ELAR TEKS Side-by-Sides - Marble Falls Independent School District
ELA R T EK SSide-by-SidesFOR TEACHERSHIGH SCHOOL Copyright 2018 lead4ward
ELA R TEK SSide-by-SidesFOR TEACHERSENGLISH I Copyright 2018 lead4ward
English IKnowledge& SkillsELAR TEKS 2020-2021The Knowledge and Skills Side by Side compares the similarities and differences between the 2008 and 2017 Texas Essential Knowledge and Skills statements for English Language Arts and Readingreleased by the Texas Education Agency. The information in this resource provides support for curriculum and instructional revisions.New 2017Current 2008Strand 1 - Developing and Sustaining Foundational Language SkillsE1.1 Developing and sustaining foundational language skills: listening, speaking, discussion, andthinking--oral language. The student develops oral language through listening, speaking, anddiscussion.Listening and Speaking/ListeningStudents use comprehension skills to listen attentively to others in formal and informalsettings. Students will continue to apply earlier standards with greater complexity.Listening and Speaking/SpeakingStudents speak clearly and to the point, using the conventions of language. Students willcontinue to apply earlier standards with greater complexity. Students are expected to givepresentations using informal, formal, and technical language effectively to meet the needs ofaudience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect),volume, enunciation, purposeful gestures, and conventions of language to communicate ideaseffectively.Listening and Speaking/TeamworkStudents work productively with others in teams. Students will continue to apply earlierstandards with greater complexity.E1.2 Developing and sustaining foundational language skills: listening, speaking, reading,writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.Reading/Vocabulary DevelopmentStudents understand new vocabulary and use it when reading and writing.E1.3 Developing and sustaining foundational language skills: listening, speaking, reading,writing, and thinking--self-sustained reading. The student reads grade-level text with fluencyand comprehension.Strand 2 - Comprehension SkillsE1.4 Comprehension skills: listening, speaking, reading, writing, and thinking using multipletexts. The student uses metacognitive skills to both develop and deepen comprehension ofincreasingly complex texts.E1.Fig.19 Reading/Comprehension SkillsStudents use a flexible range of metacognitive reading skills in both assigned and independentreading to understand an author’s message. Students will continue to apply earlier standardswith greater depth in increasingly more complex texts as they become self-directed, criticalreaders.Strand 3 - Response SkillsE1.5 Response skills: listening, speaking, reading, writing, and thinking using multiple texts.The student responds to an increasingly challenging variety of sources that are read, heard, orviewed.moved standarddeleted standardgray indicates part of standard deletednewnew3 lead4ward.com
English IKnowledge& SkillsNew 2017ELAR TEKS 2020-2021Current 2008Strand 4 - Multiple GenresE1.6 Multiple genres: listening, speaking, reading, writing, and thinking using multipletexts--literary elements. The student recognizes and analyzes literary elements withinand across increasingly complex traditional, contemporary, classical, and diverseliterary texts.Reading/Comprehension of Literary Text/Theme and GenreStudents analyze, make inferences, and draw conclusions about theme and genre in different cultural,historical, and contemporary contexts and provide evidence from the text to support their understanding.E1.7 Multiple genres: listening, speaking, reading, writing, and thinking using multipletexts--genres. The student recognizes and analyzes genre-specific characteristics,structures, and purposes within and across increasingly complex traditional,contemporary, classical, and diverse texts.Reading/Comprehension of Literary Text/PoetryStudents understand, make inferences, and draw conclusions about the structure and elements of poetryand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/DramaStudents understand, make inferences, and draw conclusions about the structure and elements of dramaand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/FictionStudents understand, make inferences, and draw conclusions about the structure and elements of fictionand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences, and draw conclusions about the varied structural patterns andfeatures of literary nonfiction and respond by providing evidence from text to support their understanding.Reading/Comprehension of Informational Text/Culture and HistoryStudents analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical,and contemporary contexts and provide evidence from the text to support their understanding.Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences, and draw conclusions about expository text and provide evidence fromtext to support their understanding.Reading/Comprehension of Informational Text/Persuasive TextStudents analyze, make inferences, and draw conclusions about persuasive text and provide evidence fromtext to support their analysis.Reading/Comprehension of Informational Text/Procedural TextStudents understand how to glean and use information in procedural texts and documents.Reading/Media LiteracyStudents use comprehension skills to analyze how words, images, graphics, and sounds work together invarious forms to impact meaning. Students will continue to apply earlier standards with greater depth inincreasingly more complex texts.moved standarddeleted standardgray indicates part of standard deletednewnew4 lead4ward.com
English IKnowledge& SkillsNew 2017ELAR TEKS 2020-2021Current 2008Strand 5 - Author's Purpose and CraftE1.8 Author’s purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors’ choices andhow they influence and communicate meaning within a variety of texts. The studentanalyzes and applies author’s craft purposefully in order to develop his or her ownproducts and performances.Reading/Comprehension of Literary Text/Sensory LanguageStudents understand, make inferences, and draw conclusions about how an author’s sensory languagecreates imagery in literary text and provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/Theme and GenreStudents analyze, make inferences, and draw conclusions about theme and genre in different cultural,historical, and contemporary contexts and provide evidence from the text to support their understanding.Reading/Comprehension of Literary Text/PoetryStudents understand, make inferences, and draw conclusions about the structure and elements of poetryand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/DramaStudents understand, make inferences, and draw conclusions about the structure and elements of dramaand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/FictionStudents understand, make inferences, and draw conclusions about the structure and elements of fictionand provide evidence from text to support their understanding.Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences, and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.Reading/Comprehension of Informational Text/Culture and HistoryStudents analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical,and contemporary contexts and provide evidence from the text to support their understanding.Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences, and draw conclusions about expository text and provide evidence fromtext to support their understanding.Reading/Comprehension of Informational Text/Persuasive TextStudents analyze, make inferences, and draw conclusions about persuasive text and provide evidence fromtext to support their analysis.Reading/Comprehension of Informational Text/Procedural TextStudents understand how to glean and use information in procedural texts and documents.Reading/Media LiteracyStudents use comprehension skills to analyze how words, images, graphics, and sounds work together invarious forms to impact meaning. Students will continue to apply earlier standards with greater depth inincreasingly more complex texts.moved standarddeleted standardgray indicates part of standard deletednewnew5 lead4ward.com
English IKnowledge& SkillsNew 2017ELAR TEKS 2020-2021Current 2008Strand 6 - CompositionE1.9 Composition: listening, speaking, reading, writing, and thinking using multiple texts-writing process. The student uses the writing process recursively to compose multiple texts thatare legible and uses appropriate conventions.Writing/Writing ProcessStudents use elements of the writing process (planning, drafting, revising, editing, and publishing)to compose text.Oral and Written Conventions/ConventionsStudents understand the function of and use the conventions of academic language when speakingand writing. Students will continue to apply earlier standards with greater complexity.Oral and Written Conventions/Handwriting, Capitalization, and PunctuationStudents write legibly and use appropriate capitalization and punctuation conventions in theircompositions.Oral and Written Conventions/SpellingStudents spell correctly.E1.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts-genres. The student uses genre characteristics and craft to compose multiple texts that aremeaningful.Writing/Literary TextsStudents write literary texts to express their ideas and feelings about real or imagined people,events, and ideas. Students are responsible for at least two forms of literary writing.Writing/Expository and Procedural TextsStudents write expository and procedural or work-related texts to communicate ideas andinformation to specific audiences for specific purposes.Writing/Persuasive TextsStudents write persuasive texts to influence the attitudes or actions of a specific audience onspecific issues.Strand 7 - Inquiry and ResearchE1.11 Inquiry and research: listening, speaking, reading, writing, and thinking using multipletexts. The student engages in both short-term and sustained recursive inquiry processes for avariety of purposes.Research/Research PlanStudents ask open-ended research questions and develop a plan for answering them.Research/Gathering SourcesStudents determine, locate, and explore the full range of relevant sources addressing a researchquestion and systematically record the information they gather.Research/Synthesizing InformationStudents clarify research questions and evaluate and synthesize collected information.Research/Organizing and Presenting IdeasStudents organize and present their ideas and information according to the purpose of theresearch and their audience.moved standarddeleted standardgray indicates part of standard deletednewnew6 lead4ward.com
ELAR TEKS 2020-2021English IThe Student Expectation Side by Side compares the 2008 and 2017 Texas Essential Knowledge and Skills student expectations released by the Texas Education Agency . The information identifiesstudent expectations that did not change, student expectations that changed in cognitive and/or content expectation, and student expectations that moved from another grade level.E1.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening,speaking, and discussion. The student is expected to:ChangeNew StandardOld StandardE1.1(A) engage in meaningful andrespectful discourse by listening actively,responding appropriately, and adjustingcommunication to audiences and purposesE1.24(A) listen responsively to a speaker bytaking notes that summarize, synthesize,or highlight the speaker’s ideas forcritical reflection and by asking questionsrelated to the content for clarification andelaborationE1.1(B) follow and give complex oral instructions to perform specific tasks, answerquestions, or solve problems and complexprocessesE1.24(B) follow and give complex oralinstructions to perform specific tasks,answer questions, solve problems, andcomplete processesE1.1(C) give a presentation usinginformal, formal, and technical languageeffectively to meet the needs of audience,purpose, and occasion, employing eyecontact, speaking rate such as pauses foreffect, volume, enunciation, purposefulgestures, and conventions of language tocommunicate ideas effectivelyE1.25(A) give presentations usinginformal, formal, and technical languageeffectively to meet the needs of audience,purpose, and occasion, employing eyecontact, speaking rate (e.g., pauses foreffect), volume, enunciation, purposefulgestures, and conventions of language tocommunicate ideas effectivelyE1.1(D) participate collaboratively, building on the ideas of others, contributingrelevant information, developing a planfor consensus building, and setting groundrules for decision makingE1.26(A) participate productively in teams,building on the ideas of others, contributing relevant information, developing a planfor consensus-building, and setting groundrules for decision makingmoved standarddeleted standardgray indicates part of standard deletednewnewCognitive Change7Removed listen responsivelyAdded engage in meaningful and respectfuldiscourse adjust communicationContent ChangeRemoved specificity for responseAdded audience purposeImpactThe focus is on effective discourse as anauthentic way to engage in communication.Changed productively to collaboratively lead4ward.com
ELAR TEKS 2020-2021English IE1.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabularyexpressively. The student is expected to:ChangeNew StandardOld StandardCognitive ChangeE1.1(A) SUPPORTING STANDARDE1.2(A) use print or digital resources suchas glossaries or technical dictionariesto clarify and validate understanding ofthe precise and appropriate meaning oftechnical or discipline-based vocabularydetermine the meaning of grade-leveltechnical academic English words inmultiple content areas (e.g., science,mathematics, social studies, the arts)derived from Latin, Greek, or otherlinguistic roots and affixesAdded clarify validateChanged electronic to digitalRemoved connotation denotation etymology multiple content areas Latin, Greek, or other linguistic roots andaffixesAdded technical or discipline-based vocabularyNoteDenotative and connotative will beaddressed in E1.2(B)Removed describeAdded determineChanged origin to meaningRemoved caveat emptor pas de deuxAdded bona fideE1.1(E) READINESS STANDARDuse a dictionary, a glossary, or a thesaurus(printed or electronic) to determineor confirm the meanings of words andphrases, including their connotations anddenotations, and their etymologyE1.2(B) analyze context to distinguishbetween the denotative and connotativemeanings of wordsE1.1(B) READINESS STANDARDE1.2(C) determine the meaning of foreignwords or phrases used frequently in Englishsuch as bona fide, caveat, carte blanche,tête-à-tête, bon appétit, and quid pro quoE1.1(D) SUPPORTING STANDARDContent Changeanalyze textual context (within a sentenceand in larger sections of text) to distinguishbetween the denotative and connotativemeanings of wordsdescribe the origins and meanings offoreign words or phrases used frequently inwritten English (e.g., caveat emptor, carteblanche, tête-à-tête, pas de deux, bonappétit, quid pro quo)E1.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriatetexts independently. The student is expected to self-select text and read independently for a sustained period of time. The student is expected to:ChangenewNew StandardOld StandardCognitive ChangeImpactSustained period of time requires focused,uninterrupted time to read.E1.3(A) self-select text and readindependently for a sustained period oftimemoved standarddeleted standardgray indicates part of standard deletednewContent Changenew8 lead4ward.com
ELAR TEKS 2020-2021English IE1.4 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepencomprehension of increasingly complex texts. The student is expected to:ChangenewNew StandardOld StandardContent ChangeE1. Fig 19(A) reflect on understandingto monitor comprehension (e.g., askingquestions, summarizing, and synthesizing,making connections, creating sensory images)Removed reflect and monitorAdded generateAdded deepen understanding and gaininformation before reading during reading after readingE1.4(D) create mental images to deepenunderstandingE1.Fig 19(A) reflect on understandingto monitor comprehension (e.g., askingquestions, summarizing, and synthesizing,making connections, creating sensory images)Removed reflect and monitorAdded createChanged sensory to mentalAdded to deepen understandingE1.4(E) make connections to personalexperiences, ideas in other texts, andsocietyE1. Fig 19(A) reflect on understandingto monitor comprehension (e.g., askingquestions, summarizing, and synthesizing,making connections, creating sensory images);Removed reflect and monitorAdded: personal texts societyImpactStudents will make connections as a toolto support comprehension. The focus willbe on the three types of connections andnot just text to text.E1.4(F) make inferences and use evidenceto support understandingE1.Fig.19(B) READINESSE1.4(B) generate questions about textbefore, during, and after reading to deepenunderstanding and gain informationnewCognitive ChangeE1.4(A) establish purpose for readingassigned and self-selected textsE1.4(C) make and correct or confirmpredictions using text features,characteristics of genre, and structuresmoved standarddeleted standardgray indicates part of standard deletednew& SUPPORTINGmake complex inferences about text and usetextual evidence to support understandingnew9Removed complex lead4ward.com
ELAR TEKS 2020-2021English IE1.4 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepencomprehension of increasingly complex texts. The student is expected to:ChangenewNew StandardOld StandardCognitive ChangeContent ChangeE1.4(G) evaluate details read to determinekey ideasE1.4(H) synthesize information from twotexts to create new understandingE1.Fig 19(A) reflect on understandingto monitor comprehension (e.g., askingquestions, summarizing, and synthesizing,making connections, creating sensory images)Removed reflect and monitorAdded create new understandingAdded two textsImpactStudents use synthesis as a tool todeepen comprehension between/amongtexts.E1.4(I) monitor comprehension and makeadjustments such as re-reading, usingbackground knowledge, asking questions,and annotating when understanding breaksdownE1.Fig.19(A) reflect on understandingto monitor comprehension (e.g., askingquestions, summarizing, and synthesizing,making connections, creating sensory images)Removed reflectAdded adjust when understanding breaksdownAdded re-reading using background knowledge annotatingmoved standarddeleted standardgray indicates part of standard deletednewnew10 lead4ward.com
ELAR TEKS 2020-2021English IE1.5 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,heard, or viewed. The student is expected to:ChangenewNew StandardOld StandardCognitive ChangeE1.5(A) describe personal connections to avariety of sources, including self-selectedtextsE1.9(D) SUPPORTING STANDARDE1.5(B) write responses that demonstrateunderstanding of texts, includingcomparing texts within and across genressynthesize and make logical connectionsbetween ideas and details in several textsselected to reflect a range of viewpoints onthe same topic and support those findingswith textual evidenceImpactStudents will describe their reflectivethinking both orally and through writtenresponse.ImpactWritten responses are not required to bean entire essay but may include notetaking,annotating, freewriting, illustration, etc.Changed connections to compareRemoved synthesizeAdded demonstrate understanindChanged several texts to text within and acrossgenres interpretive response to demonstrateunderstandingRemoved viewpoints on the same topic support with textual evidenceImpactWritten responses are not required to bean entire essay but may include notetaking,annotating, freewriting, illustration, etc.Removed synthesis connectionsAdded useImpactStudents will communicate both orally andthrough written response.Removed viewpoints same topicAdded original commentaryImpactWritten responses are not required to bean entire essay but may include notetaking,annotating, freewriting, illustration, etc.Removed distinguish between a summary andcritiqueAdded paraphraseAdded logical orderImpactThe focus of summary/paraphrase is tocapture the overall meaning of the text.E1.15(C) write an interpretive responseto an expository text or literary text (e.g.,essay or review)newE1.5(C) use text evidence and originalcommentary to support a comprehensiveresponseE1.9(D) SUPPORTING STANDARDE1.5(D) paraphrase and summarize textsin ways that maintain meaning and logicalorderE1.9(A) READINESS STANDARDsynthesize and make logical connectionsbetween ideas and details in several textsselected to reflect a range of viewpoints onthe same topic and support those findingswith textual evidencesummarize text and distinguish between asummary that captures the main ideas andelements of a text and a critique that takesa position and expresses an opinionContent ChangeE1.5(E) interact with sources in meaningfulways such as notetaking, annotating,freewriting, or illustratingmoved standarddeleted standardgray indicates part of standard deletednewnew11 lead4ward.com
ELAR TEKS 2020-2021English IE1.5 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,heard, or viewed. The student is expected to:ChangeNew StandardOld StandardCognitive ChangeImpactStudent response will include oral and written formats.E1.5(F) respond using acquired content andacademic vocabulary as appropriatenewContent ChangeImpactStudent responses will include vocabularyfrom their reading, word study, and otheracademic vocabulary specific to the taskand/or genre.E1.5(G) discuss and write about the explicitor implicit meanings of textImpactStudents will respond both orally and inwritten formats.E1.5(H) respond orally or in writing withappropriate register, vocabulary, tone, andvoiceImpactAudience and purpose will play animportant role.newE1.5(I) reflect on and adjust responseswhen valid evidence warrantsImpactValid evidence represents informationgathered from discussion, debate, furtherreading, etc.newE1.5(J) defend or challenge the authors'claims using relevant text evidencenewnewImpactRelevant text evidence requires studentsto understand why the text evidence isappropriate.E1.6 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within andacross increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:ChangeNew StandardOld StandardE1.6(A) analyze how themes are developedthrough characterization and plot in avariety of literary textsE1.2(A) SUPPORTING STANDARDE1.6(B) analyze how authors develop complex yet believable characters in works offiction through a range of literary devices,including character foilsE1.5(B) READINESS STANDARDmoved standarddeleted standardgray indicates part of standard deletednewCognitive Changeanalyze how the genre of texts with similarthemes shapes meaningContent ChangeChanged how theme shapes meaning to howthemes are developedAdded characterization plotanalyze how authors develop complex yetbelievable characters in works of fictionthrough a range of literary devices, including character foilsnew12 lead4ward.com
ELAR TEKS 2020-2021English IE1.6 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within andacross increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:ChangeNew StandardOld StandardCognitive ChangeContent ChangeE1.5(A) SUPPORTING STANDARDE1.6(C) analyze non-linear plotdevelopment such as flashbacks,foreshadowing, subplots, and parallel plotstructures and compare it to linear plotdevelopmentanalyze non-linear plot development (e.g.,flashbacks, foreshadowing, sub-plots,parallel plot structures) and compare it tolinear plot developmentE1.6(D) analyze how the setting influencesthe themeThis student expectation moved to English Ifrom grade 7.E1.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics,structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:ChangeNew StandardOld StandardCognitive ChangeE1.7(A) read and respond to American, British, and world literatureE1.5(D) demonstrate familiarity with worksby authors from non-English speakingliterary traditions with emphasis onclassical literatureRemoved demonstrate familiarityAdded read and respondE1.7(B) analyze the structure, prosody, andgraphic elements such as line length andword position in poems across a variety ofpoetic formsE1.7(C) analyze the function of dramaticconventions such as asides, soliloquies,dramatic irony, and satiremoved standarddeleted standardgray indicates part of standard deletednewContent ChangeRemoved emphasis on classical literatureImpactStudents will read and analyze American,British and world literature representingmultiple genres and literary periods.This student expectation moved to English Ifrom English II.E1.4(A) SUPPORTING STANDARDexplain how dramatic conventions (e.g.,monologues, soliloquies, dramatic irony)enhance dramatic textnew13Removed explainAdded analyzeChanged enhance to functionAdded satire lead4ward.com
ELAR TEKS 2020-2021English IE1.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics,structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:ChangeNew StandardOld StandardE1.7(D) analyze characteristics andstructural elements of informational textssuch as:(i) clear thesis, relevant supportingevidence, pertinent examples, andconclusionCognitive ChangeE1.8(A) READINESS STANDARDexplain the controlling idea and specificpurpose of an expository text anddistinguish the most important from theless important details that support theauthor’s purposeRemoved explain differentiateAdded analyzeE1.9(B) SUPPORTING STANDARDdifferentiate between opinions that aresubstantiated and unsubstantiated in thetextE1.7(D) analyze characteristics andstructural elements of informational textssuch as:(ii) multiple organizational patterns withina text to develop the thesisE1.9(C) READINESS STANDARDE1.7(E) analyze characteristics andstructural elements of argumentative textssuch as:(i) clear arguable claim, appeals, andconvincing conclusionE1.10(A) SUPPORTING STANDARDmoved standarddeleted standardgray indicates part of standard deletednewmake subtle inferences and draw complexconclusions about the ideas in text andtheir organizational patternsanalyze the relevance, quality, andcredibility of evidence given to support oroppose an argument for a specific audiencenew14Removed make inferences draw conclusionsAdded analyzeContent ChangeChanged controlling idea to thesisRemoved opinionsAdded clear thesis relevant supporting evidence pertinent examples conclusionImpactThe focus is on how authors use thestructural elements to communicatemeaning and support the reader’sunderstandability.ImpactThe focus is on multiple organizationalpatterns within a text and how theorganization connects to meaning(s).Removed relevance quality credibilityAdded clear arguable claim appeals convincing conclusionImpactThe focus is on elements and structuresas a way to communicate meaning andsupport the reader’s understandability. lead4ward.com
ELAR TEKS 2020-2021English IE1.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics,structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:ChangeNew StandardOld StandardE1.7(E) analyze characteristics andstructural elements of a
Students understand, make inferences, and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Reading/Comprehension of Literary Text/Theme and Genre Students analyze, make inferences, and draw conclusions about theme and genre in different .
Another example of a difference between the ELAR and SLAR TEKS is the SLAR TEKS student expectation that states students will "mark accents appropriately when conjugating verbs." Since the English language rarely uses accent marks, there is no corresponding ELAR TEKS student expectation. In this document, this difference is notated as follows:
Grade TEKS Third Grade TEKS Fourth Grade TEKS Fifth Grade TEKS Sixth Grade TEKS Seventh Grade TEKS Eighth Grade K.1 The student conducts classroom and outdoor . practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials 7.1B practice appropriate use and conservation of
Grade 8 Side-by-Side TEKS Comparison Current TEKS (2009-2010) Revised TEKS (2019-2020) Notes (a) Introduction (a) Introduction (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and
Triangle ABC has 3 sides: AB, AC, and BC Name triangles by the number of equal sides. A triangle has 3 sides. A pentagon has 5 sides. A hexagon has 6 sides. An octagon has 8 sides. An equilateral triangle has all sides equal. An isosceles triangle has 2 sides equal. A scalene triangle has no sides equal. AB BC AC DE DF A B C M QP N A C B .
Buku Teks KSSM Tingkatan 3 23 Buku Teks KSSMPK Tingkatan 3 28 Buku Teks SSeM Tingkatan 3 31 Buku Teks KBDKBT Tingkatan 5 32 . BAHASA ARAB TAHUN 3 KOD: BT213002 ZON: SELURUH NEGARA DEWAN BAHASA DAN PUSTAKA TEL: 03-21483060 RM8.10
Houghton Mifflin Harcourt, Into Reading Program Summary . March 26, 2020 . Section 1. Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS) Alignment . Grade K TEKS Student: 100% Grade 2 TEKS Student: 100% . Grade K TEKS Teacher: 100% Grade 2 TEKS Teacher: 100%
A STORY OF UNITS TEKS EDITION . 2 .I, 3 .D, 3 .E, 3 .F, 3 .G, 4 .F) Module 2: Introduction to Place Value through Addition and Subtraction Within 20 A: Counting On or Making Ten to Solve Result Unknown and . Eureka Math TEKS Edition Grade 1 Scope and Sequence Eureka Math Module Topics/Instructional Days TEKS Covered (Focus/Included)
New high school TEKS for English language arts and reading and ESOL are expected to be implemented in 2020-2021. The current TEKS are the required curriculum standards and will remain in TAC until the new TEKS are implemented. The new reading and language arts TEKS are indicated in the TAC with “Adopted 2017” in the title.
