Texas Essential Knowledge and Skills for English Language ...



Texas Essential Knowledge and Skills for English Language Arts and Reading

Writing – Students compose a variety of written texts with a clear, controlling idea, coherent organization, and sufficient detail.

|Sixth Grade |Seventh Grade |Eighth Grade |

|14. Writing/Writing Process. Students use elements of the writing |14. Writing/Writing Process. Students use elements of the writing |14. Writing/Writing Process. Students use elements of the writing |

|process (planning, drafting, revising, editing, and publishing) to |process (planning, drafting, revising, editing, and publishing) to |process (planning, drafting, revising, editing, and publishing) to |

|compose text. Students are expected to: |compose text. Students are expected to: |compose text. Students are expected to: |

| | | |

|(A) plan a first draft by selecting a genre appropriate for |(A) plan a first draft by selecting a genre appropriate for |(A) plan a first draft by selecting a genre appropriate for |

|conveying the intended meaning to an audience, determining |conveying the intended meaning to an audience, determining |conveying the intended meaning to an audience, determining |

|appropriate topics through a range of strategies (e.g., discussion,|appropriate topics through a range of strategies (e.g., discussion,|appropriate topics through a range of strategies (e.g., discussion,|

|background reading, personal interests, interviews), and developing|background reading, personal interests, interviews), and developing|background reading, personal interests, interviews), and developing|

|a thesis or controlling idea; |a thesis or controlling idea; |a thesis or controlling idea; |

| | | |

|(B) develop drafts by choosing an appropriate organizational |(B) develop drafts by choosing an appropriate organizational |(B) develop drafts by choosing an appropriate organizational |

|strategy (e.g., sequence of events, cause-effect, compare-contrast)|strategy (e.g., sequence of events, cause-effect, compare-contrast)|strategy (e.g., sequence of events, cause-effect, compare-contrast)|

|and building on ideas to create a focused, organized, and coherent |and building on ideas to create a focused, organized, and coherent |and building on ideas to create a focused, organized, and coherent |

|piece of writing; |piece of writing; |piece of writing; |

| | | |

|(C) revise drafts to clarify meaning, enhance style, include simple|(C) revise drafts to ensure precise word choice and vivid images; |(C) revise drafts to ensure precise word choice and vivid images; |

|and compound sentences, and improve transitions by adding, |consistent point of view; use of simple, compound, and complex |consistent point of view; use of simple, compound, and complex |

|deleting, combining, and rearranging sentences or larger units of |sentences; internal and external coherence; and the use of |sentences; internal and external coherence; and the use of |

|text after rethinking how well questions of purpose, audience, and |effective transitions after rethinking how well questions of |effective transitions after rethinking how well questions of |

|genre have been addressed; |purpose, audience, and genre have been addressed; |purpose, audience, and genre have been addressed; |

| | | |

|(D) edit drafts for grammar, mechanics, and spelling; and |(D) edit drafts for grammar, mechanics, and spelling; and |(D) edit drafts for grammar, mechanics, and spelling; and |

| | | |

|(E) revise final draft in response to feedback from peers and |(E) revise final draft in response to feedback from peers and |(E) revise final draft in response to feedback from peers and |

|teacher and publish written work for appropriate audiences. |teacher and publish written work for appropriate audiences. |teacher and publish written work for appropriate audiences. |

| | | |

|15. Writing/Literary Texts. Students write literary texts to |15. Writing/Literary Texts. Students write literary texts to |15. Writing/Literary Texts. Students write literary texts to |

|express their ideas and feelings about real or imagined people, |express their ideas and feelings about real or imagined people, |express their ideas and feelings about real or imagined people, |

|events, and ideas. Students are expected to: |events, and ideas. Students are expected to: |events, and ideas. Students are expected to: |

| | | |

|(A) write imaginative stories that include: |(A) write an imaginative story that: |(A) write an imaginative story that: |

| | | |

|(i) a clearly defined focus, plot, and point of view; |(i) sustains reader interest; |(i) sustains reader interest; |

| | | |

|(ii) a specific, believable setting created through the use of | | |

|sensory details; and |(ii) includes well-paced action and an engaging story line; |(ii) includes well-paced action and an engaging story line; |

| | | |

|(iii) dialogue that develops the story; and | | |

| |(iii) creates a specific, believable setting through the use of |(iii) creates a specific, believable setting through the use of |

| |sensory details; |sensory details; |

| | | |

| |(iv) develops interesting characters; and |(iv) develops interesting characters; and |

| | | |

| |(v) uses a range of literary strategies and devices to enhance the |(v) uses a range of literary strategies and devices to enhance the |

| |style and tone; and |style and tone; and |

| | | |

|(B) write poems using: |(B) write a poem using: |(B) write a poem using: |

| | | |

|(i) poetic techniques (e.g., alliteration, onomatopoeia); |(i) poetic techniques (e.g., rhyme scheme, meter); |(i) poetic techniques (e.g., rhyme scheme, meter); |

| | | |

|(ii) figurative language (e.g., similes, metaphors); and |(ii) figurative language (e.g., personification, idioms, |(ii) figurative language (e.g., personification, idioms, |

| |hyperbole); and |hyperbole); and |

|(iii) graphic elements (e.g., capital letters, line length). | | |

| |(iii) graphic elements (e.g., word position). |(iii) graphic elements (e.g., word position). |

|16. Writing. Students write about their own experiences. Students | | |

|are expected to write a personal narrative that has a clearly |16. Writing. Students write about their own experiences. Students |16. Writing. Students write about their own experiences. Students |

|defined focus and communicates the importance of or reasons for |are expected to write a personal narrative that has a clearly |are expected to write a personal narrative that has a clearly |

|actions and/or consequences. |defined focus and communicates the importance of or reasons for |defined focus and includes reflections on decisions, actions, |

| |actions and/or consequences. |and/or consequences. |

|17. Writing/Expository and Procedural Texts. Students write | | |

|expository and procedural or work-related texts to communicate |17. Writing/Expository and Procedural Texts. Students write |17. Writing/Expository and Procedural Texts. Students write |

|ideas and information to specific audiences for specific purposes. |expository and procedural or work-related texts to communicate |expository and procedural or work-related texts to communicate |

|Students are expected to: |ideas and information to specific audiences for specific purposes. |ideas and information to specific audiences for specific purposes. |

| |Students are expected to: |Students are expected to: |

|(A) create multi-paragraph essays to convey information about a | | |

|topic that: |(A) write a multi-paragraph essay to convey information about a |(A) write a multi-paragraph essay to convey information about a |

| |topic that: |topic that: |

|(i) present effective introductions and concluding paragraphs; | | |

| |(i) presents effective introductions and concluding paragraphs; |(i) presents effective introductions and concluding paragraphs; |

|(ii) guide and inform the reader’s understanding of key ideas and | | |

|evidence; |(ii) contains a clearly stated purpose or controlling idea; |(ii) contains a clearly stated purpose or controlling idea; |

| | | |

|(iii) include specific facts, details, and examples in an |(iii) is logically organized with appropriate facts and details and|(iii) is logically organized with appropriate facts and details and|

|appropriately organized structure; and |includes no extraneous information or inconsistencies; |includes no extraneous information or inconsistencies; |

| | | |

|(iv) use a variety of sentence structures and transitions to link |(iv) accurately synthesizes from several sources; and |(iv) accurately synthesizes ideas from several sources; and |

|paragraphs; | | |

| |(v) uses a variety of sentence structures, rhetorical devices, and |(v) uses a variety of sentence structures, rhetorical devices, and |

| |transitions to link paragraphs; |transitions to link paragraphs; |

| | | |

| |(B) write a letter that reflects an opinion, registers a complaint,|(B) write a letter that reflects an opinion, registers a complaint,|

| |or requests information in business or friendly context; |or requests information in business or friendly context; |

|(B) write informal letters that convey ideas, include important | | |

|information, demonstrate a sense of closure, and use appropriate | | |

|conventions (e.g., date, salutation, closing); | | |

| |(C) write responses to literary or expository texts that |(C) write responses to literary or expository texts that |

|(C) write responses to literary or expository texts and provide |demonstrate the writing skills for multi-paragraph essays and |demonstrate the use of writing skills for a multi-paragraph essay |

|evidence from the text to demonstrate understanding; and |provide sustained evidence from the text using quotations when |and provide sustained evidence from the text using quotations when |

| |appropriate; and |appropriate; and |

| | | |

| |(D) produce a multimedia presentation involving text and graphics |(D) produce a multimedia presentation involving text, graphics, |

|(D) produce a multimedia presentation involving text and graphics |using available technology. |images, and sound using available technology. |

|using available technology. | | |

| |18. Writing/Persuasive Texts. Students write persuasive texts to |18. Writing/Persuasive Texts. Students write persuasive texts to |

|18. Writing/Persuasive Texts. Students write persuasive texts to |influence the attitudes or actions of a specific audience on |influence the attitudes or actions of a specific audience on |

|influence the attitudes or actions of a specific audience on |specific issues. Students are expected to write a persuasive essay |specific issues. Students are expected to write a persuasive essay |

|specific issues. Students are expected to write persuasive essays |to the appropriate audience that: |to the appropriate audience that: |

|for appropriate audiences that establish a position and include | | |

|sound reasoning, detailed and relevant evidence, and consideration | | |

|of alternatives. | | |

| | | |

| |(A) establishes a clear thesis or position; |(A) establishes a clear thesis or position; |

| | | |

| |(B) considers and responds to the views of others and anticipates |(B) considers and responds to the views of others and anticipates |

| |and answers reader concerns and counter-arguments; and |and answers reader concerns and counter-arguments; and |

| | | |

| |(C) includes evidence that is logically organized to support the |(C) includes evidence that is logically organized to support the |

| |author’s viewpoint and that differentiates between fact and |author’s viewpoint and that differentiates between fact and |

| |opinion. |opinion. |

| |19. Oral and Written Conventions/Conventions. Students understand |19. Oral and Written Conventions/Conventions. Students understand |

| |the function of and use the conventions of academic language when |the function of and use the conventions of academic language when |

|19. Oral and Written Conventions/Conventions. Students understand |speaking and writing. Students will continue to apply earlier |speaking and writing. Students will continue to apply earlier |

|the function of and use the conventions of academic language when |standards with greater complexity. Students are expected to: |standards with greater complexity. Students are expected to: |

|speaking and writing. Students will continue to apply earlier | | |

|standards with greater complexity. Students are expected to: |(A) identify, use and understand the function of the following |(A) use and understand the function of the following parts of |

| |parts of speech in the context of reading, writing, and speaking: |speech in the context of reading, writing, and speaking: |

|(A) use and understand the function of the following parts of | | |

|speech in the context of reading, writing, and speaking: |(i) verbs (perfect and progressive tenses) and participles; |(i) verbs (perfect and progressive tenses) and participles; |

| | | |

|(i) verbs (irregular verbs and active and passive voice); |(ii) appositive phrases; |(ii) appositive phrases; |

| | | |

|(ii) non-count nouns (e.g., rice, paper); | | |

| |(iii) adverbial and adjectival phrases and clauses; |(iii) adverbial and adjectival phrases and clauses; |

|(iii) predicative adjectives (She is intelligent.) and their | | |

|comparative and superlative forms (e.g., many, more, most); | | |

| |(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);| |

|(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);| | |

| |(v) prepositions and prepositional phrases and their influence on | |

|(v) prepositions and prepositional phrases to convey location, |subject-verb agreement; | |

|time, direction, or to provide details; | | |

| |(vi) relative pronouns (e.g., whose, that, which); | |

|(vi) indefinite pronouns (e.g., all, both, nothing, anything); | | |

| |(vii) subordinating conjunctions (e.g., because, since); and |(iv) relative pronouns (e.g., whose, that, which); and |

|(vii) subordinating conjunctions (e.g., while, because, although, | | |

|if); and |(viii) transitions for sentence to sentence or paragraph to |(v) subordinating conjunctions (e.g., because, since); |

| |paragraph coherence; | |

|(viii) transitional words and phrases that demonstrate an | | |

|understanding of the function of the transition related to the | | |

|organization of the writing (e.g., on the contrary, in addition | | |

|to); | | |

| | | |

|(B) differentiate between the active and passive voice and know how| | |

|to use them both; and | | |

| |(B) write complex sentences and differentiate between main versus | |

|(C) use complete simple and compound sentences with correct |subordinate clauses; and | |

|subject-verb agreement. | | |

| |(C) use a variety of complete sentences (e.g., simple, compound, |(B) write complex sentences and differentiate between main versus |

| |complex) that include properly placed modifiers, correctly |subordinate clauses; and |

| |identified antecedents, parallel structures, and consistent tenses.| |

| | |(C) use a variety of complete sentences (e.g., simple, compound, |

| |20. Oral and Written Conventions/Handwriting, Capitalization, and |complex) that include properly placed modifiers, correctly |

| |Punctuation. Students write legibly and use appropriate |identified antecedents, parallel structures, and consistent tenses.|

| |capitalization and punctuation conventions in their compositions. | |

|20. Oral and Written Conventions/Handwriting, Capitalization, and |Students are expected to: |20. Oral and Written Conventions/Handwriting, Capitalization, and |

|Punctuation. Students write legibly and use appropriate | |Punctuation. Students write legibly and use appropriate |

|capitalization and punctuation conventions in their compositions. | |capitalization and punctuation conventions in their compositions. |

|Students are expected to: | |Students will continue to apply earlier standards with greater |

| |(A) use conventions of capitalization; and |complexity. Students are expected to: |

| | | |

| | |(A) use conventions of capitalization; and |

|(A) use capitalization for: | | |

| | | |

|(i) abbreviations; | | |

| | | |

|(ii) initials and acronyms; and |(B) recognize and use punctuation marks, including: | |

| | | |

|(iii) organizations; |(i) commas after introductory words, phrases, and clauses; and |(B) use punctuation marks, including: |

| | | |

|(B) recognize and use punctuation marks including: | | |

| | |(i) commas after introductory structures and dependent adverbial |

|(i) commas in compound sentences; |(ii) semicolons, colons, and hyphens. |clauses, and correct punctuation of complex sentences; and |

| | | |

| | |(ii) semicolons, colons, hyphens, parentheses, brackets, and |

| | |ellipses. |

| | | |

|(ii) proper punctuation and spacing for quotations; and | | |

| | | |

|(iii) parentheses, brackets, and ellipses (to indicate omissions | | |

|and interruptions or incomplete statements); and | | |

| | | |

|(C) use proper mechanics including italics and underlining for |21. Oral and Written Conventions/Spelling. Students spell | |

|titles of books. |correctly. Students are expected to spell correctly, including | |

| |using various resources to determine and check correct spellings. |21. Oral and Written Conventions/Spelling. Students spell |

|21. Oral and Written Conventions/Spelling. Students spell | |correctly. Students are expected to spell correctly, including |

|correctly. Students are expected to: | |using various resources to determine and check correct spellings. |

| | | |

|(A) differentiate between commonly confused terms (e.g., its, it’s;| | |

|affect, effect); | | |

| | | |

|(B) use spelling patterns and rules and print and electronic | | |

|resources to determine and check correct spellings; and | | |

| | | |

|(C) know how to use the spell-check function in word processing | | |

|while understanding its limitations. |22. Research/Research Plan. Students ask open-ended research | |

| |questions and develop a plan for answering them. Students are | |

|22. Research/Research Plan. Students ask open-ended research |expected to: |22. Research/Research Plan. Students ask open-ended research |

|questions and develop a plan for answering them. Students are | |questions and develop a plan for answering them. Students are |

|expected to: |(A) brainstorm, consult with others, decide upon a topic, and |expected to: |

| |formulate a major research question to address the major research | |

|(A) brainstorm, consult with others, decide upon a topic, and |topic; and |(A) brainstorm, consult with others, decide upon a topic, and |

|formulate open-ended questions to address the major research topic;| |formulate a major research question to address the major research |

|and |(B) apply steps for obtaining and evaluating information from a |topic; and |

| |wide variety of sources and create a written plan after preliminary| |

|(B) generate a research plan for gathering relevant information |research in reference works and additional text searches. |(B) apply steps for obtaining and evaluating information from a |

|about the major research question. | |wide variety of sources and create a written plan after preliminary|

| |23. Research/Gathering Sources. Students determine, locate, and |research in reference works and additional text searches. |

| |explore the full range of relevant sources addressing a research | |

| |question and systematically record the information they gather. |23. Research/Gathering Sources. Students determine, locate, and |

|23. Research/Gathering Sources. Students determine, locate, and |Students are expected to: |explore the full range of relevant sources addressing a research |

|explore the full range of relevant sources addressing a research | |question and systematically record the information they gather. |

|question and systematically record the information they gather. |(A) follow the research plan to gather information from a range of |Students are expected to: |

|Students are expected to: |relevant print and electronic sources using advanced search | |

| |strategies; |(A) follow the research plan to gather information from a range of |

|(A) follow the research plan to collect data from a range of print | |relevant print and electronic sources using advanced search |

|and electronic resources (e.g., reference texts, periodicals, web | |strategies; |

|pages, online sources) and data from experts; |(B) categorize information thematically in order to see the larger | |

| |constructs inherent in the information; | |

|(B) differentiate between primary and secondary sources; | |(B) categorize information thematically in order to see the larger |

| |(C) record bibliographic information (e.g., author, title, page |constructs inherent in the information; |

| |number) for all notes and sources according to a standard format; | |

|(C) record data, utilizing available technology (e.g., word |and |(C) record bibliographic information (e.g., author, title, page |

|processors) in order to see the relationships between ideas, and | |number) for all notes and sources according to a standard format; |

|convert graphic/visual data (e.g., charts, diagrams, timelines) | |and |

|into written notes; |(D) differentiate between paraphrasing and plagiarism and identify | |

| |the importance of citing valid and reliable sources. | |

|(D) identify the source of notes (e.g., author, title, page number)| |(D) differentiate between paraphrasing and plagiarism and identify |

|and record bibliographic information concerning those sources | |the importance of citing valid and reliable sources. |

|according to a standard format; and | | |

|(E) differentiate between paraphrasing and plagiarism and identify | | |

|the importance of citing valid and reliable sources. | | |

| |24. Research/Synthesizing Information. Students clarify research | |

|24. Research/Synthesizing Information. Students clarify research |questions and evaluate and synthesize collected information. | |

|questions and evaluate and synthesize collected information. |Students are expected to: |24. Research/Synthesizing Information. Students clarify research |

|Students are expected to: | |questions and evaluate and synthesize collected information. |

| |(A) narrow or broaden the major research question, if necessary, |Students are expected to: |

|(A) refine the major research question, if necessary, guided by the|based on further research and investigation; and | |

|answers to a secondary set of questions; and | |(A) narrow or broaden the major research question, if necessary, |

| |(B) utilize elements that demonstrate the reliability and validity |based on further research and investigation; and |

|(B) evaluate the relevance and reliability of sources for the |of the sources used (e.g., publication date, coverage, language, | |

|research. |point of view) and explain why one source is more useful than |(B) utilize elements that demonstrate the reliability and validity |

| |another. |of the sources used (e.g., publication date, coverage, language, |

| | |point of view) and explain why one source is more useful and |

| |25. Research/Organizing and Presenting Ideas. Students organize and|relevant than another. |

| |present their ideas and information according to the purpose of the| |

|25. Research/Organizing and Presenting Ideas. Students organize and|research and their audience. Students are expected to synthesize |25. Research/Organizing and Presenting Ideas. Students organize and|

|present their ideas and information according to the purpose of the|the research into a written or an oral presentation that: |present their ideas and information according to the purpose of the|

|research and their audience. Students are expected to synthesize | |research and their audience. Students are expected to synthesize |

|the research into a written or an oral presentation that: |(A) draws conclusions and summarizes or paraphrases the findings in|the research into a written or an oral presentation that: |

| |a systematic way; | |

|(A) compiles important information from multiple sources; | |(A) draws conclusions and summarizes or paraphrases the findings in|

| |(B) marshals evidence to explain the topic and gives relevant |a systematic way; |

| |reasons for conclusions; | |

|(B) develops a topic sentence, summarizes findings, and uses | |(B) marshals evidence to explain the topic and gives relevant |

|evidence to support conclusions; |(C) presents the findings in a meaningful format; and |reasons for conclusions; |

| | | |

|(C) presents the findings in a consistent format; and |(D) follows accepted formats for integrating quotations and |(C) presents the findings in a meaningful format; and |

| |citations into the written text to maintain a flow of ideas. | |

|(D) uses quotations to support ideas and an appropriate form of | |(D) follows accepted formats for integrating quotations and |

|documentation to acknowledge sources (e.g., bibliography, works | |citations into the written text to maintain a flow of ideas. |

|cited). |26. Listening and Speaking/Listening. Students will use | |

| |comprehension skills to listen attentively to others in formal and | |

|26. Listening and Speaking/Listening. Students will use |informal settings. Students will continue to apply earlier |26. Listening and Speaking/Listening. Students will use |

|comprehension skills to listen attentively to others in formal and |standards with greater complexity. Students are expected to: |comprehension skills to listen attentively to others in formal and |

|informal settings. Students will continue to apply earlier | |informal settings. Students will continue to apply earlier |

|standards with greater complexity. Students are expected to: |(A) listen to and interpret a speaker’s purpose by explaining the |standards with greater complexity. Students are expected to: |

| |content, evaluating the delivery of the presentation, and asking | |

|(A) listen to and interpret a speaker’s messages (both verbal and |questions or making comments about the evidence that supports a |(A) listen to and interpret a speaker’s purpose by explaining the |

|nonverbal) and ask questions to clarify the speaker’s purpose and |speaker’s claims; |content, evaluating the delivery of the presentation, and asking |

|perspective; | |questions or making comments about the evidence that supports a |

| |(B) follow and give complex oral instructions to perform specific |speaker’s claims; |

| |tasks, answer questions, or solve problems; and | |

| | |(B) follow and give complex oral instructions to perform specific |

|(B) follow and give oral instructions that include multiple action |(C) draw conclusions about the speaker’s message by considering |tasks, answer questions, or solve problems; and |

|steps; and |verbal communication (e.g., word choice, tone) and nonverbal cues | |

| |(e.g., posture, gestures, facial expressions). |(C) summarize formal and informal presentations, distinguish |

| | |between facts and opinions, and determine the effectiveness of |

|(C) paraphrase the major ideas and supporting evidence in formal | |rhetorical devices. |

|and informal presentations. |27. Listening and Speaking/Speaking. Students speak clearly and to | |

| |the point, using the conventions of language. Students will | |

| |continue to apply earlier standards with greater complexity. | |

| |Students are expected to |27. Listening and Speaking/Speaking. Students speak clearly and to |

| |present a critique of a literary work, film, or dramatic |the point, using the conventions of language. Students will |

|27. Listening and Speaking/Speaking. Students speak clearly and to |production, employing eye contact, speaking rate, volume, |continue to apply earlier standards with greater complexity. |

|the point, using the conventions of language. Students will |enunciation, a variety of natural gestures, and conventions of |Students are expected to |

|continue to apply earlier standards with greater complexity. |language to communicate ideas effectively. |advocate a position using anecdotes, analogies, and/or |

|Students are expected to | |illustrations, and use eye contact, speaking rate, volume, |

|give an organized presentation with a specific point of view, | |enunciation, a variety of natural gestures, and conventions of |

|employing eye contact, speaking rate, volume, enunciation, natural |28. Listening and Speaking/Teamwork. Students work productively |language to communicate ideas effectively. |

|gestures, and conventions of language to communicate ideas |with others in teams. Students will continue to apply earlier | |

|effectively. |standards with greater complexity. Students are expected to |28. Listening and Speaking/Teamwork. Students work productively |

| |participate productively in discussions, plan agendas with clear |with others in teams. Students will continue to apply earlier |

| |goals and deadlines, set time limits for speakers, take notes, and |standards with greater complexity. Students are expected to |

|28. Listening and Speaking/Teamwork. Students work productively |vote on key issues. |participate productively in discussions, plan agendas with clear |

|with others in teams. Students will continue to apply earlier | |goals and deadlines, set time limits for speakers, take notes, and |

|standards with greater complexity. Students are expected to | |vote on key issues. |

|participate in student-led discussions by eliciting and considering| | |

|suggestions from other group members and by identifying points of | | |

|agreement and disagreement. | | |

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