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7_ELAR

Page history last edited by Judi Moreillon 5 years, 10 months ago

7th-Grade English Language Arts and Reading TEKS

 

Contributors/Email: Joni Hill - joni.hill@byu.net ; Shelli Nunciato - sdnunciato@aldine.k12.tx.us - 

 

Date:  May 2010; updated January 2012

 

 

7th English Language Arts and Reading TEKS 

 

 

TEKS #

Description

AASL Standard Indicator #

§110.19.b (1)

Reading/Fluency

 

 

Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.

4.3.2

§110.19.b (2)

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:  
Lesson Plan Link

(C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images).

1.1.6

§110.19.b (3)

Reading/Comprehension of Literary Text/Theme and Genre

 

 

(A)  describe multiple themes in a work of fiction;

1.1.6

 

(C)  analyze how place and time influence the theme or message of a literary work.

1.1.6

2.3.2

§110.19.b (4)

Reading/Comprehension of Literary Text/Poetry

 

 

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.

1.1.6

2.2.3

4.1.3

§110.19.b (5)

Reading/Comprehension of Literary Text/Drama

 

 

Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain a playwright's use of dialogue and stage directions.

1.1.6

2.2.3

4.1.3

§110.19.b (6)

Reading/Comprehension of Literary Text/Fiction

 

 

(A)  explain the influence of the setting on plot development;

1.1.6

4.4.4

Lesson Plan Link 

 

Lesson Plan Link (2)

(B)  analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; and

1.1.6

2.2.3

 

(C)  analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

2.3.2

§110.19.b (7)

Reading/Comprehension of Literary Text/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 understanding. Students are expected to describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. 

1.1.6

2.2.3

§110.19.b (8)

Reading/Comprehension of Literary Text/Sensory Language

 

 

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. 

1.1.6

2.2.3

§110.19.b (9)

Reading/Comprehension of Informational Text/Culture and 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 understanding. Students are expected to explain the difference between the theme of a literary work and the author's purpose in an expository text. 

1.1.6

2.2.3

§110.19.b (10)

Reading/Comprehension of Informational Text/Expository Text

 

 

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

1.1.6

2.1.3

 

(A)  evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning;

1.1.7

 

(B)  distinguish factual claims from commonplace assertions and opinions;

1.1.7

 

(C)  use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text; and

1.1.7

Lesson Plan Link

(D)  synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

1.1.7

2.2.3

§110.19.b (11)

Reading/Comprehension of Informational Text/Persuasive Text

 

 

Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

1.1.6

2.2.3

 

(A)  analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and

1.1.7

 

(B)  identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts.

1.1.7

1.2.4

§110.19.b (12)

Reading/Comprehension of Informational Text/Procedural Texts

 

 

Students understand how to glean and use information in procedural texts and documents. Students are expected to:

1.1.6

 

(B)  explain the function of the graphical components of a text.

1.1.6

§110.19.b (13)

Reading/Media Literacy

 

 

Students use comprehension skills to 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. Students are expected to:

1.1.6

 

 

(A)  interpret both explicit and implicit messages in various forms of media;

2.1.3

 

(B)  interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;

2.1.3

 

(C)  evaluate various ways media influences and informs audiences; and

2.1.3

§110.19.b (14)

Writing/Writing Process

 

 

Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

3.1.3

 

(B)  develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

2.1.2

 

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

2.1.6

3.1.2

§110.19.b (17)

Writing/Expository and Procedural Texts

 

 

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

2.1.6

3.1.3

Lesson Plan Link 

(D)  produce a multimedia presentation involving text and graphics using available technology.

2.1.4

3.1.4

§110.19.b (22)

Research/Research Plan

 

 

Students ask open-ended research questions and develop a plan for answering them

1.1.1

1.1.3

1.2.1

 

(A)  brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic

1.1.2

1.4.2

 

(B)  apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

1.1.4

1.1.5

1.2.2

§110.19.b (23)

Research/Gathering Sources

 

 

Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. 

1.1.4

1.2.2

1.2.3

2.1.2

2.2.1

 

(A)  follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

1.1.6

1.1.8

 

(B)  categorize information thematically in order to see the larger constructs inherent in the information;

2.1.1

2.1.2

 

(C)  record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format

1.3.1

1.3.3

 

(D)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

1.3.1

1.3.3

3.1.6

§110.19.b (24)

Research/Synthesizing Information

 

 

Students clarify research questions and evaluate and synthesize collected information.

1.2.5

1.4.3

2.1.1

 

(A)  narrow or broaden the major research question, if necessary, based on further research and investigation

1.2.1

 

(B)  utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another

1.1.5

1.2.4

2.2.1

 

§110.19.b (25)

Research/Organizing and Presenting Ideas

 

 

Students organize and present their ideas and information according to the purpose of the research and their audience.

2.2.4

3.1.1

3.2.1

 

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 a systematic way

 

 

 

2.1.6

2.1.3

Lesson Plan Link 

(B)  marshals evidence to explain the topic and gives relevant reasons for conclusions;

2.2.3

 

(C)  presents the findings in a meaningful format; and

3.1.3

3.1.4

3.3.4

 

(D)  follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

1.3.3

§110.19.b (26)

Listening and Speaking/Listening

 

 

Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

1.1.6

4.1.1

§110.19.b (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 present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

 

3.1.3

4.1.3

§110.19.b (28)

Listening and Speaking/Teamwork

 

 

Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. 

2.1.5

3.2.2

3.2.3

3.4.3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standards Descriptions Excerpted from the Texas Administrative Code (TAC), Title 19, Part II
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading

 

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