Vertical Alignment & Planning Time
Reagan ELA Vertical Team
New TEKS (K-12)
READING
(2) Comprehension: Listening, Speaking, Reading, and Writing using Multiple Texts.
Students use metacognitive skills to comprehend text with increasing depth and complexity.
The student is expected to:
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(C) create mental images to deepen understanding;
(D) make connections to personal experiences, to ideas in other texts, and to the larger community to activate prior knowledge;
(E) make inferences and use evidence to support understanding;
(F) prioritize information read to determine what is most important;
(G) synthesize information to create new understanding;
(H) establish purpose for reading assigned and self-selected texts; and
(I) monitor comprehension and make corrections and adjustments when understanding breaks down.
Let's Share!
- Before Reading Strategies
- During Reading Strategies
- After Reading Strategies
- Fix-Up Strategies
- Note-Taking Strategies
- Text Coding/Annotation
Time to Collaborate
Consider ---
- Are there certain close reading strategies you teach specifically for fiction vs. non-fiction?
- When thinking about specific strategies (like summary), how do you teach it? (BME, SWBST, etc)
- Think about the terminology you use for specific strategies (controlling idea vs. main idea): how can we align so that students make more connections with previous learning?
- What are the names and functions of your "fix-up" strategies?
- Are there certain symbols you use for text coding?
- What are your typical before reading activities or expectations?
- What do you ask your students to do during reading?
- Is there a particular note-taking format you use? (Cornell, etc)
- What do you ask your students to do after reading?
- What are the typical reading expectations during class and after school?
- How do you ask students to set goals and monitor their own reading progress?
WRITING
(6) 10th Grade 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.
(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;
(B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
- (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and
- (ii) developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;
(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) pronounantecedent 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; and
Let's Share!
- Genres you study throughout the year
- Your favorite mentor texts
- Tips for teaching expository writing
- Tips for teaching narrative writing
- How do you teach editing?
- Writing Workshop Tips & Tricks
Consider ---
- What terminology do you use? (Thesis, Transitions, etc.)
- What are the typical expectations for writing? Do students write in class, at home, or both?
- What types of genres do students typically write?
- Are students writing all timed, all process, or a mix of both?
- Do you use writing workshop?
- What writing cycle do you display for your students?
- How long does a typical writing cycle last?
- How do you incorporate editing into the writing process? Is it taught explicitly whole class, to small groups, 1-1 in conferences?