GRADES 5-8
KIPPACADEMY
Created August 2003
Camella Clements, Sara Cotner, Dave Crumbine, and Jill KellyRevised April 2005
Camella Clements, Sara Cotner, Dave Crumbine, and Monica DavidListening/Speaking
Focus / TEKS / Pre-5th / 5th / 6th / 7th / 8th
Purposes / x.1A / Determine the purposes for listening, such as to gain information, solve problems, or enjoy and appreciate / Dev. / Apply / Apply
x.1B / Eliminate barriers to effective listening / Apply / Apply / Apply
x.1C / Understand the major ideas and supporting evidence in spoken messages / Apply / Apply / Apply
6.1D;
7.1D;
8.1D / Listen to learn by taking notes, organizing, and summarizing spoken ideas / Apply / Apply
Critical Listening
Critical Listening
(continued) / x.2A / Interpret speakers’ messages, purposes, and perspectives / Apply / Apply / Apply
7.2B;
8.2B / Identify and analyze a speaker’s persuasive techniques, such as selling, convincing, and using propaganda / Dev.
x.2C / Distinguish between the speaker’s opinion and verifiable fact / Dev. / Dev.
x.2D / Monitor his/her own understanding of the spoken message and seek clarification as needed / Dev. / Dev. / Dev.
6.2E;
7.2E;
8.2E / Compare his/her own perception of a spoken message with the perception of others / Dev. / Dev.
7.2F;
8.2F / Evaluate a spoken message in terms of its content, credibility, and delivery / Dev. / Dev.
Appreciation / x.3A / Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works / Apply / Apply / Apply
x.3B / Describe how the language affects the listener / Analyze oral interpretations of literature for the effects on the listener / Dev. / Dev.
x.3C / Assess how language choice and delivery affect the tone of the message / Analyze the use of aesthetic language for its effects / Dev. / Dev.
Culture / x.4C / Identify how language use, such as labels and sayings, reflects regions and cultures / Dev. / Apply / Apply
Audiences
Audiences
(continued) / x.5A / Adapt spoken language, such as word choice, diction, and usage, to the audience purpose, and occasion / Dev. / Apply / Apply
x.5B / Demonstrate effective communication skills that reflect such demands as leaving messages and requesting and providing information / Dev. and report information / Dev. / Dev. and interview
x.5C / Present dramatic interpretations of experiences, stories, poems, or plays to communicate / Dev. / Dev. / Dev.
6.5D;
7.5D;
8.5D / Generate criteria to evaluate his/her oral presentations and the presentations of others / Dev. / Dev.
5.5D;
6.5E;
7.5E;
8.5E / Use effective rate, volume, pitch, and tone for the audience and setting / Dev. / Dev. / Dev.
5.5E / Give precise directions, instructions, such as for games and tasks / Apply / Apply / Apply
x.5F / Clarify and support spoken ideas with evidence, elaborations, and examples / Dev. / Dev. / Dev.
Reading
Focus / Pre-5th / 5th / 6th / 7th / 8thWord Identification / x.6A / Apply letter-sound correspondences, language structure, and contexts to recognize words / Apply / Apply / Apply / Apply
x.6B / Identify common root/affixes / Use prefixes to change meaning and suffixes to change function / Recognize common Greek and Latin roots and trace patterns between words / Dev. and deduce connotations of unfamiliar words
x.6C / Dictionary usage / Dev. and pronunciation / Dev. and etymology / Dev. and connotations
Fluency
Fluency
(continued) / x.7A / Read regularly in independent materials (<1 in 20 words difficult for reader) / Apply / Apply / Apply / Apply
x.7B / Read regularly in instructional materials (<1 in 10 words difficult for reader) / Apply / Apply / Apply / Apply
5.7C, 6.7C / Read fluently with expressive voice / Apply / Apply / Apply
5.7D, 6.7D, 7.7C, 8.7C / Adjust reading rate based on phrasing / Apply / Apply / Apply
5.7E, 6.7E, 7.7D, 8.7D / Read with varied volume, pitch, and inflection / Apply / Apply / Apply
5.7F, 6.7F, 7.7E, 8.7E / Read silently with stamina and enjoyment / Dev. / Dev. / Dev.
Variety of Texts / Select “just right” books, differentiate amongst appropriate levels, and balance time between levels. / Dev. / Dev. / Dev.
x.8B / Select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure / Dev. / Dev. / Dev.
x.8C / Read for information, entertainment, craft appreciation, and models / Dev. / Dev. / Dev.
6.8D, 7.8D, 8.8D / Read to take action (complete forms, make informed recommendations, respond) / Dev. / Dev.
Vocabulary Development / x.9A / Develop vocabulary by listening to selections read aloud / Dev. / Dev. / Dev.
x.9B / Draw on experiences to bring meaning to words / Apply / Apply / Apply / Apply
x.9Bi / Identify symbolism and idioms / Dev. and interpret simile, hyperbole, personification / Dev. and interpret metaphor and allusion / Dev. and interpret synecdoche, irony, extended metaphor, etc.
x.9C / Use dictionary to clarify meaning / Dev. / Dev. and thesaurus and Internet to cross-reference / Dev.
x.9D / Use roots/affixes to expand vocabulary / Dev. / Dev. / Dev.
x.9E / Study word meanings systematically / Dev. / Dev.
6.9F, 7.9F,
8.9F / Distinguish denotative and connotative meanings / Dev. / Dev.
6.9G, 7.9G, 8.9G / Develop awareness of word origins / Use word origins regularly to deepen word understanding / Dev.
Comprehension
(continued)
Comprehension
(continued) / x.10a / Use prereading strategies to prepare for the reading of a text: distinguish fiction/non-fiction, collect/connect/build prior knowledge, ask questions, establish a framework (e.g. from the title, the summary, conversations, author bio. etc.) / Dev. / Dev. / Dev.
x.10A / Make schematic connections between self and text in order to deepen comprehension. / Dev.
“This reminds me of _____, which helps me understand _____ about the book.” / Apply / Apply
x.10B / Before reading, establish and adjust purposes, such as reading to find out, to understand, to interpret, to enjoy, and to solve problems / Apply / Apply / Apply
x.10C / Self-monitor for sense; reread, use reference aids, search for clues, and ask questions if comprehension breaks down / Apply / Apply / Apply
x.10D / Form “mental movies” to monitor for comprehension. / Dev. the concept of visualization. / Apply / Apply
x.10E / Ask and answer questions about the relationship between events. / Dev. / Apply / Apply
x.10Ei / Make predictions based on evidence from the text. / Dev. / Apply / Apply
x.10Eii / Be aware of different narrative text structures to aid comprehension. / Recognize the text structures of flashback, flashforward, and circular. / Recognize the text structure of story within a story. / Recognize the text structure of epistolary and .
x.10Eiii / Use the features of non-fiction texts (newspapers and textbooks) to aid comprehension (e.g. captions, tables of contents, subtitles, glossaries, indices) / Dev. newspapers and textbooks; add topic books and question and answer books / Dev. and add general non-fiction narrative structure and list structure / Dev. and add narratives with embedded lists (e.g. feature articles in magazines) and lists with embedded narratives (e.g. Guts by Paulsen)
x.10F / Determine a text’s main ideas and how those ideas are supported / Apply / Apply / Apply
x.10Fi / Distinguish the important parts of a non-fiction text. / Dev. and distinguish the important parts of a fictional text. / Apply / Apply
x.10G / Retell story events using elements of the story (i.e. plot, characters, setting, movement through time, and change) / Apply / Apply / Apply
x.10H / Make inferences based on evidence from the text. / Dev. / Dev. / Dev.
x.10I / Make text-to-text connections to aid comprehension. / Dev. intertextuality (i.e. across genres and time periods)
x.10J / Distinguish between fact and opinion in various texts. / Dev. / Apply / Apply
x.10K / Ask and answer different types and levels of questions, such as open-ended, literal, and interpretative , as well as multiple choice, true-false, and short answer / Dev. / Dev. and add distinguish between explicit and implicit questions / Dev.
x.10L / Represent text information in different ways, such as in outlines, timelines, and graphic organizers / Apply / Apply / Apply
Literary Response / x.11A / Verbally offer observations, make connections, react, speculate, interpret, and raise questions in response to texts / Apply / Apply / Apply
x.11B / Interpret text ideas through discussion / Interpret text ideas through post-its and discussions. / Dev. text ideas through stretching post-its and stretching discussions. / Apply
x.11C / Justify responses with textual evidence and/or text-to-self connections. / Dev. / Dev. / Dev.
x.11D / Connect, compare, and contrast ideas, themes, and issues across text / Dev. / Dev.
Text Structures/Literary Concepts
Text Structures/Literary Concepts
(continued) / 5.12C; 6.12A; 7.12A; 8.12A / Identify the purposes of different types of texts (i.e. to inform and entertain) / Dev. and add express / Dev. and add influence / Dev.
5.12D; 6.12B; 7.12B; 8.12B / Recognize the distinguishing features of genres (i.e. biography, historical fiction, informational texts, memoir, and poetry) / Dev. and distinguish between realistic and fantasy fiction / Dev. and distinguish features of science fiction, and autobiography / Dev. and distinguish features of personal essays
5.12F; 6.12D; 7.12D; 8.12D / Understand and identify title, author, title page, copyright date, and summary / Apply and understand and identify dialogue / Apply / Apply, understand, and identify playwright, theatre, stage, act, dialogue, dialect, and scene
5.12G; 6.12E; 7.12E; 8.12E / Identifying myths and fables / Dev. and identify allusions / Apply and identify limericks
5.12H; 6.12F; 7.12F; 8.12F / Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo / Dev. / Apply
5.12I; 6.12G; 7.12G; 8.12G / Analyze story plot, setting, movement through time, and change / Dev. / Apply
5.12J; 6.12H; 7.12H; 8.12H / Distinguish between author and narrator / Dev. and describing author and narrator point of view / Describe how the author’s perspective or point of view affects the text
6.12I; 7.12I; 8.12I / Analyze ways authors organize and present their ideas, such as through cause/effect, compare/contrast, inductively, deductively, or chronologically / Dev. / Dev.
6.12J; 7.12J; 8.12J / Interpret flashback, / Dev. and interpret foreshadowing and symbolism / Dev. and interpret metaphor and allusion
6.12K; 7.12K; 8.12K / Recognize how style, tone, and mood contribute to the effect of the text / Dev.
Inquiry/Research
Inquiry/Research
(continued) / 6.13A; 7.13A; 8.13A / Form and revise questions for investigations arising from units of study / Form and revise questions for investigations arising from self-assignments / Form and revise questions for investigations arising from readings
x.13B / Use text organizers, including headings, graphic features, and tables of contents to locate and organize information / Dev. / Dev. / Dev.
6.13C; 7.13C; 8.13C / Use multiple sources, including electronic texts, experts, and print resources to locate information relevant to research questions / Dev. / Dev.
6.13D; 7.13D; 8.13D / Interpret and use graphic sources of information, such as maps, graphs, timelines, or tables to address research questions / Dev. / Dev.
6.13E; 7.13E; 8.13E / Summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts / Dev. / Apply
6.13F; 7.13F; 8.13F / Produce research projects and reports in effective formats for various audiences / Dev. / Apply
6.13G; 7.13G; 8.13G / Draw conclusions from information gathered from multiple sources / Dev. / Apply
6.13H; 7.13H; 8.13H / Use compiled information and knowledge to raise additional, unanswered questions / Dev. / Apply
6.13I; 7.13I; 8.13I / Present organized statements, reports, and speeches using visuals or media to support meaning, as appropriate / Dev. / Apply
6.20G; 7.20G; 8.20G / Follow accepted formats for writing research, including documenting sources / Dev. / Apply
Culture / x.14A / Compare text events with his/her own and other readers’ experiences / Apply / Apply / Apply
x.14B / Determine distinctive and common characteristics of cultures through wide reading / Apply / Apply
x.14C / Articulate and discuss themes and connections that cross cultures / Apply
Writing
Enduring Understandings
- Writing is deliberate.
- Our writing represents us.
Focus / 5th / 6th / 7th / 8th
Purposes
Purposes
(continued) / x.15A / Write to express, discover, record, develop, reflect on ideas, and to problem solve / Dev. / Dev. / Dev.
x.15B / Write to influence, such as to persuade, argue, and request / Dev. / Dev. / Dev.
x.15C / Write to explain and describe / Write to inform / Dev. / Apply
x.15D / Write to entertain / Apply / Apply
x.15E / Select and use voice appropriate to audience and purpose / Dev. / Dev. / Dev.
x.15F / Choose the appropriate form for his/her own purpose, including writers’ notebooks, poems, memoirs, and narratives / Dev. and literary response and reviews / Dev. literary response / Dev. and personal essays and literary essays
x.15G / Introduce dialogue / Use dialogue, simile, hyperbole, personification, and suspense effectively / Dev. and use metaphor and allusion / Dev. and use synecdoche, irony, extended metaphor, etc.
6.15H; 7.15H; 8.15H / Produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording / Dev. / Dev.
Penmanship / x.16A / Write so the aesthetics contribute to the overall piece on graded assignments; write neatly on all other assignments (legible handwriting required for writers’ notebooks) / Apply / Apply / Apply
Spelling
Enduring Understandings
The majority of words in the English language follow certain patterns.
Good spelling can make your writing look sophisticated; bad spelling can make your writing look stupid.
Spelling
(continued) / x.16C /
- Write ie when the sound is long e, except after c
- Write ei when the sound is not long e, especially when the sound is long a
- For words ending in y preceded by a consonant, change the y to i before any suffix that does not begin with i
- For words ending in y preceded by a vowel, keep the y when adding a suffix
- Double the final consonant before adding a suffix beginning with a vowel if the word (1) has only one syllable or has the accent on the last syllable and (2) ends in a single consonant preceded by a single vowel.
- In English, the only word ending in –sede is supersede. The only words ending in –ceed are exceed, proceed, and succeed. Most other words with this sound end in –cede.
x.16D / Correctly spell frequently misspelled words (see attached list) / Correctly spell frequently misspelled words (see attached list) / Correctly spell frequently misspelled words (see attached list) / Correctly spell frequently misspelled words (see attached list)
x.16E / Use resources to find correct spellings / Apply / Apply / Apply
x.16F / Spell accurately in final drafts / Apply / Apply / Apply
Nouns
A word’s part of speech is determined by its function relative to other words in a phrase or clause. / 5.17A; 6.17A /
- Identify nouns
- Distinguish between singular and plural nouns
- Distinguish between common and proper nouns
- Capitalize proper nouns (Aunt Gail)
- Form the plurals of most nouns in English by adding -s
- For nouns ending in s, x, z, ch, or sh, add es.
- Correctly use indefinite and definite articles before nouns
- Identify irregular plural nouns (e.g. fish, geese, mice).
- Correctly use apostrophes for possessive nouns (singular and plural)
- For nouns ending in o preceded by a vowel, add s.
- For nouns ending in o preceded by a consonant, add es.
- For nouns ending in y preceded by a vowel, add s.
- For nouns ending in y preceded by a consonant, change the y to i and add es.
- Identify usage of other parts of speech functioning as nouns (e.g. skiing, To think is to live).
- Identify collective nouns
- Correctly use numbers that represent a single unit with singular verbs (e.g. Ten years is a long time. A million dollars is a lot of money.)
- Correctly use plural nouns with Latin endings (e.g. alumni, bacteria, criteria, data, media, memoranda, curricula)
- Identify gerund phrases functioning as nouns (e.g. Talking on the phone took up most of his time.)
- Identify infinitive phrases functioning as nouns (e.g. To read is to be transported to another world.)
Pronouns / 5.17H; 6.17I; 7.17H; 8.17H /
- Correctly use pronouns and antecedents
--Use pronouns consistently (e.g. The student needs his or her ticket.) /
- Correctly use possessive pronouns
- Correctly use subject and object pronouns (and after the linking verb “to be”)
- Correctly use reflexive and intensive pronouns
- Correctly use demonstrative pronouns
- Correctly use relative pronouns
- Correctly use indefinite pronouns as singular or plural
PLURAL: both, several, few, many, plenty, none
BOTH: all, most, some /
- Possessive pronouns to modify gerund phrases
- Identify indefinite pronouns (e.g. all, any, anything, etc.)
- Correctly select object or subject pronouns for comparisons (e.g. Max loved ice cream more than she [did]. v. Max loved ice cream more than [he loved] her.)
Verbs / x.17C
6.17G; 7.17F; 8.17F /
- Identify verbs (action, helping, and linking)
- Correctly use present tense (add –s to the third person singular)
- Correctly use the present perfect tense (e.g. Now I eat. Yesterday I ate. I have already eaten.)
- Correctly use past tense
- Correctly conjugate be, have, and do in the present and the past tense
- Correctly use future tense
- Identify infinitive state
- Correctly use irregular past participles (see attached list)
- Correctly use irregular past participles (see attached list)
- Correctly conjugate verbs with singular and plural subjects
--Certain expressions (i.e. “as well as,” “including,” “together with,” and “with”) function as appositives and do not affect whether the subject is singular or plural.