TCTX 6005 Assignment 5

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6005

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Linguistics

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Apr 3, 2024

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docx

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4

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TCTX 6005 Assignment 5 Cumulative project 4 th grade 2022 STAAR test STAAR 2022 Reading Test: https://tea.texas.gov/sites/default/files/2022-staar-may-grade-4-reading-releasedtest.pdf 2020 Revising and Editing Sample Selections and Test Questions https://tea.texas.gov/sites/default/files/g4-revising-and-editing-2020-sample-selections-and- test-questions.pdf What state standards are the most crucial to teach and reinforce across the year in order for students to be successful on the state test? Personally, I believe that all areas of the TEKS need to be reinforced so they are able to be successful in the years to come. Vertical alignment will only become more difficult if students are not understanding any one standard. Each year, the crucial standard expectations vary; thus, no one standard is more crucial than the next. For the 2022 Reading test, it is crucial to teach and help students understand the following TEKS: Reading: (3) 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 to determine meaning, syllabication, and pronunciation; (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words; (C) determine the meaning of and use words with affixes such as mis-, sub-, -ment, and - ity/ty and roots such as auto, graph, and meter; and (6) 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: (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; and (7) 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: (C) use text evidence to support an appropriate response; (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(8) 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) infer basic themes supported by text evidence; (B) explain the interactions of the characters and the changes they undergo; (C) analyze plot elements, including the rising action, climax, falling action, and resolution; and (9) 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: (C) explain structure in drama such as character tags, acts, scenes, and stage directions; (D) recognize characteristics and structures of informational text, including: (i) the central idea with supporting evidence; (ii) features such as pronunciation guides and diagrams to support understanding; and (E) recognize characteristics and structures of argumentative text by: (i) identifying the claim; (10) 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) explain the author's purpose and message within a text; (B) explain how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes; (E) identify and understand the use of literary devices, including first- or third-person point of view (G) identify and explain the use of anecdote. Writing: 2020 Revising and Editing (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (B) demonstrate and apply spelling knowledge by: (ii) spelling homophones; (11) 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 uses appropriate conventions. The student is expected to: (B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea with relevant details; (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; (D) edit drafts using standard English conventions, including: (ii) past tense of irregular verbs; (iii) singular, plural, common, and proper nouns; (vii) pronouns, including reflexive; (viii) coordinating conjunctions
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