Yearat a Glance – TEKS at a Glance

 

 

GradeLevel Reference for Spiraled WritingInstruction

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

8.14.E

 

 

Studentsrevise final drafts in response to feedback from peers and teacher and publishwritten work for a specific audience.

 

 

WritingComponent #2 - Writing Literary Text

 

 

Studentswrite literary texts to express their ideas and feelings about real or imaginedpeople, events, and ideas.

 

 

8.15.A

 

 

Studentswrite an imaginative story that (i) sustains reader interest; (ii) includeswell-paced actions and an engaging story line; (iii) creates a specific, believable setting created throughthe use of sensory details; (iv) develops interesting characters; and (v) usesa range of literary strategies and devices to enhance the style andtone.

 

 

8.15.B

 

 

Studentswrites 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).

 

 

8.16.A

 

 

Studentswrite a personal narrative that has a clearly defined focus and includesreflections on decisions, actions, and/or consequences.

 

 

WritingComponent #3 - Writing Expository and Procedural Text

 

 

Studentswrite expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.

 

 

8.17.A

 

 

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

 

 

8.17.B

 

 

Studentswrite a letter that reflects an opinion, registers a complaint, or requestsinformation in a business or friendly context.

 

 

8.17.C

 

 

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

 

 

8.17.D

 

 

Studentsproduce a multimedia presentation (e.g., documentary, class newspaper,docudrama, infomercial, visual or textual parodies, theatrical production) withgraphics, images, and sound that conveys a distinctive point of view and appealsto a specific audience.

 

 

WritingComponent #4 - Writing Persuasive Text

 

 

Studentswrite persuasive texts to influence the attitudes or actions of a specificaudience on specific issues.

 

 

8.18.A

 

 

Studentswrite persuasive essays for appropriate audiences that establish a clear thesisor position.

 

 

8.18.B

 

 

Studentsconsider and respond to the views of others and anticipate and answer readerconcerns and counter arguments.

 

 

8.18.C

 

 

Studentsinclude evidence that are logically organized to support the author’sviewpoint and that differentiates between fact and opinion.

 

 

WritingComponent #5 - Oral & WrittenConventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (iv) Relative pronouns (e.g., whose, that, which); (v)subordinating conjunctions (e.g., because, since); (ii) appositive phrases; and(iii) adverbial and adjectival phrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

Studentsuse correct punctuation marks, including (i) commas after introductorystructures and dependent adverbial clauses, and correct punctuation of complexsentences; and (ii) semicolons, colons, hyphens, parentheses, brackets, andellipses.

 

 

WritingComponent #7 - Oral & Written Conventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

WritingComponent #8 – Research/Research Plan

 

 

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

 

 

8.22.A

 

 

Studentsbrainstorm, consult with others, decide upon a topic, and formulate open-endedquestions to address the major research topic.

 

 

8.22.B

 

 

Studentsapply steps for obtaining and evaluating information from a wide variety ofsources and create a written plan after preliminary research in reference worksand additional text searches.

 

 

WritingComponent #9 – Research/Gathering Sources

 

 

Studentsdetermine, locate, and explore the full range of relevant sources addressing aresearch question and systematically record the information theygather.

 

 

8.23.A

 

 

Studentsfollow the research plan to gather information from a range of relevant printand electronic sources, using advanced search strategies.

 

 

8.23.B

 

 

Studentscategorize information thematically in order to see the larger constructsinherent in the information.

 

 

8.23.C

 

 

Studentsrecord bibliographic information (e.g., author, title, page number) for allnotes and sources according to a standard format.

 

 

8.23.D

 

 

Studentsdifferentiate between paraphrasing and plagiarism and identify the importanceof citing valid and reliable sources.

 

 

WritingComponent #10 – Research/SynthesizingInformation

 

 

Studentsclarify research questions and evaluate and synthesize collectedinformation.

 

 

8.24.A

 

 

Studentsnarrow or broaden the major research question, if necessary, based on furtherresearch and investigation.

 

 

8.24.B

 

 

Studentsutilize elements that demonstrate the reliability and validity of the sourcesused (e.g., publication date, coverage, language, point of view) and explainwhy one source is more useful and relevant than another.

 

 

WritingComponent #11 – Research/Organizing and PresentingIdeas

 

 

Studentsorganize and present their ideas and information according to the purpose ofthe research and their audience.

 

 

8.25.A

 

 

Studentsdraw conclusions and summarize or paraphrase the findings in a systematicway.

 

 

8.25.B

 

 

Studentsmarshal evidence to explain the topic and give relevant reasons forconclusions.

 

 

8.25.C

 

 

Studentspresent the findings in a meaningful format.

 

 

8.25.D

 

 

Studentsfollow accepted formats for integrating quotations and citations into thewritten text to maintain a flow of ideas.

 

 

WritingComponent #12 – Listening andSpeaking/Listening

 

 

Studentsuse comprehension skills to listen attentively to others in formal and informalsettings. Students will continue toapply earlier standards with greater complexity.

 

 

8.26.A

 

 

Studentslisten to and interpret a speaker’s purpose by explaining thecontent, evaluating the delivery of the presentation, and asking questions ormaking comments about the evidence that supports a speaker’sclaim.

 

 

8.26.B

 

 

Studentsfollow and give complex oral instructions to perform specific tasks, answerquestions, or solve problems.

 

 

8.26.C

 

 

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

 

 

WritingComponent #13 – Listening andSpeaking/Speaking

 

 

Studentsspeak clearly and to the point, using the conventions of language. Students will continue to apply earlierstandards with greater complexity.

 

 

8.27.A

 

 

Studentsadvocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume,enunciation, a variety of natural gestures, and conventions of language tocommunicate ideas effectively.

 

 

WritingComponent #14 – Listening andSpeaking/Teamwork

 

 

Studentswork productively with others in teams. Students will continue to apply earlierstandards with greater complexity.

 

 

8.28.A

 

 

Studentsparticipate productively in discussions, plan agendas with clear goals anddeadlines, set time limits for speakers, take notes, and vote on keyissues.

 

 

1st 9 Weeks: August 25 – October26

 

 

 

 

Week4 CBA – Writing TEKS Tested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

1st 9 Weeks: August 25 – October 26

WEEK9 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

WritingComponent #2 - Writing Literary Text

 

 

Studentswrite literary texts to express their ideas and feelings about real or imaginedpeople, events, and ideas.

 

 

8.15.A

 

 

Studentswrite an imaginative story that (i) sustains reader interest; (ii) includeswell-paced actions and an engaging story line; (iii) creates a specific, believable setting created throughthe use of sensory details; (iv) develops interesting characters; and (v) usesa range of literary strategies and devices to enhance the style andtone.

 

 

WritingComponent #5 - Oral & Written Conventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

2nd 9 Weeks: October 28 – January17

Week4 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intended meaningto an audience, determining appropriate topics through a range of strategies(e.g., discussion, background reading, personal interests, interviews), anddeveloping a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

 

 

WritingComponent #3 - Writing Expository and Procedural Text

 

 

Studentswrite expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.

 

 

8.17.A

 

 

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

 

 

8.17.B

 

 

Studentswrite a letter that reflects an opinion, registers a complaint, or requestsinformation in a business or friendly context.

 

 

WritingComponent #5 - Oral & WrittenConventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

2nd 9 Weeks: October 28 – January 17

Week9 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

WritingComponent #2 - Writing Literary Text

 

 

Studentswrite literary texts to express their ideas and feelings about real or imaginedpeople, events, and ideas.

 

 

8.16.A

 

 

Studentswrite a personal narrative that has a clearly defined focus and communicatesthe importance of or reasons for actions and/or consequences.

 

 

WritingComponent #5 - Oral & Written Conventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

3rd 9 Weeks: January 21 – March28

Week4 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how well questionsof purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

 

 

WritingComponent #3 - Writing Expository and Procedural Text

 

 

Studentswrite expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.

 

 

8.17.A

 

 

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

 

 

WritingComponent #5 - Oral & WrittenConventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

3rd 9 Weeks: January 21 – March28

Week9 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

WritingComponent #2 - Writing Literary Text

 

 

Studentswrite literary texts to express their ideas and feelings about real or imaginedpeople, events, and ideas.

 

 

8.15.A

 

 

Studentswrite an imaginative story that (i) sustains reader interest; (ii) includeswell-paced actions and an engaging story line; (iii) creates a specific, believable setting created throughthe use of sensory details; (iv) develops interesting characters; and (v) usesa range of literary strategies and devices to enhance the style andtone.

 

 

WritingComponent #5 - Oral & WrittenConventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

4th 9 Weeks: March 31 – June6

Week4 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

 

 

WritingComponent #3 - Writing Expository and Procedural Text

 

 

Studentswrite expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.

 

 

8.17.A

 

 

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

 

 

WritingComponent #5 - Oral & Written Conventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (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) transitionalwords and phrases that demonstrate an understanding of the function of thetransition related to the organization of the writing (e.g., on the contrary,in addition to); (ii)appositive phrases; and (iii) adverbial and adjectivalphrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

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

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.

 

 

4th 9 Weeks: March 31 – June6

Week9 CBA – Writing TEKSTested

 

 

TEKS

 

 

STUDENTEXPECTATIONS

 

 

WritingComponent #1 - Writing Process

 

 

Studentsuse elements of the writing process (planning, drafting, revising, editing, andpublishing) to compose text.

 

 

8.14.A

 

 

Studentsplan a first draft by selecting a genre appropriate for conveying an intendedmeaning to an audience, determining appropriate topics through a range ofstrategies (e.g., discussion, background reading, personal interests,interviews), and developing a thesis or controlling idea.

 

 

8.14.B

 

 

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

 

 

8.14.C

 

 

Studentsrevise drafts to clarify meaning, enhance style, include simple and compoundsentences, and improve transitions by adding, deleting, combining, andrearranging sentences or larger units of text after rethinking how wellquestions of purpose, audience, and genre have been addressed.

 

 

8.14.D

 

 

Studentsedit drafts for grammar, mechanics, and spelling.

 

 

WritingComponent #3 - Writing Expository and Procedural Text

 

 

Studentswrite expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.

 

 

8.17.A

 

 

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

 

 

8.17.C

 

 

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

 

 

WritingComponent #5 - Oral & WrittenConventions/Conventions

 

 

Studentsunderstand the function of and use the conventions of academic language whenspeaking and writing. Students willcontinue to apply earlier standards with greater complexity.

 

 

8.19.A

 

 

Studentsidentify, use and understand the function of the following parts of speech inthe context of reading, writing, and speaking: (i) verbs (perfect and progressive tenses) andparticiples; (iv) Relative pronouns (e.g., whose, that, which); (v)subordinating conjunctions (e.g., because, since); (ii) appositive phrases; and(iii) adverbial and adjectival phrases and clauses.

 

 

8.19.B

 

 

Studentswrite complex sentences and differentiate between main versus subordinateclauses.

 

 

8.19.C

 

 

Studentsuse a variety of complete sentences (e.g., simple, compound, complex) thatinclude properly placed modifiers, correctly identified antecedents, parallelstructures, and consistent tenses.

 

 

 

 

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

 

 

Students write legibly and use appropriate capitalization and punctuationconventions in their compositions.

 

 

8.20.A

 

 

Studentsuse conventions of capitalization.

 

 

8.20.B

 

 

Studentsuse correct punctuation marks, including (i) commas after introductorystructures and dependent adverbial clauses, and correct punctuation of complexsentences; and (ii) semicolons, colons, hyphens, parentheses, brackets, andellipses.

 

 

WritingComponent #7 - Oral & WrittenConventions/Spelling

 

 

Studentsspell correctly.

 

 

8.21.A

 

 

Studentsspell correctly, including using various resources to determine and checkcorrect spellings.