Alignment To Content Standards Texas Ela Oct 2019

Alignment Tools
Alignment to STAAR Alternate 2 ELA Essence Statements
Introduction
Unique Learning System and News-2-You maintain alignment with state standards through instructional targets. These targets are the bridge between the general content standards adopted by a state and relevant
curriculum content for students with significant disabilities. For students with significant cognitive disabilities, access and participation in the state’s adopted content standards are generally addressed through extended
standards, which may be reduced in the depth and breadth of the adapted standards. The n2y Instructional Targets have been aligned with the STAAR Alternate 2 Essence Statements* and TEKS in English
Language Arts and Mathematics. It is not a complete listing/alignment of all TEKS to ULS. *Informational source: STAAR™ Alternate 2 Essence Statements https://tea.texas.gov/student.assessment/special-
ed/staaralt/essence/
The chart below describes the sections of this alignment document. Each instructional target is addressed in one or more of the unit lessons. Additionally, differentiated task descriptors are provided to define how
students with diverse abilities will have access to essential content of the standards. Lesson plans and materials within Unique and News-2-You ensure the most rigorous alignment possible.
Note: STAAR Alternate 2 begins at 3rd grade. The ULS Elementary band has only been included to address those students who are in a class where the majority of students are chronologically in
K-2nd grade. If students are not in a class where the majority of students are in K-2, consider moving the student to the chronologically appropriate Intermediate grade level band of Unique.
Standard Grade Band
TEKS Knowledge and Skills Statement Essence Statement STAAR Reporting Category
The TEKS Knowledge and Skills Statements that align to an Essence The Essence Statements are listed in this section if one exists to align The STAAR Reporting Categories are listed in this section.
Statement are listed in this section. to Instructional Targets in this section.
*All grade level TEKS have been placed in the correlating grade *All Essence Statements have been assigned a code that matches the
bands. However, 3rd grade TEKS have also been aligned to the TEKS code. However, if an Essence Statement aligns to more than
elementary grade band. Dots after the TEKS code indicates that the one Instructional Target, a sequence of dots will follow the code to
TEKS is not in the actual grade band. indicate that it is being aligned to more than one Instructional Target.
n2y Instructional Targets n2y Grade Band Lessons and Activities n2y Supporting Activities
Instructional Targets reflect the essential content of grade level Unique Unique
standards. Lessons that address instructional targets are listed in this column. Unique’s supporting tools and guides supplement the unit lessons.
Lessons from Unique units maintain a consistent format so that Pertinent supports are listed in this column.
instructional targets are taught each month. News-2-You
Supporting activities and lessons, which provide practice for
Instructional Targets, are listed in this column.
n2y Differentiated Tasks
Differentiated tasks descriptors ensure that students with a wide variety of learning abilities and needs are able to access, participate and make progress in the standards based activities.
Differentiated task descriptors are written in student performance terminology.
Level 3 Level 2 Level 1
• Students at this level are expected to reach the highest level of • Students at this level likely will require support in • Students at this level require maximum support in learning.
independence. all learning activities. Increasing participation is the primary goal.
Copyright © 2019 n2y, LLC. All rights reserved.

Unique Learning System®, Revised October 2019 Page 1 of 83
Alignment Tools
Reading Standards for Literature – Key Idea and Details Grades K–2
(3.5.) Reading/Comprehension of Literary Text/Theme and Genre. 3.5 Identifies themes in fables, legends, myths, or stories. STAAR Reporting Category 2 – Understanding and Analysis of
Students analyze, make inferences and draw conclusions about theme Literary Texts: The student will demonstrate an ability to
and genre in different cultural, historical and contemporary contexts understand and analyze literary texts.
and provide evidence from the text to support their understanding.
(Supporting Standard)
(3.8.) Reading/Comprehension of Literary Text/Fiction. Students 3.8 Identifies plot and character interaction in literary texts.
understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their
understanding. (Readiness Standard)
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities n2y Supporting Activities
• Answer questions about key details of a story. Unique Unique
• Retell a familiar story, including key details. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Identify characters, setting and events in a story. Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
n2y Library
Standards Connection
• Students will independently read who, what, where, when or why • Students will point to or select a picture from a choice of three in • Students will respond to a who or what question by choosing a
questions about a story and write, speak or select an answer. response to a who, what or where question about a story. single option or an errorless picture.
• Students will retell a story, including the main idea and key details. • Students will use picture supports to retell key details from a story. • Students will retell key details from a story through an active
• Students will describe characters, setting and events from a story. • Students will use picture supports to identify characters, settings participation response (e.g., voice output device, eye gaze
and events from a story. choice board).
• Students will select a picture to identify a character or an event
from a story (single option or errorless choice).

Alignment Tools
Reading Standards for Literature - Craft and Structure Grades K–2

(3.4.) Reading/Vocabulary Development. Students understand new 3.4 Identifies new vocabulary words using a variety of strategies. STAAR Reporting Category 1 – Understanding Across Genres:
vocabulary and use it when reading and writing. (Readiness and The student will demonstrate an ability to understand a variety of
Supporting Standard) written texts across reading genres.
(3.9.) Reading/Comprehension of Literary Text/Literary 3.9 Identifies features of literary nonfiction. STAAR Reporting Category 2 – Understanding and Analysis of
Nonfiction. Students understand, make inferences and draw Literary Texts: The student will demonstrate an ability to understand
conclusions about the varied structural patterns and features of and analyze literary texts.
literary nonfiction and respond by providing evidence from text to
support their understanding. (Supporting Standard)
n2y Instructional Targets n2y Elementary Grade Band Lessons and Activities • n2y Supporting Activities
• Identify words and phrases that contribute to meaning in a Unique Unique
text. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
• Recognize the difference between books that tell stories and Lesson 3: Easy Read Book N2Y Library
books that give information. Lesson 12: Vocabulary Standards Connection
• Recognize the beginning and ending of a story.
• Identify who is telling a story.
• Students will name and describe vocabulary related to the unit • Students will point to pictures or words related to the unit topic. • Students will identify a named picture related to the unit topic from
topic. • Students will identify a text that tells a story and a text that gives a single option or errorless choice.
• Students will distinguish a text that tells a story from one that information. • Students will make a selection of a text that tells a story or a text
gives information. • Students will identify the beginning or ending of a story with that gives information.
• Students will distinguish the beginning of a story from the ending support. • Students will make a selection of a text that tells the beginning or
of a story. • Students will identify a character who is talking in a story. the ending of a story with support.
• Students will determine if a story is being told by the writer or a • Students will select a picture to identify a character who is talking in
character. a story.

Alignment Tools
Reading Standards for Literature - Integration of Knowledge and Ideas Grades K–2
• Use illustrations to describe characters and events in a story. Unique Unique
• Compare characters and events in a story. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® stories
Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
Lessons 15 and 16: Literary Experience n2y Library
• Students will describe characters and events based on • Students will point to pictures within a story to identify named • When presented with an illustration from a story, students will
illustrations from a story. characters and events. select a character or an event.
• Students will describe similarities and differences between two • Students will match similarities or differences between two • Students will select two characters from a story (errorless choice).
characters or events in a story. characters in a story.

Alignment Tools
Reading Standards for Literature - Range and Level of Text Complexity Grades K–2
• Experience grade level and age-appropriate literature Unique Unique
materials, including stories and poems that are adapted to Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files//PowerPoint® Stories
student reading level. Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
Lessons 15 and 16: Literary Experience n2y Library
News-2-You
Joey’s Locker Story Book
• Students will independently read literature stories and poems • Students will read supported and shared literature stories and • Students will actively participate in supported reading of literature
that have been adapted to student reading level. poems that have been adapted to student reading level. stories and poems that have been adapted to student ability level.

Alignment Tools
Reading Standards for Informational Text - Key Ideas and Details Grades K–2
(3.13.) Reading/Comprehension of Informational Text/Expository 3.13 Identifies the main idea and supporting details in informational STAAR Reporting Category 3 – Understanding and Analysis of
Text. Students analyze, make inferences and draw conclusions texts. Informational Texts: The student will demonstrate an ability to
about expository text and provide evidence from text to support their 3.13. Identifies the main idea and supporting details in informational understand and analyze informational texts.
understanding. (Readiness Standard) texts.
• Answer questions about key details in a text. Unique Unique
• Identify the main idea in informational text. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Make connections between people, events or information in a Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
text. Lesson 26: Direction Following ULS Instructional Tools: Links with News-2-You
• Identify a sequence of events or the steps in a procedure Lesson 29: History Timeline ULS Monthly Tools: Supplemental Science
Core Task 1.1: Daily Schedule n2y Library
News-2-You News-2-You
News-2-You Current Events News Page News-2-You current Events News Page Standards Connection
People and Places in the News People in the News Standards Connection
Recipe Page Joke Page Standards Connection
Review Page PowerPoint®
Think Page World News
Sports Page Holidays
Worksheets: Recipe Review
Worksheets: Map Skills
Joey’s Locker: Cartoon
Joey’s Locker: Quiz Show
• Students will independently read questions about a text and • Students will point to or select a picture from a choice of three in • Students will respond to a question by choosing a single option or
write or select an answer. response to a question about a text. an errorless picture.
• Students will retell a text, including the main idea and key • Students will use picture supports to retell key details from a text. • Students will retell key details from a text through an active
details. • Students will use picture supports to identify people or events from participation response (e.g., voice output device, eye gaze choice
• Students will describe people, events or information from an an informational text. board).
informational text. • Students will use text supported with pictures to follow steps in a • Students will select a picture to identify a person or object from an
• Students will use text to follow steps in a direction-following direction-following activity. informational text (single option or errorless choice).
activity. • Students will select a picture to identify a directional step (single
option or errorless choice).

Alignment Tools
Reading Standards for Informational Text - Craft and Structure Grades K–2
(3.4.) Reading/Vocabulary Development. Students understand new 3.4 Identifies new vocabulary words using a variety of strategies. STAAR Reporting Category 1 – Understanding Across
vocabulary and use it when reading and writing. (Readiness and Genres: The student will demonstrate an ability to understand a
Supporting Standard) variety of written texts across reading genres.
(3.15.) Reading/Comprehension of Informational Text/Procedural 3.15 Uses information from graphic features in procedural texts. STAAR Reporting Category 3 – Understanding and Analysis
Texts. Students understand how to glean and use information in of Informational Texts: The student will demonstrate an ability
procedural texts and documents. (Supporting Standard) to understand and analyze informational texts.
• Identify words and phrases that contribute to meaning in a text. Unique Unique
• Use text features to locate key information in a text. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
Lesson 3: Easy Read Book n2y Library
Lesson 12: Vocabulary ULS Monthly Tools: Links with News-2-You
Lesson 26: Direction Following
Core Task 4.0: Circle Time Reports
People and Places in the News Worksheets: Color & Label
Joke Page Worksheets: Vocabulary Words & Definitions
Review Page Worksheets: Word Definitions
Sudoku Worksheets: Read & Do
Think Page Worksheets: Look, Think & Read
Words Page Worksheets: Cooking Vocabulary Words
Joey’s Locker: Match the Definition
Joey’s Locker: Hangman
• Students will name and describe vocabulary related to the unit • Students will point to pictures or words related to the unit topic. • Students will identify a named picture related to the unit topic from
topic. • Students will locate the title of a text. a single option or errorless choice.
• Students will locate the title, author and illustrator of a text. • Students will make a selection to indicate the title of a book.

Alignment Tools
Reading Standards for Informational Text - Integration of Knowledge and Ideas Grades K–2
(3.15.) Reading/Comprehension of Informational Text/Procedural 3.15. Uses information from graphic features in procedural texts. STAAR Reporting Category 3 – Understanding and Analysis of
Texts. Students understand how to glean and use information in Informational Texts: The student will demonstrate an ability to
procedural texts and documents. (Supporting Standard) understand and analyze informational texts.
(3.16.) Reading/Media Literacy. Students use comprehension skills to 3.16 Recognizes that informational media conveys meaning.
analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts.
• Use pictures and illustrations to support meaning within an Unique Unique
informational text. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Compare information from two texts on the same topic. Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
Core Task 4.0: Circle Time Reports ULS Monthly Tools: Supplemental Science
n2y Library
People and Places in the News PowerPoint®
Game Page
Puzzle Page
Sudoku
Think Page
Sports Page
Words Page
• Students will describe people, places and things based on • Students will point to pictures within a story to identify people, places • When presented with an illustration from a story, students will
illustrations from a text. and things from a text. select a named person, place or thing.
• Students will describe similarities and differences between two • Students will match similarities of illustrations between two texts on • Students will select two persons or objects from a story (errorless
versions of a text on the same topic. the same topic. choice).

Alignment Tools
Reading Standards for Informational Text - Range and Level of Text Complexity Grades K–2
• Read and use grade level and age-appropriate informational Unique Unique
materials, including social studies and technical texts that are Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
adapted to student reading level. Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
Lesson 26: Direction Following ULS Monthly Tools: Links with News-2-You
n2y Library
News-2-You current Events News Page Worksheets: Recipe Ingredient Needs
Recipe Page Extra Materials: Pledge of Allegiance
Sports Page Extra Materials: Star Spangled Banner
Extra Materials: Holiday Songs
• Students will independently read informational materials that • Students will read supported and shared informational materials • Students will actively participate in supported reading of
have been adapted to student reading level. that have been adapted to student reading level. informational materials that have been adapted to student ability
level.

Alignment Tools
Reading Standards for Foundational Skills - Print Concepts Grades K–2

• Demonstrate understanding of print features (left to right, Unique Unique
page to page, etc.). Lesson 1: Leveled Book ULS Instructional Guides: Phonemic Awareness
• Identify a word as a sequence of letters within a sentence Lesson 3: Easy Read Book Standards Connection
that is paired with a spoken word. Lesson 5: Word Wall
• Recognize letters of the alphabet. Lesson 11: Letters and Sounds
• Identify organizational features of a sentence (first word, Lesson 13: Scrambled Sentences
ending punctuation, etc.).
Think Page Standards Connection
• Students will independently demonstrate basic print concepts • Students will participate in basic print concepts (page turning, pointing • Students will attend to shared story reading, giving supported
(tracking from left to right and from page to page, etc.) during to words and pictures, etc.) during shared story reading. indicators to turn the page or read more.
shared story reading. • With picture support, students will point to a named text word within a • Students will select a named text word that has been paired with a
• Students will “read,” or point to a named text word or words, sentence or a choice of three words. picture.
within a text sentence. • Students will point to a named letter from a choice of three letters. • Students will make a selection to choose a letter from a choice of
• Students will name selected letters of the alphabet. three letter options (errorless choice).

Alignment Tools
Reading Standards for Foundational Skills - Phonological Awareness Grades K–2

• Match spoken words to pictures within phonological Unique Unique
awareness activities. Lessons 8, 9, and 10: Word Rime ULS Instructional Guides: Phonemic Awareness
• Demonstrate an understanding of syllables and sounds Lesson 11: Letters and Sounds Standards Connection
within spoken words. News-2-You News-2-You
• Identify rhyming words. Puzzle Page Standards Connection
• Blend onset and rime to identify a spoken word. Words Page Standards Connection
• Distinguish initial, medial and final sounds in a spoken word. Worksheets: Counting Syllables
Worksheets: Beginning Sound
Worksheets: Word Beginnings
Worksheets: Word Sort: Beginning Sound
Worksheets: Find the Sound
• Students will tap or clap sounds or syllables of a spoken word. • Students will participate in a supported tap or clap to indicate sounds • Students will participate in a supported tap or clap to indicate
• Students will name two words that rhyme. or syllables in a word. sounds or syllables in a word.
• Students will blend onset and rime to state a series of rime • Students will match pictures of two rhyming words read aloud. • Students will select a picture of a word that rhymes with a named
words. • Students will point to or select a named word rime. word (errorless choice).
• Students will name the beginning or ending sound of a word. • Students will match two words that begin with the same sound. • Students will select a picture of a named word rime (single option
choice).
• Students will select a picture of a word that begins with the same
sound as a named word (errorless choice).

Alignment Tools
Reading Standards for Foundational Skills - Phonics and Word Recognition Grades K–2
• Use letter-sound matches to decode words. Unique Unique
• Apply basic phonics skills to read new words. Lesson 5: High-Frequency Word Wall ULS Instructional Guides: Word Study
• Read high-frequency sight words. Lessons 6 and 7: High-Frequency Spelling Lists Standards Connection
Lessons 8, 9, and 10: Word Rime and Word Rime Spelling Lists
Lesson 11: Letters and Sounds
Words Page Standards Connection
Worksheets: Word Sort: Beginning Sound
• Students will independently read and write words by applying • Students will select or point to a named word from a set of three • Students will attend to activities that apply letter-sound
letter-sound correspondences. words, using cues from letter-sound correspondence. correspondence to the reading of words.
• Students will read new words by applying initial, final and vowel • Students will select or point to a named high-frequency word from a • Students will select a named high-frequency word from a single
sound knowledge. set of three words. option choice.
• Students will independently read high-frequency words.

Alignment Tools
Reading Standards for Foundational Skills - Fluency Grades K–2

• Read appropriately leveled text with purpose and Unique Unique
understanding. Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
n2y Library
News-2-You News Paper Joey’s Locker: Story Book
World News
Holiday News
• Students will independently read text stories that are selected • Students will read leveled text with support (e.g., omitted words, • Students will state a sentence from a story through an active
at the personal reading level. picture supports) participation response (e.g., voice output device, eye gaze choice
board).

Alignment Tools
Standards for Writing - Text Types and Purposes Grades K–2

• Generate a written text that states an opinion on a topic, Unique Unique
including reasons. Lesson 14: Patterned Book Standards Connection
• Generate an informational text about a topic, including details. Lessons 15 and 16: Literary Experience
• Generate a narrative text, including a sequence of events. Lesson 17: Writing Time
Lesson 30: Journal Writing
Core Task 1.5: Home Report
Core Task 4.0: Circle Time Reports (Attendance, Calendar, Weather,
Menu, Current Events)
Think Page News-2-You Worksheets Write a Story
News-2-You Worksheets Paragraph Completion
Extra Materials: Book Review
Extra Materials: Movie Review
Extra Materials: Recipe Review
Extra Materials: Sports Worksheet
Extra Materials: Horoscope Worksheet
Extra Materials: Glad to Meet You
Group Interaction: Class News

Alignment Tools

• With guidance, students will create text sentences that state an • Students will select pictures with text to complete a sentence that • Given errorless choices of pictures, students will make a selection
opinion and offer a reason (e.g., I like _____ because _____.). states an opinion and offers a reason (e.g., I like _____ because of pictures to complete a sentence that states an opinion (e.g., I like
• With guidance, students will create text sentences that provide _____.). _____.).
informational details (e.g., Today’s weather is _____. It feels • Students will select pictures with text to complete a sentence that • Given errorless choices of pictures, students will make a selection
_____.). provides information (e.g., Today’s weather is _____.). to complete an informational sentence (e.g., _____ is a vegetable.).
• With guidance, students will create sentences to tell a story that • Students will select pictures with text to complete sentences that • Given an errorless choice of pictures, students will make a
includes a sequence of events. relate a sequence of events. selection to tell a simple story sequence.

Alignment Tools
Standards for Writing - Production and Distribution of Writing Grades K–2

• With guidance and support, revise writing to add details that Unique Unique
strengthen writing. Lesson 14: Patterned Book Standards Connection
• With guidance and support, use digital tools to produce writing. Lessons 15 and 16: Literary Experience
Lesson 17: Writing Time
Think Page Group Interaction: Class News
• With support, students will create and add details and • With support, students will add pictures and text to extend a written • Given errorless choices of pictures, students will select a picture to
descriptions to strengthen written sentences. sentence idea. extend a sentence idea.
• With support, students will select and use digital tools to • With support, students will use digital tools to generate a sentence. • With support and adaptive tools, students will use digital tools to
generate sentences. complete a sentence.

Alignment Tools
Standards for Writing - Research to Build Knowledge Grades K–2

• Participate in shared research and writing projects. Unique Unique
• Recall information from experiences or shared information Information gathering is built into various writing and related Standards Connection
gathering. content activities.
Core Task 4.0: Circle Time Reports (Attendance, Calendar, Weather)
Think Page News-2-You Worksheets Key Topic Facts
News-2-You Worksheets Letter Home
• Students will recall details from shared research to contribute to • Students will share information, using picture support in a shared • Students will select a picture from an errorless choice to contribute
shared writing. research and writing task. to a shared research and writing task.

Alignment Tools
Standards for Speaking and Listening - Comprehension and Collaboration Grades K–2
• Participate in group discussions, including ability to: Unique Unique
• follow agreed-upon rules (listening to others, turn-taking, Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation
etc.), Lessons 2 and 4: Read and Comprehend Guidelines and Scripts
• continue through multiple exchanges, Lessons 15 and 16: Literary Experience
• ask questions about the topic. Core Task 4.0: Circle Time Reports (Current Events)
• Ask and answer questions about text read aloud or information News-2-You News-2-You
presented orally. News-2-You Current Events News Page – News Page People and Places in the News Standards
Recipe Page Connection
Joke Page Communication Board
Review Page Extra Materials: Glad to Meet You
Sudoku Group Interaction: Class News
Sports Page
• Students will share information and ask and answer questions • Students will share information by using picture supports during • Students will participate in conversational exchanges, using
during a conversational exchange. conversational exchanges. communication technology and picture supports.
• Students will ask and answer questions during content-specific • Students will answer questions by using picture supports during • Students will respond to questions related to content topics and
topics and tasks. content-specific topics and tasks. tasks by using picture supports and communication technologies.

Alignment Tools
Standards for Speaking and Listening - Presentation of Knowledge and Ideas Grades K–2
• Tell a story about a personal experience, including details of Unique Unique
people, places and events. Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation Guidelines and Scripts
• Add visuals or audios to enhance a story or an experience. Lessons 2 and 4: Read and Answer
• Communicate in sentences or multi-word expressions relevant Lesson 14: Patterned Book
to a task or topic. Lessons 15 and 16: Literary Experience
People and Places in the News News-2-You Current Events News Page Standards Connection
Puzzle Page Group Interaction: Class News
Sudoku
Think Page
Sports Page
• Students will communicate a personal experience, including • Students will communicate a personal experience, using picture • Students will communicate a personal experience, using
descriptions of people, places and events. supports. communication technology and picture supports.
• Students will select and use visual and audio components to • With support, students will add visual and audio components to a • Students will participate in creating visual and audio components to
enhance a presentation. presentation. support a presentation.
• Students will communicate in sentences. • Students will communicate messages in multi-word responses. • Students will communicate, using supported modes of expression.

Alignment Tools
Standards for Language - Conventions of Standard English Grades K–2

• Demonstrate conventions of standard English when speaking or Unique Unique
writing, including: Lessons 6 and 7: High-Frequency Spelling Lists Standards Connection
• uppercase and lowercase letters. Lessons 9 and 10: Word Rime Spelling Lists
• common nouns, verbs, pronouns, adjectives, question words, Lesson 13: Scrambled Sentences
conjunctions and prepositions. Lesson 14: Patterned Book
• Identify and use beginning capitalization and capitalization of names. Lessons 15 and 16: Literary Experience
• Identify and use end punctuation. Lesson 17: Writing Time
• Correctly spell words with common spelling patterns. Lesson 30: Journal Writing
Core Task 1.3: Sign In
Joey’s Locker: Parts of Speech
• Students will demonstrate conventions of spoken and written • Students will use language conventions to combine three or more • With picture support, students will combine two or more words
language, including a variety of nouns, verbs and adjectives. words, including nouns, verbs and adjectives, when expressing a during a shared writing or speaking activity.
• Students will demonstrate conventions of written language, including spoken or written idea. • Students will locate capital letters in a name or sentence.
beginning capitalization in sentences and names. • Students will locate beginning capital letters and ending punctuation
• Students will demonstrate conventions of written language, including in a written sentence.
end punctuation. • Students will spell common words with letter-sound matches.
• Students will spell and write words with common spelling patterns.

Alignment Tools
Standards for Language - Knowledge of Language Grades K–2

• Apply conventions of language to communicate (begins Unique Unique
in grade 2). Lessons 2 and 4: Read and Comprehend Standards Connection
Lesson 13: Scrambled Sentences
Lesson 14: Patterned Book
Lessons 15 and 16: Literary Experience
Lesson 17: Writing Time
News-2-You current Events News Page Standards Connection
People and Places in the News Standards Connection
Sports Page Standards Connection
• Students will use language structures to express spoken or • Students will use language structures when speaking or writing. • Students will use language structures to express an idea.
written sentences.

Alignment Tools
Standards for Language - Vocabulary Acquisition and Use Grades K–2

• Use context and word clues to determine the meaning of Unique Unique
unknown or multiple-meaning words within text. Lesson 12: Vocabulary ULS Instructional Guides: Vocabulary
• Sort words into categories. Lesson 18: Vocabulary Sort Standards Connection
• When speaking, use words and phrases acquired through News-2-You News-2-You
reading and conversation. Words Page Game Page Standards Connection
Worksheets: Sense Matrix
Core Worksheets: Word Sort
Core Worksheets: Webbing
• Students will describe the meaning of a word based on how it is • Students will point to pictures or words to match a description within • Students will identify a named picture related to the unit topic from
used in a text passage. a text passage. a single option or errorless choice.
• Students will sort like words into appropriate categories. • Students will sort pictures into appropriate categories. • Students will make a selection to indicate a picture within a given
• Students will use topic words in conversation. • Students will point to pictures of key vocabulary from a unit topic as category (errorless choice).
part of a discussion. • Students will make a selection to indicate a picture of key
vocabulary within a unit topic.

Alignment Tools
Reading Standards for Literature - Key Ideas and Details Grades 3–5
(3.5) Reading/Comprehension of Literary Text/Theme and Genre. 3.5 Identifies themes in fables, legends, myths, or STAAR Reporting Category 2 – Understanding and Analysis of Literary
Students analyze, make inferences and draw conclusions about theme stories. Texts: The student will demonstrate an ability to understand and analyze
and genre in different cultural, historical and contemporary contexts and literary texts.
provide evidence from the text to support their understanding. (Supporting
Standard)
(3.8) Reading/Comprehension of Literary Text/Fiction. Students 3.8 Identifies plot and character interaction in literary
understand, make inferences and draw conclusions about the structure texts.
(4.4) Reading/Comprehension of Literary Text/Poetry. Students 4.4 Identifies the structure and elements of poetry.
understand, make inferences, and draw conclusions about the structure
and elements of poetry and provide evidence from the text to support their
understanding. (Supporting Standard)
(4.5) Reading/Comprehension of Literary Text/Drama. Students 4.5 Identifies the structure and elements of drama.
understand, make inferences, and draw conclusions about the structure
and elements of drama and provide evidence from text to support their
understand, make inferences, and draw conclusions about the structure texts.
understanding. (Readiness and Supporting Standard)
(5.3) Reading/Comprehension of Literary Text/Theme and Genre. 5.3 Identifies themes in literary texts.
Students analyze, make inferences and draw conclusions about theme
and genre in different cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding. (Supporting
standard)
understand, make inferences and draw conclusions about the structure texts.
understanding. (Readiness and Supporting)
n2y Instructional Targets n2y Intermediate Grade Band Lessons and Activities n2y Supporting Activities
• Answer questions and locate details in text to support an Unique Unique
answer. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint ® Stories
• Summarize a story to show understanding of the main theme Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
and details. Lesson 13: Literary Experience n2y Library
• Describe characters, settings and events in a story. Standards Connection

Alignment Tools

• Students will independently read questions about a story and • Students will point to or select a picture from a choice of three • Students will respond to a question by choosing a single option or errorless
write, speak, or select an answer. in response to a who, what or where question about a story. picture.
• Students will retell a story, including the main idea and key • Students will use picture supports to retell key details from a • Students will retell key details from a story through an active participation
details. story. response (e.g., voice output device, eye gaze choice board).
• Students will describe characters, setting and events in a story. • Students will use picture supports to identify characters, • Students will select a picture to identify a character or an event from a
settings and events from a story. story (single option or errorless choice).

Alignment Tools
Reading Standards for Literature - Craft and Structure Grades 3–5

(3.4) Reading/Vocabulary Development. Students understand new 3.4 Identifies new vocabulary words using a variety of strategies. STAAR Reporting Category 1 – Understanding Across Genres:
(4.2) Reading/Vocabulary Development. Students understand new 4.2 Identifies new vocabulary words using a variety of strategies.
vocabulary and use it when reading and writing. (Readiness
Standard)
(5.2) Reading/Vocabulary Development. Students understand new 5.2 Identifies new vocabulary words using a variety of strategies.
Standard)
• Use context clues and illustrations to determine meanings of Unique Unique
words. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
• Describe the beginning, middle and end of a story. Lesson 3: Easy Read Book n2y Library
• Identify the point of view of a story (first person: character tells; Lesson 11: Vocabulary Standards Connection
third person: writer tells). Lesson 13: Literary Experience
• Students will determine literal and figurative meaning of a word • Students will point to pictures or words to match words with meanings • Students will identify a named picture related to the unit topic from a
as it is used in a text. from text. single option or errorless choice.
• Students will use signal words (e.g., first, next, then) to • Students will describe the beginning, middle or end of a story with • Students will identify the beginning, middle or end of a story with
describe the beginning, middle and end of a story. support. support.
• Students will identify the point of view of a story by determining • Students will identify a character who is telling a story. • Students will identify a picture of a character from a story.
who is telling the story (writer or character).

Alignment Tools
Reading Standards for Literature - Integration of Knowledge and Ideas Grades 3–5
(3.16) Reading/Media Literacy. Students use comprehension skills to 3.16 Recognizes that informational media conveys meaning.
analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts.
(4.14) Reading/Media Literacy. Students use comprehension skills 4.14 Recognizes that informational media conveys meaning.
to analyze how words, images, graphics, and sounds work together
in various forms to impact meaning. (Supporting Standard)
• Use illustrations and multimedia to describe the meaning of Unique Unique
text. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Compare themes and topics within the same genre. Lessons 3 and 4: Easy Read Book/Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
Lesson 13: Literary Experience n2y Library
• Students will describe characters and events based on • Students will point to pictures within a story to identify named • When presented with an illustration from a story, students will select
illustrations and other visuals from a story. characters and events. a character or an event.
• Students will describe similarities and differences between • Students will match similarities or differences between two • Students will select two similar characters from a story or stories
characters or events of a story from two different books. characters of a story or stories. (errorless choice).

Alignment Tools
Reading Standards for Literature - Range and Level of Text Complexity Grades 3–5
materials, including stories, poems, plays, fiction and Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
nonfiction works that are adapted to student reading level. Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
Lessons 5 and 6: Articles n2y Library
Lesson 13: Literary Experience Standards Connection
Joey’s Locker Story Book
• Students will independently read literature: stories, poems, • Students will read supported and shared literature: stories, poems, • Students will actively participate in supported reading of
plays, fiction and nonfiction works that have been adapted to plays, fiction and nonfiction works that have been adapted to literature: stories, poems, plays, fiction and nonfiction works that
student reading level. student reading level. have been adapted to student ability level.

Alignment Tools
Reading Standards for Informational Text - Key Ideas and Details Grades 3–5
(3.13) Reading/Comprehension of Informational Text/Expository 3.13 Identifies the main idea and supporting details in informational STAAR Reporting Category 3 – Understanding and Analysis of
Text. Students analyze, make inferences and draw conclusions texts. Informational Texts: The student will demonstrate an ability to
about expository text and provide evidence from text to support their understand and analyze informational texts.
(4.11) Reading/Comprehension of Informational Text/Expository 4.11 Identifies the main idea and supporting details in informational
Text. Students analyze, make inferences, and draw conclusions texts.
about expository texts and provide evidence from text to support their
(4.13) Reading/Comprehension of Informational Text/Procedural 4.13 Recognizes sequence and uses factual information from graphic
Texts. Students understand how to glean and use information in features in procedural texts.
procedural texts and documents. (Supporting Standard)
(5.10) Reading/Comprehension of Informational Text/Culture and 5.10 Identifies topic and author’s purpose in informational texts.
History. Students analyze, make inferences and draw conclusions
about the author's purpose in cultural, historical, and contemporary
contexts and provide evidence from the text to support their
(5.11) Reading/Comprehension of Informational Text/Expository 5.11 Identifies the main idea and supporting details in informational
Text. Students analyze, make inferences and draw conclusions texts.
about expository text and provide evidence from text to support their
understanding. (Readiness and Supporting)
(5.12) Reading/Comprehension of Informational Text/Persuasive 5.12 Recognizes persuasive language in texts.

Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their
analysis. (Supporting Standard)
(5.13) Reading/Comprehension of Informational Text/Procedural. 5.13 Recognizes sequence and uses factual information from graphic
Students understand how to glean and use information in procedural features in procedural texts.
texts and documents. (Supporting Standard)
• Answer questions to show understanding of text. Unique Unique
• Summarize text and describe main idea and key details. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Describe a sequence of events or steps of a procedure based Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
on historical or scientific text. Lessons 5 and 6: Articles ULS Monthly Tools: Links with News-2-You
Lesson 29: History Timeline ULS Monthly Tools: Supplemental Science

Alignment Tools
News-2-You Current Events News Page News-2-You Current Events News Page Standards Connection
Recipe Page People and Places in the News Standards Connection
Review Page Recipe Page Standards Connection
Think Page Joke Page Standards Connection
Sports Page Review Page Standards Connection
PowerPoint®
World News
Holidays
write, speak, or select an answer. response to a question about a text. errorless picture.
• Students will retell a text, including the main idea and key • Students will use picture supports to retell key details from a text. • Students will retell key details from a text through an active
details. • Students will use picture supports to identify a sequence of events participation response (e.g., voice output device, eye gaze choice
• Students will describe a sequence of events from a text or the from a text or the steps of a procedure. board).
steps of a procedure. • Students will select a picture to identify an event from a text or a
step from a procedure (single option or errorless choice).

Alignment Tools
Reading Standards for Informational Text - Craft and Structure Grades 3–5
(3.9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students 3.9 Identifies features of literary nonfiction. STAAR Reporting Category 2 – Understanding and Analysis of
understand, make inferences and draw conclusions about the varied structural Literary Texts: The student will demonstrate an ability to understand
patterns and features of literary nonfiction and respond by providing evidence and analyze literary texts.
from text to support their understanding. (Supporting Standard)
(5.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students 5.7 Identifies features of literary nonfiction.
understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to
support their understanding. (Supporting)
(3.15) Reading/Comprehension of Informational Text/Procedural Texts. 3.15 Uses information from graphic features in procedural
Students understand how to glean and use information in procedural texts and texts.
documents. (Supporting Standard) STAAR Reporting Category 3 – Understanding and Analysis of
Informational Texts: The student will demonstrate an ability to
(5.12) Reading/Comprehension of Informational Text/Persuasive Text. 5.12 Recognizes persuasive language in texts. understand and analyze informational texts.
Students analyze, make inferences and draw conclusions about persuasive text
and provide evidence from text to support their analysis. (Supporting Standard)
• Determine meaning of subject-related words. Unique Unique
• Use text features (charts, bolded words, etc.) and illustrations Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
to locate information in a text. Lesson 3: Easy Read Book n2y Library
• Identify the type of informational text (fact-based article, Lessons 5 and 6: Articles ULS Monthly Tools: Links with News-2-You
schedule, recipe, etc.). Lesson 11: Vocabulary Standards Connection
Lesson 25: Information Please
People and Places in the News News Page Standards Connection
Joke Page Worksheets: Color & Label
Game Page Worksheets: Vocabulary Words & Definitions
Puzzle Page Worksheets: Read & Do
Sudoku Worksheets: Look, Think & Read
Think Page Worksheets: Cooking Vocabulary Words
Words Page Joey’s Locker: Match the Definition
• Students will determine meaning of a unit topic word as it is • Students will point to pictures or words to match words with meanings • Students will identify a named picture related to the unit topic from
used in a text. from unit topic text. a single option or errorless choice.
• Students will use text features to locate specific information in a • Students will use picture supports to locate specific information in a • Students will identify a picture of an event from a text.
text. text.

Alignment Tools
• Students will identify similarities and differences between two • Students will identify similarities between their own account of an
accounts of the same event or topic. event and another account.

Alignment Tools
Reading Standards for Informational Text - Integration of Knowledge and Ideas Grades 3–5
(3.15) Reading/Comprehension of Informational Text/Procedural 3.15. Uses information from graphic features in procedural texts. STAAR Reporting Category 3 – Understanding and Analysis of
Texts. Students understand how to glean and use information in Informational Texts: The student will demonstrate an ability to
procedural texts and documents. (Supporting Standard) understand and analyze informational texts.
• Use information gained from illustrations to support the overall Unique Unique
meaning of a text. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Combine content from two informational texts on the Lessons 3 and 4: Easy Read Book and Read and Comprehend ULS Monthly Tools: Supplemental Reading Lists
same topic. Lessons 5 and 6: Articles ULS Monthly Tools: Supplemental Science
Core Task 4.0: Circle Time Reports n2y Library
People and Places in the News World News
Game Page Holidays
Sudoku PowerPoint®
Think Page
Sports Page
Words Page
• Students will describe characters and events based on • Students will point to pictures within a text to identify named • When presented with an illustration from a text, students will select
illustrations and other visuals from a text. characters and events. a character or an event.
• Students will describe similarities and differences between key • Students will match similarities or differences between key points • Students will select a key point from a text (errorless choice).
points from two different texts. within a text.

Alignment Tools
Reading Standards for Informational Text - Range and Level of Text Complexity Grades 3–5
adapted to student reading level. Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
Lessons 5 and 6: Articles ULS Monthly Tools: Links with News-2-You
n2y Library
News-2-You Current Events News Page Worksheets: Recipe Ingredient Needs
• Students will independently read subject area and technical • Students will read supported and subject area and technical texts • Students will actively participate in supported reading of subject
texts that have been adapted to student reading level. that have been adapted to student reading level. area and technical texts that have been adapted to student ability
level.

Alignment Tools
Reading Standards for Foundational Skills - Phonics and Word Recognition Grades 3–5
• Read common sight words (e.g., high-frequency items from Unique Unique
Dolch/Fry list and commonly occurring words in the Lesson 7: High-Frequency Word Wall ULS Instructional Guides: Word Study
environment). Lessons 8 and 9: High-Frequency Spelling Lists Standards Connection
• Use letter-sound knowledge and patterns to decode words. Lesson 10: Word Sort
Puzzle Page Standards Connection
Worksheets: Counting Syllables
Worksheets: Word Sort Beginning Sounds
Worksheets: Find the Sound
• Students will independently read high-frequency words. • Students will select or point to a named high-frequency word from a • Students will select a named high-frequency word from a single
• Students will independently read and write words by applying set of three words. option choice.
letter-sound correspondences. • Students will select or point to a named word from a set of three • Students will attend to activities that apply letter-sound
words, using cues from letter-sound correspondence. correspondence to the reading of words.

Alignment Tools
Reading Standards for Foundational Skills - Fluency Grades 3–5

• Read appropriately Leveled Books with accuracy and fluency. Unique Unique
Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
Lesson 3: Easy Read Book ULS Monthly Tools: Supplemental Reading Lists
Lessons 5 and 6: Articles ULS Monthly Tools: Supplemental Science
n2y Library
News-2-You Paper PowerPoint®
World News Joey’s Locker: Story Book
Holiday News
• Students will independently read text stories that are selected at • Students will read leveled text with support (e.g., omitted word, • Students will state a sentence from a story through an active
the personal reading level. picture support, etc.). participation response (e.g., voice output device, eye gaze choice
board).

Alignment Tools
Standards for Writing - Text Types and Purposes Grades 3–5

(4.15) Writing/Writing Process. Students use elements of the 4.15 Revises text to clarify and improve meaning. STAAR Reporting Category 2 – Revision: The student will demonstrate
writing process (planning, drafting, revising, editing, and publishing) 4.15. Revises text to clarify and improve meaning. an ability to revise a variety of written texts.
to compose text. (Readiness Standard)
(4.18) Writing/Expository [and Procedural] Texts. Students write 4.18 Revises topic sentence and supporting details in expository
expository [and procedural or work-related] texts to communicate text.
ideas and information to specific audiences for specific purposes.
• Generate simple written sentences that express an opinion Unique Unique
and provide supporting details. Lesson 12: Scrambled Sentences Standards Connection
• Generate simple sentences to convey information, including Lesson 13: Literary Experience
factual sentences and a concluding statement. Lesson 15: Time for Writing
• Generate simple narrative sentences on a personal Lesson 30: Journal Writing
experience, including a sequence of events. Core Task 1.5: Home Report
Think Page Worksheets: Write a Story
Worksheets: Paragraph Completion
• Students will create multiple sentences with an opinion and • Students will select pictures with text to complete a sentence that • Given errorless choices of pictures, students will make a selection of
supporting reasons (e.g., I like _____ because _____.). gives an opinion and a reason for that opinion (e.g., I like _____ pictures to communicate an opinion (e.g., I like _____.).
• Students will create multiple sentences that give factual because _____.). • Given errorless choices of pictures, students will make a selection to
information (e.g., Today’s weather is _____. It feels _____.). • Students will select pictures with text to create a sentence that communicate an informational sentence (e.g., _____ is a vegetable.).
• Students will create multiple sentences to tell a story containing gives factual information (e.g., Today’s weather is _____.). • Given an errorless choice of pictures, students will make a selection to
a sequence of events. • Students will select pictures with text to create sentences that tell tell a simple story sequence.
a story.

Alignment Tools
Standards for Writing - Production and Distribution of Writing Grades 3–5

(4.15) Writing/Writing Process. Students use elements of the 4.15.. Revises text to clarify and improve meaning. STAAR Reporting Category 2 – Revision: The student will
writing process (planning, drafting, revising, editing, and publishing) demonstrate an ability to revise a variety of written texts.
(4.18) Writing/Expository [and Procedural] Texts. Students write 4.18. Revises topic sentence and supporting details in expository STAAR Reporting Category 3 – Editing: The student will
expository [and procedural or work-related] texts to communicate text. demonstrate an ability to edit a variety of texts.
(4.20) [Oral and] Written Conventions/Conventions. Students 4.20 Edits text for correct word usage.
understand the function of and use the conventions of academic
language when speaking and writing. Students continue to apply
earlier standards with greater complexity. (Readiness and Supporting
Standard)
(4.21) [Oral and] Written Conventions/Handwriting, 4.21 Edits text for correct capitalization and punctuation.
Capitalization, and Punctuation. Students write legibly and use
appropriate capitalization and punctuation conventions in their
compositions. (Readiness and Supporting Standard)
(4.22) [Oral and] Written Conventions/Spelling. Students spell 4.22 Edits text for correct spelling.
correctly. (Readiness and Supporting Standard)
• With guidance and support, plan, edit and revise writing to Unique Unique
increase clarity. Lesson 12: Scrambled Sentences Standards Connection
• With guidance and support, use technology to compose Lesson 13: Literary Experience
sentences and paragraphs. Lesson 14: Edit It
Lesson 15: Time for Writing

Alignment Tools

• With support, students will plan, edit and revise writing to • With support, students will use pictures and text to plan, edit and • Given errorless choices of pictures, students will make a selection
strengthen written sentences. revise a written sentence idea. of pictures to plan, edit and revise a sentence idea.
• With support, students will select and use digital tools to • With support, students will use digital tools to generate multiple • With support and adaptive tools, students will use digital tools to
generate a paragraph. sentences. complete a sentence.

Alignment Tools
Standards for Writing - Research to Build Knowledge Grades 3–5

• Research and collect information from given sources to build Unique Unique
knowledge on a topic. Lessons 5 and 6: Articles Standards Connection
• Recall and categorize details from experiences or print and Core Task 4.0: Circle Time Reports (Calendar, Weather)
digital sources. Information gathering is built into various writing and related content
• Gather information from (adapted) literary or informational activities.
materials. News-2-You News-2-You
Worksheets: Key Topic Facts
Worksheets Letter Home
• Students will research and gather information from print and • Students will contribute to shared research to collect information • Students will select a picture from an errorless choice to
digital sources on a specific topic. from print or digital sources on a specific topic. contribute to a shared research and writing task.

Alignment Tools
Standards for Writing - Range of Writing Grades 3–5

• Participate routinely in a variety of supported writing activities. Unique Unique
Lesson 12: Scrambled Sentences Standards Connection
Lesson 13: Literary Experience
Lesson 14: Edit It
n2y Unique Differentiated Tasks
• Students will write routinely for a range of discipline-specific • Students will participate routinely in supported writing activities for • Students will actively participate in shared writing and
tasks, purposes and audiences. a range of discipline-specific tasks, purposes and audiences. communication activities for a range of discipline-specific tasks,
purposes and audiences.

Alignment Tools
Standards for Speaking and Listening - Comprehension and Collaboration Grades 3–5
• Participate in grade level and age appropriate discussions, Unique Unique
including ability to: Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation Guidelines and Scripts
• follow agreed-upon rules (gaining attention, Lessons 2 and 4: Read and Answer
turn-taking, etc.), Lesson 13: Literary Experience
• ask questions that contribute to the discussion. Core Task 4.0: Circle Time (Current Events)
• Summarize information from text read aloud or presented in News-2-You News-2-You
diverse media formats. News-2-You Current Events News Page People and Places in the News Standards Connection
• Summarize key points from a speaker. Recipe Page Recipe Page Standards Connection
Joke Page Joke Page Standards Connection
Review Page Review Page Standards Connection
Sports Page Sports Page Standards Connection
Communication Board
• Students will share information and ask and answer questions • Students will share information during group discussions, using picture • Students will participate in conversational exchanges, using
during a group discussion. supports. communication technology and picture supports.
• Students will summarize information from content-specific • Students will give a description of information, using picture supports • Students will respond to questions related to content topics and
reading, topics and tasks. from content-specific reading, topics and tasks. tasks, using picture supports and communication technologies.

Alignment Tools
Standards for Speaking and Listening - Presentation of Knowledge and Ideas Grades 3–5
• Report on a topic or personal experience, including main Unique Unique
ideas and key details. Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation Guidelines and Scripts
• Add media to enhance a presentation. Lessons 2 and 4: Read and Comprehend
• Communicate multiple ideas or information specific to a task Lesson 13: Literary Experience
or topic. Core Task 1.5: Home Report
People and Places in the News People and Places in the News Standards Connection
Joke Page Review Standards Connection
Puzzle Page Sports Standards Connection
Sports Page Communication Board
Words Page Group Interaction: Class News
• Students will communicate on a topic, including main ideas and • Students will communicate main ideas and details of a topic, using • Students will communicate basic information on a topic or an
key details. picture supports. experience, using communication technology and picture support.
• Students will select and use multimedia components to • With support, students will add multimedia components to a • Students will participate in creating multimedia components to
• Students will communicate multiple sentences, using formal or • Students will communicate messages in multi-word responses • Students will communicate through supported modes of
informal language specific to the task or topic. specific to a topic. expression.

Alignment Tools
Standards for Language - Conventions of Standard English Grades 3–5

(4.15) Writing/Writing Process. Students use elements of the 4.15…Edits text using correct grammar, mechanics, and spelling. STAAR Reporting Category 3 – Editing: The student will
writing process (planning, drafting, revising, editing, and publishing) demonstrate an ability to edit a variety of texts.
(4.21) [Oral and] Written Conventions/Handwriting, 4.21. Edits text for correct capitalization and punctuation.
(4.22) [Oral and] Written Conventions/Spelling. Students spell 4.22. Edits text for correct spelling.
correctly. (Readiness and Supporting Standard)
• Demonstrate conventions of grammar when writing or speaking Unique Unique
declarative and interrogatory sentences. Lessons 8 and 9: High-Frequency Spelling Lists Standards Connection
• Generate a written sentence with appropriate capitalization and Lesson 12: Scrambled Sentences
punctuation. Lesson 13: Literary Experience
• Correctly spell words with common spelling patterns. Lesson 14: Edit It
Core Task 1.3: Sign In
Think Page Game Page Standards Connection
• Students will demonstrate conventions of grammar in spoken • Students will combine nouns, pronouns, verbs, adjectives and • With picture supports, students will combine two or more words
and written sentence forms. prepositions in grammatically correct order when speaking or writing. during a shared writing or speaking activity.
• Students will demonstrate conventions of written language, • Students will identify beginning capital letters and ending punctuation • Students will locate capital letters in a name or sentence.
including appropriate initial capitalization and ending in a written sentence. • With support, students will identify letter-sound matches to
punctuation. • Students will spell common words with letter-sound matches. contribute to spelling a word.
• Students will spell and write words with common spelling
patterns.

Alignment Tools
Standards for Language - Knowledge of Language Grades 3–5

(4.20) [Oral and] Written Conventions/Conventions. Students 4.20. Edits text for correct word usage. STAAR Reporting Category 3 – Editing: The student will
understand the function of and use the conventions of academic demonstrate an ability to edit a variety of texts.
language when speaking and writing. Students continue to apply
earlier standards with greater complexity. (Readiness and Supporting
Standard)
• Choose appropriate words and phrases to convey a spoken or Unique Unique
written message. Lessons 2 and 4: Read and Comprehend Standards Connection
Lesson 12: Scrambled Sentences
Lesson 13: Literary Experience
Lesson 14: Write a Story
Recipe Page Standards Connection
Review Page Standards Connection
• Students will select words and phrases to convey a specific • Students will choose words and phrases to convey an idea when • Students will use language to communicate an idea.
spoken or written message. speaking or writing.

Alignment Tools
Standards for Language - Vocabulary Acquisition and Use Grades 3–5

(3.4) Reading/Vocabulary Development. Students understand new 3.4. Identifies new vocabulary words using a variety of strategies. STAAR Reporting Category 1 – Understanding Across Genres:
(4.2) Reading/Vocabulary Development. Students understand new 4.2. Identifies new vocabulary words using a variety of strategies.
Standard)
(5.2) Reading/Vocabulary Development. Students understand new 5.2. Identifies new vocabulary words using a variety of strategies.
Standard)
• Use context clues, word structures or glossaries to determine Unique Unique
the meaning of unknown words. Lesson 11: Vocabulary ULS Instructional Guides: Vocabulary
• Identify the meaning of simple figurative language (similes Standards Connection
and metaphors). News-2-You News-2-You
• Use words acquired through conversation and domain-specific Puzzle Page Game Page Standards Connection
sources when speaking and writing. Words Page Worksheets: Sense Matrix
• Students will match a unit word to a definition. • Students will point to pictures or words to match a description within • Students will identify a named picture related to the unit topic from
• Students will identify the meaning of words with multiple a text passage. a single option or errorless choice.
meanings and recognize figurative language. • Students will match words and pictures with similar meanings. • Students will make a selection to indicate a picture of a word with a
• Students will use topic words in conversation. • Students will point to pictures of key vocabulary from unit topics as meaning similar to that of another word (errorless choice).
part of a discussion. • Students will make a selection to indicate a picture of key

Alignment Tools
(6.3) Reading/Comprehension of Literary Text/Theme and Genre. 6.3 Identifies themes in a variety of literary texts. STAAR Reporting Category 2 – Understanding and Analysis of
Students analyze, make inferences and draw conclusions about 6.3. Identifies themes in a variety of literary texts. Literary Texts: The student will demonstrate an ability to understand
theme and genre in different cultural, historical, and contemporary and analyze literary texts.
(6.6) Reading/Comprehension of Literary Text/Fiction. Students 6.6 Identifies the structure and elements of drama.
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to
support their understanding. (Readiness and Supporting Standard)
(7.4) Reading/Comprehension of Literary Text/Poetry. Students 7.4 Identifies structure and elements of poetry including graphical
understand, make inferences and draw conclusions about the elements.
structure and elements of poetry and provide evidence from text to
(7.6) Reading Comprehension of Literary Text/Fiction. Students 7.6 Recognizes how elements of fiction contribute to plot
understand, make inferences and draw conclusions about the development.
(8.3) Reading/Comprehension of Literary Text/Theme and Genre. 8.3 Identifies how characters are impacted by the theme in a literary
Students analyze, make inferences and draw conclusions about the text.
theme and genre in different cultural, historical, and contemporary
(8.6) Reading/Comprehension of Literary Text/Fiction. Students 8.6 Recognizes how elements of fiction contribute to plot
understand, make inferences and draw conclusions about the development.
n2y Instructional Targets n2y Middle School Grade Band Lessons and Activities n2y Supporting Activities
• Answer questions to explain the main ideas, details and Unique Unique
inferences of a story. Lessons 1 and 2: Leveled Book and Read and Comprehend ULS Instructional Guides: Word Study
• Summarize the main theme and key events of a story. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Sequence the events of a story Comprehend ULS Monthly Tools: Supplemental Reading Lists
n2y Library
Joey’s Story Book

Alignment Tools

• Students will independently read questions about a story • Students will point to or select a picture from a choice of three in • Students will respond to a question by choosing a single option or
and write, speak, or select an answer. response to a question about a story. errorless picture.
• Students will summarize a story, including the main idea or • Students will use picture supports to retell key details or characters from • Students will retell key details or characters from a story through an
theme and key details. a story. active participation response (e.g., voice output device, eye gaze
• Students will describe the plot of a story by putting the • Students will use picture supports to identify events and the order in choice board).
events in order. which they happened in a story. • Students will select a picture to identify an event from a story
(single option or errorless choice).

Alignment Tools

(6.2) Reading/Vocabulary Development. Students understand new 6.2 Identifies new vocabulary words in text using a variety of STAAR Reporting Category 1 – Understanding and Analysis
vocabulary and use it when reading and writing. (Readiness strategies. Across Genres: The student will demonstrate an ability to understand
Standard) and analyze a variety of written texts across reading genres.
(7.2) Reading/Vocabulary Development. Students understand new 7.2 Identifies new vocabulary words in text using a variety of
vocabulary and use it when reading and writing. (Readiness strategies.
Standard)
(8.2) Reading/Vocabulary Development. Students understand new 8.2 Identifies new vocabulary words in text using a variety of
Standard)
(6.5) Reading/Comprehension of Literary Text/Drama. Students 6.5 Identifies the structure and elements of drama. STAAR Reporting Category 2 – Understanding and Analysis of
understand, make inferences and draw conclusions about the Literary Texts: The student will demonstrate an ability to understand
structure and elements of drama and provide evidence from text to and analyze literary texts.
(8.7) Reading/Comprehension of Literary Text/Literary 8.7 Recognizes author’s use of language in literary nonfiction.
Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of
literary nonfiction and provide evidence from text to support their
words and phrases in a text, including figurative meanings. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
• Identify the structure of a story, play or poem. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book n2y Library
• Determine the feelings created by the author in a story, play Lesson 15: Word Study Standards Connection
or poem.
• Students will determine meaning (literal and figurative) of a • Students will point to pictures or words to match words with • Students will identify a named picture related to the unit topic from
word as it is used in text. meanings from text. a single option or errorless choice.
• Students will describe words, phrases or features that are part • Students will identify words, phrases or features that are part of the • Students will select a word or picture that is a part of the structure
of the structure of a story, play or poem. structure of a story, play or poem, with support. of a story, play or poem.
• Students will describe the words, phrases or features that • Students will identify words, phrases or features that evoke feelings • Students will select a word or picture that evokes feelings in a story.
evoke feelings in a story, play or poem. in a story, play or poem with support.

Alignment Tools
• Compare various ways to read, listen to and view stories and Unique Unique
drama (print, multimedia, etc.). Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Compare different genres and identify personal preferences. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
Comprehend n2y Library
• Students will describe similar and different features of reading a • Students will identify similarities and differences between reading a • Students will select a detail that is similar or different from two
story as opposed to viewing and listening to a multimedia story and experiencing a multimedia version of that story. different presentations of a story.
version of that story. • Students will identify two stories or books of the same genre. • Students will select a book or story of personal preference.
• Students will identify different genres and match books and
stories that belong in each genre.

Alignment Tools
materials, including poems, biographies, chapter books, Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
fiction and nonfiction works that are adapted to student Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supplemental Reading Lists
reading level. Lesson 17: Book Report n2y Library
• Students will independently read literature forms, including • Students will read supported and shared literature forms, including • Students will actively participate in supported reading of literature
chapter books, biographies, poems, fiction and nonfiction works chapter books, biographies, poems, fiction and nonfiction works that forms, including chapter books, biographies, poems, fiction and
that have been adapted to student reading level. have been adapted to student reading level. nonfiction works that have been adapted to student ability level.

Alignment Tools
Reading Standards for Informational Text - Key Ideas and Details Grades 6–8
• Answer questions and locate information in text to support the Unique Unique
main idea and key details. Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Summarize the central idea and main events of a text. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
• Summarize a sequence of events or steps in a text. Comprehend ULS Monthly Tools: Links with News-2-You
Lesson 29: History Timeline ULS Monthly Tools: Supplemental Science
Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks n2y Library
Core Task 1.1: Daily Schedules Standards Connection
Core Task 5.0: Mealtime Tasks
People and Places in the News People and Places in the News Page Standards Connection
Recipe Page Recipe Page Standards Connection
Review Page Joke Page Standards Connection
Puzzle Page Review Standards Connection
Think Page Sports Page Standards Connection
Sports Page PowerPoint®
World News
Holidays
Worksheets: Recipe Review
write, speak or select an answer. response to a question about a text. errorless picture.
• Students will summarize the main idea and key details of a text. • Students will use picture supports to retell key details from a text. • Students will retell key details from a text through an active
• Students will describe a sequence of events in a text or the • Students will use picture supports to identify a sequence of events participation response (e.g., voice output device, eye gaze choice
steps of a procedure. from a text or the steps of a procedure. board).
• Students will select a picture to identify an event in a text or a step
in a procedure (single option or errorless choice).

Alignment Tools
(6.10) Reading/Comprehension of Informational Text/Expository 6.10 Recognizes how organizational patterns impact main idea and STAAR Reporting Category 3 – Understanding and Analysis of
Text. Students analyze, make inferences and draw conclusions details in informational texts. Informational Texts: The student will demonstrate an ability to
about expository text and provide evidence from text to support their understand and analyze informational texts.
(6.11) Reading/Comprehension of Informational Text/Persuasive 6.11 Recognizes the arguments presented in persuasive texts.
Texts. Students analyze, make inferences, and draw conclusions
(7.10) Reading/Comprehension of Informational Text/Expository 7.10 Recognizes how organizational patterns impact main idea and
Text. Students analyze, make inferences and draw conclusions details in informational texts.
(8.10) Reading/Comprehension of Informational Text/Expository 8.10 Recognizes how organizational patterns impact main idea and
Text. Students analyze, make inferences and draw conclusions details in informational texts.
analysis. (Supporting Standard).
• Determine the meaning of words and phrases that support the Unique Unique
purpose of the text. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
• Identify how sentences, paragraphs, chapters or sections of a Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
text support the text's purpose. Lesson 15: Word Study ULS Monthly Tools: Supplemental Reading Lists
• Identify the purpose of an informational text. Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks ULS Monthly Tools: Links with News-2-You
Core Task 5.0: Mealtime Tasks ULS Monthly Tools: Supplemental Science
n2y Library

Alignment Tools
People and Places in the News Puzzle Page Standards Connection

Recipe Page Words Page Standards Connection
Game Page Worksheets: Word Definitions
Review Page Worksheets: Read & Do
Puzzle Page Worksheets: Look, Think & Read
• Students will determine meaning (literal and figurative) of a • Students will point to pictures or words to match words with • Students will identify a named picture related to the unit topic from
word as it is used in a text. meanings from text. a single option or errorless choice.
• Students will describe given information or steps of a procedure • Students will identify a sentence that gives information or is a step in • Students will select a picture that represents information from the
as it supports the main idea of a text. a procedure. text or a step of a procedure.
• Students will identify words, phrases or features that support • With support, students will identify the intent of the text as to inform • Students will identify a picture representing the intent of the text
the author’s intent or purpose. or to persuade. (may be errorless choice).

Alignment Tools
(6.12) Reading/Comprehension of Informational Text/Procedural. 6.12 Uses graphic features to understand procedural texts. STAAR Reporting Category 3 – Understanding and Analysis of
Students understand how to glean and use information in procedural Informational Texts: The student will demonstrate an ability to
texts and documents. (Supporting Standard) understand and analyze informational texts.
(7.12) Reading/Comprehension of Informational Text/Procedural 7.12 Uses graphic features to understand procedural texts.
Text. Students understand how to glean and use information in
procedural texts and documents. (Supporting Standard)
(8.12) Reading/Comprehension of Informational Text/Procedural. 8.12 Use graphic features to understand procedural texts.
Students understand how to glean and use information in procedural
texts and documents. (Supporting Standard)
(7.13) Reading/Media Literacy. Students use comprehension skills 7.13 Recognizes the various techniques used in media that impact
to analyze how words, images, graphics, and sounds work together the meaning of literary texts.
in various forms to impact meaning. Students will continue to apply
earlier standards with greater depth in increasingly more complex
texts. (Supporting Standard)
• Evaluate different media (print, digital, etc.) as a means to gain Unique Unique
information on a topic. Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Identify relevant information in a text. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
Comprehend ULS Monthly Tools: Links with News-2-You
Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks ULS Monthly Tools: Supplemental Science
Core Tasks 2.1, 2.1, 2.3: Attendance, Calendar, Weather Reports n2y Library
Core Task 5: Mealtime Tasks Standards Connection
Game Page World News
Sudoku Holidays
Think Page PowerPoint®
Sports Page
Words Page
• Students will describe similar and different features of reading a • Students will identify similarities and differences between reading a • Students will select a detail that is similar or different from two
text as opposed to viewing and listening to a multimedia text and experiencing a multimedia version of that text. different presentations of a text.
version of that text. • Students will identify key information from a text or recognize critical • Students will identify a picture of a key event from a text.
• Students will distinguish important information from a text or steps in a procedure.
steps in a procedure from items that are less important.

Alignment Tools
adapted to student reading level. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supplemental Reading Lists
Lesson 17: Book Report ULS Monthly Tools: Links with News-2-You
Core Task informational documents ULS Monthly Tools: Supplemental Science
n2y Library
Sports Pag3e Extra Materials: Start Spangled Banner
• Students will independently read informational materials, • Students will read supported and shared informational materials, • Students will actively participate in supported reading of
including social studies and technical texts that have been including social studies and technical texts that have been adapted informational materials, including social studies and technical
adapted to student reading level. to student reading level. texts that have been adapted to student ability level.

Alignment Tools

(7.14) Writing/Writing Process. Students use elements of the 7.14 Revises text using appropriate word choice. STAAR Reporting Category 2 – Revision: The student will
writing process (planning, drafting, revising, editing, and publishing) demonstrate an ability to revise a variety of written texts.
(7.17) Writing/Expository [and Procedural] Texts. Students write 7.17 Revises an expository text.
expository [and procedural or work-related] texts to communicate
(7.18) Writing/Persuasive Texts. Students write persuasive texts to 7.18 Revises persuasive text.
influence the attitudes or actions of a specific audience on specific
issues. (Supporting Standard)
• Generate a simple paragraph that expresses an opinion and Unique Unique
contains relevant supporting details. Lesson 16: Edit It Standards Connection
• Generate a simple informative paragraph that includes a Lesson 17: Book Report
defined topic, supporting details and a concluding sentence. Lesson 18: Topic Paragraph
• Generate a simple narrative paragraph that includes a logical Lesson 30: Journal Writing
sequence of events and descriptive details. Core Task 1.6: Daily Buzz
Core Tasks 2.2, 2.3: Calendar and Weather Reports
• Students will create a simple paragraph that states an opinion • Students will select pictures with text to create a written text that • Given errorless choices of pictures, students will select pictures to
and provides supporting reasons. supports an opinion. communicate an opinion on a topic.
• Students will create a simple paragraph that includes a topic • Students will select pictures with text to create a written document of • Given errorless choices of pictures, students will make a selection
sentence, supporting facts and details, and a concluding factual sentences on a topic. to communicate facts on a given topic.
sentence. • Students will select pictures with text to create a logical sequence of • Given an errorless choice of pictures, students will make a
• Students will create and write a story that includes narrative events that tell a story. selection to tell a story sequence.
elements, including a sequence of events.

Alignment Tools

(7.14) Writing/Writing Process. Students use elements of the writing 7.14. Edits text using correct grammar, mechanics, and spelling. STAAR Reporting Category 3 – Editing: The student
process (planning, drafting, revising, editing, and publishing) to compose will demonstrate an ability to edit a variety of texts.
text. (Readiness Standard)
(7.17) Writing/Expository [and Procedural] Texts. Students write 7.17. Revises an expository text. STAAR Reporting Category 2 – Revision: The student
expository [and procedural or work-related] texts to communicate ideas and will demonstrate an ability to revise a variety of written
information to specific audiences for specific purposes. (Supporting texts.
Standard)
(7.18) Writing/Persuasive Texts. Students write persuasive texts to 7.18 Revises persuasive text.
influence the attitudes or actions of a specific audience on specific issues.
(7.19) [Oral and] Written Conventions/Conventions. Students understand 7.19 Edits text for correct word usage and variance in sentence patterns. STAAR Reporting Category 3 – Editing: The student
the function of and use the conventions of academic language when will demonstrate an ability to edit a variety of texts.
speaking and writing. Students will continue to apply earlier standards with
greater complexity. (Readiness and Supporting Standard)
7.20) [Oral and] Written Conventions/Handwriting, Capitalization, and 7.20 Edits text for correct capitalization and punctuation.
Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. (Readiness and Supporting
Standard)
(7.21) [Oral and] Written Conventions/Spelling. Students spell correctly. 7.21 Edits spelling using various resources.
Students are expected to spell correctly, including using various resources
to determine and check correct spellings. (Readiness Standard)
• With some guidance and support, plan, edit and revise writing Unique Unique
to increase clarity and coherence. Lesson 16: Edit It Standards Connection
• With guidance and support, use technology, including the Lesson 17: Book Report
Internet, to compose a simple paragraph. Lesson 18: Topic Paragraph
Core Task 1.6: Daily Buzz
Think Page Think Page Standards Connection
Worksheets: Write a Story

Alignment Tools

• Students will plan, edit and revise to strengthen written • With support, students will use pictures and text to plan, edit and • Given errorless choices of pictures, students will make a selection
sentences. revise a written sentence. of pictures to plan, edit and revise a written sentence.
• Students will select and use digital tools, including the Internet, • With support, students will use digital tools, including the Internet, to • With support and adaptive tools, students will use digital tools to
to generate a paragraph. generate multiple sentences. create a sentence.

Alignment Tools

• Research and collect information to answer a question in a Unique Unique
short research project. Information gathering is built into various writing and life skills applications lessons. Standards Connection
• Generate a text document to summarize information from Lesson 17: Book Report
print and digital sources; identify sources. Core Tasks 2.2, 2.3: Calendar and Weather Reports
Worksheets: Key Topic Facts
Worksheets: Letter Home
• Students will research and gather information from multiple • Students will collect information from print or digital sources on a • Students will select a picture from an errorless choice to contribute
print and digital sources on a specific topic. specific topic. to a shared research task.
• Students will generate a report of one or more paragraphs to • Students will generate multiple sentences to summarize information. • Students will select a picture from an errorless choice to contribute
summarize information and list sources. to a shared writing task.

Alignment Tools

• Participate routinely in supported writing activities for varied Unique Unique
purposes. Lesson 16: Edit It Standards Connection
Lesson 17: Book Report
Lesson 18: Topic Paragraph
• Students will write routinely for a range of discipline-specific • Students will participate routinely in supported writing activities for a • Students will actively participate in shared writing and
tasks, purposes and audiences. range of discipline-specific tasks, purposes and audiences. communication activities for a range of discipline-specific tasks,

Alignment Tools
• Engage in grade level and age-appropriate discussions, Unique Unique
including ability to: Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation Guidelines and Scripts
• follow rules of discussion, Lessons 1 and 2: Leveled Book and Read and Comprehend
• ask questions related to the topic; respond to others’ Lessons 3, 5, 7, 9, 11, and 13: Discussion questions/Chapter Book
questions; make comments; share ideas. Core Task 3: Meeting Time
• Identify main ideas presented orally or from diverse Core Task 3.1: Current Events
media formats. News-2-You News-2-You
• Identify a speaker’s purpose and main ideas. News-2-You Current Events News People and Places in the News Standards Connection
Recipe Page Communication Board
Joke Page Extra Materials: Glad to Meet You
Review Page Group Interaction: Class News
Sudoku
Sports Page
• Students will share information, ask and answer questions and • Using picture supports, students will share information, ask and • Students will participate in conversational exchanges, using
make comments during a group discussion. answer questions and make comments during group discussions. communication technology and picture supports.
• Students will summarize information from content-specific • Students will describe information, using picture supports from • Using picture supports and communication technologies, students
reading, topics and tasks. content-specific reading, topics and tasks. will respond to questions related to content topics and tasks.
• Students will summarize information from a speaker’s topic. • Students will give a description of information, using picture supports • Students will respond to questions related to a speaker’s topic,
from a speaker’s topic. using picture supports and communication devices.

Alignment Tools
• Present information sequentially about a selected topic; use Unique Unique
appropriate eye contact, volume and clear pronunciation. Reporting is applicable in many lessons, including life skills applications. ULS Instructional Guides: Active Participation Guidelines and Scripts
• Add media to enhance a presentation. Lessons 1 and 2: Leveled Book/Read and Comprehend
• Adapt communication, using formal or informal language Lessons 3, 5, 7, 9, 11, and 13: Discussion questions/Chapter Book
specific to a task or situation. Lesson 18: Topic Paragraph
Core Task 3: Meeting Time
Core Task 3.1: Current Events
Sudoku
Think Page
Sports Page
• Students will communicate on a topic, including facts and • Students will use picture supports to communicate main ideas, • Students will communicate basic information on a topic or
details to support the main idea. including facts and details, on a given topic. experience, using communication technology and picture supports.
• Students will communicate by using formal or informal • Students will communicate messages in multi-word sentences • Students will communicate by using supported modes of
language specific to the task or topic. specific to the topic. expression.

Alignment Tools
Standards for Language - Conventions of Standard English Grades 6–8

(7.14) Writing/Writing Process. Students use elements of the 7.14.. Edits text using correct grammar, mechanics, and spelling. STAAR Reporting Category 3 – Editing: The student will
writing process (planning, drafting, revising, editing, and publishing) demonstrate an ability to edit a variety of texts.
(7.20) [Oral and] Written Conventions/Handwriting, 7.20. Edits text for correct capitalization and punctuation.
(7.21) [Oral and] Written Conventions/Spelling. Students spell 7.21. Edits spelling using various resources.
correctly. Students are expected to spell correctly, including using
various resources to determine and check correct spellings.
(Readiness Standard)
• Use conventions of grammar when speaking or writing. Unique Unique
• Use correct capitalization and punctuation in sentences. Lessons 1 and 2: Leveled Book and Read and Comprehend Standards Connection
• Use correct spelling in writing sentences. Lessons 3, 5, 7, 9, 11, and 13: Discussion questions with Chapter
Books
Lesson 16: Edit It
Core Task Reports
Joey’s Locker: Pars of Speech
• Students will demonstrate conventions of grammar in spoken • Students will create simple sentence forms in a grammatically • With picture supports, students will combine two or more words
and written sentence forms. correct order when speaking or writing. during a shared writing or speaking activity.
• Students will demonstrate conventions of written language, • Students will identify beginning capital letters and end punctuation in • With support, students will locate capital letters and end
including appropriate capitalization and end punctuation. a written sentence. punctuation in a sentence.
• Students will demonstrate use of common spelling conventions • Students will spell familiar words with letter-sound matches. • With support, students will choose a correctly spelled word (could
in written language. be errorless choice).

Alignment Tools

• Use conventions of language to generate sentences when Unique Unique
speaking or writing. Lesson 16: Edit It Standards Connection
Think Page News-2-You Current Events News Page Standards Connection
Recipe Standards Connection
Game Page Standards Connection
Review Page Standards Connection
Spots Page Standards Connection
• Students will use conventions of language to generate • Students will use conventions of language to generate a simple • Students will use language to share an idea with others.
sentences specific to the purpose when speaking or writing. sentence when speaking or writing.

Alignment Tools
Standards for Language -Vocabulary Acquisition and Use Grades 6–8

(6.2) Reading/Vocabulary Development. Students understand new 6.2. Identifies new vocabulary words in text using a variety of STAAR Reporting Category 1 – Understanding and Analysis
vocabulary and use it when reading and writing. (Readiness strategies. Across Genres: The student will demonstrate an ability to understand
Standard) and analyze a variety of written texts across reading genres.
(7.2) Reading/Vocabulary Development. Students understand new 7.2. Identifies new vocabulary words in text using a variety of
Standard)
(8.2) Reading/Vocabulary Development. Students understand new 8.2. Identifies new vocabulary words in text using a variety of
Standard)
• Use context clues or word structures to determine the meaning Unique Unique
of unknown words. Lessons 4, 6, 8, 10, 12, and 14: Life Skills Applications ULS Instructional Guides: Vocabulary
• Use reference materials to determine the meaning of unknown Lesson 15: Word Study Standards Connection
words. News-2-You News-2-You
• Use words acquired through academic and domain-specific Words Page Game Page Standards Connection
sources when speaking and writing. Puzzle Page Standards Connection
• Students will identify the meaning of words with multiple • Students will point to pictures or words to match a description within • Students will identify a named picture related to the unit topic from
meanings and recognize figurative language. a text passage. a single option or errorless choice.
• Students will use reference materials such as a glossary, or a • Students will match words and pictures that have similar meanings. • Students will make a selection to indicate a picture of a word whose
dictionary to determine the meaning of an unknown word. • Students will point to pictures of key vocabulary from unit topics as meaning is similar to that of another word (errorless choice).
• Students will use unit topic words in conversation. part of a discussion. • Students will make a selection to indicate a picture of key

Alignment Tools
English I (4) Reading/ Comprehension of Literary Text/Drama. English 1.4 Uses text evidence to identify how structure enhances STAAR Reporting Category 2 – Understanding and Analysis of
Students understand, make inferences and draw conclusions about dramatic texts. Literary Texts: The student will demonstrate an ability to understand
the structure and elements of drama and provide evidence from text and analyze literary texts.
to support their understanding. (Supporting Standard)
English I (5) Reading/ Comprehension of Literary Text/Fiction.

Students understand, make inferences and draw conclusions about English 1.5 Uses text evidence to identify the elements of fiction in
the structure and elements of fiction and provide evidence from text literary texts.
to support their understanding. (Readiness and Supporting Standard)
English II (5) Reading/ Comprehension of Literary Text/Fiction.

Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text English II.5 Uses text evidence to identify the elements of fiction in
to support their understanding. (Readiness and Supporting Standard) literary texts.
English II (6) Reading/ Comprehension of Literary Text/Literary

Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of
literary nonfiction and provide evidence from text to support their English II.6 Recognizes the author’s use of language in literary
understanding. (Supporting Standard) nonfiction.
n2y Instructional Targets n2y High School Grade Band Lessons and Activities n2y Supporting Activities
• Answer questions and use support from text to explain the main Unique Unique
ideas, details and inferences of a story. Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Instructional Guides: Word Study
• Summarize the main theme of a story and support it by citing Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supporting Files/PowerPoint® Stories
details. Comprehend ULS Monthly Tools: Supplemental Reading Lists
• Summarize a sequence of events in a story. n2y Library
News-2-You
Joey’s Locker: Story Book
• Students will independently read questions about a story and • Students will point to or select a picture from a choice of three in • Students will respond to a question by choosing a single option or
write, speak or select an answer. response to a question about a story. errorless picture.
• Students will summarize the main idea or theme and key details • Students will use picture supports to retell the main idea, key details • Students will retell key details or characters from a story through an
of a story. or characters from a story. active participation response (e.g., voice output device, eye gaze
• Students will describe events in order from a story. • Students will use picture supports to identify the order of events from choice board).
a story. • Students will select a picture to identify an event from a story
(single option or errorless choice).

Alignment Tools

English I (1) Reading/ Vocabulary Development. Students English I.1 Uses a variety of strategies and reference materials to STAAR Reporting Category 1 – Understanding and Analysis
understand new vocabulary and use it when reading and writing. confirm word meanings when reading. Across Genres: The student will demonstrate the ability to understand
(Readiness and Supporting Standard) and analyze a variety of written texts across reading genres.
English II (1) Reading/ Vocabulary Development. Students English II.1 Uses a variety of strategies and reference materials to
understand new vocabulary and use it when reading and writing. confirm word meanings when reading.
(Readiness and Supporting Standard)
English II (6) Reading/ Comprehension of Literary Text/Literary English II.6. Recognizes the author’s use of language in literary STAAR Reporting Category 2 – Understanding and Analysis of
Nonfiction. Students understand, make inferences and draw nonfiction. Literary Texts: The student will demonstrate an ability to understand
conclusions about the varied structural patterns and features of and analyze literary texts.
literary nonfiction and provide evidence from text to support their
words and phrases in a text, including figurative and Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
connotative meanings. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book n2y library
• Identify the structure of a story, play or poem. Lesson 15: Word Study Standards Connection
• Identify and compare what is stated directly and what is
implied in a story, play or poem.
• Students will determine literal and figurative meanings of a • Students will point to pictures or words to match words with same • Students will identify a named picture related to the unit topic from
word as it is used in a text. meanings in text. a single option or errorless choice.
• Students will describe words, phrases or features that are part • Students will identify words, phrases or features that are part of the • Students will select a word or illustration that is part of the structure
of the structure of a story, play or poem. structure of a story, play or poem with support. of a story, play or poem.
• Students will compare literal and implied meaning presented in • Students will identify feelings associated with a story, play or poem, • Students will identify or select a word that has two meanings within
a story, play or poem. with support. the context of story, play or poem.

Alignment Tools
English II (3) Reading/ Comprehension of Literary Text/Poetry. English II.3 Use text evidence to identify structure and elements in STAAR Reporting Category 2 – Understanding and Analysis of
Students understand, make inferences and draw conclusions about poetry. Literary Texts: The student will demonstrate an ability to understand
the structure and elements of poetry and provide evidence from text and analyze literary texts.
English I (4) Reading/ Comprehension of Literary Text/Drama. English I.4. Uses text evidence to identify how structure enhances
Students understand, make inferences and draw conclusions about dramatic texts.
the structure and elements of drama and provide evidence from text
English I (5) Reading/ Comprehension of Literary Text/Fiction. English I.5. Uses text evidence to identify the elements of fiction in
Students understand, make inferences and draw conclusions about literary texts.
the structure and elements of fiction and provide evidence from text
English II (5) Reading/ Comprehension of Literary Text/Fiction. English II.5. Uses text evidence to identify the elements of fiction in
Students understand, make inferences and draw conclusions about literary texts.
the structure and elements of fiction and provide evidence from text
• Compare and contrast various artistic mediums (poetry, song, Unique Unique
play, movie, etc.) of literature with similar topics, characters or Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
events. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
• Compare and contrast different genres; identify personal Comprehend n2y Library
preferences. Standards Connection
• Students will describe similarities and differences in the plot, • With support, students will identify similarities and differences in the • When presented with illustrations of a character or an event from
events and characters between reading a story and plot, events or characters between reading a story and experiencing one story, students will select a matching character or event from a
experiencing a multimedia version of a similar story line. a multimedia version of a similar storyline, character or event. similar story.
• Students will experience different literature genres having • Students will identify two stories or books of the same genre. • Students will select a book or story of personal preference.
various themes.

Alignment Tools
materials, including poems, biographies, chapter books, Lesson 1: Leveled Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
fiction and nonfiction works, that are adapted to student Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supplemental Reading Lists
reading level. n2y Library
• Students will independently read literature forms, including • Students will read supported and shared literature forms, including o Students will actively participate in supported reading of literature
chapter books, biographies, poems, fiction and nonfiction works chapter books, biographies, poems, fiction and nonfiction works that forms, including chapter books, biographies, poems, fiction and
that have been adapted to student reading level. have been adapted to student reading level. nonfiction works that have been adapted to student ability level.

Alignment Tools
Reading Standards for Informational - Key Ideas and Details Grades 9–12
English I (9) Reading/ Comprehension of Informational Text/ English I.9 Uses text evidence to draw conclusions from informational STAAR Reporting Category 3 – Understanding and Analysis of
Expository. Students analyze, make inferences and draw texts. Informational Texts: The student will demonstrate an ability to
conclusions about expository text and provide evidence from text to English I.9. Uses text evidence to draw conclusions from understand and analyze informational texts.
support their understanding. (Readiness and Supporting Standard) informational texts.
English II (9) Reading/ Comprehension of Informational Text/ English II.9 Uses text evidence to draw conclusions from
Expository Text. Students analyze, make inferences and draw informational texts.
conclusions about expository text and provide evidence from text to English II.9. Uses text evidence to draw conclusions from
support their understanding. (Readiness and Supporting Standard) informational texts.
• Answer questions and use support from text to explain the main Unique Unique
ideas, details and inferences of a text. Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Summarize the central idea and specific supporting details of a Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
text. Comprehend ULS Monthly Tools: Links with News-2-You
• Summarize a sequence of events or steps in a text. Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks ULS Monthly Tools: Supplemental Science
Core Task 5.0: Mealtime Tasks Standards Connection
People and Places in the News People in the News Standards Connection
Recipe Page PowerPoint®
Review Page World News
Think Page Holidays
Sports Page Worksheets: Recipe Review
write, speak, or select an answer. response to a question about a text. errorless picture.
• Students will summarize the main idea and key details of a text. • Students will use picture supports to retell the main idea and key • Students will retell key details from a text through an active
• Students will describe a sequence of events from a text or list details from a text. participation response (e.g., voice output device, eye gaze choice
the steps of a procedure. • Students will use picture supports to identify a sequence of events board).
from a text or list the steps of a procedure. • Students will select a picture to identify an event from a text or a
step from a procedure (single option or errorless choice).

Alignment Tools
English II (8) Reading/ Comprehension of Informational English II.8 Uses text evidence to identify the author’s purpose in STAAR Reporting Category 3 – Understanding and Analysis of
Text/Culture and History. Students analyze, make inferences and informational texts. Informational Texts: The student will demonstrate an ability to
draw conclusions about the author’s purpose in cultural, historical, understand and analyze informational texts.
and contemporary contexts and provide evidence from the text to
support their understanding. (Readiness Standard)
English I (10) Reading/ Comprehension of Informational Text/ English I.10 Uses text evidence to identify the author’s argument in
Persuasive Text. Students analyze, make inferences and draw persuasive texts.
conclusions about persuasive text and provide evidence from text to
support their analysis. (Supporting Standard)
• Determine the meaning of words and phrases that support the Unique Unique
purpose of the text. Lesson 1: Leveled Book ULS Instructional Guides: Vocabulary
• Identify and describe the intent or the purpose of a text (inform, Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supporting Files/PowerPoint® Stories
persuade, etc.). Lesson 15: Word Study ULS Monthly Tools: Supplemental Reading Lists
• Use structures of a text (paragraphs, chapters, etc.) to locate Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks ULS Monthly Tools: Links with News-2-You
information as it supports the purpose of a text. Core Task 5.0: Mealtime Tasks ULS Monthly Tools: Supplemental Science
n2y Library
People and Places in the News Worksheets: Color & Label
Sudoku Worksheets: Read & Do
Think Page Worksheets: Look, Think & Read
• Students will determine meaning (literal and figurative) of a • Students will point to pictures or words to match words with same • Students will identify a named picture related to the unit topic from
word as it is used in a text. meanings in text. a single option or errorless choice.
• Students will identify words, phrases or features that support • With support, students will identify the intent of the text as to inform • With support, students will identify a picture that represents the
the author’s intent or purpose. or to persuade. intent of the text (may be errorless choice).
• Students will locate sentences in a text or find steps of a • Students will locate a sentence that gives information or find steps of • Students will identify a picture representing a sentence or a step of
procedure that give needed information. a procedure. a procedure.

Alignment Tools
• Integrate and evaluate information on a similar topic from Unique Unique
different media. Lessons 1 and 2: Leveled Book/Read and Comprehend ULS Monthly Tools: Supporting Files/PowerPoint® Stories
• Experience information from leveled text related to U.S. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book/Read and ULS Monthly Tools: Supplemental Reading Lists
documents and those of historical significance. Comprehend ULS Monthly Tools: Links with News-2-You
Core Tasks 2.6, 2.7, 2.8, 2.9: Vocational Tasks ULS Monthly Tools: Supplemental Science
Core Tasks 2.1, 2.1, 2.3: Attendance, Calendar, Weather Reports n2y Library
Core Task 5.0: Mealtime Tasks Standards Connection
People and Places in the News People and Places in the News Standards Connection
Recipe Page Recipe Page Standards Connection
Game Page Joke Page Standards Connection
Review Page Review Page Standards Connection
Puzzle Page Puzzle Page Standards Connection
Think Page Sports Page Standards Connection
Sports Page PowerPoint®
World News
Holidays
• Students will describe similarities and differences of a topic, • Students will identify similarities and differences of a topic, person or • When presented with illustrations of a person or a detail from an
person and detail between an informational text and a different detail between an informational text and a different multimedia informational text, select the matching person or detail from a
multimedia version of a similar topic. version. different multimedia version of a similar topic.
• Students will summarize key information from important U.S. • Students will identify key information from important U.S. texts of • Students will make a selection of a key point from a significant U.S.
texts of historical and literary significance. historical and literary significance. document.

Alignment Tools
adapted to student reading level. Lessons 3, 5, 7, 9, 11 and 13: Simple Chapter Book ULS Monthly Tools: Supplemental Reading Lists
Lesson 26: Trading Cards ULS Monthly Tools: Links with News-2-You
Core Task informational documents ULS Monthly Tools: Supplemental Science
n2y Library
World News Extra Materials: Holiday Songs
Holidays
• Students will independently read informational materials, • Students will read supported and shared informational materials, • Students will actively participate in supported reading of
including social studies and technical texts that have been including social studies and technical texts that have been adapted informational materials, including social studies and technical texts
adapted to student reading level. to student reading level. that have been adapted to student ability level.

Alignment Tools

English I (16) Writing/ Persuasive Texts. Students write persuasive texts to English I.16 Revises a persuasive text for an appropriate audience using correct STAAR Reporting Category 5 – Revision: The
influence the attitudes or actions of a specific audience on specific issues. structure. student will demonstrate an ability to revise a
(Supporting Standard) variety of written texts.
English II (16) Writing/ Persuasive Texts. Students write persuasive texts to English II.16 Revises a persuasive text for an appropriate audience using correct
influence the attitudes or actions of a specific audience on specific issues. structure.
• Generate paragraphs to analyze a topic, including supporting Unique Unique
facts and evidence. Lesson 16: Edit It Standards Connection
• Generate informative paragraphs, including a topic sentence, Lesson 17: Real-World Writing
supporting facts or details and a concluding sentence. Lesson 18: Topic Paragraph
• Generate narrative paragraphs, including a logical sequence of Lesson 27: Oral Report
events, descriptive details and a reflective conclusion. Lesson 30: Journal Writing
Lessons 4, 6, 8, 10, 12 14: Life Skills Application Lessons
• Students will create one or more paragraphs, expressing an • Students will select pictures with text to express an opinion with • Given errorless choices of pictures, students will make a selection
analysis of a topic or text with supporting reasons and clear supporting reasons. of pictures to communicate an opinion.
evidence. • Students will select pictures with text to create a written document • Given errorless choices of pictures, students will make a selection
• Students will create one or more paragraphs, including a topic containing factual sentences on a topic. to communicate facts on a given topic.
sentence with supporting facts, details and a concluding • Students will select pictures with text to create a logical sequence of • Given an errorless choice of pictures, students will make a
sentence. events that tell a story. selection to tell a story sequence.
• Students will create one or more paragraphs containing
narrative elements, including a sequence of events and a
reflective conclusion.

Alignment Tools

English I (13) Writing/ Writing Process. Students use elements of English I.13 Revises a text to improve writing. STAAR Reporting Category 5 – Revision: The student will
the writing process (planning, drafting, revising, editing, and demonstrate an ability to revise a variety of written texts.
publishing) to compose text. (Readiness Standard)
English II (13) Writing/ Writing Process. Students use elements of English II.13 Revises a text to clarify meaning.
the writing process (planning, drafting, revising, editing, and
English I (16) Writing/ Persuasive Texts. Students write persuasive English I.16. Revises a persuasive text for an appropriate audience
texts to influence the attitudes or actions of a specific audience on using correct structure.
specific issues. (Supporting Standard)
English II (16) Writing/ Persuasive Texts. Students write English II.16. Revises a persuasive text for an appropriate audience
persuasive texts to influence the attitudes or actions of a specific using correct structure.
audience on specific issues. (Supporting Standard)
English I (17) [Oral and] Written Conventions/Conventions. English I.17 Edits text for correct word usage and variance in STAAR Reporting Category 6 – Editing: The student will
Students understand the function of and use the conventions of sentence patterns. demonstrate an ability to edit a variety of texts.
academic language when [speaking and] writing. (Readiness and
Supporting Standard)
English II (17) [Oral and] Written Conventions/Conventions.

Students understand the function of and use the conventions of English II.17 Edits texts for correct word usage and variance in
academic language when [speaking and] writing. (Readiness and sentence patterns.
English II (18) [Oral and] Written Conventions/Handwriting, English II.18 Edits a variety of texts for correct capitalization and
Capitalization, and Punctuation. Students write legibly and use punctuation.
• With some guidance and support, plan, edit and revise writing Unique Unique
with a focus on the purpose of the document. Lesson 16: Edit It Standards Connection
• Use technology, including the Internet, to compose a paragraph. Lesson 17: Real-World Writing
Lesson 27: Oral Report
Information gathering is built into Life Skills Application Lessons

Alignment Tools
• Students will plan, edit and revise writing to strengthen written • With support, students will use pictures and text to plan, edit and • Given errorless choices of pictures, students will make a selection
sentences. revise a written sentence idea. of pictures to plan, edit and revise a sentence idea.
• Students will select and use digital tools, including the Internet, • With support, students will use digital tools, including the Internet, to • With support and adaptive tools, students will use digital tools to
to generate a paragraph. generate multiple sentences. create a sentence.

Alignment Tools

• Research and gather information from (adapted) literary or Unique Unique
informational materials to answer a question or solve a problem. Lesson 27: Oral Report Standards Connection
• Generate a written text to summarize information from multiple Information gathering is built into various Life Skills Application lessons.
sources; cite sources. Core Tasks 2.2, 2.3: Calendar and Weather Reports
Think Page Extra Materials: Book Review
• Students will research and gather information from multiple print and • Students will collect information from print or digital sources to answer • Students will select a picture from an errorless choice to
digital sources to answer a question or solve a problem. a question or solve a problem. contribute to a shared research.
• Students will generate a report of one or more paragraphs to • Students will generate multiple sentences to summarize information. • Students will select a picture from an errorless choice to
summarize information and list sources. contribute to a shared writing task.

Alignment Tools

English I (13) Writing/ Writing Process. Students use elements of English I.13. Revises a text to improve writing. STAAR Reporting Category 5 – Revision: The student will
the writing process (planning, drafting, revising, editing, and demonstrate an ability to revise a variety of written texts.
English II (13) Writing/ Writing Process. Students use elements of English II.13. Revises a text to clarify meaning.
the writing process (planning, drafting, revising, editing, and
• Participate routinely in supported writing activities, using Unique Unique
conventional formats. Lesson 16: Edit It Standards Connection
Lesson 17: Real-World Writing
• Students will write routinely for a range of discipline-specific • Students will participate routinely in supported writing activities for a • Students will actively participate in shared writing and
tasks, purposes and audiences. range of discipline-specific tasks, purposes and audiences. communication activities for a range of discipline-specific tasks,

Alignment Tools
• Initiate and participate in grade level and age-appropriate Unique Unique
discussion on diverse topics to: Target skills are applicable in all unit lessons. ULS Instructional Guides: Active Participation Guidelines and Scripts
• express an opinion, Lessons 3, 5, 7, 9, 11, and 13: Discussion questions with
• share ideas and information, Chapter Books
• ask and respond to questions relevant to the topic. Core Task 3.0: Meeting Time
• Identify information from multiple sources that contribute to Core Task 3.1: Current Events
making a decision. News-2-You News-2-You
• Identify a speaker’s purpose and main ideas. News-2-You Current Events News Page People and Places in the News Standards Connection
Recipe Page Communication Board
Joke Page Extra Materials: Glad to Meet You
Review Page Group Interaction: Class News
Sudoku
Sports Page
• Students will share information and opinions, ask and answer • Students will use picture supports to share information and • Students will participate in conversational exchanges, using
questions and make comments during a group discussion. opinions, ask and answer questions and make comments during communication technology and picture supports.
• Students will obtain information from two or more sources to group discussions. • Students will make a choice when presented with two informational
reach a personal decision. • Students will gather and compare information from two sources. choices.
• Students will summarize information from a speaker’s topic. • Students will give a description of information, using picture • Students will respond to questions related to a speaker’s topic, using
supports from a speaker’s topic. picture supports and communication technologies.

Alignment Tools
• Present information in an organized manner and appropriate to Unique Unique
a task, an audience or a situation. Reporting is applicable in many lessons, including life skills applications. ULS Instructional Guides: Active Participation Guidelines and Scripts
• Integrate media to enhance a presentation. Lesson 18: Topic Paragraph
• Adapt communication, using formal or informal language to Lesson 27: Oral Report
communicate effectively in a variety of contexts and tasks. Core Task 3: Meeting Time
Core Task 3.1: Current Events
Sudoku
Think Page
Sports Page
• Students will communicate on a topic specific to the purpose • Students will communicate on a topic specific to the purpose and • Students will communicate basic information on a topic or
and audience. audience, using picture supports. experience, using communication technology and picture supports.
• Students will communicate by using formal or informal • Students will effectively communicate in a variety of contexts and • Students will communicate by using supported modes of
language specific to the task or topic. tasks. expression.

Alignment Tools
Standards for Language - Conventions of Standard English Grade 9–12

English I (13) Writing/ Writing Process. Students use elements of the English I.13.. Edits a variety of texts using correct grammar, mechanics, STAAR Reporting Category 6 – Editing: The student will
writing process (planning, drafting, revising, editing, and publishing) to and spelling. demonstrate an ability to edit a variety of texts.
compose text. (Readiness Standard) English I.13... Edits a variety of texts using correct grammar, mechanics,
and spelling.
English II (18) [Oral and] Written Conventions/Handwriting, English II.18. Edits a variety of texts for correct capitalization and
Capitalization, and Punctuation. Students write legibly and use punctuation.
• Apply conventions of grammar when speaking or writing. Unique Unique
• Apply correct capitalization and punctuation in sentences. Lesson 16: Edit It Standards Connection
• Use correct spelling in writing sentences. Lesson 17: Real-World Writing

• Students will demonstrate conventions of grammar in spoken • Students will create simple sentence forms in a grammatically • With picture supports, students will combine two or more words
and written sentence forms. correct order when speaking or writing. during a shared writing or speaking activity.
• Students will demonstrate conventions of written language, • With support, students will identify beginning capital letters and • With support, students will locate capital letters and ending
including appropriate capitalization and ending punctuation. ending punctuation in a written sentence. punctuation in a sentence.
• Students will demonstrate use of common spelling conventions • Students will spell familiar words with letter-sound matches. • With support, students will choose a correctly spelled word (may be
in written language. errorless choice).

Alignment Tools

English I (17) [Oral and] Written Conventions/Conventions. English I.17. Edits text for correct word usage and variance in STAAR Reporting Category 6 – Editing: The student will
Students understand the function of and use the conventions of sentence patterns. demonstrate an ability to edit a variety of texts.
academic language when [speaking and] writing. (Readiness and
English II (17) [Oral and] Written Conventions/Conventions.

Students understand the function of and use the conventions of English II.17. Edits texts for correct word usage and variance in
academic language when [speaking and] writing. (Readiness and sentence patterns.
• Demonstrate conventions of language to communicate Unique Unique
effectively when speaking or writing in varied contexts. Lesson 2: Read/Comprehend Standards Connection
Lessons 3, 5, 7, 9, 11, 13: (Chapter Book story retell)
Lesson 16: Edit It
Lesson 17: Real-World Writing
Think Page News-2-You Current Events News Page Standards Connection
• Students will apply conventions of language to generate • Students will use conventions of language to generate a simple • Students will use language to share an idea with others.
sentences specific to the purpose when speaking or writing. sentence when speaking or writing.

Alignment Tools
Standards for Language - Vocabulary Acquisition and Use Grades 9–12

English I (1) Reading/Vocabulary Development. Students understand new English I.1. Uses a variety of strategies and reference materials to STAAR Reporting Category 1 – Understanding and
vocabulary and use it when reading and writing. (Readiness and Supporting confirm word meanings when reading. Analysis Across Genres: The student will demonstrate the
Standard) ability to understand and analyze a variety of written texts
across reading genres.
English II (1) Reading/ Vocabulary Development. Students understand new English II.1. Uses a variety of strategies and reference materials to
vocabulary and use it when reading and writing. (Readiness and Supporting confirm word meanings when reading.
Standard)
English I (17) [Oral and] Written Conventions/Conventions. Students English I.17.. Edits text for correct word usage and variance in STAAR Reporting Category 6 – Editing: The student will
understand the function of and use the conventions of academic language sentence patterns. demonstrate an ability to edit a variety of texts.
when [speaking and] writing. (Readiness and Supporting Standard)
English II (17) [Oral and] Written Conventions/Conventions. Students English II.17.. Edits texts for correct word usage and variance in
understand the function of and use the conventions of academic language sentence patterns.
when [speaking and] writing. (Readiness and Supporting Standard)
• Use context clues or word structures to determine the meaning Unique Unique
of unknown words. Lessons 4, 6, 8, 10, 12, and 14: Life Skills Applications ULS Instructional Tools: Vocabulary
• Use reference materials to determine the meaning of unknown Lesson 15: Word Study Standards Connection
words. News-2-You News-2-You
• Use words acquired through academic and domain-specific Words Page Game Page Standards Connection
sources when speaking and writing. Worksheets: Sense Matric
• Students will identify the meaning of words with multiple • Students will point to pictures or words to match a description within • Students will identify a named picture related to the unit topic from
meanings and recognize figurative language. a text passage. a single option or errorless choice.
• Students will use reference materials, such as a glossary, or a • Students will match words and pictures with similar meanings. • Students will make a selection to indicate a picture of a word with
dictionary, to determine the meaning of an unknown word. • Students will point to pictures of key vocabulary from unit topics as whose meaning is similar to that of another word (errorless choice).
• Students will use unit topic words in conversation. part of a discussion. • Students will make a selection to indicate a picture of key


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Alignment to STAAR Alternate 2 ELA Essence Statements

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Reading Standards for Literature - Craft and Structure Grades K–2

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Reading Standards for Foundational Skills - Print Concepts Grades K–2

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Reading Standards for Foundational Skills - Phonological Awareness Grades K–2

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Reading Standards for Foundational Skills - Fluency Grades K–2

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Standards for Writing - Text Types and Purposes Grades K–2

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n2y Differentiated Tasks

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Standards for Writing - Production and Distribution of Writing Grades K–2

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Standards for Writing - Research to Build Knowledge Grades K–2

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Standards for Language - Conventions of Standard English Grades K–2

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Standards for Language - Knowledge of Language Grades K–2

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Standards for Language - Vocabulary Acquisition and Use Grades K–2

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n2y Differentiated Tasks

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Reading Standards for Literature - Craft and Structure Grades 3–5

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(5.12) Reading/Comprehension of Informational Text/Persuasive 5.12 Recognizes persuasive language in texts.

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Reading Standards for Foundational Skills - Fluency Grades 3–5

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Standards for Writing - Text Types and Purposes Grades 3–5

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Standards for Writing - Production and Distribution of Writing Grades 3–5

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Level 3 Level 2 Level 1

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Standards for Writing - Research to Build Knowledge Grades 3–5

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Standards for Writing - Range of Writing Grades 3–5

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