Skill plan for TEKS Resource System - 7th grade
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
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1
Unit 1
Literacy Essentials
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
B:  use context such as contrast or cause and effect to clarify the meaning of words
B:  use context such as contrast or cause and effect to clarify the meaning of words
3 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
A:  adjust fluency when reading grade-level text based on the reading purpose
A:  adjust fluency when reading grade-level text based on the reading purpose
4 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
A:  self-select text and read independently for a sustained period of time
A:  self-select text and read independently for a sustained period of time
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
D:  create mental images to deepen understanding
D:  create mental images to deepen understanding
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
F:  make inferences and use evidence to support understanding
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information to create new understanding
H:  synthesize information to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
C:  use text evidence to support an appropriate response
C:  use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text
A:  explain the author's purpose and message within a text
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
2A
Unit 2A
Literary Analysis and Composition of Fiction and Literary/Narrative Nonfiction
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
B:  use context such as contrast or cause and effect to clarify the meaning of words
B:  use context such as contrast or cause and effect to clarify the meaning of words
C:  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent
C:  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding

H: synthesize information to create new understanding
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding

H: synthesize information to create new understanding
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  make inferences and use evidence to support understanding
B:  make inferences and use evidence to support understanding
C:  use text evidence to support an appropriate response
C:  use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
F:  respond using newly acquired vocabulary as appropriate
Prefixes
Suffixes
Synonyms and antonyms
Academic vocabulary
F:  respond using newly acquired vocabulary as appropriate
Prefixes
Suffixes
Synonyms and antonyms
Academic vocabulary
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
7 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  infer multiple themes within and across texts using text evidence
A:  infer multiple themes within and across texts using text evidence
B:  analyze how characters' qualities influence events and resolution of the conflict
B:  analyze how characters' qualities influence events and resolution of the conflict
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
D:  analyze how the setting influences character and plot development
D:  analyze how the setting influences character and plot development
8 - 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.
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text
A:  explain the author's purpose and message within a text
B:  analyze how the use of text structure contributes to the author's purpose
B:  analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
E:  identify the use of literary devices, including subjective and objective point of view
Point of view
Figures of speech
E:  identify the use of literary devices, including subjective and objective point of view
Point of view
Figures of speech
F:  analyze how the author's use of language contributes to mood, voice, and tone
F:  analyze how the author's use of language contributes to mood, voice, and tone
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
Correlative conjunctions
Phrases and clauses
Misplaced modifiers
Punctuation
Parallel structure
Subjects and predicates
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
Correlative conjunctions
Phrases and clauses
Misplaced modifiers
Punctuation
Parallel structure
Subjects and predicates
D:  edit drafts using standard English conventions
D:  edit drafts using standard English conventions
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
2B
Unit 2B
Literary Analysis and Composition of Poetry and Drama
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
A:  use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
B:  use context such as contrast or cause and effect to clarify the meaning of words
B:  use context such as contrast or cause and effect to clarify the meaning of words
C:  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent
C:  determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
F:  make inferences and use evidence to support understanding
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information to create new understanding
H:  synthesize information to create new understanding
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres

C: use text evidence to support an appropriate response
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres

C: use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
F:  respond using newly acquired vocabulary as appropriate
Prefixes
Suffixes
Antonyms
F:  respond using newly acquired vocabulary as appropriate
Prefixes
Suffixes
Antonyms
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
7 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  infer multiple themes within and across texts using text evidence
A:  infer multiple themes within and across texts using text evidence
B:  analyze how characters' qualities influence events and resolution of the conflict
B:  analyze how characters' qualities influence events and resolution of the conflict
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
D:  analyze how the setting influences character and plot development
D:  analyze how the setting influences character and plot development
8 - 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.
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
B:  analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
B:  analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
C:  analyze how playwrights develop characters through dialogue and staging
C:  analyze how playwrights develop characters through dialogue and staging
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text
A:  explain the author's purpose and message within a text
B:  analyze how the use of text structure contributes to the author's purpose
B:  analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
E:  identify the use of literary devices, including subjective and objective point of view
Point of view
Figures of speech
E:  identify the use of literary devices, including subjective and objective point of view
Point of view
Figures of speech
F:  analyze how the author's use of language contributes to mood, voice, and tone
F:  analyze how the author's use of language contributes to mood, voice, and tone
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
Sentence variety
Modifiers
Revision
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
Sentence variety
Modifiers
Revision
D:  edit drafts using standard English conventions
Subjects and predicates
Commas
Phrases and clauses
D:  edit drafts using standard English conventions
Subjects and predicates
Commas
Phrases and clauses
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
3
Unit 3
Analysis and Composition of Informational Texts
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
F:  make inferences and use evidence to support understanding
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information to create new understanding
H:  synthesize information to create new understanding
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
C:  use text evidence to support an appropriate response
C:  use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses as new evidence is presented
I:  reflect on and adjust responses as new evidence is presented
8 - 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.
D:  analyze characteristics and structural elements of informational text, including:
D:  analyze characteristics and structural elements of informational text, including:
i: the controlling idea or thesis with supporting evidence
i: the controlling idea or thesis with supporting evidence
ii: features such as references or acknowledgements
ii: features such as references or acknowledgements
iii: organizational patterns that support multiple topics, categories, and subcategories
iii: organizational patterns that support multiple topics, categories, and subcategories
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text

B: analyze how the use of text structure contributes to the author's purpose
A:  explain the author's purpose and message within a text

B: analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
D:  edit drafts using standard English conventions, including:
Subjects and predicates
Phrases and clauses
Punctuation
D:  edit drafts using standard English conventions, including:
Subjects and predicates
Phrases and clauses
Punctuation
i: complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
Sentence types
Fragments and run-ons
Subject-verb agreement
Clauses
i: complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
Sentence types
Fragments and run-ons
Subject-verb agreement
Clauses
ii: consistent, appropriate use of verb tenses
Simple, past, present, and future tense
Correct verb tense
Progressive tense
Perfect tense
ii: consistent, appropriate use of verb tenses
Simple, past, present, and future tense
Correct verb tense
Progressive tense
Perfect tense
vi: subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor
vi: subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor
vii: correct capitalization
vii: correct capitalization
viii: punctuation, including commas to set off words, phrases, clauses, and semicolons
Commas
Semicolons, colons, and commas
viii: punctuation, including commas to set off words, phrases, clauses, and semicolons
Commas
Semicolons, colons, and commas
ix: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too
Frequently confused words
Plural and possessive nouns
Comparatives and superlatives
Homophones
ix: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too
Frequently confused words
Plural and possessive nouns
Comparatives and superlatives
Homophones
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B:  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
Main idea
Style
Text structure
B:  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
Main idea
Style
Text structure
12 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  generate student-selected and teacher-guided questions for formal and informal inquiry
A:  generate student-selected and teacher-guided questions for formal and informal inquiry
B:  develop and revise a plan
B:  develop and revise a plan
C:  refine the major research question, if necessary, guided by the answers to a secondary set of questions
C:  refine the major research question, if necessary, guided by the answers to a secondary set of questions
D:  identify and gather relevant information from a variety of sources
D:  identify and gather relevant information from a variety of sources
E:  differentiate between primary and secondary sources
E:  differentiate between primary and secondary sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
H:  examine sources for:
H:  examine sources for:
i: reliability, credibility, and bias
i: reliability, credibility, and bias
4
Unit 4
Rhetorical Analysis and Composition of Argumentative Text
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding

H: synthesize information to create new understanding
F:  make inferences and use evidence to support understanding

H: synthesize information to create new understanding
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
C:  use text evidence to support an appropriate response
C:  use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses as new evidence is presented
I:  reflect on and adjust responses as new evidence is presented
8 - 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.
E:  analyze characteristics and structures of argumentative text by:
E:  analyze characteristics and structures of argumentative text by:
i: identifying the claim
i: identifying the claim
iii: identifying the intended audience or reader
iii: identifying the intended audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text
A:  explain the author's purpose and message within a text
B:  analyze how the use of text structure contributes to the author's purpose
B:  analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
F:  analyze how the author's use of language contributes to mood, voice, and tone
F:  analyze how the author's use of language contributes to mood, voice, and tone
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
D:  edit drafts using standard English conventions
Shades of meaning
Frequently confused words
Adjectives
Punctuation
Phrases and clauses
D:  edit drafts using standard English conventions
Shades of meaning
Frequently confused words
Adjectives
Punctuation
Phrases and clauses
iii: conjunctive adverbs
iii: conjunctive adverbs
iv: prepositions and prepositional phrases and their influence on subject-verb agreement
iv: prepositions and prepositional phrases and their influence on subject-verb agreement
v: pronoun-antecedent agreement
v: pronoun-antecedent agreement
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
12 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
D:  identify and gather relevant information from a variety of sources
D:  identify and gather relevant information from a variety of sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  differentiate between paraphrasing and plagiarism when using source materials
G:  differentiate between paraphrasing and plagiarism when using source materials
H:  examine sources for:
H:  examine sources for:
i: reliability, credibility, and bias
i: reliability, credibility, and bias
ii: faulty reasoning such as hyperbole, emotional appeals, and stereotype
ii: faulty reasoning such as hyperbole, emotional appeals, and stereotype
J:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
J:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
5
Unit 5
Making Connections Across Genres
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
F:  make inferences and use evidence to support understanding
H:  synthesize information to create new understanding
H:  synthesize information to create new understanding
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres
C:  use text evidence to support an appropriate response
C:  use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses as new evidence is presented
I:  reflect on and adjust responses as new evidence is presented
7 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  infer multiple themes within and across texts using text evidence
A:  infer multiple themes within and across texts using text evidence
B:  analyze how characters' qualities influence events and resolution of the conflict
B:  analyze how characters' qualities influence events and resolution of the conflict
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
C:  analyze plot elements, including the use of foreshadowing and suspense, to advance the plot
D:  analyze how the setting influences character and plot development
D:  analyze how the setting influences character and plot development
8 - 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.
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
A:  demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction
B:  analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
B:  analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms
C:  analyze how playwrights develop characters through dialogue and staging
C:  analyze how playwrights develop characters through dialogue and staging
D:  analyze characteristics and structural elements of informational text, including:
D:  analyze characteristics and structural elements of informational text, including:
i: the controlling idea or thesis with supporting evidence
i: the controlling idea or thesis with supporting evidence
ii: features such as references or acknowledgements
ii: features such as references or acknowledgements
iii: organizational patterns that support multiple topics, categories, and subcategories
iii: organizational patterns that support multiple topics, categories, and subcategories
E:  analyze characteristics and structures of argumentative text by:
E:  analyze characteristics and structures of argumentative text by:
i: identifying the claim
i: identifying the claim
ii: explaining how the author uses various types of evidence and consideration of alternatives to support the argument
ii: explaining how the author uses various types of evidence and consideration of alternatives to support the argument
iii: identifying the intended audience or reader
iii: identifying the intended audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text
A:  explain the author's purpose and message within a text
B:  analyze how the use of text structure contributes to the author's purpose
B:  analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
E:  identify the use of literary devices, including subjective and objective point of view
E:  identify the use of literary devices, including subjective and objective point of view
F:  analyze how the author's use of language contributes to mood, voice, and tone
F:  analyze how the author's use of language contributes to mood, voice, and tone
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
D:  edit drafts using standard English conventions
Frequently confused words
Punctuation
Clauses
D:  edit drafts using standard English conventions
Frequently confused words
Punctuation
Clauses
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
A:  compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft
B:  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
B:  compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
6
Unit 6
Synthesis, Creation, and Innovation
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

G: evaluate details read to determine key ideas
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
C:  make, correct, or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
F:  make inferences and use evidence to support understanding
H:  synthesize information to create new understanding
H:  synthesize information to create new understanding
6 - 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.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres

C: use text evidence to support an appropriate response
B:  write responses that demonstrate understanding of texts, including comparing sources within and across genres

C: use text evidence to support an appropriate response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses as new evidence is presented
I:  reflect on and adjust responses as new evidence is presented
8 - 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.
D:  analyze characteristics and structural elements of informational text, including:
D:  analyze characteristics and structural elements of informational text, including:
i: the controlling idea or thesis with supporting evidence
i: the controlling idea or thesis with supporting evidence
ii: features such as references or acknowledgements
ii: features such as references or acknowledgements
iii: organizational patterns that support multiple topics, categories, and subcategories
iii: organizational patterns that support multiple topics, categories, and subcategories
E:  analyze characteristics and structures of argumentative text by:
E:  analyze characteristics and structures of argumentative text by:
i: identifying the claim
i: identifying the claim
iii: identifying the intended audience or reader
iii: identifying the intended audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
9 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  explain the author's purpose and message within a text

B: analyze how the use of text structure contributes to the author's purpose
A:  explain the author's purpose and message within a text

B: analyze how the use of text structure contributes to the author's purpose
C:  analyze the author's use of print and graphic features to achieve specific purposes
C:  analyze the author's use of print and graphic features to achieve specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
D:  describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
F:  analyze how the author's use of language contributes to mood, voice, and tone
F:  analyze how the author's use of language contributes to mood, voice, and tone
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
G:  explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
10 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
A:  plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
B:  develop drafts into a focused, structured, and coherent piece of writing by:
B:  develop drafts into a focused, structured, and coherent piece of writing by:
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
C:  revise drafts for clarity, development, organization, style, word choice, and sentence variety
D:  edit drafts using standard English conventions
Punctuation
Pronouns
Shades of meaning
Homophones
Phrases and clauses
D:  edit drafts using standard English conventions
Punctuation
Pronouns
Shades of meaning
Homophones
Phrases and clauses
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
11 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
C:  compose multi-paragraph argumentative texts using genre characteristics and craft
D:  compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure
D:  compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure
12 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  generate student-selected and teacher-guided questions for formal and informal inquiry
A:  generate student-selected and teacher-guided questions for formal and informal inquiry
B:  develop and revise a plan
B:  develop and revise a plan
C:  refine the major research question, if necessary, guided by the answers to a secondary set of questions
C:  refine the major research question, if necessary, guided by the answers to a secondary set of questions
D:  identify and gather relevant information from a variety of sources
D:  identify and gather relevant information from a variety of sources
E:  differentiate between primary and secondary sources
E:  differentiate between primary and secondary sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  differentiate between paraphrasing and plagiarism when using source materials
G:  differentiate between paraphrasing and plagiarism when using source materials
H:  examine sources for:
H:  examine sources for:
i: reliability, credibility, and bias
i: reliability, credibility, and bias
ii: faulty reasoning such as hyperbole, emotional appeals, and stereotype
ii: faulty reasoning such as hyperbole, emotional appeals, and stereotype
I:  display academic citations and use source materials ethically
I:  display academic citations and use source materials ethically
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