Standardized Test Preparation

TEKS (Texas Essential Knowledge and Skills)

References: Texas Education Agency : STAAR Released Tests |

Language Arts - Grade 9

Assessment Exam - TEKS English I Language Arts

Reading/Vocabulary Development	eTAP Lesson
Students understand new vocabulary and use it when reading and writing.
Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes TX.ELA.110.31.1.A	Greek, Latin, and Anglo-Saxon Roots and Affixes
Students understand new vocabulary and use it when reading and writing
Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words TX.ELA.110.31.1.B
Produce analogies that describe a function of an object or its description TX.ELA.110.31.1.C
Describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo) TX.ELA.110.31.1.D	Etymology and Origins of Words
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology TX.ELA.110.31.1.E	Dictionary
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
Analyze how the genre of texts with similar themes shapes meaning TX.ELA.110.31.2.A
Analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature TX.ELA.110.31.2.B	Evaluation of Aesthetic Qualities
Relate the figurative language of a literary work to its historical and cultural setting TX.ELA.110.31.2.C	Literary Devices
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 effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry TX.ELA.110.31.3	Ambiguities, Subtleties, Ironies
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 how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text TX.ELA.110.31.4	Describe the Functions of Soliloquies, Asides
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.
Analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot developmen TX.ELA.110.31.5.A	Write Biographical or Autobiographical Narratives Elements of Plot
Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils TX.ELA.110.31.5.B	Characters Traits
Analyze the way in which a work of fiction is shaped by the narrator's point of view TX.ELA.110.31.5.C	Write Persuasive Compositions
Demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on classical literature TX.ELA.110.31.5.D	Greek, Roman, and Norse Mythology
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
Aanalyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event TX.ELA.110.31.6	Essay Structure
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
Explain the role of irony, sarcasm, and paradox in literary works TX.ELA.110.31.7
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 controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose TX.ELA.110.31.8
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.
Summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion TX.ELA.110.31.9.A	Develop Main Ideas within the Body of the Composition
Differentiate between opinions that are substantiated and unsubstantiated in the text TX.ELA.110.31.9.B	Suitable Research Methods
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding
Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns TX.ELA.110.31.9.C	Structure and Format of Functional Documents
Synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence TX.ELA.110.31.9.D	Revise Writing to Improve the Logic and Coherence
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 relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience TX.ELA.110.31.10.A	Form Judgments About the Ideas Under Discussion
Analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors' propositions TX.ELA.110.31.10.B	Analyze Historically Significant Speeches
Reading/Comprehension of Informational Text/Procedural Texts	eTAP Lesson
Students understand how to glean and use information in procedural texts and documents
Analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications) TX.ELA.110.31.11.A	Technical Directions
Analyze factual, quantitative, or technical data presented in multiple graphical sources TX.ELA.110.31.11.B	Visually Representing Numerical Data
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.
Compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts TX.ELA.110.31.12.A
Analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music) TX.ELA.110.31.12.B	Form Judgments About the Ideas Under Discussion
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
Compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet) TX.ELA.110.31.12.C
Evaluate changes in formality and tone within the same medium for specific audiences and purposes TX.ELA.110.31.12.D	How Language and Delivery Affect the Mood and Tone of Oral Communication
Writing/Writing Process	eTAP Lesson
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea TX.ELA.110.31.13.A	How to Present a Clear Thesis Statement
Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning TX.ELA.110.31.13.B	Note-taking, Outlining & Summarizing
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed TX.ELA.110.31.13.C	Develop Main Ideas within the Body of the Composition
Edit drafts for grammar, mechanics, and spelling TX.ELA.110.31.13.D	Understand Sentence Construction Identify Correctly Used Clauses
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences TX.ELA.110.31.13.E	Essay Structure
Writing/Literary Texts	eTAP Lesson
Students 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.
Write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot TX.ELA.110.31.14.A
Write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads) TX.ELA.110.31.14.B
Write a script with an explicit or implicit theme and details that contribute to a definite mood or tone TX.ELA.110.31.14.C
Writing/Expository and Procedural Texts	eTAP Lesson
Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Write an analytical essay of sufficient length that includes: (i) Effective introductory and concluding paragraphs and a variety of sentence structures (ii) Rhetorical devices, and transitions between paragraphs (iii) A controlling idea or thesis (iv) An organizing structure appropriate to purpose, audience, and context (v) Rrelevant information and valid inferences TX.ELA.110.31.15.A	How to Present a Clear Thesis Statement
Write procedural or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include: (i) Organized and accurately conveyed information (ii) Reader-friendly formatting techniques TX.ELA.110.31.15.B
Write an interpretative response to an expository or a literary text (e.g., essay or review) that: (i) Extends beyond a summary and literal analysis (ii) Addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations (iii) Analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices TX.ELA.110.31.15.C
Produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience TX.ELA.110.31.15.D	Write Biographical or Autobiographical Narratives
Writing/Persuasive Texts	eTAP Lesson
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience.
Clear thesis or position based on logical reasons supported by precise and relevant evidence TX.ELA.110.31.16.A	How to Present a Clear Thesis Statement
Consideration of the whole range of information and views on the topic and accurate and honest representation of these views TX.ELA.110.31.16.B	Deliver Oral Reports on Historical Investigations
Counter-arguments based on evidence to anticipate and address objections TX.ELA.110.31.16.C	Write Persuasive Compositions
Writing/Writing Process	eTAP Lesson
Organizing structure appropriate to the purpose, audience, and context TX.ELA.110.31.16.D	Audience Analysis
Oral and Written Conventions/Conventions	eTAP Lesson
Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) More complex active and passive tenses and verbals (gerunds, infinitives, participles) (ii) Restrictive and nonrestrictive relative clauses (iii) Reciprocal pronouns (e.g., each other, one another) TX.ELA.110.31.17.A	Infinitives and Participles Identify Correctly Used Clauses Parts of Speech
Identify and use the subjunctive mood to express doubts, wishes, and possibilities TX.ELA.110.31.17.B
Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) TX.ELA.110.31.17.C	Understand Sentence Construction Identify Correctly Used Clauses
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation	eTAP Lesson
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Use conventions of capitalization TX.ELA.110.31.18.A	Mechanics of Writing
Use correct punctuation marks including: (i) Quotation marks to indicate sarcasm or irony (ii) Comma placement in nonrestrictive phrases, clauses, and contrasting expressions (iii) Dashes to emphasize parenthetical information TX.ELA.110.31.18.B	Underlining, Quotation Marks and Italics Hyphens, Dashes, and Brackets
Oral and Written Conventions/Spelling	eTAP Lesson
Students spell correctly
Spell correctly, including using various resources to determine and check correct spellings TX.ELA.110.31.19	Spelling
Research/Research Plan	eTAP Lesson
Students ask open-ended research questions and develop a plan for answering them
Brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic TX.ELA.110.31.20.A	Research Reports
Formulate a plan for engaging in research on a complex, multi-faceted topic TX.ELA.110.31.20.B	Suitable Research Methods
Research/Gathering Sources	eTAP Lesson
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry TX.ELA.110.31.21.A
Organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs) TX.ELA.110.31.21.B	Graphing Data
Paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number) TX.ELA.110.31.21.C
Research/Synthesizing Information	eTAP Lesson
Students clarify research questions and evaluate and synthesize collected information.
Modify the major research question as necessary to refocus the research plan TX.ELA.110.31.22.A
Evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity TX.ELA.110.31.22.B
Critique the research process at each step to implement changes as the need occurs and is identified TX.ELA.110.31.22.C
Research/Organizing and Presenting Ideas	eTAP Lesson
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation.
Marshal evidence in support of a clear thesis statement and related claims TX.ELA.110.31.23.A	Information Collection
Provide an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view TX.ELA.110.31.23.B	Audience Analysis
Use graphics and illustrations to help explain concepts where appropriate TX.ELA.110.31.23.C	Research Reports
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation
Use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research TX.ELA.110.31.23.D
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation.
Use a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials TX.ELA.110.31.23.E
Listening and Speaking/Listening	eTAP Lesson
Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
Listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration TX.ELA.110.31.24.A
Follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes TX.ELA.110.31.24.B	Deliver Expository Presentations
Evaluate the effectiveness of a speaker's main and supporting ideas TX.ELA.110.31.24.C	The Clarity, Quality, Effectiveness, and General Coherence of the Speaker’s Points
Listening and Speaking/Speaking	eTAP Lesson
Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity.
Give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively TX.ELA.110.31.25	Deliver Oral Reports on Historical Investigations How Language and Delivery Affect the Mood and Tone of Oral Communication Deliver Reflective Presentations Recite Poems, Selections from Speeches, or Dramatic Soliloquies
Listening and Speaking/Teamwork	eTAP Lesson
Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.
Participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making TX.ELA.110.31.26	Form Judgments About the Ideas Under Discussion