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ELAR and Grammar Newsletter
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TEXAS ENGLISH / LANGUAGE A=
RTS / READING
STANDARDS
GRAMMAR STRANDS (GRAD=
ES 4 -
ENGLISH IV)
Texas English teachers (K-12) will be expected to implement the n=
ew
English / Language Arts / Reading (ELAR) standards (TEKS) into th=
eir
classrooms next fall (School Year 2009-2010). Here are the
curriculum requirements that specifically address
grammar/usage/capitalization/punctuation. Do you as a class=
room
teacher feel confident to teach these elements to your students n=
ext
year?
You may already be signed up for professional development
opportunities this summer, but those training sessions will most
likely acquaint you with the format of the new ELAR-TEKS.
Undoubtedly, you will also work on vertical and horizontal alignm=
ent;
but it is unlikely that these sessions will teach you the actual
content knowledge you will need to teach your students
the extensive grammar elements that are found in the new
standards. As you will notice, the grammar standards are not
the same at each grade level; they deepen in depth and
complexity.
MyStudyHall.com =
is an
online tutorial that contains three in-depth grammar modules.&nbs=
p;
This summer you can improve your skills over these new elements by
working in the privacy of your own home and at your own pace. &nb=
sp;
The cost for MyStudyHall.com =
is
amazingly low: $35 per site license/per year. Please
visit MyStudyHall.com =
to learn
the details about our site and to see the other ELAR units that a=
re
also included.
MyStudyHall.com =
is
designed for students who are 10 years of age through adults.&nbs=
p;
NEW ELAR TEKS - GRAMMAR STRANDS
20) =
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater
complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs);
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive, including purpose: sleeping =
bag,
frying pan) and their comparative and superlative forms (e.g., fa=
st,
faster, fastest);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: alm=
ost,
a lot);
(v) prepositions and prepositional phrases to convey location, ti=
me,
direction, or to provide details;
(vi) reflexive pronouns (e.g., myself, ourselves);
(vii) correlative conjunctions (e.g., either/or, neither/nor); an=
d
(viii) use time-order transition words and transitions that indic=
ate
a conclusion;
(B) use the complete subject and the complete predicate in a
sentence; and
(C) use complete simple and compound sentences with correct
subject-verb agreement.
(21)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) write legibly by selecting cursive script or manuscript print=
ing
as appropriate;
(B) use capitalization for:
(i) historical events and documents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities; and
(C) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks.
(20)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students continue to apply earlier standards with greater
complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active voice);
(ii) collective nouns (e.g., class, public);
(iii) adjectives (e.g., descriptive, including origins: French
windows, American cars) and their comparative and superlative for=
ms
(e.g., good, better, best);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: alm=
ost,
a lot);
(v) prepositions and prepositional phrases to convey location, ti=
me,
direction, or to provide details;
(vi) indefinite pronouns (e.g., all, both, nothing, anything);
(vii) subordinating conjunctions (e.g., while, because, although,
if); and
(viii) transitional words (e.g., also, therefore);
(B) use the complete subject and the complete predicate in a
sentence; and
(C) use complete simple and compound sentences with correct
subject-verb agreement.
(21)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) use capitalization for:
(i) abbreviations;
(ii) initials and acronyms; and
(iii) organizations;
(B) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) proper punctuation and spacing for quotations; and
(C) use proper mechanics including italics and underlining for ti=
tles
and emphasis.
(19)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) verbs (irregular verbs and active and passive voice);
(ii) non-count nouns (e.g., rice, paper);
(iii) predicate adjectives (She is intelligent .) and their
comparative and superlative forms (e.g., many, more, most);
(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed=
);
(v) prepositions and prepositional phrases to convey location, ti=
me,
direction, or to provide details;
(vi) indefinite pronouns (e.g., all, both, nothing, anything);
(vii) subordinating conjunctions (e.g., while, because, although,
if); and
(viii) transitional words and phrases that demonstrate an
understanding of the function of the transition related to the
organization of the writing (e.g., on the contrary, in addition t=
o);
(B) differentiate between the active and passive voice and know h=
ow
to use them both; and
(C) use complete simple and compound sentences with correct
subject-verb agreement.
(20)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) use capitalization for:
(i) abbreviations;
(ii) initials and acronyms; and
(iii) organizations;
(B) recognize and use punctuation marks including:
(i) commas in compound sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to indicate omissions =
and
interruptions or incomplete statements); and
(C) use proper mechanics including italics and underlining for ti=
tles
of books.
GRADE 7
(19)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) identify, use, and understand the function of the following p=
arts
of speech in the context of reading, writing, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) adverbial and adjectival phrases and clauses;
(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed=
);
(v) prepositions and prepositional phrases and their influence on
subject-verb agreement;
(vi) relative pronouns (e.g., whose, that, which);
(vii) subordinating conjunctions (e.g., because, since); and
(viii) transitions for sentence to sentence or paragraph to parag=
raph
coherence;
(B) write complex sentences and differentiate between main versus
subordinate clauses; and
(C) use a variety of complete sentences (e.g., simple, compound,
complex) that include properly placed modifiers, correctly identi=
fied
antecedents, parallel structures, and consistent tenses.
(20)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) use conventions of capitalization; and
(B) recognize and use punctuation marks including:
(i) commas after introductory words, phrases, and clauses; and
(ii) semicolons, colons, and hyphens.
(19)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) adverbial and adjectival phrases and clauses;
(iv) relative pronouns (e.g., whose, that, which); and
(v) subordinating conjunctions (e.g., because, since);
(B) write complex sentences and differentiate between main versus
subordinate clauses; and
(C) use a variety of complete sentences (e.g., simple, compound,
complex) that include properly placed modifiers, correctly identi=
fied
antecedents, parallel structures, and consistent tenses.
(20)
Writing/Conventions of Language/Handwriting. Students write legib=
ly
and use appropriate capitalization and punctuation conventions in
their compositions. Students will continue to apply earlier stand=
ards
with greater complexity. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks, including:
(i) commas after introductory structures and dependent adverbial
clauses, and correct punctuation of complex sentences; and
(ii) semicolons, colons, hyphens, parentheses, brackets, and
ellipses.
(17)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds,
infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
(iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wish=
es,
and possibilities; and
(C) use a variety of correctly structured sentences (e.g., compou=
nd,
complex, compound-complex).
(18)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) quotation marks to indicate sarcasm or irony;
(ii) comma placement in nonrestrictive phrases, clauses, and
contrasting expressions; and
(iii) dashes to emphasize parenthetical information.
(17)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of the following parts of spe=
ech
in the context of reading, writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds,
infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
(iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wish=
es,
and possibilities; and
(C) use a variety of correctly structured sentences (e.g., compou=
nd,
complex, compound-complex).
(18)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and
contrasting expressions;
(ii) quotation marks to indicate sarcasm or irony; and
(iii) dashes to emphasize parenthetical information. <=
/span>
(17)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of different types of clauses=
and
phrases (e.g., adjectival, noun, adverbial clauses and phrases); =
and
(B) use a variety of correctly structured sentences (e.g., compou=
nd,
complex, compound-complex).
(18)=
Oral
and Written Conventions/Handwriting, Capitalization, and Punctuat=
ion.
Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expec=
ted
to correctly and consistently use conventions of punctuation and
capitalization.
(17)=
Oral
and Written Conventions/Conventions. Students understand the func=
tion
of and use the conventions of academic language when speaking and
writing. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
(A) use and understand the function of different types of clauses=
and
phrases (e.g., adjectival, noun, adverbial clauses and phrases); =
and
(B) use a variety of correctly structured sentences (e.g., compou=
nd,
complex, compound-complex).
(18) Oral and Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate
capitalization and punctuation conventions in their compositions.
Students are expected to correctly and consistently use conventio=
ns of
punctuation and capitalization.
Please contact me at the email address below if you have any comm=
ents
or suggestions regarding the articles in this newsletter.
Sinc=
erely,![3DLOGO](3D"http://origin.ih.constantcontact.com/fs075/1102316636933/i=)
Donna Garner
ELAR=
and
Grammar Newsletter
|
|
MESSAGE FROM A MYSTUDYHALL.COM TEAC=
HER
|
<=
/p>
|
Here is a testimony from an
English teacher who has used MyStudyHall.com at her Texas =
school:
My
students really benefited from the MyStudyHall.com program. =
Some
of the learning was obvious to the students; but much of it was
obvious, not particularly to them, but to ME! Their writing
improved, and they didn't struggle to write good papers.
&nbs=
p;
Gaye Lynn Seawright, Texas Assistant Superintendent, English=
I
teacher, Valley Mills ISD
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|
TIMELINE FOR NEW ELAR-TEKS
|
<=
/p>
|
2008-2009 - no changes in TEKS or on TAKS=
Fall 2009 - new TEKS in the classroom
Fall 2010 - new Reading/Literature books =
for
grades 2-12 and middle school reading elective; K-2 receive
reading/ELA books
Fall 2011 - new ELA textbooks for grades 2
-12
Spring 2011 - EOC for incoming Freshmen
Spring 2012 - EOC for English II
Spring 2012 - EOC for English III
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Sponsored by
MyStudyHall.com
|
=
|
|
Online tutorial for ELAR sk=
ills
with an emphasis on grammar -- aligned with the newly adopted Te=
xas
ELAR TEKS. For information, email info@mystudyhall.com .
www.mystudyhall.co=
m
|
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