Source: http://teksalign.pbworks.com/w/page/21183929/10_ELAR
Timestamp: 2020-02-27 18:06:55
Document Index: 95155559

Matched Legal Cases: ['§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110']

teksalign / 10_ELAR
10_ELAR
ELAR 10th-Grade English Language Arts and Reading TEKS (English II)
Contributor/Email: Deri David and Susan Fuller
ddavid@gainesvilleisd.org; sfuller@gainesvilleisd.org
AASL Standards Indicator #
§110.32.b. (1)
(D) recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words;
§110.32.b. (2)
(A) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition
§110.32.b. (3)
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry
§110.32.b. (4)
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama
§110.32.b. (5)
(B) analyze the internal and external development of characters through a range of literary devices
§110.32.b. (6)
§110.32.b. (7)
§110.32.b. (8)
§110.32.b. (9)
(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence
§110.32.b. (10)
§110.32.b. (11)
(B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
§110.32.b. (12)
(D) evaluate changes in formality and tone across various media for different audiences and purposes
§110.32.b. (13)
§110.32.b. (14)
§110.32.b. (15)
§110.32.b. (16)
(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs
§110.32.b. (17)
§110.32.b. (18)
§110.32.b. (19)
§110.32.b. (20)
§110.32.b. (21)
§110.32.b. (22)
(A) modify the major research question as necessary to refocus the research plan
(C) critique the research process at each step to implement changes as the need occurs and is identified
§110.32.b. (23)
(E) is of sufficient length and complexity to address the topic
§110.32.b. (24)
(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience
3.1.3, 3.2.2
§110.32.b. (25)
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
§110.32.b. (26)