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 14. Writing/Writing Process. Students use 14. Writing/Writing Process. Students use elements of the writing process (planning, elements of the writing process (planning, elements of the writing process (planning, drafting, revising, editing, and publishing) to drafting, revising, editing, and publishing) to 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 (A) plan a first draft by selecting a genre (A) plan a first draft by selecting a genre appropriate for conveying the intended appropriate for conveying the intended appropriate for conveying the intended meaning to an audience, determining meaning to an audience, determining meaning to an audience, determining appropriate topics through a range of appropriate topics through a range of appropriate topics through a range of strategies (e.g., discussion, background strategies (e.g., discussion, background strategies (e.g., discussion, background reading, personal interests, interviews), and reading, personal interests, interviews), and reading, personal interests, interviews), and developing a thesis or controlling idea; developing a thesis or controlling idea; developing a thesis or controlling idea;

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

(C) revise drafts to clarify meaning, (C) revise drafts to ensure precise word (C) revise drafts to ensure precise word enhance style, include simple and compound choice and vivid images; consistent point of choice and vivid images; consistent point of sentences, and improve transitions by view; use of simple, compound, and complex view; use of simple, compound, and complex adding, deleting, combining, and rearranging sentences; internal and external coherence; sentences; internal and external coherence; sentences or larger units of text after and the use of effective transitions after and the use of effective transitions after rethinking how well questions of purpose, rethinking how well questions of purpose, rethinking how well questions of purpose, audience, and genre have been addressed; audience, and genre have been addressed; audience, and genre have been addressed;

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

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

15. Writing/Literary Texts. Students write 15. Writing/Literary Texts. Students write 15. Writing/Literary Texts. Students write literary texts to express their ideas and literary texts to express their ideas and literary texts to express their ideas and feelings about real or imagined people, feelings about real or imagined people, 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 (i) sustains reader interest; (i) sustains reader interest; point of view;

(ii) a specific, believable setting (ii) includes well-paced action and an (ii) includes well-paced action and an created through the use of sensory details; engaging story line; engaging story line; and

(iii) dialogue that develops the story; (iii) creates a specific, believable (iii) creates a specific, believable and setting through the use of sensory details; setting through the use of sensory details;

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

(v) uses a range of literary strategies (v) uses a range of literary strategies and devices to enhance the style and tone; and devices to enhance the style and tone; and and

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

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

(ii) figurative language (e.g., similes, (ii) figurative language (e.g., (ii) figurative language (e.g., 2 metaphors); and personification, idioms, hyperbole); and personification, idioms, hyperbole); and

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

16. Writing. Students write about their own 16. Writing. Students write about their own 16. Writing. Students write about their own experiences. Students are expected to write a experiences. Students are expected to write a experiences. Students are expected to write a personal narrative that has a clearly defined personal narrative that has a clearly defined personal narrative that has a clearly defined focus and communicates the importance of focus and communicates the importance of focus and includes reflections on decisions, or reasons for actions and/or consequences. or reasons for actions and/or consequences. actions, and/or consequences.

17. Writing/Expository and Procedural 17. Writing/Expository and Procedural 17. Writing/Expository and Procedural Texts. Students write expository and Texts. Students write expository and Texts. Students write expository and procedural or work-related texts to procedural or work-related texts to procedural or work-related texts to communicate ideas and information to communicate ideas and information to communicate ideas and information to specific audiences for specific purposes. specific audiences for specific purposes. specific audiences for specific purposes. Students are expected to: Students are expected to: Students are expected to:

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

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

(ii) guide and inform the reader’s (ii) contains a clearly stated purpose or (ii) contains a clearly stated purpose or understanding of key ideas and evidence; controlling idea; controlling idea;

(iii) include specific facts, details, and (iii) is logically organized with (iii) is logically organized with examples in an appropriately organized appropriate facts and details and includes no appropriate facts and details and includes no structure; and extraneous information or inconsistencies; extraneous information or inconsistencies;

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

(v) uses a variety of sentence (v) uses a variety of sentence structures, rhetorical devices, and transitions structures, rhetorical devices, and transitions 3 to link paragraphs; to link paragraphs;

(B) write informal letters that convey (B) write a letter that reflects an opinion, (B) write a letter that reflects an opinion, ideas, include important information, registers a complaint, or requests information registers a complaint, or requests information demonstrate a sense of closure, and use in business or friendly context; in business or friendly context; appropriate conventions (e.g., date, salutation, closing);

(C) write responses to literary or (C) write responses to literary or (C) write responses to literary or expository texts and provide evidence from expository texts that demonstrate the writing expository texts that demonstrate the use of the text to demonstrate understanding; and skills for multi-paragraph essays and provide writing skills for a multi-paragraph essay and sustained evidence from the text using provide sustained evidence from the text quotations when appropriate; and using quotations when appropriate; and

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

18. Writing/Persuasive Texts. Students 18. Writing/Persuasive Texts. Students 18. Writing/Persuasive Texts. Students write persuasive texts to influence the write persuasive texts to influence the write persuasive texts to influence the attitudes or actions of a specific audience on attitudes or actions of a specific audience on attitudes or actions of a specific audience on specific issues. Students are expected to specific issues. Students are expected to specific issues. Students are expected to write persuasive essays for appropriate write a persuasive essay to the appropriate write a persuasive essay to the appropriate audiences that establish a position and audience that: audience that: 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 (B) considers and responds to the views of others and anticipates and answers reader of others and anticipates and answers reader concerns and counter-arguments; and concerns and counter-arguments; and

(C) includes evidence that is logically (C) includes evidence that is logically organized to support the author’s viewpoint organized to support the author’s viewpoint 4 and that differentiates between fact and and that differentiates between fact and opinion. opinion. 19. Oral and Written 19. Oral and Written 19. Oral and Written Conventions/Conventions. Students Conventions/Conventions. Students Conventions/Conventions. Students understand the function of and use the understand the function of and use the understand the function of and use the conventions of academic language when conventions of academic language when conventions of academic language when speaking and writing. Students will continue speaking and writing. Students will continue speaking and writing. Students will continue to apply earlier standards with greater to apply earlier standards with greater to apply earlier standards with greater complexity. Students are expected to: complexity. Students are expected to: complexity. Students are expected to:

(A) use and understand the function of (A) identify, use and understand the (A) use and understand the function of the following parts of speech in the context function of the following parts of speech in the following parts of speech in the context of reading, writing, and speaking: the context of reading, writing, and speaking: of reading, writing, and speaking:

(i) verbs (irregular verbs and active (i) verbs (perfect and progressive (i) verbs (perfect and progressive and passive voice); tenses) and participles; tenses) and participles;

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

(iii) predicative adjectives (She is (iii) adverbial and adjectival phrases (iii) adverbial and adjectival phrases intelligent.) and their comparative and and clauses; and clauses; superlative forms (e.g., many, more, most);

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

(v) prepositions and prepositional (v) prepositions and prepositional phrases to convey location, time, direction, phrases and their influence on subject-verb or to provide details; agreement;

(vi) indefinite pronouns (e.g., all, (vi) relative pronouns (e.g., whose, (iv) relative pronouns (e.g., whose, both, nothing, anything); that, which); that, which); and

(vii) subordinating conjunctions (e.g., (vii) subordinating conjunctions (e.g., (v) subordinating conjunctions (e.g., while, because, although, if); and because, since); and because, since); 5 (viii) transitional words and phrases (viii) transitions for sentence to that demonstrate an understanding of the sentence or paragraph to paragraph function of the transition related to the coherence; 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

(C) use complete simple and compound (B) write complex sentences and (B) write complex sentences and sentences with correct subject-verb differentiate between main versus differentiate between main versus agreement. subordinate clauses; and subordinate clauses; and

(C) use a variety of complete sentences (C) use a variety of complete sentences (e.g., simple, compound, complex) that (e.g., simple, compound, complex) that include properly placed modifiers, correctly include properly placed modifiers, correctly identified antecedents, parallel structures, identified antecedents, parallel structures, and consistent tenses. and consistent tenses.

20. Oral and Written 20. Oral and Written 20. Oral and Written Conventions/Handwriting, Capitalization, Conventions/Handwriting, Capitalization, Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and and Punctuation. Students write legibly and and Punctuation. Students write legibly and use appropriate capitalization and use appropriate capitalization and use appropriate capitalization and punctuation conventions in their punctuation conventions in their punctuation conventions in their compositions. Students are expected to: compositions. Students are expected to: compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use capitalization for: (A) use conventions of capitalization; (A) use conventions of capitalization; and and (i) abbreviations;

(ii) initials and acronyms; and

6 (iii) organizations;

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

(i) commas in compound sentences; (i) commas after introductory words, (i) commas after introductory phrases, and clauses; and structures and dependent adverbial clauses, and correct punctuation of complex sentences; and

(ii) proper punctuation and spacing for (ii) semicolons, colons, and hyphens. (ii) semicolons, colons, hyphens, quotations; and parentheses, brackets, and ellipses.

(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and

(C) use proper mechanics including italics and underlining for titles of books.

21. Oral and Written 21. Oral and Written 21. Oral and Written Conventions/Spelling. Students spell Conventions/Spelling. Students spell Conventions/Spelling. Students spell correctly. Students are expected to: correctly. Students are expected to spell correctly. Students are expected to spell correctly, including using various resources correctly, including using various resources (A) differentiate between commonly to determine and check correct spellings. to determine and check correct spellings. 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 22. Research/Research Plan. Students ask 22. Research/Research Plan. Students ask 7 open-ended research questions and develop a open-ended research questions and develop a open-ended research questions and develop a plan for answering them. Students are plan for answering them. Students are plan for answering them. Students are expected to: expected to: expected to:

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

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

23. Research/Gathering Sources. Students 23. Research/Gathering Sources. Students 23. Research/Gathering Sources. Students determine, locate, and explore the full range determine, locate, and explore the full range determine, locate, and explore the full range of relevant sources addressing a research of relevant sources addressing a research of relevant sources addressing a research question and systematically record the question and systematically record the question and systematically record the information they gather. Students are information they gather. Students are information they gather. Students are expected to: expected to: expected to:

(A) follow the research plan to collect (A) follow the research plan to gather (A) follow the research plan to gather data from a range of print and electronic information from a range of relevant print information from a range of relevant print resources (e.g., reference texts, periodicals, and electronic sources using advanced search and electronic sources using advanced search web pages, online sources) and data from strategies; strategies; experts;

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

(C) record data, utilizing available (C) record bibliographic information (C) record bibliographic information technology (e.g., word processors) in order (e.g., author, title, page number) for all notes (e.g., author, title, page number) for all notes to see the relationships between ideas, and and sources according to a standard format; and sources according to a standard format; convert graphic/visual data (e.g., charts, and and 8 diagrams, timelines) into written notes;

(D) identify the source of notes (e.g., (D) differentiate between paraphrasing (D) differentiate between paraphrasing author, title, page number) and record and plagiarism and identify the importance and plagiarism and identify the importance bibliographic information concerning those of citing valid and reliable sources. of citing valid and reliable sources. 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. 24. Research/Synthesizing Information. 24. Research/Synthesizing Information. Students clarify research questions and Students clarify research questions and Students clarify research questions and evaluate and synthesize collected evaluate and synthesize collected evaluate and synthesize collected information. Students are expected to: information. Students are expected to: information. Students are expected to:

(A) refine the major research question, if (A) narrow or broaden the major research (A) narrow or broaden the major research necessary, guided by the answers to a question, if necessary, based on further question, if necessary, based on further secondary set of questions; and research and investigation; and research and investigation; and

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

25. Research/Organizing and Presenting 25. Research/Organizing and Presenting 25. Research/Organizing and Presenting Ideas. Students organize and present their Ideas. Students organize and present their Ideas. Students organize and present their ideas and information according to the ideas and information according to the ideas and information according to the purpose of the research and their audience. purpose of the research and their audience. purpose of the research and their audience. Students are expected to synthesize the Students are expected to synthesize the Students are expected to synthesize the research into a written or an oral presentation research into a written or an oral presentation research into a written or an oral presentation that: that: that:

(A) compiles important information from (A) draws conclusions and summarizes (A) draws conclusions and summarizes multiple sources; or paraphrases the findings in a systematic or paraphrases the findings in a systematic way; way; 9

(B) develops a topic sentence, (B) marshals evidence to explain the (B) marshals evidence to explain the summarizes findings, and uses evidence to topic and gives relevant reasons for topic and gives relevant reasons for support conclusions; conclusions; conclusions;

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

(D) uses quotations to support ideas and (D) follows accepted formats for (D) follows accepted formats for an appropriate form of documentation to integrating quotations and citations into the integrating quotations and citations into the acknowledge sources (e.g., bibliography, written text to maintain a flow of ideas. written text to maintain a flow of ideas. works cited).

26. Listening and Speaking/Listening. 26. Listening and Speaking/Listening. 26. Listening and Speaking/Listening. Students will use comprehension skills to Students will use comprehension skills to Students will use comprehension skills to listen attentively to others in formal and listen attentively to others in formal and listen attentively to others in formal and informal settings. Students will continue to informal settings. Students will continue to informal settings. Students will continue to apply earlier standards with greater apply earlier standards with greater apply earlier standards with greater complexity. Students are expected to: complexity. Students are expected to: complexity. Students are expected to:

(A) listen to and interpret a speaker’s (A) listen to and interpret a speaker’s (A) listen to and interpret a speaker’s messages (both verbal and nonverbal) and purpose by explaining the content, purpose by explaining the content, evaluating ask questions to clarify the speaker’s purpose evaluating the delivery of the presentation, the delivery of the presentation, and asking and perspective; and asking questions or making comments questions or making comments about the about the evidence that supports a speaker’s evidence that supports a speaker’s claims; claims; (B) follow and give complex oral (B) follow and give oral instructions that (B) follow and give complex oral instructions to perform specific tasks, answer include multiple action steps; and instructions to perform specific tasks, answer questions, or solve problems; and questions, or solve problems; and (C) summarize formal and informal (C) paraphrase the major ideas and (C) draw conclusions about the speaker’s presentations, distinguish between facts and supporting evidence in formal and informal message by considering verbal opinions, and determine the effectiveness of presentations. communication (e.g., word choice, tone) and rhetorical devices. nonverbal cues (e.g., posture, gestures, facial expressions). 10 27. Listening and Speaking/Speaking. 27. Listening and Speaking/Speaking. 27. Listening and Speaking/Speaking. Students speak clearly and to the point, using Students speak clearly and to the point, using Students speak clearly and to the point, using the conventions of language. Students will the conventions of language. Students will the conventions of language. Students will continue to apply earlier standards with continue to apply earlier standards with continue to apply earlier standards with greater complexity. Students are expected to greater complexity. Students are expected to greater complexity. Students are expected to advocate a position using anecdotes, give an organized presentation with a present a critique of a literary work, film, or analogies, and/or illustrations, and use eye specific point of view, employing eye dramatic production, employing eye contact, contact, speaking rate, volume, enunciation, contact, speaking rate, volume, enunciation, speaking rate, volume, enunciation, a variety a variety of natural gestures, and conventions natural gestures, and conventions of of natural gestures, and conventions of of language to communicate ideas language to communicate ideas effectively. language to communicate ideas effectively. effectively.

28. Listening and Speaking/Teamwork. 28. Listening and Speaking/Teamwork. 28. Listening and Speaking/Teamwork. Students work productively with others in Students work productively with others in Students work productively with others in teams. Students will continue to apply earlier teams. Students will continue to apply earlier teams. Students will continue to apply earlier standards with greater complexity. Students standards with greater complexity. Students standards with greater complexity. Students are expected to participate productively in are expected to participate in student-led are expected to participate productively in discussions, plan agendas with clear goals discussions by eliciting and considering discussions, plan agendas with clear goals and deadlines, set time limits for speakers, suggestions from other group members and and deadlines, set time limits for speakers, take notes, and vote on key issues. by identifying points of agreement and take notes, and vote on key issues. disagreement.