Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Language Arts - Grade 7
Assessment Exam - TEKS Grade 7 Language Arts - Reading| Reading/Fluency | eTAP Lesson |
|---|---|
| Students read grade-level text with fluency and comprehension | |
| Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text
TX.ELA.110.19.1 |
Deliver Oral Summaries of Articles and Books |
| Reading/Vocabulary Development | eTAP Lesson |
| Students understand new vocabulary and use it when reading and writing | |
| Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
TX.ELA.110.19.2.A |
Roots and Affixes |
| Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
TX.ELA.110.19.2.B |
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| Complete analogies that describe part to whole or whole to part
TX.ELA.110.19.2.C |
Idioms, Analogies, Metaphors and Similes |
| Identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis)
TX.ELA.110.19.2.D |
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| Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words
TX.ELA.110.19.2.E |
Parts of Speech |
| Reading/Comprehension of Literary Text/Theme and Genre | eTAP Lesson |
| Students 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 | |
| Describe multiple themes in a work of fiction
TX.ELA.110.19.3.A |
Recurring Themes |
| Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories)
TX.ELA.110.19.3.B |
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| Analyze how place and time influence the theme or message of a literary work
TX.ELA.110.19.3.C |
Relevance of Setting |
| Reading/Comprehension of Literary Text/Poetry | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding | |
| Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem
TX.ELA.110.19.4 |
Mechanics of Writing |
| Reading/Comprehension of Literary Text/Drama | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding | |
| Explain a playwright's use of dialogue and stage directions
TX.ELA.110.19.5 |
Analyze Oral Interpretations of Literature |
| Reading/Comprehension of Literary Text/Fiction | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding | |
| Explain the influence of the setting on plot development
TX.ELA.110.19.6.A |
Prose Elements of Plot |
| Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts
TX.ELA.110.19.6.B |
Characterization |
| Analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited
TX.ELA.110.19.6.C |
Point of View |
| Reading/Comprehension of Literary Text/Literary Nonfiction | eTAP Lesson |
| Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding | |
| Describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it
TX.ELA.110.19.7 |
Fictional and Autobiographical Narratives |
| Reading/Comprehension of Literary Text/Sensory Language | eTAP Lesson |
| 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 | |
| Determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood
TX.ELA.110.19.8 |
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| Reading/Comprehension of Informational Text/Culture and History | eTAP Lesson |
| Students 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 | |
| Explain the difference between the theme of a literary work and the author's purpose in an expository text
TX.ELA.110.19.9 |
Responses to Literature |
| Reading/Comprehension of Informational Text/Expository Text | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding | |
| Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
TX.ELA.110.19.10.A |
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| Distinguish factual claims from commonplace assertions and opinions
TX.ELA.110.19.10.B |
Statements & Claims |
| Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text
TX.ELA.110.19.10.C |
Unit Preview |
| Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence
TX.ELA.110.19.10.D |
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| Reading/Comprehension of Informational Text/Persuasive Text | eTAP Lesson |
| Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis | |
| Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument
TX.ELA.110.19.11.A |
Cause and Effect Organization of Text |
| Identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts
TX.ELA.110.19.11.B |
Persuasive Compositions |
| Reading/Comprehension of Informational Text/Procedural Texts | eTAP Lesson |
| Students understand how to glean and use information in procedural texts and documents | |
| Follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures
TX.ELA.110.19.12.A |
Technical Directions |
| Explain the function of the graphical components of a text
TX.ELA.110.19.12.B |
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| Reading/Media Literacy | eTAP Lesson |
| Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. | |
| Interpret both explicit and implicit messages in various forms of media
TX.ELA.110.19.13.A |
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| Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message
TX.ELA.110.19.13.B |
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| Evaluate various ways media influences and informs audiences
TX.ELA.110.19.13.C |
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| Assess the correct level of formality and tone for successful participation in various digital media
TX.ELA.110.19.13.D |
Formal Presentations |
