TEKS Student Expectations (Grade 7)

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1 TEKS Student Expectations (Grade 7) This chart correlates the TEKS Student Expectations to the chapters of The Essential Guide to Language, Writing, and Literature, Red Level (A) The student is expected to apply knowledge of lettersound correspondences, language structure, and context to recognize words (B) The student is expected to use the keys and entry information in dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words (C) The student is expected to identify standards of making communication choices considering appropriateness for self, listener, occasion, and task (D) The student is expected to listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8) (E) The student is expected to identify the importance of using appropriate nonverbal communication (F) The student is expected to identify and explain the components of listening process (G) The student is expected to identify the kinds of listening and analyze skills related to each type (I) The student is expected to analyze and develop techniques and strategies for building self-confidence and reducing communication apprehension (A) The student is expected to use his/her own knowledge and experience to comprehend (B) The student is expected to establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (C) The student is expected to monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (E) The student is expected to use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information

2 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (F) The student is expected to determine a text's main (or major) ideas and how those ideas are supported with details (G) The student is expected to paraphrase and summarize text to recall, inform, or organize ideas (H) The student is expected to draw inferences such as conclusions or generalizations and support them with text evidence and experience (I) The student is expected to find similarities and differences across texts such as in treatment, scope, or organization (J) The student is expected to distinguish fact and opinion in various texts (K) The student is expected to answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short answer (L) The student is expected to represent text information in different ways such as in outline, timeline, or graphic organizer (M) The student is expected to use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8) (A) The student is expected to offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (B) The student is expected to interpret text ideas through such varied means journal writing, discussion, enactment, and media (C) The student is expected to support responses by referring to relevant aspects of text and his/her own experiences (D) The student is expected to connect, compare, and contrast ideas, themes, and issues across text (A) The student is expected to identify the purposes of different types of texts such as to inform, influence, express, or entertain

3 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (B) The student is expected to recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (C) The student is expected to compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8) (D) The student is expected to understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7) (E) The student is expected to understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7) (F) The student is expected to analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (G) The student is expected to recognize and analyze story plot, setting, and problem resolution (D) The student is expected to interpret and use graphic sources of information such as maps, graphs, timelines or tables to address research questions (E) The student is expected to summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (F) The student is expected to produce research projects and reports in effective formats for various audiences (6-8) (G) The student is expected to draw conclusions from information gathered from multiple sources (H) The student is expected to use compiled information and knowledge to raise additional, unanswered questions (3-8) (I) The student is expected to present organized statements, reports, and speeches using visuals or media to support meaning (6-8) (A) The student is expected to compare text events with his/her own and other readers' experiences

4 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (C) The student is expected to articulate and discuss themes and connections that cross cultures (A) The student is expected to write to express, discover, record, develop, reflect on ideas, and to problem solve (B) The student is expected to write to influence such as to persuade, argue, and request (C) The student is expected to write to inform such as to explain, describe, report, and narrate (D) The student is expected to write to entertain such as to compose humorous poems or short stories (E) The student is expected to select and use voice and style appropriate to audience and purpose (6-8) (F) The student is expected to choose the appropriate form for his/her own purpose for writing such as journals, letters, editorials, reviews, poems, memoirs, narratives, and instructions (7-8) (G) The student is expected to use literary devices effectively such as suspense, dialogue, and figurative language (5-8) (H) The student is expected to produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8). Chapter 21 Developing Your Writing Style Chapter 21 Developing Your Writing Style Chapter 21 Developing Your Writing Style

5 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (B) The student is expected to capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8) (C) The student is expected to spell derivatives correctly by applying the spellings of bases and affixes (7-8) (D) The student is expected to spell frequently misspelled words correctly such as their, they're, and there (7-8) (F) The student is expected to spell accurately in final drafts (G) The student is expected to understand the influence of other languages and cultures on the spelling of English words (6-8) (A) The student is expected to write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8) (B) The student is expected to use conjunctions to connect ideas meaningfully Chapter 1 The Parts of a Sentence Chapter 15 Capitalization Chapter 16 End Marks and Commas Chapter 17 Italics and Quotation Marks Chapter 18 Other Punctuation Chapter 1 The Parts of a Sentence Chapter 7 Phrases Chapter 8 Verbals and Verbal Phrases Chapter 9 Clauses Chapter 10 Sentence Fragments and Run-ons Chapter 21 Developing Your Writing Style Chapter 5 Prepositions, Conjunctions, and Interjections

6 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (C) The student is expected to employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (D) The student is expected to use adjectives (comparatives and superlatives forms) and adverbs appropriately to make writing vivid or precise (E) The student is expected to use prepositional phrases to elaborate written ideas (F) The student is expected to use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8) (G) The student is expected to write with increasing accuracy when using apostrophes in contractions such as won't and possessives such as Smith's (H) The student is expected to write with increasing accuracy when using pronoun case such as 'She had the party.' (6-8). Chapter 2 Nouns and Pronouns Chapter 3 Verbs Chapter 4 Adjectives and Adverbs Chapter 6 Complements Chapter 11 Using Verbs Chapter 12 Using Pronouns Chapter 13 Subject and Verb Agreement Chapter 14 Using Adjectives and Adverbs Chapter 4 Adjectives and Adverbs Chapter 6 Complements Chapter 14 Using Adjectives and Adverbs Chapter 7 Phrases Chapter 8 Verbals and Verbal Phrases Chapter 9 Clauses Chapter 3 Verbs Chapter 11 Using Verbs Chapter 1 The Parts of a Sentence Chapter 16 End Marks and Commas Chapter 17 Italics and Quotation Marks Chapter 18 Other Punctuation Chapter 2 Nouns and Pronouns Chapter 6 Complements Chapter 12 Using Pronouns

7 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (A) The student is expected to generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (B) The student is expected to develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (C) The student is expected to revise selected drafts by adding, elaborating, deleting, combining, and rearranging text Chapter 21 Developing Your Writing Style Chapter 22 Writing Well-Structured Paragraphs

8 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (D) The student is expected to revise drafts for coherence, progression, and logical support of ideas (E) The student is expected to edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (F) The student is expected to use available technology to support aspects of creating, revising, editing, and publishing texts (G) The student is expected refine selected pieces frequently to 'publish' for general and specific audiences Chapter 21 Developing Your Writing Style

9 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (H) The student is expected to proofread his/her own writing and that of others (I) The student is expected to select and use reference materials and resources as needed for writing, revising, and editing final drafts (A) The student is expected to apply criteria to evaluate writing (C) The student is expected to evaluate how well his/her own writing achieves its purposes 7.2. (A) The student is expected to use appropriate verbal and nonverbal communication skills in interpersonal situations (B) The student is expected to determine word meaning by using context (C) The student is expected to derive word meaning by applying knowledge of the meanings of prefixes, suffixes, and bases (D) The student is expected to use reference aids such as glossary, dictionary, and available technology to investigate word origins, meanings, and usage (E) The student is expected to compare his/her own perception of a spoken message with the perception of others (6-8) (G) The student is expected to prepare and present an oral statement on a topic of interest or concern (B) The student is expected to organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer

10 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (D) The student is expected to summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (E) The student is expected to present information in various forms using available technology (F) The student is expected to evaluate his/her own research and frame new questions for further investigation (G) The student is expected to follow accepted formats for writing research, including documenting sources (6-8) (B) The student is expected to correspond with peers or others via or conventional mail (B) The student is expected to interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (A) The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8) (C) The student is expected to evaluate the purposes and effects of various media such as film, print, and technology presentations (6-8) (D) The student is expected to evaluate how different media forms influence and inform (6-8) (B) The student is expected to produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (C) The student is expected to assess how language, medium, and presentation contribute to the message (6-8) (A) The student is expected to listen to proficient, fluent models of oral reading, including selections from classic and contemporary works 7.3. (C) The student is expected to adjust reading rate based on purposes for reading (D) The student is expected to use effective techniques to prepare, organize, and present a speech for a special occasion.

11 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (E) The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media (A) The student is expected to draw upon background knowledge to comprehend (B) The student is expected to establish and adjust both immediate and long-term purposes for reading such as to find out, understand, interpret, enjoy, and solve problems (C) The student is expected to use appropriate verbal, nonverbal, and listening skills in interviews (D) The student is expected to use appropriate information and effective critical-thinking skills in group decisionmaking and problem-solving processes (E) The student is expected to plan and present an informative group discussion for an audience (F) The student is expected to plan, research, organize, and write an informative speech (G) The student is expected to rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop confidence, and practice presentation skills (H) The student is expected to use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches (I) The student is expected to use effective verbal and nonverbal communication in presenting informative speeches (J) The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches (K) The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

12 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (A) The student is expected to recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional appeals (B) The student is expected to respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and making or responding to requests (C) The student is expected to research, write, rehearse, and present persuasive speeches (D) The student is expected to demonstrate persuasive skills in informal or formal argumentation, discussions, or debates (E) The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations (A) The student is expected to apply knowledge of lettersound correspondences, language structure, and context to recognize words 7.6. (B) The student is expected to use appropriate verbal and nonverbal skills to share stories (C) The student is expected to select, analyze, adapt, interpret, and rehearse a variety of literary selections (D) The student is expected to produce research reports and projects in various formats and audiences (E) The student is expected to use appropriate verbal and nonverbal skills in individual or group interpretations of literature (F) The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

13 Essential Guide to Language, Writing, and Literature, Red Level / TEKS Student Expectations Correlation - p (C) The student is expected to adjust reading rate based on purposes for reading 7.8. (B) The student is expected to select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8) (C) The student is expected to read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing 7.8. (D) The student is expected to read to take action such as to complete forms, make informed recommendations, and write a response (6-8) (A) The student is expected to develop vocabulary by listening to selections read aloud 7.9. (B) The student is expected to draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8) (C) The student is expected to use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meaning and usage 7.9. (D) The student is expected to determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un (E) The student is expected to study word meanings systematically such as across curricular content areas and through current events 7.9. (F) The student is expected to distinguish denotative and connotative meanings (6-8) (G) The student is expected to use word origins as an aid to understanding historical influences on English word meanings (6-8).

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