Year at a Glance – TEKS at a Glance

 

 

Grade Level Reference for Spiraled Writing Instruction

 

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

6.14.E

 

 

Students revise final drafts in response to feedback from peers and teacher and publish written work for a specific audience.       

 

 

 

Writing Component #2 - Writing Literary Text

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

 

 

6.15.A

 

 

Students write imaginative stories that include (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; and (iii) dialogue that develops the story.

 

 

6.15.B

 

 

Students write poems using (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length).

 

 

6.16.A

 

 

Students write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

 

 

Writing Component #3 - Writing Expository and Procedural Text

 

 

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

 

 

6.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader’s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs.

 

 

6.17.B

 

 

Students write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, and closing).

 

 

6.17.C

 

 

Students write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

 

 

6.17.D

 

 

Students produce a multimedia presentation involving text and graphics using available technology.

 

 

 

Writing Component #4 - Writing Persuasive Text

 

 

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

 

 

6.18.A

 

 

Students write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

           

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

Writing Component #8 – Research/Research Plan

 

 

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

 

 

6.22.A

 

 

Students brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.

 

 

6.22.B

 

 

Students generate a research plan for gathering relevant information about the major research question.

 

 

 

Writing Component #9 – 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.

 

 

6.23.A

 

 

Students follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts.

 

 

6.23.B

 

 

Students categorize information thematically in order to see the larger constructs inherent in the information.

 

 

6.23.C

 

 

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

 

 

6.23.D

 

 

Students differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

 

 

 

Writing Component #10 – Research/Synthesizing Information

 

 

Students clarify research questions and evaluate and synthesize collected information.

 

 

6.24.A

 

 

Students narrow or broaden the major research question, if necessary, based on further research and investigation.

 

 

6.24.B

 

 

Students evaluate the relevance and reliability of sources for the research.

 

 

 

Writing Component #11 – Research/Organizing and Presenting Ideas

 

 

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

 

 

6.25A

 

 

Students compile important information from multiple sources.

 

 

6.25.B

 

 

Students develop a topic sentence, summarize findings, and use evidence to support conclusions.

 

 

6.25.C

 

 

Students present the findings in a consistent format.

 

 

6.25.D

 

 

Students use quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography, works cited).

 

 

 

Writing Component #12 – Listening and Speaking/Listening

 

 

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

 

 

6.26.A

 

 

Students listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose and perspective.

 

 

6.26.B

 

 

Students follow and give oral instructions that include multiple action steps.

 

 

6.26.C

 

 

Students paraphrase the major ideas and supporting evidence in formal and informal presentations.

 

 

 

Writing Component #13 – 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.

 

 

6.27.A

 

 

Students give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

 

 

 

Writing Component #14 – Listening and Speaking/Teamwork

 

 

Students work productively with others in teams.  Students will continue to apply earlier standards with greater complexity.

 

 

6.28.A

 

 

Students participate in student led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

 

 

 

 

 

 

 

1st 9 Weeks:  August 25 – October 26

 

 

 

 

 

 

 

 

Week 4 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1st 9 Weeks:  August 25 – October 26

 

 

 

 

 

 

 

WEEK 9 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

Writing Component #2 - Writing Literary Text

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

 

 

6.16.A

 

 

Students write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

 

 

2nd 9 Weeks:  October 28 – January 17

 

 

 

 

 

 

 

Week 4 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

Writing Component #3 - Writing Expository and Procedural Text

 

 

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

 

 

6.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader’s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs.

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; and (ii) proper punctuation and spacing for quotations; (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

2nd 9 Weeks:  October 28 – January 17

 

 

 

 

 

 

 

Week 9 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

Writing Component #2 - Writing Literary Text

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

 

 

6.16.A

 

 

Students write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; and (ii) proper punctuation and spacing for quotations; (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

 

 

3rd 9 Weeks:  January 21 – March 28

 

 

 

 

 

 

Week 4 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

 

Writing Component #3 - Writing Expository and Procedural Text

 

 

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

 

 

6.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader’s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs.

 

 

6.17.B

 

 

Students write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, and closing).

 

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

           

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

3rd 9 Weeks:  January 21 – March 28

 

 

 

 

 

 

 

Week 9 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

Writing Component #2 - Writing Literary Text

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

 

 

6.16.A

 

 

Students write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; and (ii) proper punctuation and spacing for quotations; (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

 

 

4th 9 Weeks:  March 31 – June 6

 

 

 

 

 

 

Week 4 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

 

Writing Component #3 - Writing Expository and Procedural Text

 

 

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

 

 

6.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) guide and inform the reader’s understanding of key ideas and evidence; (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs.

 

 

6.17.C

 

 

Students write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.

 

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

           

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

 

 

6.21.C

 

 

Students know how to use the spellcheck function in word processing while understanding its limitations.

 

 

 

 

 

4th 9 Weeks:  March 31 – June 6

 

 

 

 

 

 

 

Week 9 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENT EXPECTATIONS

 

 

 

Writing Component #1 - Writing Process

 

 

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

 

 

6.14.A

 

 

Students plan a first draft by selecting a genre appropriate for conveying an intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

 

6.14.B

 

 

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

 

 

6.14.C

 

 

Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.

 

 

6.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

 

Writing Component #2 - Writing Literary Text

 

 

Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

 

 

6.16.A

 

 

Students write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

 

 

 

 

Writing Component #5 - Oral & Written Conventions/Conventions

 

 

Students understand the function of and use the conventions of academic language when speaking and writing.  Students will continue to apply earlier standards with greater complexity.

 

 

6.19.A

 

 

Students use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (irregular verbs and passive voice); (ii) non-count nouns (e.g., rice/paper); (iii) predicate adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);  (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (vi) indefinite pronouns (e.g., all, both, nothing, anything); (vii) subordinating conjunctions (while, because, although, if); (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).

 

 

6.19.B

 

 

Students differentiate between the active and passive voice and know how to use them both.

 

 

6.19.C

 

 

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

 

 

           

 

 

Writing Component #6 - Oral & Written Conventions/Handwriting, Capitalization, and Punctuation

 

 

 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.

 

 

6.20.A

 

 

Students write legibly by selecting cursive script or manuscript printing as appropriate.  Students use appropriate capitalization and punctuation conventions in their compositions.  Students are expected to use capitalization for (i) abbreviations; (ii) initials and acronyms; and (iii) organizations.

 

 

6.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations; and (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

 

 

6.20.C

 

 

Students use proper mechanics including italics and underlining for the titles of books.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

6.21.A

 

 

Students differentiate between commonly confused terms (e.g., its, it’s; affect, effect).

 

 

6.21.B

 

 

Students use spelling patterns and rules and print and electronic resources to determine and check correct spellings.