shurley instructional materials - correlations to texas essential … · 2012-09-17 · shurley...
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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)