English Language Arts
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1 English Language Arts TEKS TEXAS ESSENTIAL KNOWLEDGE & SKILLS Reading TEKS Resource Hbook Stards to Ensure Success for Texas Students STAAR
2 ELAR TEKS Resource Hbook Vertical Alignment Introduction to ELAR TEKS TEXAS ESSENTIAL KNOWLEDGE & SKILLS Figure 19 STANDARDS TO ENSURE SUCCESS FOR TEXAS STUDENTS Kindergarden - English IV E LP ENGLISH NCY PROFICIE C CR COLLEG R E AD I N E & C A R E E R ESS
3 ELAR TEKS Oral Written Conventions Str Vertical Alignment K 1st 2nd 3rd 4th 5th 6th 7th 8th Eng I Eng II Eng III Eng IV Oral Written Conventions/Conventions. Students underst the function of use the conventions of academic language when speaking writing. Students will continue to apply earlier stards with greater complexity. Students are expected to: 16(A) underst use the following parts of speech in the context of reading, writing, speaking (with adult assistance): (i) past future tenses when speaking; (singular/ plural); (iii) descriptive 20(A) 21(A) 22(A) 20(A) 20(A) 19(A) 19(A) identify, use, underst the underst use the following parts of speech in the in the context of reading, writing, speaking: use underst the function of the following parts of speech function of context of reading, writing, the following parts of speaking: speech in the context of reading, writing, speaking: present, green, tall); present, old, wonderful; articles: a, an, the); present, wooden, rectangular; limiting: this, that; articles: a, an, the); verbs); (e.g., descriptive, including purpose: sleeping bag, frying pan) their comparative superlative forms (e.g., fast, faster, fastest); verbs active voice); (ii) collective nouns (e.g., class, public); (e.g., descriptive, including origins: French windows, American cars) their comparative superlative forms (e.g., good, better, best); verbs active passive voice); (ii) non-count nouns (e.g., rice, paper); (iii) predicate adjectives (She is intelligent.) their comparative superlative forms (e.g., many, more, most); (i) verbs (perfect progressive tenses) participles; 19(A) 17(A) 17(A) 17(A) 17(A) use underst the function of the following parts of speech in the context of reading, writing, speaking: (i) verbs (perfect progressive tenses) participles; (i) more complex active passive tenses verbals (gerunds, infinitives, participles); (i) more complex active passive tenses verbals (gerunds, infinitives, participles); use underst the function of different types of clauses phrases (e.g., adjectival, noun, adverbial clauses phrases); ELAR TEKS Vertical Alignment Grades K English IV 45
4 ELAR TEKS Resource Hbook K 1st 2nd 3rd 4th 5th 6th 7th 8th Eng I Eng II Eng III Eng IV Oral Written Conventions/Conventions (cont.) (iv) prepositions simple phrases appropriately when speaking or writing (e.g., in, on, under, over); (v) (e.g., I, me); next); (vi) (e.g., I, me); (vii) timeorder 21(A)(iv) next; manner: carefully, beautifully); (vi) (e.g., he, him); (vii) timeorder 22(A)(iv) next; manner: carefully, beautifully); (vi) possessive (e.g., his, hers, theirs); (vii) coordinating (e.g.,, or, but); (viii) time-order words s that indicate a conclusion; frequency: usually, sometimes; intensity: almost, a lot); (vi) reflexive (e.g., myself, ourselves); (vii) correlative (e.g., either/or, neither/nor); (viii) use time-order words s that indicate a conclusion; frequency: usually, sometimes; intensity: almost, a lot); (vi) indefinite (e.g., all, both, nothing, anything); (e.g., while, because, although, if); (viii) al words (e.g., also, therefore); 19(A)(iv) conjunctive consequently, furthermore, indeed); (vi) indefinite (e.g., all, both, nothing, anything); (e.g., while, because, although, if); (viii) al words phrases that demonstrate an understing of the function of the related to the organization of the writing (e.g., on the contrary, in addition to); 19(A)(iv) conjunctive consequently, furthermore, indeed); phrases their influence on subjectverb (vi) relative (e.g., whose, that, which); (e.g., because, since); (viii) s for sentence to sentence or paragraph to paragraph coherence; (iv) relative (e.g., whose, that, which); (v) subordinating (e.g., because, since); (ii) restrictive nonrestrictive relative (iii) reciprocal (e.g., each other, one another); (ii) restrictive nonrestrictive relative (iii) reciprocal (e.g., each other, one another); ELAR TEKS Vertical Alignment Grades K English IV 46
5 K 1st 2nd 3rd 4th 5th 6th 7th 8th Eng I Eng II Eng III Eng IV Oral Written Conventions/Conventions (cont.) 16(B) speak in complete sentences to communicate; 16(C) use complete simple sentences. 20(B) speak in complete sentences with correct 20(C) ask questions with appropriate inversion. 21(B) use complete sentences with correct 21(C) distinguish among declarative interrogative sentences. 19(B) differentiate between the active passive voice know how to use them both; 19(A)(ii) appositive (iii) adverbial adjectival phrases 19(A)(ii) appositive 22(B) 20(B) 20(B) 19(B) 19(B) use the complete subject the complete predicate in a sentence; (iii) adverbial adjectival phrases write complex sentences differentiate between main versus subordinate 17(B) 17(B) identify use the subjunctive mood to express doubts, wishes, possibilities; 22(C) 20(C) 20(C) 19(C) 19(C) 19(C) 17(C) 17(C) 17(B) 17(B) use complete simple compound sentences with correct agreement. use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, consistent tenses. use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex). use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex). ELAR TEKS Vertical Alignment Grades K English IV 47
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