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TEKS Writing Exit (10th grade)         (scroll >>>>)

Exit Level Writing
TAAS Objectives and Related TEKS

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DOMAIN: WRITTEN COMMUNICATION

TAAS Objective 1 - Exit Level Writing
The student will respond appropriately in a written composition to the purpose/audience specified in a given topic.

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

The changing role for school library programs provides resources for students to create a community of lifelong learners. Three roles of school librarians help to promote this program: The learning and teaching role which supports the instructional goals of the school; the information access role which is the traditional role of the school librarian; and the program administrator which provides for the management of the program and provides training for members. (Information Power: Building Partnerships for Learning, ALA 1998)

Lib. Skills - using LRC print resources, reading enrichment

The student is expected to: (A) write in a variety of forms with an emphasis on persuasive forms, such as logical argument and expression of opinion, [personal forms, such as response to literature, reflective essay, and autobiographical narrative, and literary forms, such as poems, plays, and stories]--EII

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Create a final product with the assistance of a graphic organizer to begin process.

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills - using LRC to access computers and print and non-print resource materials

The student is expected to: (B) write in a voice and style appropriate to audience and purpose--EI, EII

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

The student is expected to: (B) develop drafts [both] alone [and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose--EI, EII

Organize content using graphic organizers

Lib. Skills - using the LRC computers to create assignments, accessing different forms of writing through LRC print and non-print resources

TAAS Objective 2 - Exit Level Writing
The student will organize ideas in a written composition on a given topic.

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

Create a final product

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

The student is expected to:
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas--EI, EII

Lib. Skills - using the LRC computers to create assignments, accessing different forms of writing through LRC print and non-print resources

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

The student is expected to:
(B) develop drafts [both] alone [and collaboratively] by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose--EI, EII

TAAS Objective 3 - Exit Level Writing
The student will demonstrate control of the English language in a written composition on a given topic.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

The student is expected to:
(C) proofread writing for appropriateness of [organization, content, style, and] conventions--EI, EII

Lib. Skills - using the LRC to access print and non-print resources and create documents

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

The student is expected to:
(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]--EI, EII

Lib. Skills - using the LRC to access print and non-print resources and create documents

The student is expected to:
(B) demonstrate control over grammatical elements, such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism--EI, EII

The student is expected to:
(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions--EI, EII

TAAS Objective 4 - Exit Level Writing
The student will generate a written composition that develops/supports/elaborates the central idea stated in a given topic.

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

The student is expected to:
(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas--EI, EII

Use a graphic organizer to help organize thoughts to produce a final paper.

Lib. Skills - using the LRC to access print and non-print resources and create documents

4) Writing/inquiry/research. The student uses writing as a tool for learning.

The student is expected to:
(A) use writing to [formulate questions, refine topics, and] clarify ideas--EI, EII

Lib. Skills - using the LRC to access print and non-print resources and create documents

The student is expected to:
(B) use writing to [discover, organize, and] support what is known [and what needs to be learned] about a topics--EI, EII

TAAS Objective 5 - Exit Level Writing
The student will recognize appropriate sentence construction within the context of a written passage.

(8.17) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

The student is expected to:
(A) write in complete sentences, varying the types, such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8)--ELA 8

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

The student is expected to:
(B) use conjunctions to connect ideas meaningfully (4-8)--ELA 8

(8.18) Writing/processes. The student selects and uses writing processes for self-initiated and assigned writing.

Lib. Skills - using the LRC to access print and non-print resources and create documents

The student is expected to:
(C) revise [selected drafts] by [adding, elaborating,] deleting, combining, and rearranging text (4-8)--ELA 8

Lib. Skills - using the LRC to access print and non-print resources and create documents

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

The student is expected to:
(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions--EI, EII

TAAS Objective 6 - Exit Level Writing
The student will recognize appropriate English usage within the context of a written passage.

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

The student is expected to:
(B) demonstrate control over grammatical elements, such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism--EI, EII

TAAS Objective 7 - Exit Level Writing
The student will proofread for spelling, capitalization, and punctuation errors within the context of a written passage.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

Offer library resources and collaborate regularly with teachers to cooperatively plan curriculum and learning experiences. State Library Standards II A-1

The student is expected to:
(C) proofread writing for appropriateness of [organization, content, style, and] conventions--EI, EII

Lib. Skills - using the LRC to access print and non-print resources and create documents

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

Lib. Skills - using the LRC to access print and non-print resources and create documents

The student is expected to:
(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization [such as italics and ellipses]--EI, EII

Lib. Skills - using the LRC to access print and non-print resources and create documents

(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

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Lib. Skills - using the LRC to access print and non-print resources and create documents

The student is expected to:
(A) evaluate writing for [both] mechanics [and content]--EI, EII

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Page edited - 11/18/2007

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