Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

(a) Introduction.

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary

performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 7 as

described in subsection (b) of this section.

(4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas

history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written

narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and

nation.

978-1-58561-103-4

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and

understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent

organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present

ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in

groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The

standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In seventh grade, students will

engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a

daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading

instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being

taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of

those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical

conventions of academic language must be done in meaningful contexts and not in isolation.

(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g.,

cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how

rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English,

concepts, and the language structures specific to the content.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to

meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English

language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial

stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support

as they acquire English and learn to learn in English simultaneously.

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 1 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(b) Knowledge and Skills.

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(A) plan a first draft by

selecting a genre

appropriate for

conveying the intended

meaning to an audience,

determining appropriate

topics through a range of

strategies (e.g.,

discussion, background

reading, personal

interests, interviews),

and developing a thesis

or controlling idea

(1) plan a first

draft by selecting

a genre

appropriate for

conveying the

intended meaning

to an audience

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74-75

87, 124, 145,

177, 195, 224

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(A) plan a first draft by

selecting a genre

appropriate for

conveying the intended

meaning to an audience,

determining appropriate

topics through a range of

strategies (e.g.,

discussion, background

reading, personal

interests, interviews),

and developing a thesis

or controlling idea

(2) plan a first

draft by

determining

appropriate topics

through a range of

strategies

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74

87, 124, 145,

177, 195, 224

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 2 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(A) plan a first draft by

selecting a genre

appropriate for

conveying the intended

meaning to an audience,

determining appropriate

topics through a range of

strategies (e.g.,

discussion, background

reading, personal

interests, interviews),

and developing a thesis

or controlling idea

(3) plan a first

draft by

developing a

thesis or

controlling idea

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74-75

87, 124, 145,

177, 195, 224

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(B) develop drafts by

choosing an appropriate

organizational strategy

(e.g., sequence of

events, cause-effect,

compare-contrast) and

building on ideas to

create a focused,

organized, and coherent

piece of writing

(1) develop drafts

by choosing an

appropriate

organizational

strategy (e.g.,

sequence of

events, cause-

effect, compare-

contrast)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

87, 145, 242,

331, 374, 420

267

Reference 38

(organization)

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Across the

Curriculum (cause

and effect)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(B) develop drafts by

choosing an appropriate

organizational strategy

(e.g., sequence of

events, cause-effect,

compare-contrast) and

building on ideas to

create a focused,

organized, and coherent

piece of writing

(2) develop drafts

by building on

ideas to create a

focused piece of

writing

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74-75

87, 145, 242,

331, 374, 420

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 3 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(B) develop drafts by

choosing an appropriate

organizational strategy

(e.g., sequence of

events, cause-effect,

compare-contrast) and

building on ideas to

create a focused,

organized, and coherent

piece of writing

(3) develop drafts

by building on

ideas to create

a[n] organized

piece of writing

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74-75

87, 145, 242,

331, 374, 420

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(B) develop drafts by

choosing an appropriate

organizational strategy

(e.g., sequence of

events, cause-effect,

compare-contrast) and

building on ideas to

create a focused,

organized, and coherent

piece of writing

(4) develop drafts

by building on

ideas to create a

coherent piece of

writing

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

74-75

87, 145, 242,

331, 374, 420

Reference 38

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(1) revise drafts to

ensure precise

word choice

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

87, 97, 145-

146, 195-196

102, 148, 198

Reference 38 (Word

Choice)

Writing Assignment/

Revise Writing

Assignment

Writing Evaluation

Guide (Revising

Check)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 4 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(2) revise drafts to

ensure vivid

images

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

223

224

700

Reference 38 (Word

Choice)

Rev Up Your Writing

entire page (Writing

Assignment 11)

Revise Writing

Assignment 11

(Reference 55, #3)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(3) revise drafts to

ensure consistent

point of view

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

195-196, 224,

700

Writing Assignment

(Special Instructions

#4)/Revise Writing

Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 5 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(4) revise drafts to

ensure use of

simple,

compound, and

complex

sentences

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

89

87, 97, 145-146

102, 148

Reference 49 (#3)

Writing Assignment/

Revise Writing

Assignment

Writing Evaluation

Guide #9

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(5) revise drafts to

ensure internal

and external

coherence

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

420-421, 454-

455, 463-464,

690, 692, 694

Writing Assignment/

Revise Writing

Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 6 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(6) revise drafts to

ensure the use of

effective

transitions

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

138

145-146

195-196

Reference 38

(Organization)

Transition Form

Writing Assignment

7 (#4)/Revise Writing

Assignment

Writing Assignment

10 (#3)/Revise

Writing Assignment

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(7) revise drafts

after rethinking

how well

questions of

purpose have

been addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

89

87, 97, 145-

146, 195-196

102, 148, 198

Reference 49

Writing Assignment/

Revise Writing

Assignment

Writing Evaluation

Guide (Revising

Checklist)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 7 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(8) revise drafts

after rethinking

how well

questions of

audience have

been addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

89

87, 97, 145-

146, 195-196

102, 148, 198

Reference 49

Writing Assignment/

Revise Writing

Assignment

Writing Evaluation

Guide (Revising

Checklist)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(C) revise drafts to

ensure precise word

choice and vivid images;

consistent point of view;

use of simple,

compound, and complex

sentences; internal and

external coherence; and

the use of effective

transitions after

rethinking how well

questions of purpose,

audience, and genre

have been addressed

(9) revise drafts

after rethinking

how well

questions of genre

have been

addressed

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

89

87, 97, 145-

146, 195-196

102, 148, 198

Reference 49

Writing Assignment/

Revise Writing

Assignment

Writing Evaluation

Guide (Revising

Checklist)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 8 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(1) edit drafts for

grammar

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

76

87, 97, 145-

146, 195-196

102, 148, 198

Reference 38

Writing Assignment/

Edit Writing

Assignments

(Students are

directed to writing

references in the

special instructions.)

Writing Evaluation

Guide (Editing

Checklist)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(2) edit drafts for

mechanics

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

76

87, 97, 145-

146, 195-196

102, 148, 198

Reference 38

Writing Assignment/

Edit Writing

Assignments

(Students are

directed to writing

references in the

special instructions.)

Writing Evaluation

Guide (Editing

Checklist)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 9 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(D) edit drafts for

grammar, mechanics,

and spelling

(3) edit drafts for

spelling

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

76

87, 97, 145-

146, 195-196

102, 148, 198

Reference 38

Writing Assignment/

Edit Writing

Assignments

(Students are

directed to writing

references in the

special instructions.)

Writing Evaluation

Guide (Editing

Checklist)

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(E) revise final draft in

response to feedback

from peers and teacher

and publish written work

for appropriate

audiences

(1) revise final

draft in response

to feedback from

peers

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

97-98, 146-147,

196-197

Reference 53 and

Student Note

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(E) revise final draft in

response to feedback

from peers and teacher

and publish written work

for appropriate

audiences

(2) revise final

draft in response

to feedback from

teacher

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

133, 185, 232 Conference Time

(14) Writing/Writing Process.

Students use elements of the

writing process (planning, drafting,

revising, editing, and publishing) to

compose text. Students are

expected to:

(E) revise final draft in

response to feedback

from peers and teacher

and publish written work

for appropriate

audiences

(3) publish written

work for

appropriate

audiences

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

135-136, 186,

234

Publishing Time

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 10 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(i) sustains reader

interest

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

31, 64-65

420, 463, 690,

692

Rev Up Your

Writing/Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(ii) includes well-

paced action and

an engaging story

line

(1) includes

well-paced

action

>>>>> 3 ISBN 978-1-

58561-103-4

183-184, 278

420, 463, 690,

692

Rev Up Your

Writing/Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(ii) includes well-

paced action and

an engaging story

line

(2) includes

an engaging

story line

>>>>> 3 ISBN 978-1-

58561-103-4

320-321, 368

420, 463, 690,

692

Rev Up Your

Writing/Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(iii) creates a

specific,

believable setting

through the use of

sensory details

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

77, 231

420, 463, 690,

692

Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 11 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(iv) develops

interesting

characters

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

65, 132

420, 463, 690,

692

Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(v) uses a range

of literary

strategies and

devices to

enhance the style

and tone

(1) uses a

range of

literary

strategies

and devices

to enhance

the style

>>>>> 3 ISBN 978-1-

58561-103-4

132, 183-184,

231, 278

420, 463, 690,

692

Rev Up Your

Writing/Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(A) write an imaginative

story that:

(v) uses a range

of literary

strategies and

devices to

enhance the style

and tone

(2) uses a

range of

literary

strategies

and devices

to enhance

the tone

>>>>> 3 ISBN 978-1-

58561-103-4

132, 183-184,

231, 278

420, 463, 690,

692

Rev Up Your

Writing/Creative

Expressions

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(B) write a poem using: (i) poetic

techniques (e.g.,

rhyme scheme,

meter)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

507, 557, 655

509

Writing Assignment

Across the

Curriculum

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(B) write a poem using: (ii) figurative

language (e.g.,

personification,

idioms, hyperbole)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

507, 557, 655

509

Writing Assignment

Across the

Curriculum

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 12 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(15) Writing/Literary Texts. Students

write literary texts to express their

ideas and feelings about real or

imagined people, events, and ideas.

Students are expected to:

(B) write a poem using: (iii) graphic

elements (e.g.,

word position)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

507, 557, 655

509

Writing Assignment

Across the

Curriculum

(16) Writing. Students write about

their own experiences. Students are

expected to:

(A) write a personal

narrative that has a

clearly defined focus and

communicates the

importance of or

reasons for actions

and/or consequences

(1) write a

personal narrative

that has a clearly

defined focus

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

463, 468, 489,

536

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(16) Writing. Students write about

their own experiences. Students are

expected to:

(A) write a personal

narrative that has a

clearly defined focus and

communicates the

importance of or

reasons for actions

and/or consequences

(2) write a

personal narrative

that

communicates the

importance of or

reasons for

actions and/or

consequences

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

463, 468, 489,

536

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(i) presents

effective

introductions and

concluding

paragraphs

(1) presents

effective

introductions

>>>>> 3 ISBN 978-1-

58561-103-4

75

141-142

145, 177

190-191

195, 224

Reference 38

Reference 70

Writing Assignment

Reference 90

Writing Assignment

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(i) presents

effective

introductions and

concluding

paragraphs

(2) presents

effective

concluding

paragraphs

>>>>> 3 ISBN 978-1-

58561-103-4

144

145, 177

193

195, 224

Reference 72

Writing Assignment

Reference 92

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 13 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(ii) contains a

clearly stated

purpose or

controlling idea

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

141-142

145, 177

190-191

195, 224

Reference 38

Reference 70

Writing Assignment

Reference 90

Writing Assignment

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(iii) is logically

organized with

appropriate facts

and details and

includes no

extraneous

information or

inconsistencies

(1) is logically

organized

with

appropriate

facts and

details

>>>>> 3 ISBN 978-1-

58561-103-4

141

143

145, 177

190

192

195, 224

Reference 69

Reference 71

Writing Assignment

Reference 89

Reference 91

Writing Assignment

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(iii) is logically

organized with

appropriate facts

and details and

includes no

extraneous

information or

inconsistencies

(2) is logically

organized

and includes

no

extraneous

information

or

inconsistenci

es

>>>>> 3 ISBN 978-1-

58561-103-4

141

143

145, 177

190

192

195, 224

Reference 69

Reference 71

Writing Assignment

Reference 89

Reference 91

Writing Assignment

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(iv) accurately

synthesizes ideas

from several

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123, 128

508, 558, 656

Discovery Time

Home Writing

Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 14 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(v) uses a variety

of sentence

structures,

rhetorical devices,

and transitions to

link paragraphs

(1) uses a

variety of

sentence

structures

>>>>> 3 ISBN 978-1-

58561-103-4

76

145, 195

148, 198

Reference 38

Writing Assignment

Writing Evaluation

Guide

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(v) uses a variety

of sentence

structures,

rhetorical devices,

and transitions to

link paragraphs

(2) uses a

variety of

rhetorical

devices

>>>>> 3 ISBN 978-1-

58561-103-4

132, 183, 231 Strategies to Rev Up

Your Writing

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(A) write a multi-

paragraph essay to

convey information

about a topic that:

(v) uses a variety

of sentence

structures,

rhetorical devices,

and transitions to

link paragraphs

(3) uses a

variety of

transitions to

link

paragraphs

>>>>> 3 ISBN 978-1-

58561-103-4

145

177, 195, 224

Writing Assignment

(Special Instructions

#4)

Writing Assignment

(Special Instructions

#3)

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(B) write a letter that

reflects an opinion,

registers a complaint, or

requests information in a

business or friendly

context

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

132

546, 555

553

Creative

Expressions (#2)

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Across the

Curriculum

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 15 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(C) write responses to

literary or expository

texts that demonstrate

the writing skills for multi-

paragraph essays and

provide sustained

evidence from the text

using quotations when

appropriate

(1) write

responses to

literary or

expository texts

that demonstrate

the writing skills

for multi-

paragraph essays

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

454, 499, 692 Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(C) write responses to

literary or expository

texts that demonstrate

the writing skills for multi-

paragraph essays and

provide sustained

evidence from the text

using quotations when

appropriate

(2) write

responses to

literary or

expository texts

that provide

sustained

evidence from the

text using

quotations when

appropriate

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

454, 499, 692 Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(D) produce a

multimedia presentation

involving text and

graphics using available

technology.

(1) produce a

multimedia

presentation

involving text

using available

technology.

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

186

540

694

Reference 65 (#12)

Across the

Curriculum

Reference 274

(17) Writing/Expository and

Procedural Texts. Students write

expository and procedural or work-

related texts to communicate ideas

and information to specific

audiences for specific purposes.

Students are expected to:

(D) produce a

multimedia presentation

involving text and

graphics using available

technology.

(2) produce a

multimedia

presentation

involving graphics

using available

technology.

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

186

540

694

Reference 65 (#12)

Across the

Curriculum

Reference 274

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(A) establishes a clear

thesis or position

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

240

242, 271

282

285, 313

Reference 109

Writing Assignment

Reference 123

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 16 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(1) considers the

views of others

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(2) responds to

the views of

others

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(3) anticipates

reader concerns

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(4) answers

reader concerns

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(5) anticipates

reader counter-

arguments

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 17 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(B) considers and

responds to the views of

others and anticipates

and answers reader

concerns and counter-

arguments

(6) answers

reader counter-

arguments

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

242, 271, 285,

313

Writing Assignment

(Students are

directed to writing

references in the

special instructions.)

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(C) includes evidence

that is logically

organized to support the

author's viewpoint and

that differentiates

between fact and

opinion

(1) includes

evidence that is

logically organized

to support the

author's viewpoint

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

240

242, 271

283

285, 313

Reference 110

Writing Assignment

Reference 124

Writing Assignment

(18) Writing/Persuasive Texts.

Students write persuasive texts to

influence the attitudes or actions of

a specific audience on specific

issues. Students are expected to

write a persuasive essay to the

appropriate audience that:

(C) includes evidence

that is logically

organized to support the

author's viewpoint and

that differentiates

between fact and

opinion

(2) includes

evidence that

differentiates

between fact and

opinion

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

240

242, 271

283

285, 313

Reference 110

Writing Assignment

Reference 124

Writing Assignment

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(i) verbs (perfect

and progressive

tenses) and

participles

(1) verbs

(perfect

tense)

>>>>> 3 ISBN 978-1-

58561-103-4

299-300

307

311-312

315

Reference 132 &133

Reference 139

Skill Builder (#8)

Skills

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(i) verbs (perfect

and progressive

tenses) and

participles

(2) verbs

(progressive

tense)

>>>>> 3 ISBN 978-1-

58561-103-4

354

355

363

Skill Time

Reference 152

Exercise 4

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 18 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(i) verbs (perfect

and progressive

tenses) and

participles

(3) participles >>>>> 3 ISBN 978-1-

58561-103-4

560

570

596

Reference 222

Verbal Sentence 2

Exercises 1 & 4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(ii) appositive

phrases

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

12

17, 21

Reference 9 (#11)

Editing

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(iii) adverbial and

adjectival phrases

and clauses

(1) adverbial

phrases

>>>>> 3 ISBN 978-1-

58561-103-4

519

521

538

Reference 205

Exercise 2

Exercise 4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(iii) adverbial and

adjectival phrases

and clauses

(2) adverbial

clauses

>>>>> 3 ISBN 978-1-

58561-103-4

617

619

626

Reference 239

Classroom Practice

Checkup

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 19 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(iii) adverbial and

adjectival phrases

and clauses

(3) adjectival

phrases

>>>>> 3 ISBN 978-1-

58561-103-4

518

521

538

Reference 204

Exercise 2

Exercise 4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(iii) adverbial and

adjectival phrases

and clauses

(4) adjectival

clauses

>>>>> 3 ISBN 978-1-

58561-103-4

620

622

626

Reference 240

Classroom Practice

Checkup

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(iv) conjunctive

adverbs (e.g.,

consequently,

furthermore,

indeed)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

166

169, 173, 178

Reference 82

Skills

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(v) prepositions

and prepositional

phrases and their

influence on

subject-verb

agreement

(1)

prepositions

and

prepositional

phrases

>>>>> 3 ISBN 978-1-

58561-103-4

49

51

68-69

70

Reference 27

Introductory

Sentences

Reference 34 & 35

Classroom Practice

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 20 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(v) prepositions

and prepositional

phrases and their

influence on

subject-verb

agreement

(2)

prepositions

and

prepositional

phrases

influence on

subject-verb

agreement

>>>>> 3 ISBN 978-1-

58561-103-4

113-114

523

538

Reference 61

Reference 207

Checkup 65

(Exercise 3)

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(vi) relative

pronouns (e.g.,

whose, that,

which)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

614

616, 622

620

Reference 238

Classroom Practice

Reference 240

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(vii) subordinating

conjunctions (e.g.,

because, since)

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

212

215, 220, 226

259

Reference 99 & 100

Exercise 3

Reference 117

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(A) identify, use, and

understand the function

of the following parts of

speech in the context of

reading, writing, and

speaking:

(viii) transitions for

sentence to

sentence or

paragraph to

paragraph

coherence

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

75

96

137-138

145

177, 195, 224

Reference 38

(Organization)

Jingle 12

Reference 67

Writing Assignment

(Special Instructions

#4)

Writing Assignment

(Special Instructions

#3)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 21 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(B) write complex

sentences and

differentiate between

main versus subordinate

clauses

(1) write complex

sentences

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

212

220, 226

Reference 100

Exercise 3 & 4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(B) write complex

sentences and

differentiate between

main versus subordinate

clauses

(2) differentiate

between main

versus

subordinate

clauses

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

212

215, 220, 226

259

Reference 99 & 100

Exercise 3

Reference 117

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(C) use a variety of

complete sentences

(e.g., simple, compound,

complex) that include

properly placed

modifiers, correctly

identified antecedents,

parallel structures, and

consistent tenses

(1) use a variety of

complete

sentences that

include properly

placed modifiers

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

68

69

70

127

129

Reference 34

Reference 35

Classroom Practice

Practice and

Revised Sentence

Classroom Practice

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(C) use a variety of

complete sentences

(e.g., simple, compound,

complex) that include

properly placed

modifiers, correctly

identified antecedents,

parallel structures, and

consistent tenses

(2) use a variety of

complete

sentences that

include correctly

identified

antecedents

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

92

102

433

434

Editing Checklist

(#5)

Writing Evaluation

Guide (#22)

Reference 173

Classroom Practice

(Skills)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 22 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(C) use a variety of

complete sentences

(e.g., simple, compound,

complex) that include

properly placed

modifiers, correctly

identified antecedents,

parallel structures, and

consistent tenses

(3) use a variety of

complete

sentences that

include parallel

structures

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

151-152

154

291

Reference 75-76

Checkup

Across the

Curriculum

(19) Oral and Written

Conventions/Conventions. 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. Students are expected

to:

(C) use a variety of

complete sentences

(e.g., simple, compound,

complex) that include

properly placed

modifiers, correctly

identified antecedents,

parallel structures, and

consistent tenses

(4) use a variety of

complete

sentences that

include consistent

tenses

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

344

346, 363

Reference 148

Exercise #3

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(A) use conventions of

capitalization

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

11

32

102

Reference 8

Editing

Editing Check

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(i) commas after

introductory

words, phrases,

and clauses

(1) commas

after

introductory

words

>>>>> 3 ISBN 978-1-

58561-103-4

12

29, 41, 57

Reference 9 (#10)

Classroom Practice

(Editing)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 23 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(i) commas after

introductory

words, phrases,

and clauses

(2) commas

after

introductory

phrases

>>>>> 3 ISBN 978-1-

58561-103-4

12

66

163

Reference 9 (#10)

Checkup (Editing)

Classroom Practice

(Editing)

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(i) commas after

introductory

words, phrases,

and clauses

(3) commas

after

introductory

clauses

>>>>> 3 ISBN 978-1-

58561-103-4

12

215

226

Reference 9 (#10)

Exercise 3 & Editing

Exercise 3 & 4

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(ii) semicolons,

colons, and

hyphens

(1)

semicolons

>>>>> 3 ISBN 978-1-

58561-103-4

14

166

178

Reference 9 (#34)

Reference 82

Exercise #5

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(ii) semicolons,

colons, and

hyphens

(2) colons >>>>> 3 ISBN 978-1-

58561-103-4

12

14

550

555

Reference 9 (#15)

Reference 9 (#33)

Reference 216 (#3)

Writing Assignment

(20) Oral and Written

Conventions/Handwriting,

Capitalization, and Punctuation.

Students write legibly and use

appropriate capitalization and

punctuation conventions in their

compositions. Students are

expected to:

(B) recognize and use

punctuation marks

including:

(ii) semicolons,

colons, and

hyphens

(3) hyphens >>>>> 3 ISBN 978-1-

58561-103-4

14

192

282

Reference 9 (#31)

Reference 91

(Sentences 10-14)

Reference 123

(Sentence 2)

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 24 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(21) Oral and Written

Conventions/Spelling. Students

spell correctly. Students are

expected to:

(A) spell correctly,

including using various

resources to determine

and check correct

spellings.

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

134, 185, 233 Across the

Curriculum

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(A) brainstorm, consult

with others, decide upon

a topic, and formulate a

major research question

to address the major

research topic

(1) brainstorm >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

659-660

683

Discovery Time

Reference 254 &

255

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(A) brainstorm, consult

with others, decide upon

a topic, and formulate a

major research question

to address the major

research topic

(2) consult with

others

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

659-660

683

Discovery Time

Reference 254 &

255

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(A) brainstorm, consult

with others, decide upon

a topic, and formulate a

major research question

to address the major

research topic

(3) decide upon a

topic

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

659-660

683

Discovery Time

Reference 254 &

255

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(A) brainstorm, consult

with others, decide upon

a topic, and formulate a

major research question

to address the major

research topic

(4) formulate a

major research

question to

address the major

research topic

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

659-650

683

Discovery Time

Home Writing

Assignment

Reference 254 &

255

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 25 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(B) apply steps for

obtaining and evaluating

information from a wide

variety of sources and

create a written plan

after preliminary

research in reference

works and additional text

searches

(1) apply steps for

obtaining

information from a

wide variety of

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

662-663

683

Discovery Time

Home Writing

Assignment

Reference 257 &

258

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(B) apply steps for

obtaining and evaluating

information from a wide

variety of sources and

create a written plan

after preliminary

research in reference

works and additional text

searches

(2) apply steps for

evaluating

information from a

wide variety of

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

662-663

683

Discovery Time

Home Writing

Assignment

Reference 257 &

258

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(B) apply steps for

obtaining and evaluating

information from a wide

variety of sources and

create a written plan

after preliminary

research in reference

works and additional text

searches

(3) create a

written plan after

preliminary

research in

reference works

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

665-666

683

entire page

Writing Assignment

(22) Research/Research Plan.

Students ask open-ended research

questions and develop a plan for

answering them. Students are

expected to:

(B) apply steps for

obtaining and evaluating

information from a wide

variety of sources and

create a written plan

after preliminary

research in reference

works and additional text

searches

(4) create a

written plan after

preliminary

research in

additional text

searches

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

667-674

683

entire page

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 26 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(A) follow the research

plan to gather

information from a range

of relevant print and

electronic sources using

advanced search

strategies

(1) follow the

research plan to

gather information

from a range of

relevant print

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

665-674

683

entire page

Writing Assignment

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(A) follow the research

plan to gather

information from a range

of relevant print and

electronic sources using

advanced search

strategies

(2) follow the

research plan to

gather information

from a range of

electronic sources

using advanced

search strategies

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

665-674

683

entire page

Writing Assignment

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

B) categorize

information thematically

in order to see the larger

constructs inherent in

the information

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

665-674

683

entire page

Writing Assignment

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(C) record bibliographic

information (e.g., author,

title, page number) for

all notes and sources

according to a standard

format

(1) record

bibliographic

information for all

notes

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

663

674

683

Reference 259

Reference 265

Writing Assignment

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(C) record bibliographic

information (e.g., author,

title, page number) for

all notes and sources

according to a standard

format

(2) record

bibliographic

information for

sources according

to a standard

format

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

663

674

683

Reference 259

Reference 265

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 27 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(D) differentiate between

paraphrasing and

plagiarism and identify

the importance of citing

valid and reliable

sources

(1) differentiate

between

paraphrasing and

plagiarism

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

None

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(D) differentiate between

paraphrasing and

plagiarism and identify

the importance of citing

valid and reliable

sources

(2) identify the

importance of

citing valid

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

663

674

683

Reference 259

Reference 265 (#8 &

#9)

Writing Assignment

(23) Research/Gathering Sources.

Students determine, locate, and

explore the full range of relevant

sources addressing a research

question and systematically record

the information they gather.

Students are expected to:

(D) differentiate between

paraphrasing and

plagiarism and identify

the importance of citing

valid and reliable

sources

(3) identify the

importance of

citing reliable

sources

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

663

674

683

Reference 259

Reference 265 (#8 &

#9)

Writing Assignment

(24) Research/Synthesizing

Information. Students clarify

research questions and evaluate

and synthesize collected

information. Students are expected

to:

(A) narrow or broaden

the major research

question, if necessary,

based on further

research and

investigation

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

659-660

683

Reference 254 &

255

Writing Assignment

(24) Research/Synthesizing

Information. Students clarify

research questions and evaluate

and synthesize collected

information. Students are expected

to:

(B) utilize elements that

demonstrate the

reliability and validity of

the sources used (e.g.,

publication date,

coverage, language,

point of view) and

explain why one source

is more useful than

another

(1) utilize

elements that

demonstrate the

reliability of the

sources used

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

662

663

683

Reference 257

Reference 259

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 28 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(24) Research/Synthesizing

Information. Students clarify

research questions and evaluate

and synthesize collected

information. Students are expected

to:

(B) utilize elements that

demonstrate the

reliability and validity of

the sources used (e.g.,

publication date,

coverage, language,

point of view) and

explain why one source

is more useful than

another

(2) utilize

elements that

demonstrate the

validity of the

sources used

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

662

663

683

Reference 257

Reference 259

Writing Assignment

(24) Research/Synthesizing

Information. Students clarify

research questions and evaluate

and synthesize collected

information. Students are expected

to:

(B) utilize elements that

demonstrate the

reliability and validity of

the sources used (e.g.,

publication date,

coverage, language,

point of view) and

explain why one source

is more useful than

another

(3) explain why

one source is

more useful than

another

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

662

663

683

Reference 257

Reference 258 (#5)

Writing Assignment

(25) Research/Organizing and

Presenting Ideas. 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 that:

(A) draws conclusions

and summarizes or

paraphrases the findings

in a systematic way

(1) draws

conclusions

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

665

668-669

683

Discovery Time

Home Writing

Assignment

Reference 260

Reference 263 &

264

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 29 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(25) Research/Organizing and

Presenting Ideas. 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 that:

(A) draws conclusions

and summarizes or

paraphrases the findings

in a systematic way

(2) summarizes or

paraphrases the

findings in a

systematic way

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

665

668-669

683

Discovery Time

Home Writing

Assignment

Reference 260

Reference 263 &

264

Writing Assignment

(25) Research/Organizing and

Presenting Ideas. 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 that:

(B) marshals evidence

to explain the topic and

gives relevant reasons

for conclusions

(1) marshals

evidence to

explain the topic

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

665

668-669

683

Discovery Time

Home Writing

Assignment

Reference 260

Reference 263 &

264

Writing Assignment

(25) Research/Organizing and

Presenting Ideas. 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 that:

(B) marshals evidence

to explain the topic and

gives relevant reasons

for conclusions

(2) gives relevant

reasons for

conclusions

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

508

665

668-669

683

Discovery Time

Home Writing

Assignment

Reference 260

Reference 263 &

264

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 30 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)

Texas Education Agency Proclamation 2011

Subject

Subchapter

Course

Publisher

Program Title

ISBN/ID

TEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element

# Component

ISBN/ID

Page(s) Specific location

on the page/

display/screen

(paragraph, etc.)

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and Reading

Subchapter B. Middle School

§110.19. English Language Arts and Reading, Grade 7

Shurley Instructional Materials, Inc.

Shurley English Level 7 Student Textbook

978-1-58561-103-4

(25) Research/Organizing and

Presenting Ideas. 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 that:

(C) presents the findings

in a meaningful format

>>>>> >>>>> >>>>> 3 ISBN 978-1-

58561-103-4

122-123

187

508-509

680

681

683

Discovery Time

Discovery Share

Time

Home Writing

Assignment/Discuss

It

Reference 269

Reference 270

Writing Assignment

(25) Research/Organizing and

Presenting Ideas. 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 that:

(D) follows accepted

formats for integrating

quotations and citations

into the written text to

maintain a flow of ideas

(1) follows

accepted formats

for integrating

quotations into the

written text to

maintain a flow of

ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

665

668

674

683

Reference 260 (#3)

Reference 263 (#7)

Reference 265 (#2,

#6, & #9)

Writing Assignment

(25) Research/Organizing and

Presenting Ideas. 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 that:

(D) follows accepted

formats for integrating

quotations and citations

into the written text to

maintain a flow of ideas

(2) follows

accepted formats

for integrating

citations into the

written text to

maintain a flow of

ideas

>>>>> >>>>> 3 ISBN 978-1-

58561-103-4

674-681

683

entire page

Writing Assignment

Printed On: 10/20/2011 9:59 AM

# = Number of times TEKS must be addressed.

Version: Dec 17, 2009

Page 31 of 31

Date Due: Apri 16, 2010 (English)/

May 21, 2010 (Spanish)