Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Language Arts - Grade 10
Assessment Exam - TEKS English II Language Arts| Reading/Vocabulary Development | eTAP Lesson |
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| 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.110.32.1.A |
Etymology and Origins of Words |
| Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
TX.ELA.110.32.1.B |
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| Infer word meaning through the identification and analysis of analogies and other word relationships
TX.ELA.110.32.1.C |
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| Show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état)
TX.ELA.110.32.1.D |
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| 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.110.32.1.E |
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| 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. | |
| Compare and contrast differences in similar themes expressed in different time periods
TX.ELA.110.32.2.A |
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| Analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature
TX.ELA.110.32.2.B |
Evaluating Information Analyzing Historical Accounts |
| Relate the figurative language of a literary work to its historical and cultural setting
TX.ELA.110.32.2.C |
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| 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 structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry
TX.ELA.110.32.3 |
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| 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. | |
| Analyze how archetypes and motifs in drama affect the plot of plays
TX.ELA.110.32.4 |
Characterization |
| 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 isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction
TX.ELA.110.32.5.A |
Elements of Plot |
| Analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures
TX.ELA.110.32.5.B |
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| Evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction
TX.ELA.110.32.5.C |
Characters Traits |
| Demonstrate familiarity with works by authors from non-English-speaking literary traditions with emphasis on 20th century world literature
TX.ELA.110.32.5.D |
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| 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. | |
| Evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction
TX.ELA.110.32.6 |
Active Voice |
| 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 function of symbolism, allegory, and allusions in literary works
TX.ELA.110.32.7 |
Evaluation of Aesthetic Qualities |
| 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. | |
| Analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details
TX.ELA.110.32.8 |
Features and Rhetorical Devices of Public Documents |
| 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 and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique
TX.ELA.110.32.9.A |
Note-taking, Outlining & Summarizing |
| Distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts
TX.ELA.110.32.9.B |
How to Draw and Present Conclusions |
| Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
TX.ELA.110.32.9.C |
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| 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.110.32.9.D |
Write Persuasive Compositions |
| 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. | |
| Explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments
TX.ELA.110.32.10.A |
Point of View |
| Analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks
TX.ELA.110.32.10.B |
Essay Structure |
| Reading/Comprehension of Informational Text/Procedural Texts | eTAP Lesson |
| Students understand how to glean and use information in procedural texts and documents. | |
| Evaluate text for the clarity of its graphics and its visual appeal
TX.ELA.110.32.11.A |
Write Technical Documents |
| Synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics)
TX.ELA.110.32.11.B |
Enhancing the Appeal and Accuracy of a Presentation |
| 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. | |
| Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts
TX.ELA.110.32.12.A |
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| Analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music)
TX.ELA.110.32.12.B |
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| Examine how individual perception or bias in coverage of the same event influences the audience
TX.ELA.110.32.12.C |
Compare and Contrast Media Coverage of the Same Event |
| Evaluate changes in formality and tone within the same medium for specific audiences and purposes
TX.ELA.110.32.12.D |
Aesthetic Effects of a Media Presentation |
| 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.110.32.13.A |
Write Expository Compositions |
| 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 rhetorical devices used to convey meaning
TX.ELA.110.32.13.B |
Appropriate Manuscript Requirements |
| Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.R | |
| 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.110.32.13.C |
Revise Text to Highlight the Individual Voice, Improve Sentence Variety and Style |
| Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. | |
| Edit drafts for grammar, mechanics, and spelling
TX.ELA.110.32.13.D |
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| Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
TX.ELA.110.32.13.E |
Revise Writing to Improve the Logic and Coherence |
| 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, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone
TX.ELA.110.32.14.A |
Fictional and Autobiographical Narratives |
| 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.110.32.14.B |
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| Write a script with an explicit or implicit theme and details that contribute to a definite mood or tone
TX.ELA.110.32.14.C |
Recurring Themes |
| 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 thesis or controlling idea (iv) An organizing structure appropriate to purpose, audience, and context (v) Relevant evidence and well-chosen details (vi) Distinctions about the relative value of specific data, facts, and ideas that support the thesis statement TX.ELA.110.32.15.A |
Write Expository Compositions |
| 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 (iii) Anticipation of readers' questions TX.ELA.110.32.15.B |
Write Business Letters |
| 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 and rhetorical devices TX.ELA.110.32.15.C |
Responses to Literature |
| 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.110.32.15.D |
Aesthetic Effects of a Media Presentation |
| 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.110.32.16.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 (i.e., in the author's own words and not out of context)
TX.ELA.110.32.16.B |
Deliver Oral Reports on Historical Investigations |
| Counter-arguments based on evidence to anticipate and address objections
TX.ELA.110.32.16.C |
Researching an Argument |
| Organizing structure appropriate to the purpose, audience, and context
TX.ELA.110.32.16.D |
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| Analysis of the relative value of specific data, facts, and ideas
TX.ELA.110.32.16.E |
Analyzing Historical Accounts |
| Range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations)
TX.ELA.110.32.16.F |
Enhancing the Appeal and Accuracy of a Presentation |
| 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.110.32.17.A |
Identify Correctly Used Clauses Parts of Speech Pronouns |
| Identify and use the subjunctive mood to express doubts, wishes, and possibilities
TX.ELA.110.32.17.B |
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| Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)
TX.ELA.110.32.17.C |
Understand Sentence Construction |
| 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.110.32.18.A |
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| Use correct punctuation marks including: (i) Comma placement in nonrestrictive phrases, clauses, and contrasting expressions (ii) Quotation marks to indicate sarcasm or irony (iii) Dashes to emphasize parenthetical information TX.ELA.110.32.18.B |
Identify Correctly Used Clauses Mechanics of Writing |
| Oral and Written Conventions/Spelling | eTAP Lesson |
| Students spell correctly. | |
| Spell correctly, including using various resources to determine and check correct spellings
TX.ELA.110.32.19 |
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.110.32.20.A |
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| Formulate a plan for engaging in research on a complex, multi-faceted topic
TX.ELA.110.32.20.B |
Appropriate Conventions for Documentation |
| 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.110.32.21.A |
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| Organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs)
TX.ELA.110.32.21.B |
Concise Notes |
| Paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number)
TX.ELA.110.32.21.C |
Prepare Bibliography Reference Materials |
| 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.110.32.22.A |
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| 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.110.32.22.B |
Form Judgments About the Ideas Under Discussion |
| Critique the research process at each step to implement changes as the need occurs and is identified
TX.ELA.110.32.22.C |
Researching an Argument |
| 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.110.32.23.A |
Connection Between Themes and Historical Periods |
| Provide an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view
TX.ELA.110.32.23.B |
Oral Responses to Literature Audience Analysis |
| Use graphics and illustrations to help explain concepts where appropriate
TX.ELA.110.32.23.C |
Research Reports |
| 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.110.32.23.D |
Revise Writing to Improve the Logic and Coherence |
| Use a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials
TX.ELA.110.32.23.E |
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| 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.110.32.24.A |
Analyze the Type of Arguments the Speaker Uses |
| 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.F | |
| Follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes
TX.ELA.110.32.24.B |
Descriptive Presentations |
| Evaluate how the style and structure of a speech support or undermine its purpose or meaning
TX.ELA.110.32.24.C |
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| 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. | |
| Advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
TX.ELA.110.32.25 |
Deliver Multimedia Presentations |
| 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.110.32.26 |
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