TAKS Grade 10 language Arts

Grade 10 English Language Arts Correlation Between the Texas Essential Knowledge and Skills for Mathematics and the eTAP Lessons Diverse Written Texts \| Public Documents \| Critically Evaluate Texts Your browser does not support inline frames or is currently configured not to display inline frames.
Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons	Post- Test
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	Objective 1. The student will demonstrate a basic understanding of culturally diverse written texts. (6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to
Q&A	(B)	rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary;	Literal and Figurative Meaning of Words	Q&A
			http://www.elite.net/~runner/eld/wordanalysis.html
Q&A	(C)	apply meanings of prefixes, roots, and suffixes in order to comprehend; and	Etymology of Significant Terms Greek, Latin, and Anglo-Saxon Roots and Affixes	Q&A
			http://www.etymologic.com/
Q&A	(E)	use reference material such as glossary, dictionary, [thesaurus, and available technology] to determine precise meanings and usage.	Structure and Format of Functional Documents	Q&A
			http://its.leesummit.k12.mo.us/writin g.htm#Figurative_Language
	(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to
Q&A	(F)	produce summaries of texts by identifying main ideas and their supporting details.	Evaluation of Aesthetic Qualities	Q&A
			http://www.rhlschool.com/read8n1.htm
	(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to
Q&A	(B)	read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media].	Features and Rhetorical Devices of Public Documents	Q&A
			http://www.bbc.co.uk/skillswise/words/ reading/typesoftext/game.shtml
	Objective 2. The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. (10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to
Q&A	(B)	use elements of text to defend his/her own responses and interpretations.	How to Reach Rhetorical or Aesthetic Purposes	Q&A
			http://www.elite.net/~runner/eld/litanalysis.html
	(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to
Q&A	(A)	compare and contrast varying aspects of texts such as themes, conflicts, and allusions;	Ambiguities, Subtleties, Ironies Describe the Functions of Soliloquies, Asides	Q&A
			http://www.ipl.org/div/procrast/graphicnovels/
Q&A	(B)	analyze relevance of setting and time frame to text’s meaning;	Literary Devices Genres and Tradition in American Literature The Influence of the Historical Period	Q&A
			http://www.learner.org/exhibits/literatu re/read/setting1.html
Q&A	(C)	describe and analyze the development of plot and identify conflicts and how they are addressed and resolved;	Characters Traits Literary Devices	Q&A
			http://www.learner.org/exhibits/liter ature/read/plot1.html
Q&A	(D)	analyze [the melodies of] literary language, including its use of evocative words and rhythms;	Literary Devices	Q&A
			http://mrbraiman.home.att.net/lit.htm
	(E)	connect literature to historical contexts, current events, [and his/her own experiences]; and	The Influence of the Historical Period
			http://www-sul.stanford.edu/depts/dp/pe nnies/home.html
Q&A	(F)	understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.		Q&A
			http://www.uncp.edu/home/canada/work/all am/general/glossary.htm http://www.arxpub.com/CongressArt/liter aryguide/guide.html
	Objective 3. The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to
Q&A	(F)	discriminate between connotative and denotative meanings and interpret the connotative power of words; and	Denotative and Connotative Meaning	Q&A
			http://www.eng.fju.edu.tw/English_Lit erature/terms/denotation.htm
Q&A	(G)	read and understand analogies.	Analogies	Q&A
			http://www.factmonster.com/analogies
	(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to
Q&A	(E)	analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and	Structure and Format of Functional Documents	Q&A
			http://www.nea.org/reading/usingt extstructure.html
Q&A	(G)	draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience].	Develop Main Ideas within the Body of the Composition	Q&A
			http://academic.cuesta.edu/acasupp/ AS/309.HTM
	(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to
Q&A	(D)	interpret the possible influences of the historical context on a literary work.	Connection Between the Themes and the Historical Period	Q&A
			http://www.vcu.edu/engweb/transcendentalism/
	(10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to
Q&A	(B)	use elements of text to defend his/her own responses and interpretations.	Philosophical Approach	Q&A
			http://www.woodyguthrie.org/curriculu m/curlitresponse.htm
	(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to
Q&A	(A)	analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;	Controlling Impression, Coherent Thesis	Q&A
			http://www.unc.edu/depts/wcweb/hando uts/word_choice.html
Q&A	(B)	evaluate the credibility of information sources, including how the writer’s motivation may affect that credibility; and	Compare and Contrast Media Coverage of the Same Event	Q&A
			http://www.clubi.ie/webserch/resources/
Q&A	(C)	recognize logical, deceptive, and/or faulty modes of persuasion in texts.	Strategies Used by the Media	Q&A
			http://www.virtualology.com/rhetoricalthe ory/canonsofrhetoric.com/
	(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to
Q&A	(B)	analyze relationships, ideas, [and cultures] as represented in various media; and	The Development of the American Literature	Q&A
			http://etext.lib.virginia.edu/modeng/mod eng0.browse.html
Q&A	(C)	distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.	Compare and Contrast Media Coverage of the Same Event Strategies Used by the Media The Impact of the Media on the Democratic Process	Q&A
			http://my-ecoach.com/online/teacherguide3.php?proje ctid=7636&projectstepid=10429
	(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to
Q&A	(B)	deconstruct media to get the main idea of the message’s content; and	How Visual Image Makers Present the Same Events	Q&A
			http://www.readingonline.org/newlitera cies/summers/index.html
Q&A	(C)	evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.	Strategies Used by the Media	Q&A
			http://www.montgomerycollege.edu/Depart ments/enreadtp/Errors_Propaganda.pdf