Texas Essential Knowledge and Skills (TEKS): Grade 7
Skills available for Texas seventh-grade language arts standards
Strand
Print skill plan
1-4
Developing and sustaining foundational language skills
1 Listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
A listen actively to interpret a message and ask clarifying questions that build on others' ideas;
A listen actively to interpret a message and ask clarifying questions that build on others' ideas;
B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
C present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
C present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively; and
D engage in meaningful discourse and provide and accept constructive feedback from others.
D engage in meaningful discourse and provide and accept constructive feedback from others.
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; and
Vocabulary in context
Synonyms and antonyms
Domain-specific vocabulary
Multiple-meaning words
B use context such as contrast or cause and effect to clarify the meaning of words; and
Vocabulary in context
Synonyms and antonyms
Domain-specific vocabulary
Multiple-meaning 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.
3 Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Short stories
Literary passages
Central idea
Nonfiction passages
4 Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
5
Comprehension skills
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;
Allusions
Compare texts
Visual elements
Central idea
E make connections to personal experiences, ideas in other texts, and society;
Allusions
Compare texts
Visual elements
Central idea
F make inferences and use evidence to support understanding;
Inferences
Theme
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
F make inferences and use evidence to support understanding;
Inferences
Theme
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
G evaluate details read to determine key ideas;
Central idea
Theme
Supporting details
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
G evaluate details read to determine key ideas;
Central idea
Theme
Supporting details
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
H synthesize information to create new understanding; and
Central idea
Theme
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
Compare texts
H synthesize information to create new understanding; and
Central idea
Theme
Short stories
Analyze literary passages
Analyze informational texts
Analyze nonfiction passages
Compare texts
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
Response skills
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;
Central idea
Theme
Tone
Short stories
Literary passages
Informational texts
Nonfiction passages
Compare texts
B write responses that demonstrate understanding of texts, including comparing sources within and across genres;
Central idea
Theme
Tone
Short stories
Literary passages
Informational texts
Nonfiction passages
Compare texts
C use text evidence to support an appropriate response;
Text evidence
Supporting details
C use text evidence to support an appropriate response;
Text evidence
Supporting details
D paraphrase and summarize texts in ways that maintain meaning and logical order;
Central idea
Text evidence
D paraphrase and summarize texts in ways that maintain meaning and logical order;
Central idea
Text evidence
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
Greek and Latin roots
Synonyms and antonyms
Word usage
Vocabulary in context
Domain-specific vocabulary
F respond using newly acquired vocabulary as appropriate;
Prefixes
Suffixes
Greek and Latin roots
Synonyms and antonyms
Word usage
Vocabulary in context
Domain-specific vocabulary
G discuss and write about the explicit or implicit meanings of text;
Central idea and supporting details
Theme
Inference
Figures of speech
Analyze literary passages
Analyze nonfiction passages
G discuss and write about the explicit or implicit meanings of text;
Central idea and supporting details
Theme
Inference
Figures of speech
Analyze literary passages
Analyze nonfiction passages
H respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
H respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
I reflect on and adjust responses as new evidence is presented.
I reflect on and adjust responses as new evidence is presented.
7-8
Multiple genres
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; and
C analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
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;
Central idea
Supporting details
Central ideas in informational passages
Central ideas in nonfiction passages
i: the controlling idea or thesis with supporting evidence;
Central idea
Supporting details
Central ideas in informational passages
Central ideas in nonfiction passages
ii: features such as references or acknowledgements; and
ii: features such as references or acknowledgements; and
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; and
Development of ideas
Supporting details
Logical fallacies
Counterclaims
ii: explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
Development of ideas
Supporting details
Logical fallacies
Counterclaims
iii: identifying the intended audience or reader; and
iii: identifying the intended audience or reader; and
F analyze characteristics of multimodal and digital texts.
F analyze characteristics of multimodal and digital texts.
9
Author's purpose and craft
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;
Central idea
Theme
Author's purpose
Point of view
A explain the author's purpose and message within a text;
Central idea
Theme
Author's purpose
Point of view
B analyze how the use of text structure contributes to the author's purpose;
Author's purpose
Text structure
B analyze how the use of text structure contributes to the author's purpose;
Author's purpose
Text structure
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
Allusions
Sensory details
E identify the use of literary devices, including subjective and objective point of view;
Point of view
Figures of speech
Allusions
Sensory details
F analyze how the author's use of language contributes to mood, voice, and tone; and
F analyze how the author's use of language contributes to mood, voice, and tone; and
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.
10-11
Composition
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; and
Organization
Transitions
Central idea
i: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
Organization
Transitions
Central idea
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
Central idea
Supporting details
ii: developing an engaging idea reflecting depth of thought with specific facts, details, and examples;
Central idea
Supporting details
C revise drafts for clarity, development, organization, style, word choice, and sentence variety;
Clarity
Tone
Conjunctions and transitions
Sentence variety
Misplaced modifiers
Parallel structure
Revision
Word choice
C revise drafts for clarity, development, organization, style, word choice, and sentence variety;
Clarity
Tone
Conjunctions and transitions
Sentence variety
Misplaced modifiers
Parallel structure
Revision
Word choice
D edit drafts using standard English conventions, including:
D edit drafts using standard English conventions, including:
i: complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
Subjects and predicates
Sentences, fragments and run-ons
Simple, compound, and complex sentences
Subject-verb agreement
Phrases and clauses
i: complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
Subjects and predicates
Sentences, fragments and run-ons
Simple, compound, and complex sentences
Subject-verb agreement
Phrases and clauses
ii: consistent, appropriate use of verb tenses;
ii: consistent, appropriate use of verb tenses;
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;
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; and
End punctuation
Apostrophes
Restrictive and nonrestrictive elements
Commas
Semicolons, colons, and commas
Dashes, hyphens, and ellipses
Formatting
viii: punctuation, including commas to set off words, phrases, clauses, and semicolons; and
End punctuation
Apostrophes
Restrictive and nonrestrictive elements
Commas
Semicolons, colons, and commas
Dashes, hyphens, and ellipses
Formatting
ix: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
Frequently confused words
Homophones
Plural nouns
Common errors
ix: correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
Frequently confused words
Homophones
Plural nouns
Common errors
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;
Tone
Descriptive details
Point of view
Figurative language
Word choice
Poetry
A compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
Tone
Descriptive details
Point of view
Figurative language
Word choice
Poetry
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;
Tone
Organization
Supporting details
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;
Tone
Organization
Supporting details
C compose multi-paragraph argumentative texts using genre characteristics and craft; and
Central idea
Tone
Organization
Facts and opinions
Supporting details
Counterclaims
C compose multi-paragraph argumentative texts using genre characteristics and craft; and
Central idea
Tone
Organization
Facts and opinions
Supporting details
Counterclaims
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
Inquiry and research
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; and
i: reliability, credibility, and bias; and
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; and
I display academic citations and use source materials ethically; and
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.