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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.D

 

 

Students edit drafts for grammar, mechanics, and spelling.

 

 

7.14.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.

 

 

7.15.A

 

 

Students write an imaginative story that (i) sustains reader interest; (ii) include well-paced actions and an engaging story line; (iii) creates a specific, believable setting created through the use of sensory details; (iv) develops interesting characters; and (v) uses a range of literary strategies and devices to enhance the style and tone.

 

 

7.15.B

 

 

Students writes a poem using (i) poetic techniques (e.g., rhyme scheme, meter); (ii) figurative language (e.g., personification, idioms, hyperbole); and (iii) graphic elements (e.g., word position).

 

 

7.16.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.

 

 

7.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) contain a clearly stated purpose or controlling idea; (iii) are logically organized with appropriate facts and details and include no extraneous information or inconsistencies; (iv) use a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; and (v) accurately synthesize ideas from several sources.

 

 

7.17.B

 

 

Students write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context.

 

 

7.17.C

 

 

Students write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text, using quotations when appropriate.

 

 

7.17.D

 

 

Students produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

 

 

 

Writing Component #4 - Writing Persuasive Text

 

 

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

 

 

7.18.A

 

 

Students write persuasive essays for appropriate audiences that establish a clear thesis or position.

 

 

7.18.B

 

 

Students consider and respond to the views of others and anticipate and answer reader concerns and counter arguments.

 

 

7.18.C

 

 

Students include evidence that are logically organized to support the author’s viewpoint and that differentiates between fact and opinion.

 

 

 

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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

Writing Component #8 – Research/Research Plan

 

 

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

 

 

7.22.A

 

 

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

 

 

7.22.B

 

 

Students 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.

 

 

 

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.

 

 

7.23.A

 

 

Students follow the research plan to gather information from a range of relevant print and electronic sources, using advanced search strategies.

 

 

7.23.B

 

 

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

 

 

7.23.C

 

 

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

 

 

7.23.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.

 

 

7.24.A

 

 

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

 

 

7.24.B

 

 

Students 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 and relevant than another.

 

 

 

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.

 

 

7.25.A

 

 

Students draw conclusions and summarize or paraphrase the findings in a systematic way.

 

 

7.25.B

 

 

Students marshal evidence to explain the topic and give relevant reasons for conclusions.

 

 

7.25.C

 

 

Students present the findings in a meaningful format.

 

 

7.25.D

 

 

Students follow accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

 

 

 

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.

 

 

7.26.A

 

 

Students listen to and interpret a speaker’s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker’s claim.

 

 

7.26.B

 

 

Students follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems.

 

 

7.26.C

 

 

Students draw conclusions about the speaker’s message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expression).

 

 

 

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.

 

 

7.27.A

 

 

Students 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.

 

 

 

Writing Component #14 – Listening and Speaking/Teamwork

 

 

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

 

 

7.28.A

 

 

Students participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.16.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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

           

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) contain a clearly stated purpose or controlling idea; (iii) are logically organized with appropriate facts and details and include no extraneous information or inconsistencies; (iv) use a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; and (v) accurately synthesize ideas from several sources.

 

 

 

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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.17.B

 

 

Students write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context.

 

 

 

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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.16.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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.17.A

 

 

Students create multi-paragraph essays to convey information about the topic that (i) present effective introductions and concluding paragraphs; (ii) contain a clearly stated purpose or controlling idea; (iii) are logically organized with appropriate facts and details and include no extraneous information or inconsistencies; (iv) use a variety of sentence structures, rhetorical devices, and transitions to link paragraphs; and (v) accurately synthesize ideas from several sources.

 

 

 

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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.16.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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.

 

 

 

STAAR Writing – April 1 and April 2

 

 

 

 

 

 

 

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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.14.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.

 

 

7.16.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.

 

 

7.19.A

 

 

Students identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking:  (i) verbs (perfect and progressive tenses) and participles; (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed); (v) prepositions and prepositional phrases to convey location,  time, direction, or  to provide details; (vi) relative  pronouns (e.g., whose, that, which); (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); (ii)appositive phrases; and (iii) adverbial and adjectival phrases and clauses.  

 

 

7.19.B

 

 

Students write complex sentences and differentiate between main versus subordinate clauses.

 

 

7.19.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.

 

 

7.20.A

 

 

Students use conventions of capitalization.

 

 

7.20.B

 

 

Students recognize and use punctuation marks including:  (i) commas after introductory words, phrases, and clauses; and (ii) semi-colons, colons, and hyphens.

 

 

 

Writing Component #7 - Oral & Written Conventions/Spelling

 

 

Students spell correctly.

 

 

7.21.A

 

 

Students spell correctly, including using various resources to determine and check correct spellings.