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Prentice Hall Writing Coach, Grade 7 (Texas Edition) © 2012

C O R R E L A T E D T O

The Texas Essential Knowledge and Skills (TEKS) for Grade 7Proclamation 2011

G r a d e 7

TEKS

Texas Education Agency Proclamation 2011

SubjectSubchapterCoursePublisherProgram TitleISBN/IDTEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

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ISBN/IDPage(s) Specific location on

the page/display/screen (paragraph, etc.)

(a) Introduction.

Pearson Education, Inc., publishing as Prentice HallPrentice Hall Writing Coach, Grade 7 (Texas Edition)

(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.

9780132529860 / Texas Student Edition

(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.

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and ReadingSubchapter B. Middle School §110.19. English Language Arts and Reading, Grade 7

Printed On: 3/15/2010 3:07 PM# = Number of times TEKS must be addressed.

Version: Dec 17, 2009Page 1 of 44

Date Due: Apri 16, 2010 (English)/May 21, 2010 (Spanish)



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Pearson Education, Inc., publishing as Prentice HallPrentice Hall Writing Coach, Grade 7 (Texas Edition)9780132529860 / Texas Student Edition


(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.






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(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 9780132529860 12; 14; 17; 19; 20; 21; 23

Try It; Try It; Try It; Try It; Try It; Try It; Try It






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(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:


(2) plan a first draft by determining appropriate topics through a range of strategies

>>>>> >>>>> 3 9780132529860 72; 100; 126; 178; 204

Choose Your Own Topic; Choose Your Own Topic; Choose Your Own Topic; Choose Your Own Topic; Choose Your Own Topic



(3) plan a first draft by developing a thesis or controlling idea

>>>>> >>>>> 3 9780132529860 154; 180; 206 Develop a Clear Thesis; Develop a Clear Thesis; Develop Your Thesis






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(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 9780132529860 130; 156; 76; 104; 182; 208

Drafting; Drafting; Drafting; Drafting; Drafting; Drafting



(2) develop drafts by building on ideas to create a focused piece of writing

>>>>> >>>>> 3 9780132529860 76; 104; 130; 156; 182; 208







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(3) develop drafts by building on ideas to create a[n] organized piece of writing

>>>>> >>>>> 3 9780132529860 76; 104; 130; 156; 182; 208




(4) develop drafts by building on ideas to create a coherent piece of writing

>>>>> >>>>> 3 9780132529860 76; 104; 130; 156; 182; 208







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(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 9780132529860 135; 134; 187 Fine-Tune Your Draft; Look at the Big Picture; Fine-Tune Your Draft



(2) revise drafts to ensure vivid images

>>>>> >>>>> 3 9780132529860 81; 109; 133; 135

Fine-Tune Your Draft; Fine-Tune Your Draft; Apply It; Fine-Tune Your Draft






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(3) revise drafts to ensure consistent point of view

>>>>> >>>>> 3 9780132529860 109; 161; 213 Fine-Tune Your Draft; Fine-Tune Your Draft; Fine-Tune Your Draft



(4) revise drafts to ensure use of simple, compound, and complex sentences







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(5) revise drafts to ensure internal and external coherence

>>>>> >>>>> 3 9780132529860 109; 161; 243 Fine-Tune Your Draft; Fine-Tune Your Draft; Apply It



(6) revise drafts to ensure the use of effective transitions







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(7) revise drafts after rethinking how well questions of purpose have been addressed

>>>>> >>>>> 3 9780132529860 81; 135; 161; 187; 133; 159; 185; 108; 211; 213

Apply It; Apply It; Apply It; Apply It; Fine-Tune Your Draft; Fine-Tune Your Draft; Fine-Tune Your Draft; Look at the Big Picture; Apply It; Fine-Tune Your Draft



(8) revise drafts after rethinking how well questions of audience have been addressed

>>>>> >>>>> 3 9780132529860 81; 135; 161; 187; 213; 133; 159; 185; 211; 107; 108

Apply It; Apply It; Apply It; Apply It; Apply It; Fine-Tune Your Draft; Fine-Tune Your Draft; Fine-Tune Your Draft; Fine-Tune Your Draft; Apply It; Look at the Big Picture






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(9) revise drafts after rethinking how well questions of genre have been addressed

>>>>> >>>>> 3 9780132529860 81; 135; 161; 187; 213; 159; 185; 211; 108

Apply It; Apply It; Apply It; Apply It; Apply It; Fine-Tune Your Draft; Fine-Tune Your Draft; Fine-Tune Your Draft; Look at the Big Picture


(D) edit drafts for grammar, mechanics, and spelling

(1) edit drafts for grammar

>>>>> >>>>> 3 9780132529860 83; 111; 137; 163; 189; 215

Apply It; Apply It; Apply It; Apply It; Apply It; Apply It



(2) edit drafts for mechanics

>>>>> >>>>> 3 9780132529860 83; 111; 189; 215; 137; 163







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(3) edit drafts for spelling

>>>>> >>>>> 3 9780132529860 83; 111; 137; 163; 189; 215



(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 9780132529860 109; 187; 213 Peer Feedback; Peer Feedback; Peer Feedback



(2) revise final draft in response to feedback from teacher

>>>>> >>>>> 3 9780132529860 81; 135; 161 Teacher Feedback; Teacher Feedback; Teacher Feedback



(3) publish written work for appropriate audiences

>>>>> >>>>> 3 9780132529860 84; 112; 138; 164; 190; 216

Publish Your Piece; Publish Your Piece; Publish Your Piece; Publish Your Piece; Publish Your Piece; Publish Your Piece






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(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 9780132529860 102; 105; 109; 117; 143

Organize Your Science Fiction Story; Start Your Draft; Peer Feedback; More Prompts for Practice; Spiral Review



(ii) includes well-paced action and an engaging story line

(1) includes well-paced action

>>>>> 3 9780132529860 102; 105; 108; 117; 143

Organize Your Science Fiction Story; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review



(ii) includes well-paced action and an engaging story line

(2) includes an engaging story line

>>>>> 3 9780132529860 102; 105; 108; 117; 143

Develop an Engaging Story Line; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review



(iii) creates a specific, believable setting through the use of sensory details

>>>>> >>>>> 3 9780132529860 103; 105; 108; 117; 143

Apply It; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review






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(iv) develops interesting characters

>>>>> >>>>> 3 9780132529860 102; 105; 108; 117; 143

Develop an Engaging Story Line; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review



(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 9780132529860 103; 105; 108; 117; 143




(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 9780132529860 103; 105; 108; 117; 143



(B) write a poem using: (i) poetic techniques (e.g., rhyme scheme, meter)

>>>>> >>>>> 3 9780132529860 129; 127; 131; 133; 135; 143; 169

Try It; Consider Audiences/Purposes; Start Your Draft; Apply It; Fine-Tune Your Draft; More Prompts for Practice; Spiral Review






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(B) write a poem using: (ii) figurative language (e.g., personification, idioms, hyperbole)

>>>>> >>>>> 3 9780132529860 127; 129; 131; 133; 135; 143; 169

Consider Audiences/Purposes; Try It; Start Your Draft; Apply It; Fine-Tune Your Draft; More Prompts for Practice; Spiral Review


(B) write a poem using: (iii) graphic elements (e.g., word position)

>>>>> >>>>> 3 9780132529860 131; 135; 143; 127; 129; 133; 169

Start Your Draft; Fine-Tune Your Draft; More Prompts for Practice; Consider Audiences/Purposes; Try It; Apply It; Spiral Review

(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 9780132529860 77; 80; 86; 89; 117

Start Your Draft; Look at the Big Picture, Beginning; Event Letter, Prewriting; More Prompts for Practice; Spiral Review






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(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 9780132529860 77; 80; 87; 89; 117

Start Your Draft; Look at the Big Picture, Middle, End; Create Event Letter, Drafting; More Prompts for Practice; Spiral Review

(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 9780132529860 155; 157; 160; 169; 195




(i) presents effective introductions and concluding paragraphs

(2) presents effective concluding paragraphs

>>>>> 3 9780132529860 155; 157; 160; 169; 195




(ii) contains a clearly stated purpose or controlling idea

>>>>> >>>>> 3 9780132529860 154; 157; 160; 169; 195

Develop a Clear Thesis; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review






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(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 9780132529860 154; 157; 160; 169; 195

Logically Organize Your Details; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review



(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 inconsistencies

>>>>> 3 9780132529860 155; 157; 160; 169; 195




(iv) accurately synthesizes ideas from several sources

>>>>> >>>>> 3 9780132529860 155; 157; 160; 169; 195







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(v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs

(1) uses a variety of sentence structures

>>>>> 3 9780132529860 157; 160; 169; 195

Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review




(2) uses a variety of rhetorical devices

>>>>> 3 9780132529860 157; 160; 169; 195





(3) uses a variety of transitions to link paragraphs

>>>>> 3 9780132529860 157; 160; 169; 195



(B) write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context

>>>>> >>>>> >>>>> 3 9780132529860 259; 261; 263 Prewriting; Prewriting; Prewriting






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(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 9780132529860 209; 212; 221 Start Your Draft; Look at the Big Picture; More Prompts for Practice


(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 9780132529860 206; 209; 212; 221

Logically Organize Your Supporting Evidence; Start Your Draft; Look at the Big Picture; More Prompts for Practice


(D) produce a multimedia presentation involving text and graphics using available technology.

(1) produce a multimedia presentation involving text using available technology.

>>>>> >>>>> 3 9780132529860 115; 139; 141; 167; 191; 193; 219

Publishing; Make Your Writing Count; Publishing; Publishing; Make Your Writing Count; Publishing; Publishing






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(D) produce a multimedia presentation involving text and graphics using available technology.

(2) produce a multimedia presentation involving graphics using available technology.

>>>>> >>>>> 3 9780132529860 115; 139; 141; 167; 191; 193; 219; 267

Publishing; Make Your Writing Count; Publishing; Publishing; Make Your Writing Count; Publishing; Publishing

(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 9780132529860 180; 183; 186; 195; 221

Develop a Clear Thesis; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review


(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 9780132529860 179; 180; 183; 186; 195; 221

Consider Your Audience/Purpose; Logically Organize Your Argument; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review






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(2) responds to the views of others

>>>>> >>>>> 3 9780132529860 179; 180; 183; 186; 195; 221

Consider Your Audience/Purpose; Logically Organize Your Argument; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Spiral Review



(3) anticipates reader concerns

>>>>> >>>>> 3 9780132529860 179; 180; 183; 195; 221

Consider Your Audience/Purpose; Logically Organize Your Argument; Start Your Draft; More Prompts for Practice; Spiral Review



(4) answers reader concerns

>>>>> >>>>> 3 9780132529860 180; 183; 186; 195; 179; 221

Logically Organize Your Argument; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Consider Your Audience/Purpose; Spiral Review






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(5) anticipates reader counter-arguments

>>>>> >>>>> 3 9780132529860 179; 180; 183; 195; 221

Consider Your Audience/Purpose; Logically Organize Your Argument; Start Your Draft; More Prompts for Practice; Spiral Review



(6) answers reader counter-arguments

>>>>> >>>>> 3 9780132529860 180; 183; 186; 195; 179; 221

Logically Organize Your Argument; Start Your Draft; Look at the Big Picture; More Prompts for Practice; Consider Your Audience/Purpose; Spiral Review


(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 9780132529860 181; 195; 186; 221

Apply It; More Prompts for Practice; Look at the Big Picture; Spiral Review






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(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 9780132529860 181; 186; 195; 221

Apply It; Look at the Big Picture; More Prompts for Practice; Spiral Review

(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 9780132529860 481; 482; 483; 483; 484; 484; 484; 484; 485; 485; 485; 485; 486; 83; 83

TEKS Check; TEKS Check; Practice 21.2B; Writing Application; Practice 21.2C; Practice 21.2D; Speaking Application; Writing Application; Practice 21.2E; Practice 21.2F; Speaking Application; Writing Application; TX Test Warm-Up; Try It; Apply It






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(2) verbs (progressive tense)

>>>>> 3 9780132529860 487; 488; 489; 489; 489; 489; 83; 83

TEKS Check; TEKS Check; Practice 21.2G; Practice 21.2H; Speaking Application; Writing Application; Try It; Apply It




(3) participles >>>>> 3 9780132529860 407; 408; 409; 409; 409; 409; 410; 410; 410; 410

TEKS Check; TEKS Check; Practice 19.1I; Practice 19.1J; Speaking Application; Writing Application; Practice 19.1K; Practice 19.1L; Speaking Application; Writing Application






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(ii) appositive phrases

>>>>> >>>>> 3 9780132529860 405; 406; 406; 406; 406

TEKS Check; Practice 19.1G; Practice 19.1H; Speaking Application; Writing Application



(iii) adverbial and adjectival phrases and clauses

(1) adverbial phrases

>>>>> 3 9780132529860 400; 402; 402; 402; 403; 403; 403; 403; 404; 137; 137

TEKS Check; Practice 19.1D; Speaking Application; Writing Application; Practice 19.1E; Practice 19.1F; Speaking Application; Writing Application; TX Test Warm-Up; Try It; Apply It






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(2) adverbial clauses

>>>>> 3 9780132529860 421; 422; 423; 423; 423; 423

TEKS Check; TEKS Check; Practice 19.2E; Practice 19.2F; Speaking Application; Writing Application




(3) adjectival phrases

>>>>> 3 9780132529860 399; 401; 401; 401; 402; 402; 402; 403; 403; 404; 137; 137

TEKS Check; Practice 19.1B; Speaking Application; Writing Application; Practice 19.1C; Speaking Application; Writing Application; Practice 19.1F; Writing Application; TX Test Warm-Up; Try It; Apply It






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(4) adjectival clauses

>>>>> 3 9780132529860 418; 419; 420; 420; 420; 420

TEKS Check; TEKS Check; Practice 19.2C; Practice 19.2D; Speaking Application; Writing Application



(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)

>>>>> >>>>> 3 9780132529860 358; 361; 361; 361; 361; 362

TEKS Check; Practice 17.1E; Practice 17.1F; Speaking Application; Writing Application; TX Test Warm-Up



(v) prepositions and prepositional phrases and their influence on subject-verb agreement

(1) prepositions and prepositional phrases

>>>>> 3 9780132529860 516; 517; 517; 517; 517; 215

TEKS Check; Practice 23.1A; Practice 23.1B; Speaking Application; Writing Application; Apply It






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(v) prepositions and prepositional phrases and their influence on subject-verb agreement

(2) prepositions and prepositional phrases influence on subject-verb agreement

>>>>> 3 9780132529860 516; 517; 517; 517; 517; 215

TEKS Check; Practice 23.1A; Practice 23.1B; Speaking Application; Writing Application; Apply It



(vi) relative pronouns (e.g., whose, that, which)

>>>>> >>>>> 3 9780132529860 307; 309; 309; 309; 310; 310; 310; 310; 311

TEKS Check; Practice 13.2F; Speaking Application; Writing Application; Practice 13.2G; Practice 13.2H; Speaking Application; Writing Application; TX Test Warm-Up






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(vii) subordinating conjunctions (e.g., because, since)

>>>>> >>>>> 3 9780132529860 357; 360; 360; 360; 360; 362; 423

TEKS Check; Practice 17.1C; Practice 17.1D; Speaking Application; Writing Application; TX Test Warm-Up; Practice 19.2F



(viii) transitions for sentence to sentence or paragraph to paragraph coherence

>>>>> >>>>> 3 9780132529860 358; 361; 361; 362; 163

TEKS Check; Practice 17.1F; Speaking Application; TX Test Warm-Up; Apply It


(B) write complex sentences and differentiate between main versus subordinate clauses

(1) write complex sentences

>>>>> >>>>> 3 9780132529860 417; 417; 426; 428; 428; 429

Practice 19.2B; Writing Application; TEKS Check; Practice 19.3D; Writing Application; Practice 19.3E






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(B) write complex sentences and differentiate between main versus subordinate clauses

(2) differentiate between main versus subordinate clauses

>>>>> >>>>> 3 9780132529860 415; 416; 417; 417; 417; 426; 428; 428; 429; 430

TEKS Check; TEKS Check; Practice 19.2A; Practice 19.2B; Writing Application; TEKS Check; Practice 19.3D; Writing Application; Practice 19.3E; TX Test Warm-Up


(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 9780132529860 453; 454; 454; 454; 454; 137

TEKS Check; Practice 20.4G; Practice 20.4H; Writing Application, Speaking Application; Apply It






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(2) use a variety of complete sentences that include correctly identified antecedents

>>>>> >>>>> 3 9780132529860 301; 302; 302; 302; 530; 530; 530; 530; 531; 531; 531; 531; 532

TEKS Check; Practice 13.2A; Practice 13.2B; Writing Application; Practice 23.2A; Practice 23.2B; Writing Application; Speaking Application; Practice 23.2C; Practice 23.2D; Writing Application; Speaking Application; TX Test Warm-Up



(3) use a variety of complete sentences that include parallel structures

>>>>> >>>>> 3 9780132529860 464; 464; 464; 464; 465; 189

Practice 20.4O; Practice 20.4P; Writing Application, Speaking Application; TX Test Warm-Up; Apply It






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(4) use a variety of complete sentences that include consistent tenses

>>>>> >>>>> 3 9780132529860 467; 467; 467; 467; 83; 83; 215; 215

Practice 20.4Q; Practice 20.4R; Writing Application; Speaking Application; Try It; Apply It; Try It; Apply It






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(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 9780132529860 610; 610; 610; 611; 611; 611; 616; 616; 616; 620; 620; 620; 624; 624; 624; 626; 626; 626; 628; 628; 628; 83; 111; 137; 163

Practice 26.1A; Practice 26.1B; Writing Application; Practice 26.1C; Practice 26.1D; Writing Application; Practice 26.1E; Practice 26.1F; Writing Application; Practice 26.1G; Practice 26.1H; Writing Application; Practice 26.1I; Practice 26.1J; Writing Application; Practice 26.1K; Practice 26.1L; Writing Application; Practice 26.1M; Practice 26.1N; Writing Application; Apply It; Apply It; Apply It; Apply It






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(B) recognize and use punctuation marks including:

(i) commas after introductory words, phrases, and clauses

(1) commas after introductory words

>>>>> 3 9780132529860 561; 564; 564; 564; 163; 163; 364; 364

TEKS Check; Practice 25.2E; Speaking Application; Writing Application; Try It; Apply It; Practice 17.2B; Writing Application




(2) commas after introductory phrases

>>>>> 3 9780132529860 561; 564; 564; 564; 163; 163

TEKS Check; Practice 25.2E; Speaking Application; Writing Application; Try It; Apply It




(3) commas after introductory clauses

>>>>> 3 9780132529860 561; 564; 564; 564

TEKS Check; Practice 25.2E; Speaking Application; Writing Application






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(ii) semicolons, colons, and hyphens

(1) semicolons

>>>>> 3 9780132529860 572; 574; 574; 574; 576

TEKS Check; Practice 25.3A; Practice 25.3B; Writing Application; TX Test Warm-Up




(2) colons >>>>> 3 9780132529860 573; 575; 575; 575; 575; 576

TEKS Check; Practice 25.3C; Practice 25.3D; Writing Application; Speaking Application; TX Test Warm-Up




(3) hyphens >>>>> 3 9780132529860 590; 591; 591; 591; 591; 594; 594; 594; 594

TEKS Check; Practice 25.5A; Practice 25.5B; Writing Application; Speaking Application; Practice 25.5C; Practice 25.5D; Writing Application; Speaking Application






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(21) Oral and Written Conventions/Spelling. Students spellcorrectly. Students are expected to:

(A) spell correctly, including using various resources to determine and check correct spellings.

>>>>> >>>>> >>>>> 3 9780132529860 163; 189; 214 Apply It; Apply It; Editing: Making It Correct

(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 9780132529860 164; 216; 225; 230; 264; 190

Extend Your Research; Extend Your Research; Try It; Choose Your Own Topic; Make Your Writing Count; Extend Your Research


(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 9780132529860 225; 230; 264; 164; 190; 216

Try It; Choose Your Own Topic; Make Your Writing Count; Extend Your Research; Extend Your Research; Extend Your Research


(A) brainstorm, consult with

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