English Language Arts Social Studies STUDY GUIDE
GRADEGRADESTUDY GUIDEEnglish Language Arts Social StudiesTexas Education AgencyTX00000164A Student and Family Guide to Grade 10English Language Arts Social Studies
GR10 ELA4/17/0312:17 PMPage 1Texas AssessmentSTUDY GUIDETexas Assessment of Knowledge and SkillsGrade 10English Language Artsand Social StudiesA Student and Fa mily GuideCopyright 2003, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibitedwithout express written permission from Texas Education Agency.
GR10 ELA4/17/0312:18 PMPage 2Cover photo credits: Left Dean Conger/CORBIS; Top right Royalty-Free/CORBIS;Bottom right Jose Luis Pelaez, Inc./CORBIS.
GR10 ELA4/17/0312:18 PMPage 3A Letter from the Associate Commissioner of EducationDear Student and Parent:The Texas Assessment of Knowledge and Skills (TAKS) is a comprehensive testingprogram for public school students in grades 3–11. TAKS replaces the Texas Assessmentof Academic Skills (TAAS) and is designed to measure to what extent a student haslearned, understood, and is able to apply the important concepts and skills expectedat each tested grade level. In addition, the test can provide valuable feedback tostudents, parents, and schools about student progress from grade to grade.Students are tested in mathematics in grades 3–11; reading in grades 3–9; writing ingrades 4 and 7; English language arts in grades 10 and 11; science in grades 5, 10, and11; and social studies in grades 8, 10, and 11. Every TAKS test is directly linked to theTexas Essential Knowledge and Skills (TEKS) curriculum. The TEKS is the statemandated curriculum for Texas public school students. Essential knowledgeand skills taught at each grade build upon the material learned in previous grades.By developing the academic skills specified in the TEKS, students can build a strongfoundation for future success.The Texas Education Agency has developed this study guide to help studentsstrengthen the TEKS-based skills that are taught in class and tested on TAKS. Theguide is designed for students to use on their own or for students and families towork through together. Concepts are presented in a variety of ways that will helpstudents review the information and skills they need to be successful on the TAKS.Every guide includes explanations, practice questions, detailed answer keys, andstudent activities. At the end of this book is an evaluation form for you to completeand mail back when you have finished the guide. Your comments will help usimprove future versions of this guide.There are a number of resources available for students and families who would likemore information about the TAKS testing program. Information booklets are availablefor every TAKS subject and grade. Brochures are also available that explain the StudentSuccess Initiative promotion requirements and the new graduation requirements foreleventh-grade students. To obtain copies of these resources or to learn more aboutthe testing program, please contact your school or visit the Texas Education Agencywebsite at www.tea.state.tx.us.Texas is proud of the progress our students have made as they strive to reach theiracademic goals. We hope the study guides will help foster student learning, growth,and success in all of the TAKS subject areas.Sincerely,Ann SmiskoAssociate CommissionerCurriculum, Assessment, and TechnologyTexas Education Agency3
GR10 ELA4/17/0312:18 PMPage 4ContentsEnglishLanguageArtsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Sample Reading Selections . . . . . . . . . . . . . . . . . . . . . . . . . . 11Objective 1: Basic Understanding. . . . . . . . . . . . . . . . . . . . . . 24What Is a Basic Understanding?. . . . . . . . . . . . . . . . . . . . . . . . 24Reading in Varied Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Why Develop Good Reading Skills? . . . . . . . . . . . . . . . . . . . . . 26What Are Some Strategies for Reading? . . . . . . . . . . . . . . . . . 27Understanding Word Meanings. . . . . . . . . . . . . . . . . . . . . . . . . 29Summarizing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Identifying Supporting Details . . . . . . . . . . . . . . . . . . . . . . . . . 35Objective 2: Literary Elements and Techniques . . . . . . . . . . 37Analyzing Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Analyzing Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Describing and Analyzing Plot, Conflict, and Resolution . . . . . . 40Recognizing Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Using Text to Defend Responses . . . . . . . . . . . . . . . . . . . . . . . 43Understanding Literary Language. . . . . . . . . . . . . . . . . . . . . . . 44Connecting Literature to Historical Context. . . . . . . . . . . . . . . . 45Understanding Literary Terms . . . . . . . . . . . . . . . . . . . . . . . . . 46Objective 3: Analysis and Critical Evaluation . . . . . . . . . . . . 48Analyzing Text Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Making Inferences, Drawing Conclusions,and Making Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Analyzing Across Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Identifying Author’s Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . 52Author’s Craft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
GR10 ELA4/17/0312:18 PMPage 5ContentsEnglishLanguageArts(continued)Credibility of Information Sources . . . . . . . . . . . . . . . . . . . . . . 55Modes of Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Understanding Ideas and Relationships in Media . . . . . . . . . . . 57Understanding the Purpose of Media . . . . . . . . . . . . . . . . . . . . 59Finding the Main Point of a Media Message. . . . . . . . . . . . . . . 61Recognizing Persuasion in Media . . . . . . . . . . . . . . . . . . . . . . . 62Short-Answer Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Reading Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Objectives 4 and 5: Written Composition . . . . . . . . . . . . . . . 81What Are the Writing Prompts Like? . . . . . . . . . . . . . . . . . . . . 81How Will My Composition Be Scored? . . . . . . . . . . . . . . . . . . . 82Sample Compositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84The Writing Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Prewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Composing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Revising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Publishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94On Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Objective 6: Revising and Editing. . . . . . . . . . . . . . . . . . . . . 102Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Supporting Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Sequence/Progression . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1065
GR10 ELA4/17/0312:18 PMPage 6ContentsEnglishLanguageArts(continued)Sentence Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Complete Sentences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Sentence Fragments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Run-on Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Awkward Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Misplaced Modifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Avoiding Redundancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Combining Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Standard English Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Verb Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Pronoun-Antecedent Agreement . . . . . . . . . . . . . . . . . . . . . 120Pronoun Case. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Clear Pronoun Reference . . . . . . . . . . . . . . . . . . . . . . . . . . 123Double Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Correct Word Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Informal Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Confusing Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . 125Adjectives Versus Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . 126Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Punctuation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1326
GR10 ELA4/17/0312:18 PMPage 7ContentsEnglishLanguageArts(continued)Using the Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Revising and Editing a Paper . . . . . . . . . . . . . . . . . . . . . . . . . 133How Does TAKS Test the Skills You HaveBeen Reviewing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140On Your Own: Practice Passage 1 and Questions . . . . . . . . . . 141On Your Own: Practice Passage 2 and Questions . . . . . . . . . . 145Revising and Editing Answer Key . . . . . . . . . . . . . . . . . . . . . 1497
GR10 ELA4/17/0312:18 PMPage 8ContentsSocialStudiesIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Objective 1: Issues and Events in U.S. HistoryContent Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166Objective 2: Geographic Influences on Historical Events andIssuesContent Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Objective 3: Economic and Social Influences on HistoricalIssues and EventsContent Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Objective 4: Political Influences on Historical Issues andEventsContent Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214Objective 5: Critical-Thinking SkillsContent Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226Social Studies Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . 2348
GR10 ELA4/17/0312:20 PMPage 9ENGLISHL A N G U A G E A RT SIntroductionWhat Is This Book?This is a study guide to help you strengthen yourskills on the Grade 10 TAKS tests. This guide hastwo sections—English Language Arts (ELA) andSocial Studies.ELAINTRODUCTIONWhat does this mean? It means that studentsshould be able to show that they understand howcertain elements of a story—such as conflict andliterary language—affect the story’s meaning. Thephrase “culturally diverse” means “having to dowith a wide range of backgrounds and points ofview.”There are three types of questions on the TAKSELA test: multiple-choice items, short-answeritems, and a writing prompt. In a multiple-choice item, you choose thecorrect answer from four possible answers. In a short-answer item, you write a briefresponse to a question. For a writing prompt, you write acomposition on an assigned topic.What Is a Triplet?How Is the Grade 10 TAKS English LanguageArts Test Organized?A common theme or idea links all the selectionsin the triplet. These selections are carefullychosen to reflect a variety of backgrounds,experiences, and points of view. They are muchlike the selections you read in the classroom andin your everyday life.The next several pages contain a triplet—three selections—consistingof a literary text (“Long Walk to Forever”), an expository piece (“TheHuman Story Machine”), and a visual e TAKS ELA test combines reading and writingskills. One section of the test addresses readingand written composition skills, and anothersection addresses revising and editing skills. TheELA test measures achievement of certain testobjectives, or goals. The TAKS objectives arebroad statements about the knowledge or skillsbeing tested. You can find out more about thereading and writing objectives for Grade 10beginning on page 24 of this book. Here’s anexample of a TAKS objective for Grade 10 reading:At Grade 10 the reading portion of the TAKS ELAtest contains three selections. The three selectionsare related; this is why they are called a triplet.Expository SelectionELA Jose Luis Pelaez, Inc./CORBISQuestions intended to guide the reader are included in the margins ofeach selection. As you read, try to answer these questions. You may makeyour own notes in the margin as you read. As you progress through thissection of the study guide, you will be asked to refer back to theseselections several times.The Human StoryMachinefrom The 60-Second Novelistby Dan HurleyLiterary SelectionWhat isparagraph 1mainly about?Long Walk to Forever1When I was 25 years old andworking in Chicago as an editorat the American Bar Association,I wanted nothing more than tobecome a novelist. In themornings, I’d awaken at six towrite. In the evenings, I wasknown to stand up, midconversation with friends, andannounce I had an idea and hadto go home to write.2One October day, a coworker and I were trying tothink up Halloween costumes.Noticehow the“How aboutif I went as a writer,photographswith a typewriter slung from myshoulders?”andthe textI asked. “I couldwalk aroundworktogetherlike one of thosecigarettesaying, ‘Shorttoconvey girls,astories?Novels?’”message.by Kurt Vonnegut, Jr.What detailsdoes the authoruse to create atranquil mood inparagraph 1?They had grown up next door to each other, on the fringe ofa city, near fields and woods and orchards, within sight of alovely bell tower that belonged to a school for the blind.2Now they were 20, had not seen each other for nearly a year.There had always been playful, comfortable warmth betweenthem, but never any talk of love.Visual RepresentationWhat doesHurley’s costumeidea show abouthim?3His name was Newt. Her name was Catharine. In the earlyafternoon, Newt knocked on Catharine’s front door.4Catharine came to the door. She was carrying a fat, glossyhttp://www.makeanewfriend.commagazine she had been reading. The magazine was devotedentirely to brides. “Newt!” she said. She was surprisedto see FindConnecthim.5“Could you come for a walk?” he said. He was a shy person,even with Catharine. He covered his shyness by speakingOur Coupleof the Weekabsently, as though what really concerned him werefar away—asthough he were a secret agent pausing briefly on a missionbetween beautiful, distant, and sinister points. This manner ofspeaking had always been Newt’s style, even in matters thatconcerned him ocationCouples Chat6“A walk?” said Catharine.5“Well, Dan,” said one friend, “it’skind of weird.”6I didn’t mind—that was thewhole point.7So on Sunday, April 24, 1983, Icarried my 28-pound, circa 1953typewriter and a director’s chairthrough the stiff winds of Chicagoand set up shop on MichiganAvenue. Perching the typewriter onmy lap, I taped a sign to the back ofit—“60-Second Novels WrittenWhile You Wait”—and invitedOf course, I never did it.anyone who passed by to get anButsomethingabouttheideainstant novel.What wouldgrabbedme:towriting in publicyouexpectThe whole thing took on theon demand;not performance aspectofapsychologicalfindif you clickart, but performance writing. experiment. Some people laughedhere?Behind the absurdity, I sensed cynically and said, “What athe possibility of touching gimmick!”Otherslookedpeople more directly with my sympathetic (“A starving poet!”).writing than I ever had while One lady asked me if I was sellingsitting alone at my desk. If the typewriter. But I had never feltnothing else, it would be a great more alive.story for my grandchildren.8ELAThe student will demonstrate an understandingof the effects of literary elements and techniquesin culturally diverse written texts.1I tried outthe idea onmy writers’group first.“So, what do you think?” I asked,looking around the room, like a dogwaiting to be petted.ShopPeople SearchIndexVacation DealsStory ArchivesWhat do you34To view the stories, click on the thinkphotos.Hurleymeans by"performancewriting"?Read about how a lost“One foot in front of the other,” said Newt, golden“throughleaves,retrieverbroughtPaula and Brian together.over bridges—”We Meet Again20Click here to readPaula and Brian’s story.Love at First SightWhat’s Your Story?To submit the story of howyou met, click here.When Romeo Met JulietMore StoriesPhotos courtesy of CORBIS/Royalty Free.How can you tell that this isa feature of the website?9Why do you think theheart symbol was selectedfor this website?How is thisphotographdifferent fromthe others?9
GR10 ELA4/17/0312:20 PMPage 10ELAIntroductionitems. These items show you how TAKS tests theskills in these objectives. The sample questions inthe study guide are the same types of questionsas those on the TAKS test and are at about thesame level of difficulty.Each triplet consists of a published literary selection (such as ashort story or a chapter from a novel) a published expository, or informational,selection (such as an essay or a magazinearticle) This study guide contains answers to all thesample TAKS questions. Some of the answersappear in the sections that focus on theobjectives, and others are found at the end ofeach section. The answers include explanationsthat tell why an answer is correct or incorrect.a one-page viewing and representing piece(such as an advertisement, a Web page, ora cartoon)How Can This Study Guide Help You?This study guide can help you strengthen theskills tested on the TAKS test. It explains theobjectives that are tested and guides you throughsample questions. These questions give youpractice in applying the skills you have learned inthe classroom. When you work through thisstudy guide, you’ll be working on the same skillsthat you’ll need to do well on the test.How Is This Section Organized?The ELA section of this study guide begins bypresenting a sample triplet. The first selection is a short story. The second selection is an essay. The third selection is a Web page.You will see notes in the margins of eachselection. These notes will highlight importantpoints that careful readers notice as they read.Next the study guide gives you information aboutTAKS Objectives 1 through 6. Objectives 1through 3 are reading objectives, Objectives 4and 5 deal with the written composition, andObjective 6 covers revising and editing skills.Along with this information, you’ll find sample10UIDEDY GSTU p
grades 4 and 7; English language arts in grades 10 and 11; science in grades 5, 10, and 11; and social studies in grades 8, 10, and 11. Every TAKS test is directly linked to the Texas Essential Knowledge and Skills (TEKS) curriculum. The TEKS is the state-mandated curricu
PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2016 3 INFORMATION ABOUT ENGLISH LANGUAGE ARTS English Language Arts Grade 6 This English Language Arts Sampler is composed of 3 passages, 12 passage-based multiple-choice questions, 4 evidence-based selected-response questions, a text-dependent analysis question, 4
English Language Arts 8 English Language Arts Grade 8 1 Introduction English language arts (ELA) is a Required Area of Study in Saskatchewan’s Core Curriculum. The purpose of this curriculum is to outline the provincial requirements for Grade 8 English Language Arts. Time Allotment The Saskatchewan Ministry of Education has established a
English Language Arts Curriculum (1998) and in this curriculum guide, English Language Arts Curriculum: Grade 5 (2013), has been planned and developed collaboratively by a provincial working group tasked with elementary curriculum renewal for English Language Arts. The English language arts curriculum has been developed with the intent of:
ENGLISH LANGU AGE ARTS III READING. NMPED English Language Arts III: Reading Blueprint Project Management by Page 2 Purpose Statement English Language Arts III: Reading The English Language Arts III Reading End-of-Course (EOC) Exam is intended to measure st
2 Integrating Social Studies & the Arts Social Studies START WITH YOUR COMFORT LEVEL This is not to say that you have to revamp your entire curriculum in order to add arts to the social studies classroom or social studies to the arts classroom. You can begin with one or two activities, and you can begin at various levels of integration.
2014 – 2015. 2 2014-2015 ARTS CONCENTRATIONS AT DURHAM SCHOOL OF THE ARTS ARTS: Music ARTS: Theatre Arts ARTS: Dance ARTS: Visual Arts ARTS: CTE ARTS: Writing . portfolio to Scholastic Art & Writing Awards _ Newspaper Journalism *Completer Options 1) Editor or Co-Editor . AP Art History - 54487X0Y Writing Through Literature 2-10272YW2 .
ATLANTIC CANAD A ENGLISH LANGU AGE ARTS CURRICULUM: ENTR Y–3 1 INTRODUCTION Introduction The curriculum described in Foundation for the Atlantic Canada English Language Arts Curriculum and in this curriculum guide for Atlantic Canada English Language Arts Curriculum: Entry–3, referred to hereafter as English Languag
English Language Arts Grade 7: Integrated Resource Package (2006), English Language Arts Grade 8: Integrated Resource Package (2007), English Language Arts Grade 9: Integrated Resource Package (2007). Used with permission of British Columbia Ministry of Education. Nova Scotia Teaching in Action, Grades 7-9: A Teaching Resource (2007). Adapted .
