 3 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 40 Returning to the Text question 2 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 34 Reading Closely to Determine Key Ideas and Details (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 35 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-






































Teacher Only Activity

Teacher Only Narrative 9781457311536 9781457310225 34 Teacher step 7 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



(H) synthesize information from multiple texts to create new understanding

(i) synthesize information from multiple texts to create new understanding Student/Teacher Narrative 9781457311468

9781457310157 240 Steps 4 and 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 240 Writing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 259 Writing Prompt: Argumentative https://sales.ebook.springboardonline.org/springboard-english-language-art







(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

(i) monitor comprehension Student/Teacher Narrative 9781457311468 9781457310157 167 As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 28 Introduce the Strategies: Socratic Seminar and Questioning the Text https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 167 Teach step 2 https://sales.ebook.springboardonline.org/springboard-english-language-art



(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

(ii) make adjustments when understanding breaks down Student/Teacher Narrative 9781457311468 9781457310157 167 As You Read https://sales.ebook.springboardonline.org/springboard-english-language-art





(5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts

(i) describe personal connections to a variety of sources, including self-selected texts Student/Teacher Narrative 9781457311468





Student/Teacher Narrative 9781457311468 9781457310157 391 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres

(i) write responses that demonstrate understanding of texts, including comparing texts within genres Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 104 Independent Reading Checkpoint https://sales.ebook.springboardonline.org/springboard-english-language-art




(B) write responses that demonstrate understanding of texts, including comparing texts within and across genres

(ii) write responses that demonstrate understanding of texts, including comparing texts across genres Student/Teacher Narrative 9781457311468

9781457310157 283 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher NoneTeacher Only Narrative



































(C) use text evidence and original commentary to support an interpretive response (i) use text evidence to support an interpretive response Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 31 Explain How an Author Builds an Argument, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 79 Taking a Side https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 93 Four Corners Debate https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 429 Drafting and Revising, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art



(C) use text evidence and original commentary to support an interpretive response (ii) use original commentary to support an interpretive response Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 31 Explain How an Author Builds an Argument, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 76 Explain How an Author Builds an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 138 Writing Prompt: Literary Analysis, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 429 Drafting and Revising, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) paraphrase and summarize texts in ways that maintain meaning and logical order (i) paraphrase texts in ways that maintain meaning Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 96 Directions above Reading Log https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only NarrativeTeacher Only Activity Teacher Only NoneTeacher Only NoneTeacher Only None


(D) paraphrase and summarize texts in ways that maintain meaning and logical order (ii) paraphrase texts in ways that maintain logical order Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 96-99 Directions above Reading Log and graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art





(D) paraphrase and summarize texts in ways that maintain meaning and logical order (iii) summarize texts in ways that maintain meaning Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 303 Summarize Effectively https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 305 Writing Prompt: Drafting the Embedded Assessment https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) paraphrase and summarize texts in ways that maintain meaning and logical order (iv) summarize texts in ways that maintain logical order Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 303 Summarize Effectively https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 305 Writing Prompt: Drafting the Embedded Assessment https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher NoneTeacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only None




























Teacher Only None


(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating (i) interact with sources in meaningful ways Student/Teacher Narrative 9781457311468







(F) respond using acquired content and academic vocabulary as appropriate (i) respond using acquired content vocabulary as appropriate Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 38 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 41 Practice 5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 71 Quick Conversation: Practice 8 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Teacher Only Narrative 9781457311536 9781457310225 38 Teacher step 1 (LW) https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) respond using acquired content and academic vocabulary as appropriate (ii) respond using acquired academic vocabulary as appropriate Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 66 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



Teacher Only Narrative 9781457311536 9781457310225 243 Scaffolding the Text-Dependent Question 5 https://sales.ebook.springboardonline.org/springboard-english-language-art



(G) discuss and write about the explicit or implicit meanings of text (i) discuss the explicit or implicit meanings of text Student/Teacher Narrative 9781457311468







(G) discuss and write about the explicit or implicit meanings of text (ii) write about the explicit or implicit meanings of text Student/Teacher Narrative 9781457311468







Teacher Only Activity 9781457311536 9781457310225 248 Assess https://sales.ebook.springboardonline.org/springboard-english-language-art



(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (i) respond orally or in writing with appropriate register Student/Teacher Narrative 9781457311468

9781457310157 137 Language & Writer's Craft: Academic Voice https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 207 Writing Prompt: Literary Analysis, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art




Teacher Only NarrativeTeacher Only Activity



































(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (ii) respond orally or in writing with appropriate vocabulary Student/Teacher Narrative 9781457311468









(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (iii) respond orally or in writing with appropriate tone Student/Teacher Narrative 9781457311468










(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice (iv) respond orally or in writing with appropriate voice Student/Teacher Narrative 9781457311468









(I) reflect on and adjust responses when valid evidence warrants (i) reflect on responses Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 29 Step 13, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 67 Post-Seminar Reflection https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 231 Reflection https://sales.ebook.springboardonline.org/springboard-english-language-art



(I) reflect on and adjust responses when valid evidence warrants (ii) adjust responses when valid evidence warrants Student/Teacher Narrative 9781457311468




Student/Teacher Activity 9781457311468 9781457310157 67 Post-Seminar Reflection https://sales.ebook.springboardonline.org/springboard-english-language-art



(J) defend or challenge the authors' claims using relevant text evidence (i) defend or challenge the authors' claims using relevant text evidence Student/Teacher Narrative 9781457311468






































Teacher Only Activity 9781457311536 9781457310225 81 Scaffolding the Text-Dependent Question 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


(6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

(A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures

(i) analyze how themes are developed through characterization, including comparing similar themes in a variety of literary texts representing different cultures

Student/Teacher Narrative 9781457311468 9781457310157 199 Developing Themes through Plot and Characterization https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 133 Characterization step 1 and vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-art






(A) analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures

(ii) analyze how themes are developed through plot, including comparing similar themes in a variety of literary texts representing different cultures

Student/Teacher Narrative 9781457311468 9781457310157 199 Developing Themes through Plot and Characterization https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 207 Writing Prompt: Literary Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events

(i) analyze how authors develop complex yet believable characters, including archetypes, through historical settings Student/Teacher Narrative 9781457311468

9781457310157 125 Step 3 and Literary Vocabulary https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 131 Step 1 and chart https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 150 Step 1 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 123 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Narrative 9781457311536 9781457310225 125 Teacher Step 6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Activity 9781457311536 9781457310225 131 Teacher Step 3 https://sales.ebook.springboardonline.org/springboard-english-language-art





(ii) analyze how authors develop complex yet believable characters, including archetypes, through historical events Student/Teacher Narrative 9781457311468












(iii) analyze how authors develop complex yet believable characters, including archetypes, through cultural settings Student/Teacher Narrative 9781457311468






Teacher Only Narrative 9781457311536 9781457310225 125 Teacher steps 6-7 https://sales.ebook.springboardonline.org/springboard-english-language-art












































(iv) analyze how authors develop complex yet believable characters, including archetypes, through cultural events Student/Teacher Narrative 9781457311468











(C) analyze isolated scenes and their contribution to the success of the plot as a whole (i) analyze isolated scenes Student/Teacher Narrative 9781457311468

9781457310157 128 Steps 3-5 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 122 Question 13 https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) analyze isolated scenes and their contribution to the success of the plot as a whole

(ii) analyze [isolated scenes'] contribution to the success of the plot as a whole Student/Teacher Narrative 9781457311468








(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts

(i) analyze how historical settings influence characterization across texts Student/Teacher Narrative 9781457311468

9781457310157 110 Unpacking Embedded Assessment 1 https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Narrative 9781457311468 9781457310157 148 Steps 3 and 4 https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts (ii) analyze how historical settings influence plot across texts Student/Teacher Narrative 9781457311468

9781457310157 110 Unpacking Embedded Assessment 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 219 Question 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 178 Assignment and Reflection, bullet 1 https://sales.ebook.springboardonline.org/springboard-english-language-art







































(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts (iii) analyze how historical settings influence theme across texts Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 148 Steps 3 and 4 https://sales.ebook.springboardonline.org/springboard-english-language-art







(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts

(iv) analyze how cultural settings influence characterization across texts Student/Teacher Narrative 9781457311468




Student/Teacher Narrative 9781457311468 9781457310157 148 Steps 3 and 4 https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts (v) analyze how cultural settings influence plot across texts Student/Teacher Narrative 9781457311468




Student/Teacher Narrative 9781457311468 9781457310157 110 Unpacking Embedded Assessment 1 https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 206 See anno on plot diagram https://sales.ebook.springboardonline.org/springboard-english-language-art



(D) analyze how historical and cultural settings influence characterization, plot, and theme across texts (vi) analyze how cultural settings influence theme across texts Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 148-149 Steps 3-5 https://sales.ebook.springboardonline.org/springboard-english-language-art





(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

(A) read and analyze world literature across literary periods (i) read world literature across literary periods Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 111 About the Author and passage following https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 9781457311468 9781457310157 431 Making Connections https://sales.ebook.springboardonline.org/springboard-english-language-art



(A) read and analyze world literature across literary periods (ii) analyze world literature across literary periods Student/Teacher Narrative 9781457311468





































Student/Teacher Narrative 9781457311468 9781457310157 431 Making Connections https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms

(i) analyze the effects of metrics in poems across a variety of poetic forms Student/Teacher Narrative 9781457311468

9781457310157 356 Rhyme and Meter https://sales.ebook.springboardonline.org/springboard-english-language-art








(ii) analyze the effects of rhyme schemes in poems across a variety of poetic forms Student/Teacher Narrative 9781457311468



Student/Teacher Activity 9781457311468 9781457310157 368 Question 4 and anno https://sales.ebook.springboardonline.org/springboard-english-language-art






(iii) analyze the effects of types of rhymes in poems across a variety of poetic forms Student/Teacher Narrative 9781457311468








(iv) analyze the effects of other conventions in poems across a variety of poetic forms Student/Teacher Narrative 9781457311468








(C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire (i) analyze the function of dramatic conventions Student/Teacher Narrative 9781457311468

9781457310157 432 Greek Theater https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 447 The Greek Chorus and Greek Odes https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 452 Focus on the Sentence https://sales.ebook.springboardonline.org/springboard-english-language-art

































(D) analyze characteristics and structural elements of informational texts such as:(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and(ii) the relationship between organizational design and thesis

(i) analyze characteristics of informational texts Student/Teacher Narrative 9781457311468 9781457310157 84 Question 2 https://sales.ebook.springboardonline.org/springboard-english-language-art








(D) analyze characteristics and structural elements of informational texts such as:(i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and(ii) the relationship between organizational design and thesis

(ii) analyze structural elements of informational texts Student/Teacher Narrative 9781457311468 9781457310157 248 Step 15 https://sales.ebook.springboardonline.org/springboard-english-language-art






(E) analyze characteristics and structural elements of argumentative texts such as:(i) clear arguable claim, appeals, and convincing conclusion;(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and(iii) identifiable audience or reader

(i) analyze characteristics of argumentative texts Student/Teacher Narrative 9781457311468 9781457310157 7 Claims and Evidence https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 20 Working from the Text https://sales.ebook.springboardonline.org/springboard-english-language-art





(E) analyze characteristics and structural elements of argumentative texts such as:(i) clear arguable claim, appeals, and convincing conclusion;(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and(iii) identifiable audience or reader

(ii) analyze structural elements of argumentative texts Student/Teacher Narrative 9781457311468 9781457310157 46 Language & Writer's Craft: Organizing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Narrative 9781457311468 9781457310157 75-76 Step 5 including outline https://sales.ebook.springboardonline.org/springboard-english-language-art





(F) analyze characteristics of multimodal and digital texts (i) analyze characteristics of multimodal texts Student/Teacher Narrative 9781457311468

9781457310157 328 Taking an OPTIC Look at Graphics https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 271 Questions 11-14 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 315-316 Step 3 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) analyze characteristics of multimodal and digital texts (ii) analyze characteristics of digital texts Student/Teacher Narrative 9781457311468

9781457310157 298-299 Ensuring that Sources are Reliable and Credible https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 299-300 Step 1 including graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art































Student/Teacher Narrative 9781457311468 9781457310157 296 Types of Sources and Ways to Access Them https://sales.ebook.springboardonline.org/springboard-english-language-art





(8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

(A) analyze the author's purpose, audience, and message within a text (i) analyze the author's purpose within a text Student/Teacher Narrative 9781457311468

9781457310157 29 Step 11, Interpretive Question bullet https://sales.ebook.springboardonline.org/springboard-english-language-art




Student/Teacher Narrative 9781457311468 9781457310157 252 Introducing the Strategy: SOAPSTone https://sales.ebook.springboardonline.org/springboard-english-language-art




(A) analyze the author's purpose, audience, and message within a text (ii) analyze the author's audience within a text Student/Teacher Narrative 9781457311468

9781457310157 258 Step 13 including bullets below graphic https://sales.ebook.springboardonline.org/springboard-english-language-art






(A) analyze the author's purpose, audience, and message within a text (iii) analyze the author's message within a text Student/Teacher Narrative 9781457311468

9781457310157 258-259 Step 13 including bullets that follow graphic https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) analyze use of text structure to achieve the author's purpose (i) analyze use of text structure to achieve the author's purpose Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 150 Reading Closely to Identify Cause and Effect (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 151 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-






(C) evaluate the author's use of print and graphic features to achieve specific purposes

(i) evaluate the author's use of print features to achieve specific purposes Student/Teacher Narrative 9781457311468






Teacher Only Narrative 9781457311536 9781457310225 317 Teacher step 3 and 4 https://sales.ebook.springboardonline.org/springboard-english-language-art


































(C) evaluate the author's use of print and graphic features to achieve specific purposes

(ii) evaluate the author's use of graphic features to achieve specific purposes Student/Teacher Narrative 9781457311468

9781457310157 399-400 Features of a Graphic Novel https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 329 Check Your Understanding and graphic https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 400 As You Read, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-art




(D) analyze how the author's use of language informs and shapes the perception of readers (i) analyze how the author's use of language informs readers Student/Teacher Narrative 9781457311468

9781457310157 143 Language & Writer's Craft: Using Precise Language and Domain-Specific Vocabulary

https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 143 Practice https://sales.ebook.springboardonline.org/springboard-english-language-art





(D) analyze how the author's use of language informs and shapes the perception of readers

(ii) analyze how the author's use of language shapes the perception of readers Student/Teacher Narrative 9781457311468





Student/Teacher Activity 9781457311468 9781457310157 428 Step 7 graphic organizer, first row third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art




(E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes (i) analyze the use of literary devices to achieve specific purposes Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 162-163 Irony, steps 1-3 https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 128 Teacher Steps 9-10 https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (i) analyze how the author's diction contribute[s] to the mood of a text Student/Teacher Narrative 9781457311468

9781457310157 21 Examining Diction and Literary Vocabulary https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 229 Step 8 and graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 362 Examining Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only NarrativeTeacher Only ActivityTeacher Only NoneTeacher Only None
































Teacher Only None


(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (ii) analyze how the author's diction contribute[s] to the voice of a text Student/Teacher Narrative 9781457311468








(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (iii) analyze how the author's diction contribute[s] to the tone of a text Student/Teacher Narrative 9781457311468








(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (iv) analyze how the author's syntax contribute[s] to the mood of a text Student/Teacher Narrative 9781457311468

9781457310157 362 Examining Author's Craft https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 420 Writing Prompt: Literary, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 515 Grammar & Usage https://sales.ebook.springboardonline.org/springboard-english-language-art




Teacher Only Activity 9781457311536 9781457310225 515 Teacher Steps 4-5 https://sales.ebook.springboardonline.org/springboard-english-language-art



(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (v) analyze how the author's syntax contribute[s] to the voice of a text Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 146 Step 5 bulleted list https://sales.ebook.springboardonline.org/springboard-english-language-art







(F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text (vi) analyze how the author's syntax contribute[s] to the tone of a text Student/Teacher Narrative 9781457311468



































(G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies (i) analyze the purpose of rhetorical devices Student/Teacher Narrative 9781457311468

9781457310157 35 Evidence and Appeals https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 47 Parallelism https://sales.ebook.springboardonline.org/springboard-english-language-art





(G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies (ii) analyze the effects of logical fallacies Student/Teacher Narrative 9781457311468

9781457310157 41-42 Logical Fallacies https://sales.ebook.springboardonline.org/springboard-english-language-art







(9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing

(i) plan a piece of writing appropriate for various purposes by generating ideas through a range of strategies Student/Teacher Narrative 9781457311468

9781457310157 31 Explain How an Author Builds an Argument and Gather Ideas https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 222 Brainstorm https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 146 Introducing the Strategy: RAFT https://sales.ebook.springboardonline.org/springboard-english-language-art






(A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing

(ii) plan a piece of writing appropriate for various audiences by generating ideas through a range of strategies Student/Teacher Narrative 9781457311468

9781457310157 31 Explain How an Author Builds an Argument and Gather Ideas https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 222 Brainstorm https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 146 Introducing the Strategy: RAFT https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:(i) using an organizing structure appropriate to purpose, audience, topic, and context; and(ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary

(i) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468

9781457310157 151 Writing Prompt: Literary Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 153 Writing Prompt: Informational https://sales.ebook.springboardonline.org/springboard-english-language-art





(ii) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468



































(iii) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468







(iv) develop drafts into a focused piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468







(v) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details

Student/Teacher Narrative 9781457311468 9781457310157 151 Writing Prompt: Literary Analysis https://sales.ebook.springboardonline.org/springboard-english-language-art






(vi) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples







(vii) develop drafts into a focused piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary







(viii) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468

9781457310157 76 Explain How an Author Builds an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 77 Drafting https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 347 Drafting and Organizing https://sales.ebook.springboardonline.org/springboard-english-language-art























(ix) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468










(x) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468





Student/Teacher Activity 9781457311468 9781457310157 161 Writing Prompt: Literary Analysis, bullet 4 https://sales.ebook.springboardonline.org/springboard-english-language-art






(xi) develop drafts into a focused piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468










(xii) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details

Student/Teacher Narrative 9781457311468 9781457310157 76 Explain How an Author Builds an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art









(xiii) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples




































(xiv) develop drafts into a focused piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary








(xv) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468







(xvi) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468


Student/Teacher Activity 97814573114689781457310157 153 Writing Prompt: Informational https://sales.ebook.springboardonline.org/springboard-english-language-art





(xvii) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468


Student/Teacher Activity 97814573114689781457310157 153 Writing Prompt: Informational https://sales.ebook.springboardonline.org/springboard-english-language-art





(xviii) develop drafts into a structured piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468







(xix) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details























(xx) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples







(xxi) develop drafts into a structured piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary







(xxii) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 77 Drafting row https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 77 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-art




(xxiii) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468








(xxiv) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468








(xxv) develop drafts into a structured piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468





Teacher Only ActivityTeacher Only None























(xxvi) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details








(xxvii) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples








(xxviii) develop drafts into a structured piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary








(xxix) develop drafts into coherent piece of writing in timed situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468







(xxx) develop drafts into coherent piece of writing in timed situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468







(xxxi) develop drafts into coherent piece of writing in timed situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468




Teacher Only NarrativeTeacher Only Activity






















(xxxii) develop drafts into coherent piece of writing in timed situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468







(xxxiii) develop drafts into coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific details







(xxxiv) develop drafts into coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific examples







(xxxv) develop drafts into coherent piece of writing in timed situations by developing an engaging idea reflecting depth of thought with specific commentary







(xxxvi) develop drafts into coherent piece of writing in open-ended situations by using an organizing structure appropriate to purpose Student/Teacher Narrative 9781457311468









(xxxvii) develop drafts into coherent piece of writing in open-ended situations by using an organizing structure appropriate to audience Student/Teacher Narrative 9781457311468


























(xxxviii) develop drafts into coherent piece of writing in open-ended situations by using an organizing structure appropriate to topic Student/Teacher Narrative 9781457311468









(xxxix) develop drafts into coherent piece of writing in open-ended situations by using an organizing structure appropriate to context Student/Teacher Narrative 9781457311468









(xl) develop drafts into coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific details








(xli) develop drafts into coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific examples








(xlii) develop drafts into coherent piece of writing in open-ended situations by developing an engaging idea reflecting depth of thought with specific commentary







(C) revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses

(i) revise drafts to improve clarity Student/Teacher Narrative 9781457311468 9781457310157 31 Step 5 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 77 Revising row https://sales.ebook.springboardonline.org/springboard-english-language-art























Student/Teacher Narrative 9781457311468 9781457310157 68-70 Parallel Structure and steps 1-9 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 70-71 Revising, Check Your Understanding, Practice https://sales.ebook.springboardonline.org/springboard-english-language-art






(ii) revise drafts to improve development Student/Teacher Narrative 9781457311468 9781457310157 33 Step 11 https://sales.ebook.springboardonline.org/springboard-english-language-art







(iii) revise drafts to improve organization Student/Teacher Narrative 9781457311468 9781457310157 46 Language & Writer's Craft: Organizing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 77 Revising third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art







(iv) revise drafts to improve style Student/Teacher Narrative 9781457311468 9781457310157 68-70 Parallel Structure and steps 1-9 https://sales.ebook.springboardonline.org/springboard-english-language-art







(v) revise drafts to improve diction Student/Teacher Narrative 9781457311468 9781457310157 137 Language & Writer's Craft: Academic Voice https://sales.ebook.springboardonline.org/springboard-english-language-art






(vi) revise drafts to improve sentence effectiveness, including use of parallel constructions Student/Teacher Narrative 9781457311468

9781457310157 68-70 Parallel Structure and steps 1-9 https://sales.ebook.springboardonline.org/springboard-english-language-art






(vii) revise drafts to improve sentence effectiveness, including placement of phrases Student/Teacher Narrative 9781457311468

9781457310157 70 Phrases and steps 7-9 https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only NarrativeTeacher Only ActivityTeacher Only None


























(viii) revise drafts to improve sentence effectiveness, including placement of dependent clauses Student/Teacher Narrative 9781457311468

9781457310157 69 Clauses and steps 4-6 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 154 Grammar and Usage https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 421 Understanding Subordination and Coordination and step 1 https://sales.ebook.springboardonline.org/springboard-english-language-art





(D) edit drafts using standard English conventions, including:(i) a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;(ii) consistent, appropriate use of verb tense and active and passive voice;(iii) pronoun-antecedent agreement;(iv) correct capitalization;(v) punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and(vi) correct spelling

(i) edit drafts using standard English conventions, including a variety of complete, controlled sentences Student/Teacher Narrative 9781457311468

9781457310157 421-424 Steps 1-7 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 222-224 Steps 1-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 225 Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 430 Scoring Guide, Use of Language row, first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art




(ii) edit drafts using standard English conventions, including avoidance of unintentional splices Student/Teacher Narrative 9781457311468

9781457310157 222-223 Understanding Comma Splices and Run-on Sentences, steps 1-3 (LW)

https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 225 Editing, Check Your Understanding, Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(iii) edit drafts using standard English conventions, including avoidance of unintentional run-ons Student/Teacher Narrative 9781457311468

9781457310157 222-224 Understanding Comma Splices and Run-on Sentences, steps 1-3 (LW)

https://sales.ebook.springboardonline.org/springboard-language-workshop-



Teacher Only Narrative 9781457311536 9781457310225 222 Teacher step 3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-




(iv) edit drafts using standard English conventions, including avoidance of unintentional fragments Student/Teacher Narrative 9781457311468

9781457310157 222-224 Recognizing Sentence Fragments, steps 4-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



Teacher Only NarrativeTeacher Only ActivityTeacher Only None
























(v) edit drafts using standard English conventions, including consistent, appropriate use of verb tense Student/Teacher Narrative 9781457311468

9781457310157 109-110 Identifying Inappropriate Shifts in Verb Tense, steps 6-8 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-


Student/Teacher Narrative 9781457311468 9781457310157 49 Grammar & Usage https://sales.ebook.springboardonline.org/springboard-english-language-art






(vi) edit drafts using standard English conventions, including consistent, appropriate use of active voice Student/Teacher Narrative 9781457311468

9781457310157 129 Language & Writer's Craft: Active and Passive Voice https://sales.ebook.springboardonline.org/springboard-english-language-art









(vii) edit drafts using standard English conventions, including consistent, appropriate use of passive voice Student/Teacher Narrative 9781457311468

9781457310157 129 Language & Writer's Craft: Active and Passive Voice https://sales.ebook.springboardonline.org/springboard-english-language-art








(viii) edit drafts using standard English conventions, including pronoun-antecedent agreement Student/Teacher Narrative 9781457311468

9781457310157 164-165 Understanding Pronoun-Antecedent Agreement, steps 1-3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 165 Revising, Check Your Understanding, Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(ix) edit drafts using standard English conventions, including correct capitalization Student/Teacher Narrative 9781457311468

9781457310157 78-80 Capitalizing Proper Nouns, steps 1-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-






















Student/Teacher Activity 9781457311468 9781457310157 179 Scoring Guide, Use of Language row, third bullet https://sales.ebook.springboardonline.org/springboard-english-language-art





(x) edit drafts using standard English conventions, including punctuation, including commas to set off phrases as appropriate Student/Teacher Narrative 9781457311468

9781457310157 48-49 Commas (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 50 Step 6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 50-51 Revising, Check Your Understanding, and Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-





(xi) edit drafts using standard English conventions, including punctuation, including semicolons to set off phrases as appropriate Student/Teacher Narrative 9781457311468

9781457310157 49-50 Colons, Semicolons, Dashes, and Parentheses (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-







(xii) edit drafts using standard English conventions, including punctuation, including colons to set off phrases as appropriate Student/Teacher Narrative 9781457311468








(xiii) edit drafts using standard English conventions, including punctuation, including dashes to set off phrases as appropriate Student/Teacher Narrative 9781457311468
























(xiv) edit drafts using standard English conventions, including punctuation, including parentheses to set off phrases as appropriate Student/Teacher Narrative 9781457311468








(xv) edit drafts using standard English conventions, including punctuation, including commas to set off clauses as appropriate Student/Teacher Narrative 9781457311468








(xvi) edit drafts using standard English conventions, including punctuation, including semicolons to set off clauses as appropriate Student/Teacher Narrative 9781457311468








(xvii) edit drafts using standard English conventions, including punctuation, including colons to set off clauses as appropriate Student/Teacher Narrative 9781457311468








(xviii) edit drafts using standard English conventions, including punctuation, including dashes to set off clauses as appropriate Student/Teacher Narrative 9781457311468






























(xix) edit drafts using standard English conventions, including punctuation, including parentheses to set of clauses as appropriate Student/Teacher Narrative 9781457311468




Student/Teacher Activity 9781457311468 9781457310157 341-342 Options for Citing Sources https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 77 Editing for Publication https://sales.ebook.springboardonline.org/springboard-english-language-art




(xx) edit drafts using standard English conventions, including correct spelling Student/Teacher Narrative 9781457311468

9781457310157 240 Instruction below Language Objectives, and Practice 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Activity 9781457311468 9781457310157 240-241 Practice 2 and 3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Student/Teacher Narrative 9781457311468 9781457310157 242-243 Instruction below Language Objective, and Practice 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-


Student/Teacher Activity 9781457311468 9781457310157 33 Step 11, last bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Teacher Only Narrative 9781457311536 9781457310225 240 Teacher steps 1 and 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Teacher Only Activity 9781457311536 9781457310225 242 Teacher steps 1 and 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



(E) publish written work for appropriate audiences (i) publish written work for appropriate audiences Student/Teacher Narrative 9781457311468

9781457310157 146 Introducing the Strategy: RAFT https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 178 Editing and Publishing https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 215 Writing Prompt: Literary, second bullet https://sales.ebook.springboardonline.org/springboard-english-language-art



(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

(A) compose literary texts such as fiction and poetry using genre characteristics and craft (i) compose literary texts using genre characteristics Student/Teacher Narrative 9781457311468

9781457310157 180-181 Unpacking Embedded Assessment 2 and About Short Stories https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 232 Scoring Guide Structure row first bullet https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 123 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-art








(A) compose literary texts such as fiction and poetry using genre characteristics and craft (ii) compose literary texts using craft Student/Teacher Narrative 9781457311468

9781457310157 180-181 Unpacking Embedded Assessment 2 and About Short Stories https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 232 Scoring Guide Ideas row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 410 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-art








































(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft (i) compose informational texts using genre characteristics Student/Teacher Narrative 9781457311468

9781457310157 31-33 Explain How An Author Builds an Argument, and steps 4-10 https://sales.ebook.springboardonline.org/springboard-english-language-art







(B) compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft (ii) compose informational texts using craft Student/Teacher Narrative 9781457311468

9781457310157 31-33 Explain How An Author Builds an Argument, and steps 4-10 https://sales.ebook.springboardonline.org/springboard-english-language-art






(C) compose argumentative texts using genre characteristics and craft (i) compose argumentative texts using genre characteristics Student/Teacher Narrative 9781457311468

9781457310157 56 Writing Prompt: Argumentative https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 77 Assignment https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 3 Summarize (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Teacher Only Narrative 9781457311536 9781457310225 56 Leveled Differentiated Instruction and teacher step 32 https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 3 Teacher to Teacher (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



(C) compose argumentative texts using genre characteristics and craft (ii) compose argumentative texts using craft Student/Teacher Narrative 9781457311468

9781457310157 56 Writing Prompt: Argumentative https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 77 Assignment https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 3 Summarize (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-

Teacher Only Narrative 9781457311536 9781457310225 56 Leveled Differentiated Instruction and teacher step 32 https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Narrative 9781457311536 9781457310225 3 Teacher to Teacher (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop-



(D) compose correspondence in a professional or friendly structure (i) compose correspondence in a professional or friendly structure Student/Teacher Narrative 9781457311468

9781457310157 164 Writing Prompt: Correspondence https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 265 Writing Prompt: Correspondence https://sales.ebook.springboardonline.org/springboard-english-language-art



(11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

(A) develop questions for formal and informal inquiry (i) develop questions for formal inquiry Student/Teacher Narrative 9781457311468

9781457310157 294 Writing a Research Question https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 294-295 Making Research Questions Specific https://sales.ebook.springboardonline.org/springboard-english-language-art






































(A) develop questions for formal and informal inquiry (ii) develop questions for informal inquiry Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 141 On-the-Spot Research https://sales.ebook.springboardonline.org/springboard-english-language-art






(B) critique the research process at each step to implement changes as needs occur and are identified

(i) critique the research process at each step to implement changes as needs occur Student/Teacher Narrative 9781457311468

9781457310157 290-291 Step 5 and graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 335 Writing Prompt: Informational (see second bullet) https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 291 Teacher steps 7 and 8, anno in graphic organizer on student page https://sales.ebook.springboardonline.org/springboard-english-language-art



(B) critique the research process at each step to implement changes as needs occur and are identified

(ii) critique the research process at each step to implement changes as needs are identified Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 335 Writing Prompt: Informational (see second bullet) https://sales.ebook.springboardonline.org/springboard-english-language-art



Teacher Only Narrative 9781457311536 9781457310225 291 Teacher steps 7 and 8, anno in graphic organizer on student page https://sales.ebook.springboardonline.org/springboard-english-language-art



(C) develop and revise a plan (i) develop a plan Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 295 Planning for Research step 6 https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 307 Planning and Prewriting last bullet https://sales.ebook.springboardonline.org/springboard-english-language-art





(C) develop and revise a plan (ii) revise a plan Student/Teacher Narrative 9781457311468


Student/Teacher Activity 9781457311468 9781457310157 324 Reflect and Revise (second paragraph) https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 307 Planning and Prewriting last bullet https://sales.ebook.springboardonline.org/springboard-english-language-art





(D) modify the major research question as necessary to refocus the research plan

(i) modify the major research question as necessary to refocus the research plan Student/Teacher Narrative 9781457311468

9781457310157 294-295 Making Research Questions Specific https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 295 Step 5 and Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 290-291 Step 5 and graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-art






























Student/Teacher Narrative 9781457311468 9781457310157 324 Reflect and Revise https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 329 second paragraph https://sales.ebook.springboardonline.org/springboard-english-language-art




(E) locate relevant sources (i) locate relevant sources Student/Teacher Narrative 9781457311468

9781457310157 296 Types of Sources and Ways to Access Them https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 297 Recording Your Sources https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 95-96 Research and Research Considerations https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 96-99 Research Log https://sales.ebook.springboardonline.org/springboard-english-language-art




(F) synthesize information from a variety of sources (i) synthesize information from a variety of sources Student/Teacher Narrative 9781457311468

9781457310157 240 Steps 4 and 5 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 240 Writing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-art






(G) examine sources for:(i) credibility and bias, including omission; and(ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or

(i) examine sources for credibility, including omission Student/Teacher Narrative 9781457311468 9781457310157 302 Bias and Omission https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Narrative 9781457311468 9781457310157 96 Research Considerations table: Evaluation row https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Activity 9781457311468 9781457310157 97-99 Research log: Evaluation of source https://sales.ebook.springboardonline.org/springboard-english-language-art




(ii) examine sources for bias, including omission Student/Teacher Narrative 9781457311468 9781457310157 302 Bias and Omission https://sales.ebook.springboardonline.org/springboard-english-language-art







(iii) examine sources for faulty reasoning Student/Teacher Narrative 9781457311468 9781457310157 300-301 Understanding Fallacies https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 9781457311468 9781457310157 97-99 Research log: Evaluation of source https://sales.ebook.springboardonline.org/springboard-english-language-art





(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (i) display academic citations, including for paraphrased text Student/Teacher Narrative 9781457311468

9781457310157 341 Working with Sources in an Academic Essay https://sales.ebook.springboardonline.org/springboard-english-language-art





































Teacher Only Activity 9781457311536 9781457310225 341 Teacher to Teacher https://sales.ebook.springboardonline.org/springboard-english-language-art



(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (ii) display academic citations, including for quoted text Student/Teacher Narrative 9781457311468

9781457310157 238-239 Step 2 https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 241 Writing Prompt: Argumentative (last two bullets) https://sales.ebook.springboardonline.org/springboard-english-language-art

Student/Teacher Narrative 9781457311468 9781457310157 341 Working with Sources in an Academic Essay https://sales.ebook.springboardonline.org/springboard-english-language-art





(H) display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism (iii) use source materials ethically to avoid plagiarism Student/Teacher Narrative 9781457311468

9781457310157 341 Working with Sources in an Academic Essay https://sales.ebook.springboardonline.org/springboard-english-language-art



Student/Teacher Activity 9781457311468 9781457310157 96 Instructions before Research log https://sales.ebook.springboardonline.org/springboard-english-language-art


Teacher Only Activity 9781457311536 9781457310225 341 Teacher to Teacher https://sales.ebook.springboardonline.org/springboard-english-language-art




(I) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

(i) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results Student/Teacher Narrative 9781457311468



Student/Teacher Narrative 9781457311468 9781457310157 100 Introducing the Debate https://sales.ebook.springboardonline.org/springboard-english-language-art


Student/Teacher Activity 9781457311468 9781457310157 347 Rehearsing and Presenting https://sales.ebook.springboardonline.org/springboard-english-language-art



























§74.4. English Language Proficiency Standards: English Proclamation 2020

SubjectSubchapterCoursePublisherProgram TitleProgram ISBNProgram Title (identical content)Program ISBN (identical content)

Knowledge and Skills Statement Student Expectation Breakout Required Grade Level Item Type Component ISBN Page (s) Description of the specific location Hyperlink to the location for electronic programs

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English

(i) use prior knowledge to understand meanings in English

T: K–12S: 6–12 Student/Teacher 9781457311468

9781457310157260 Step 1 and graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-ar

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98 Vocabulary Preview including chart (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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126 Define the Vocabulary in Your Own Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(A) use prior knowledge and experiences to understand meanings in English

(ii) use prior experiences to understand meanings in English


9781457310157155 Step 4 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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174 Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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29 Step 11, bullet 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher

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174 Teacher Step 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(B) monitor oral and written language production and employ self-corrective techniques or other resources

(i) monitor oral language production and employ self-corrective techniques or other resources

T: K–12 Student/Teacher

Student/TeacherStudent/TeacherStudent/Teacher

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140 Leveled Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-ar

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10 Teacher to Teacher (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only

(c) Cross-curricular second language acquisition essential knowledge and skills

English Language Proficiency Standards (ELPS): Student/Teacher Material

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter C. High School§110.37. English II (One Credit), Adopted 2017College BoardSpringBoard, English Language Arts and Reading, English II, 2021 Texas Edition - Digital Only9781457311390

(a) Introduction.

(1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.(2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students' linguistic needs.

(b) School district responsibilities.

This section is not applicable to this document, but can be found at http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.

SpringBoard, English Language Arts and Reading, English II, 2021 Texas Edition - Online and Print9781457311741

Printed 4/2/2019 11:15 AM Student/Teacher Material 1 of 28














(B) monitor oral and written language production and employ self-corrective techniques or other resources

(ii) monitor written language production and employ self-corrective techniques or other resources

NA NA NA NA NA NA


(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

(i) use strategic learning techniques to acquire basic and grade-level vocabulary


9781457310157242-243 Defining Words with Multiple Meanings, including chart https://sales.ebook.springboardonline.org/springboard-english-language-ar

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185 Vocabulary Practice 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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242 Teacher Steps 2-3 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(D) speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)

(i) speak using learning strategies T: K–12S: 6–12 Student/Teacher 9781457311468


Student/Teacher 9781457311468 9781457310157

100 Quick Conversation: Practice 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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36 Define the Vocabulary in Your Own Words including chart (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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90 Teacher step 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment

(i) internalize new basic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA NA NA



(ii) internalize new basic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA NA NA




















(iii) internalize new academic language by using and reusing it in meaningful ways in speaking activities that build concept and language attainment

NA NA NA NA NA NA



(iv) internalize new academic language by using and reusing it in meaningful ways in writing activities that build concept and language attainment

NA NA NA NA NA NA


(F) use accessible language and learn new and essential language in the process

(i) use accessible language and learn new and essential language in the process



Teacher Only 97814573115369781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


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(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(i) demonstrate an increasing ability to distinguish between formal and informal English NA NA NA NA NA NA


(G) demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations

(ii) demonstrate an increasing knowledge of when to use [formal and informal English] commensurate with grade-level learning expectations

NA NA NA NA NA NA


(H) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations

(i) develop and expand repertoire of learning strategies

NA NA NA NA NA NA








(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) distinguish sounds and intonation patterns of English with increasing ease

(i) distinguish sounds of English with increasing ease NA NA NA NA NA NA


(A) distinguish sounds and intonation patterns of English with increasing ease

(ii) distinguish intonation patterns of English with increasing ease NA NA NA NA NA NA


(B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters

(i) recognize elements of the English sound system in newly acquired vocabulary

NA NA NA NA NA NA


(C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(i) learn new language structures heard during classroom instruction and interactions



Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225

41 Teacher Step 18 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(ii) learn new expressions heard during classroom instruction and interactions



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Teacher Only 9781457311536 9781457310225


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(iii) learn basic vocabulary heard during classroom instruction and interactions


978145731015735 Academic Vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

98-99 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


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(iv) learn academic vocabulary heard during classroom instruction and interactions


97814573101577 Academic Vocabulary box https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

126 Define the Vocabulary in Your Own Words section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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Student/Teacher

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36 Teacher steps 3 and 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only


(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(i) monitor understanding of spoken language during classroom instruction and interactions



Teacher Only 9781457311536 9781457310225


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249 Teacher step 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed

(ii) seek clarification [of spoken language] as needed



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106 Collaborate to Analyze the Text (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

(i) use visual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA NA NA



(ii) use contextual support to enhance and confirm understanding of increasingly complex and elaborated spoken language

NA NA NA NA NA NA



(iii) use linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language


9781457310157190 Collaborate to Analyze the Text section and Questions 1-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

55-56 Peer Editing Checklist (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/TeacherStudent/Teacher

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(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(i) listen to and derive meaning from a variety of media to build and reinforce concept attainment NA NA NA NA NA NA


(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

(ii) listen to and derive meaning from a variety of media to build and reinforce language attainment NA NA NA NA NA NA


(G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar

(i) understand the general meaning of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA



(ii) understand the general meaning of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA



(iii) understand the general meaning of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA



(iv) understand the main points of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA






(v) understand the main points of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA



(vi) understand the main points of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA



(vii) understand the important details of spoken language ranging from situations in which topics are familiar to unfamiliar

NA NA NA NA NA NA



(viii) understand the important details of spoken language ranging from situations in which language [is] are familiar to unfamiliar

NA NA NA NA NA NA



(ix) understand the important details of spoken language ranging from situations in which contexts are familiar to unfamiliar

NA NA NA NA NA NA


(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(i) understand implicit ideas in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA NA NA





(H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations

(ii) understand information in increasingly complex spoken language commensurate with grade-level learning expectations

NA NA NA NA NA NA


(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs

(i) demonstrate listening comprehension of increasingly complex spoken English by following directions commensurate with content and grade-level needs

NA NA NA NA NA NA



(ii) demonstrate listening comprehension of increasingly complex spoken English by retelling or summarizing spoken messages commensurate with content and grade-level needs

NA NA NA NA NA NA



(iii) demonstrate listening comprehension of increasingly complex spoken English by responding to questions and requests commensurate with content and grade-level needs


9781457310157136 Socratic Seminar Norms https://sales.ebook.springboardonline.org/springboard-english-language-ar

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Student/Teacher 9781457311468 9781457310157

96 Chart, collaboration row https://sales.ebook.springboardonline.org/springboard-english-language-ar

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135-136 Leveled Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-ar

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16 Teacher Step 3-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iv) demonstrate listening comprehension of increasingly complex spoken English by collaborating with peers commensurate with content and grade-level needs



Teacher Only 9781457311536 9781457310225












Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


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(v) demonstrate listening comprehension of increasingly complex spoken English by taking notes commensurate with content and grade-level needs


978145731015793 Four Corners Debate, graphic organizer https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


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Teacher OnlyTeacher OnlyTeacher OnlyTeacher Only

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

(A) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible

(i) practice producing sounds of newly acquired vocabulary to pronounce English words in a manner that is increasingly comprehensible

NA NA NA NA NA NA


(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication

(i) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects

NA NA NA NA NA NA



(ii) expand and internalize initial English vocabulary by retelling simple stories and basic information represented or supported by pictures



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

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(iii) expand and internalize initial English vocabulary by learning and using routine language needed for classroom communication



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143 Language & Writer's Craft: Using Precise Language and Domain-Specif https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(C) speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired

(i) speak using a variety of grammatical structures with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA



(ii) speak using a variety of sentence lengths with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA



(iii) speak using a variety of sentence types with increasing accuracy and ease as more English is acquired

NA NA NA NA NA NA



(iv) speak using a variety of connecting words with increasing accuracy and ease as more English is acquired



Student/Teacher 9781457311468 9781457310157















(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(i) speak using grade-level content area vocabulary in context to internalize new English words



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


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13 Teacher to Teacher https://sales.ebook.springboardonline.org/springboard-english-language-ar



(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency

(ii) speak using grade-level content area vocabulary in context to build academic language proficiency



Student/Teacher 9781457311468 9781457310157



Teacher Only 9781457311536 9781457310225




(E) share information in cooperative learning interactions

(i) share information in cooperative learning interactions


9781457310157104 Notes for the Speaker https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

225 Check Your Understanding (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


















(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(i) ask [for] information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

196-197 Step 2: Brainstorming (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

148-149 Step 5 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225

148-149 Level Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-ar



(F) ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments

(ii) give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

343 Working with Sources in an Oral Presentation https://sales.ebook.springboardonline.org/springboard-english-language-ar



(G) express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

(i) express opinions ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics



Teacher Only 9781457311536 9781457310225

66 Teacher steps 25-26 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225

148-149 Step 11 and Leveled Differentiated Instruction https://sales.ebook.springboardonline.org/springboard-english-language-ar

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162 Teacher step 3 https://sales.ebook.springboardonline.org/springboard-english-language-ar




















(ii) express ideas ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics



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Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225

83 Teacher Steps 5-6 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only



(iii) express feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics

NA NA NA NA NA NA


(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired

(i) narrate with increasing specificity and detail as more English is acquired NA NA NA NA NA NA



(ii) describe with increasing specificity and detail as more English is acquired NA NA NA NA NA NA



(iii) explain with increasing specificity and detail as more English is acquired



Student/Teacher 9781457311468 9781457310157










Student/Teacher 9781457311468 9781457310157

193 Step 5 Quick Conversation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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148 Teacher Step 9-10 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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185 Assess, ADV and ADV+ (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(I) adapt spoken language appropriately for formal and informal purposes

(i) adapt spoken language appropriately for formal purposes NA NA NA NA NA NA


(I) adapt spoken language appropriately for formal and informal purposes

(ii) adapt spoken language appropriately for informal purposes NA NA NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(i) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept attainment

NA NA NA NA NA NA


(J) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment

(ii) respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce language attainment

NA NA NA NA NA NA

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:

(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(i) learn relationships between sounds and letters of the English language NA NA NA NA NA NA








(A) learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots and base words

(ii) decode (sound out) words using a combination of skills NA NA NA NA NA NA


(B) recognize directionality of English reading such as left to right and top to bottom (i) recognize directionality of English reading NA NA NA NA NA NA


(C) develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials

(i) develop basic sight vocabulary used routinely in written classroom materials


9781457310157238 Sight Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114689781457310157

239 Charts (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


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(ii) derive meaning of environmental printT: K–12S: 6–12 Student/Teacher 9781457311468

9781457310157311-314 Reducing Your Bottled Water Footprint https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

309 Unpacking Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

431 Unpacking Embedded Assessment 2 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

33 Compose Body Paragraphs and Incorporate Quotations https://sales.ebook.springboardonline.org/springboard-english-language-ar

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Teacher Only 9781457311536 9781457310225


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33 Teacher Step 14-15 https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(iii) comprehend English vocabulary used routinely in written classroom materials


978145731015735 Evidence and Appeals https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

238 Sight Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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Student/Teacher

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(iv) comprehend English language structures used routinely in written classroom materials


9781457310157153 Socratic Seminar https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

108 Understanding Verb Tense section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

164 Understanding Pronoun-Antecedent Agreement section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

118 Focus on the Sentence https://sales.ebook.springboardonline.org/springboard-english-language-ar

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153 Leveled Differentiated Instruction, BGN https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text

(i) use prereading supports to enhance comprehension of written text


978145731015715 Opening Writing Prompt https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

38 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

148-149 All Bottled Up (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225























(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

(i) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned



Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


Teacher Only


(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

(i) use visual and contextual support to read grade-appropriate content area text


9781457310157431-432 Introduction to Greek Drama https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

382 Illustration https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

148-149 All Bottled Up (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225





(ii) use visual and contextual support to enhance and confirm understanding


9781457310157325-327 Figures One through Five https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

133 Herd Immunity infographic (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


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Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


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(iii) use visual and contextual support to develop vocabulary needed to comprehend increasingly challenging language



Student/Teacher 9781457311468 9781457310157

154-155 Vocabulary Preview including chart (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop





(iv) use visual and contextual support to develop grasp of language structures needed to comprehend increasingly challenging language

NA NA NA NA NA NA



(v) use visual and contextual support to develop background knowledge needed to comprehend increasingly challenging language


9781457310157245 About the Document, Focus on the Sentence https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

212 Vocabulary Preview including chart (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

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(vi) use support from peers and teachers to read grade-appropriate content area text


978145731015736-39

From We Need to Talk: How to Have Conversations That Matter

https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

58-59 Nobel Lecture https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

72-75 Things Fall Apart, Chapter 13 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

158 from Single-Use Plastics: A Roadmap for Sustainability (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225

72-74 Teacher Step 2-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(vii) use support from peers and teachers to enhance and confirm understanding


978145731015739 Making Observations https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157


Student/Teacher

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(viii) use support from peers and teachers to develop vocabulary needed to comprehend increasingly challenging language


9781457310157242-243 Steps 1-3 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

182-183 Vocabulary Preview (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


Teacher Only 9781457311536 9781457310225

182-183 Teacher Steps 2-5 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only 9781457311536 9781457310225

243 Leveled Differentiated Instruction and Teacher Step 6 https://sales.ebook.springboardonline.org/springboard-english-language-ar




(ix) use support from peers and teachers to develop grasp of language structures needed to comprehend increasingly challenging language



Student/Teacher 9781457311468 9781457310157

109 Step 3 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225























(x) use support from peers and teachers to develop background knowledge needed to comprehend increasingly challenging language


9781457310157434 Pronunciation Guide https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

38-39 Vocabulary Preview section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


Teacher Only 9781457311536 9781457310225

432-433 Teacher to Teacher and Teacher Step 7 https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 9781457311536 9781457310225

38-39 Teacher Steps 2-4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(G) demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

(i) demonstrate comprehension of increasingly complex English by participating in shared reading commensurate with content area and grade level needs

NA NA NA NA NA NA



(ii) demonstrate comprehension of increasingly complex English by retelling or summarizing material commensurate with content area and grade level needs



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

7 Write a Summary section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) demonstrate comprehension of increasingly complex English by responding to questions commensurate with content area and grade level needs



Student/Teacher 9781457311468 9781457310157

76 Collaborate to Analyze the Text section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


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Teacher Only 9781457311536 9781457310225





(iv) demonstrate comprehension of increasingly complex English by taking notes commensurate with content area and grade level needs



Student/Teacher 9781457311468 9781457310157

21 Examining Diction including chart https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

148 Read and Annotate, bullet 1 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225




(H) read silently with increasing ease and comprehension for longer periods

(i) read silently with increasing ease for longer periods NA NA NA NA NA NA


(H) read silently with increasing ease and comprehension for longer periods

(ii) read silently with increasing comprehension for longer periods NA NA NA NA NA NA


(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(i) demonstrate English comprehension by employing basic reading skills commensurate with content area needs

NA NA NA NA NA NA











(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text and distinguishing main ideas from details commensurate with content area needs

(ii) expand reading skills commensurate with content area needs NA NA NA NA NA NA


(J) demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs

(i) demonstrate English comprehension and expand reading skills by employing inferential skills

NA NA NA NA NA NA


(K) demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade level needs

(i) demonstrate English comprehension and expand reading skills by employing analytical skills

NA NA NA NA NA NA

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For kindergarten and grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:

(A) learn relationships between sounds and letters of the English language to represent sounds when writing in English

(i) learn relationships between sounds and letters of the English language to represent sounds when writing in English


9781457310157236-237 Phonemes Chart: Sounds and Spelling Patterns in English (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop


Teacher Only 9781457311536 9781457310225

35 Adapt, second paragraph (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only 9781457311536 9781457310225


Teacher Only 9781457311536 9781457310225


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(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary (i) write using newly acquired basic vocabulary


978145731015746 Language & Writer’s Craft: Organizing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

147 Summarize (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

41 Practice 4 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop



(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

(ii) write using content-based grade-level vocabulary


9781457310157143 Language & Writer’s Craft: Using Precise Language and Domain-Specif https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

35 Write a Summary section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157




(C) spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired

(i) spell familiar English words with increasing accuracy


9781457310157242-243 Irregularly Spelled Words (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 97814573114689781457310157

77 Editing for Publication, bullet 4 https://sales.ebook.springboardonline.org/springboard-english-language-ar

















(ii) employ English spelling pattern with increasing accuracy as more English is acquired


9781457310157240-241 Words with Inconsistent but Common Spellings (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

151 Language & Writer's Craft: Word Patterns https://sales.ebook.springboardonline.org/springboard-english-language-ar


Teacher Only 9781457311536 9781457310225

240 Teacher Steps 1 and 2 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop




(iii) employ English spelling rules with increasing accuracy as more English is acquired



Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

200 Peer Editing Checklist, bullet 8 (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

33 Self-Review and Peer Feedback https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(D) edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired

(i) edit writing for standard grammar and usage, including subject-verb agreement commensurate with grade-level expectations as more English is acquired


9781457310157136 Subject-Verb Agreement (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

137 Practice (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

178 Editing and Publishing row https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher

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137 Assess (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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(ii) edit writing for standard grammar and usage, including pronoun agreement, commensurate with grade-level expectations as more English is acquired


9781457310157164 Understanding Pronoun-Antecedent Agreement (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

165 Using Noun Agreement https://sales.ebook.springboardonline.org/springboard-english-language-ar

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(iii) edit writing for standard grammar and usage, including appropriate verb tenses, commensurate with grade-level expectations as more English is acquired


9781457310157108 Understanding Verb Tense (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

154 Grammar & Usage https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher

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155 Steps 7-8 https://sales.ebook.springboardonline.org/springboard-english-language-ar



(E) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations such as (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe -s) correctly; and, (iii) using negatives and contractions correctly

(i) employ increasingly complex grammatical structures in content area writing commensurate with grade level expectations


9781457310157108-111 Understanding Verb Tense (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

192-195 Using Possessive Nouns and Pronouns (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

25 Language Resources box (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

34 Language and Writer's Craft: Embedding Quotations https://sales.ebook.springboardonline.org/springboard-english-language-ar


















(F) write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired

(i) write using a variety of grade-appropriate sentence lengths in increasingly accurate ways as more English is acquired


9781457310157344 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

222 Understanding Comma Splices and Run-On Sentences section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

65 Write an Opinion (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

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Teacher Only 9781457311536 9781457310225


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Teacher Only



(ii) write using a variety of grade-appropriate sentence patterns in increasingly accurate ways as more English is acquired


9781457310157179 Write a Biography and Language Resources (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

437 Grammar & Usage box https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

68-71 Language Checkpoint: Using Parallel Structure https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher

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(iii) write using a variety of grade-appropriate connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired


978145731015746 Language & Writer’s Craft: Organizing an Argument https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157


Student/Teacher 9781457311468 9781457310157

85 Language Resources box (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

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118 Teacher Step 22 https://sales.ebook.springboardonline.org/springboard-language-workshop





















(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired

(i) narrate with increasing specificity and detail to fulfill content area writing needs as more English is acquired


9781457310157223 Begin Writing the Narrative https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

112 Assignment section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

420 Writing Prompt: Literary https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

179 Write a Biography (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Teacher Only 9781457311536 9781457310225

223 Assess https://sales.ebook.springboardonline.org/springboard-english-language-ar

Teacher Only 9781457311536 9781457310225

420 Assess https://sales.ebook.springboardonline.org/springboard-english-language-ar




(ii) describe with increasing specificity and detail to fulfill content area writing needs as more English is acquired


9781457310157465 Check Your Understanding https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

7 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

77 Asking Questions (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher

Teacher Only 9781457311536 9781457310225





(iii) explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired


978145731015731 Explain How an Author Builds an Argument https://sales.ebook.springboardonline.org/springboard-english-language-ar

Student/Teacher 9781457311468 9781457310157

95 Write an Explanation (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

151 Write a Summary (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

Student/Teacher 9781457311468 9781457310157

82 Assignment section (LW) https://sales.ebook.springboardonline.org/springboard-language-workshop

















Documents

Proclamation 2020 Breakout - English IIasset.springboardonline.org/ebook/public/documents/... · For a further understanding of second language acquisition needs, refer to the ELPS