ELAR TEKS Side-by-Sides...multiple texts that are legible and uses appropriate conventions. Writing/Writing Process Students use elements of the writing process (planning, drafting,

Side-by-Sides

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ELAR TEKS

F O R T E A C H E R SG R A D E S 6 - 8

Side-by-Sides

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ELAR TEKS

F O R T E A C H E R S

G R A D E 6

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Knowledge& Skills

moved standard deleted standard newnew

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New 2017 Current 2008Strand 1 - Developing and Sustaining Foundational Language Skills

6.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

Listening and Speaking/ListeningStudents use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.

Listening and Speaking/SpeakingStudents speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

Listening and Speaking/TeamworkStudents work productively with others in teams. Students will continue to apply earlier standards with greater complexity.

6.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

Reading/Vocabulary DevelopmentStudents understand new vocabulary and use it when reading and writing.

6.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.

Reading/FluencyStudents read grade-level text with fluency and comprehension.

6.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-level text with fluency and comprehension.

Strand 2 - Comprehension Skills

6.5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

6.Fig.19 Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

Strand 3 - Response Skills

6.6 Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The Knowledge and Skills Side by Side compares the similarities and differences between the 2008 and 2017 Texas Essential Knowledge and Skills statements for English Language Arts and Reading released by the Texas Education Agency. The information in this resource provides support for curriculum and instructional revisions.

Grade 6

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Knowledge& Skills



New 2017 Current 2008Strand 4 - Multiple Genres

6.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

Reading/Comprehension of Literary Text/Theme and GenreStudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

6.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Reading/Comprehension of Literary Text/PoetryStudents understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Reading/Comprehension of Literary Text/DramaStudents understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Reading/Comprehension of Literary Text/FictionStudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Reading/Media LiteracyStudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.Reading/Comprehension of Informational Text/Culture and HistoryStudents analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understandingReading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Reading/Comprehension of Informational Text/Persuasive TextStudents analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Reading/Comprehension of Informational Text/Procedural TextStudents understand how to glean and use information in procedural texts and documents.

Grade 6

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Knowledge& Skills



New 2017 Current 2008Strand 5 - Author's Purpose and Craft

6.9 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

Reading/Comprehension of Literary Text/Sensory LanguageStudents understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.

Reading/Comprehension of Literary Text/Theme and GenreStudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Reading/Comprehension of Literary Text/PoetryStudents understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

Reading/Comprehension of Literary Text/DramaStudents understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

Reading/Comprehension of Literary Text/FictionStudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.

Reading/Comprehension of Informational Text/Culture and HistoryStudents analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Reading/Comprehension of Informational Text/Persuasive TextStudents analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

Reading/Comprehension of Informational Text/Procedural TextStudents understand how to glean and use information in procedural texts and documents.

Reading/Media LiteracyStudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

Grade 6

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Knowledge& Skills



New 2017 Current 2008Strand 6 - Composition

6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Writing/Writing ProcessStudents use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

Oral and Written Conventions/ConventionsStudents 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.

Oral and Written Conventions/Handwriting, Capitalization, and PunctuationStudents write legibly and use appropriate capitalization and punctuation conventions in their compositions.

Oral and Written Conventions/SpellingStudents spell correctly.

6.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.

Writing/Literary TextsStudents write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

WritingStudents write about their own experiences.

Writing/Expository and Procedural TextsStudents write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

Writing/Persuasive TextsStudents write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

Strand 7 - Inquiry and Research

6.12 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Research/Research PlanStudents ask open-ended research questions and develop a plan for answering them.

Research/Gathering SourcesStudents determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

Research/Synthesizing InformationStudents clarify research questions and evaluate and synthesize collected information.

Research/Organizing and Presenting IdeasStudents 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 oral presentation.

Grade 6

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Grade 6



6.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

Change New Standard Old Standard Cognitive Change Content Change

6.1(A) listen actively to interpret a message, ask clarifying questions, and respond appropriately

6.26(A) listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose and perspective

Added• respond appropriately

6.1(B) follow and give oral instructions that include multiple action steps

6.26(B) follow and give oral instructions that include multiple action steps

6.1(C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

6.27(A) give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

Changed• point of view to stance and position

6.1(D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement

6.28(A) participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement

Added• take notes

6.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:


6.2(A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech

6.2(E) READINESS STANDARD Changed• electronic to digitalRemoved• resource specificity• alternate word choiceAdded• word origin

use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words

The Student Expectation Side by Side compares the 2008 and 2017 Texas Essential Knowledge and Skills student expectations released by the Texas Education Agency. The information identifies student expectations that did not change, student expectations that changed in cognitive and/or content expectation, and student expectations that moved from another grade.

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6.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:


6.2(B) use context such as definition, analogy, and examples to clarify the meaning of words

6.2(B) READINESS STANDARD Removed• cause and effect• compare and contrast• unfamiliar • multiple meaning Added• definition• analogy• examples

use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

6.2(C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus

6.2(A) READINESS STANDARD Removed• other linguistic roots and affixesAdded• mis/mit, bene, man, vac, scrib/script,

and jur/jus

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

6.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to:


6.3(A) adjust fluency when reading grade-level text based on the reading purpose

6.1(A) adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text

ImpactStudents use the skill of fluency in both silent and oral reading.

6.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to:


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6.4(A) self-select text and read independently for a sustained period of time

This student expectation moved to grade 6 from grade 5. ImpactSustained period of time requires focused, uninterrupted reading.

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Grade 6



6.5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasing complex texts. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.5(A) establish purpose for reading assigned and self-selected texts

6.Fig.19(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension

Added• assigned texts

6.5(B) generate questions about text before, during, and after reading to deepen understanding and gain information

6.Fig.19(B) ask literal, interpretive, and evaluative questions of text

Removed• literal, interpretive, evaluative,

questionsAdded• before, during, and after readingImpactStudents use questioning as a tool to support comprehension instead of a focus on levels of questioning.

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6.5(C) make, correct, or confirm predictions using text features, characteristics of genre, and structures

6.5(D) create mental images to deepen understanding

6.Fig.19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)

Removed• monitor and adjust

Added• deepen comprehension

6.5(E) make connections to personal experiences, ideas in other texts and society

6.Fig.19.(F) READINESS STANDARD Added• personal experiences• ideas in other texts• societyImpactStudents make connections as a tool to support comprehension. The focus will be on the three types of connections and not just text to text.

make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence

6.5(F) make inferences and use evidence to support understanding

6.Fig.19.(D) READINESS STANDARD

make inferences about text using textual evidence to support understanding

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Grade 6



6.5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasing complex texts. The student is expected to:


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6.5(G) evaluate details to determine key ideas

6.5(H) synthesize information to create new understanding

6.Fig.19(E) READINESS STANDARD Removed• summarize• paraphraseAdded• create new understanding

ImpactStudents use synthesis as a tool to deepen comprehension.summarize, paraphrase, and synthesize

texts in ways that maintain meaning and logical order within a text and across texts

6.10(D) READINESS STANDARD

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres

6.5(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotation when understanding breaks down

6.Fig.19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions)

Removed• sensory imagesAdded• annotating

6.6 Response skills: listening, speaking, reading, and writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:


6.6(A) describe personal connections to a variety of sources including self-selected texts

ImpactStudents will describe their reflective thinking both orally and through written response.

ImpactWritten responses are not required to be an entire essay but may include notetaking, annotating, freewriting, illustrations, etc.

6.6(B) write responses that demonstrate understanding of texts, including comparing sources within and across genres

6.17(C) SUPPORTING STANDARD Added• compare sources within and across

genres

ImpactThe written response is not required to be the entire essay but may include notetaking, annotating, freewriting, illustrations, etc.

write responses to literary or expository texts and provide evidence from the text to demonstrate understanding

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Grade 6





6.6(C) use text evidence to support an appropriate response

6.17(C) SUPPORTING STANDARD ImpactStudents will communicate both orally and through written response.

ImpactWritten responses are not required to be the entire essay but may include notetaking, annotating, freewriting, illustrations, etc.

write responses to literary or expository texts and provide evidence from the text to demonstrate understanding

6.6(D) paraphrase and summarize texts in ways that maintain meaning and logical order

6.6(A) READINESS STANDARD Removed• demonstrate an understanding that a

summary does not include opinionsAdded• paraphrase

ImpactThe focus of summary/paraphrase is to capture the overall meaning of the text.summarize the elements of plot

development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction

6.10(A) READINESS STANDARD

summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions

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6.6(E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating

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6.6(F) respond using newly acquired vocabulary as appropriate

ImpactStudent response will include oral and written formats.

ImpactStudent responses will include vocabulary from their reading, word study, and other academic vocabulary specific to the task and/or genre.

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6.6(G) discuss and write about the explicit or implicit meanings of text

ImpactStudents will respond both orally and in written formats.

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6.6(H) respond orally or in writing with appropriate register, vocabulary, tone and voice

ImpactAudience and purpose will play an important role.

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6.6(I) reflect on and adjust responses as new evidence is presented

ImpactNew evidence represents information gathered from discussion, debate, further reading, etc.

6.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.7(A) infer multiple themes within and across texts using text evidence

This student expectation moved to grade 6 from grade 7.

6.7(B) analyze how the characters' internal and external responses develop the plot


6.7(C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback

6.6(A) READINESS STANDARD Removed• SummarizeAdded• analyze

Changed• denouement to resolutionRemoved• turning point• denouementAdded• non-linear element• flashbackNote Flashback was previously introduced in English I.

summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction

6.7(D) analyze how the setting, including historical and cultural settings, influences character and plot development

6.3(C) SUPPORTING STANDARD

compare and contrast the historical and cultural settings of two literary works

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6.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:


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6.8(A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths

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6.8(B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms

Note Meter was previously addressed in grade 4 and line length in grade 7.

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6.8(C) analyze how playwrights develop characters through dialogue and staging

Note Dialogue and stage directions were previously addressed in grade 7, and antagonist and protagonist characters were addressed in grade 8.

6.8(D) analyze characteristics and structural elements of informational text, including: (i) the controlling idea or thesis with supporting evidence

6.9(A) SUPPORTING STANDARD Changed• compare and contrast to analyze

Changed• stated and implied purpose to

controlling idea or thesisRemoved• different authors writing on the same

topicAdded• supporting evidence

compare and contrast the stated or implied purposes of different authors writing on the same topic

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6.8(D) analyze characteristics and structural elements of informational text, including: (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information

6.8(D) analyze characteristics and structural elements of informational text, including: (iii) organizational patterns such as definition, classification, advantage, and disadvantage

6.10(C) READINESS STANDARD Removed• explainAdded• analyze

Added• definition• classification• advantage vs disadantage

explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author’s viewpoint

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6.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:


6.8(E) analyze characteristics and structures of argumentative text by: (i) identifying the claim

6.11(A) SUPPORTING STANDARD Changed• compare and contrast to analyze

Removed• viewpoints of two different authors

writing for the same purposecompare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence

6.8(E) analyze characteristics and structures of argumentative text by: (ii) explaining how the author uses various types of evidence to support the argument

6.11(B) SUPPORTING STANDARD Removed• identify• critiqueAdded• analyze

Removed• specificity of types of evidence or

techniques• mediaAdded• how the author uses various types of

evidence to supportNote Types of evidence can represent techniques.

identify simply faulty reasoning used in persuasive texts

6.13(C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages

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6.8(E) analyze characteristics and structures of argumentative text by: (iii) identifying the intended audience or reader

6.8(F) analyze characteristics of multimodal and digital texts

6.13(B) SUPPORTING STANDARD ImpactAll multimodal and digital text will be analyzed on its universal and unique characteristics.NoteMultimodal: how linguistics, visuals, sounds, etc., work individually and together to communicate meaning. Multimodal could include media.

recognize how various techniques influence viewers’ emotions

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6.9 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.9(A) explain the author's purpose and message within a text

6.3(A) SUPPORTING STANDARD Removed• infer• compare

Removed• authors writing on the same topic• mediaNote The student expectation includes all genres; author’s purpose relates to informational texts and message relates to literary works. Both genres include media. A message can be presented as a theme.

infer the implicit theme of a work of fiction, distinguishing theme from the topic

6.9(A) SUPPORTING STANDARD

compare and contrast the stated or implied purposes of different authors writing on the same topic


explain messages conveyed in various forms of media

6.9(B) analyze how the use of text structure contributes to the author's purpose

6.10(C) READINESS STANDARD Removed• explain• compare and contrastAdded• analyze

Changed• organizational pattern to text structure• main idea and author’s viewpoint to

author’s purposeexplain how different organizational patterns (e.g., propositionand-support, problemand-solution) develop the main idea and the author’s viewpoint

6.9(C) analyze the author's use of print and graphic features to achieve specific purposes

6.12(B) READINESS STANDARD Removed• interpretAdded• analyze

ImpactStudents will understand why graphic features are used and how they support print.

interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams

6.9(D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes

6.4(A) SUPPORTING STANDARD Changed• explain to describe

Changed• contributes to the meaning to achieves

specific purpose• create meaning to achieve specific

purposeRemoved for the TEKS• similes• hyperbole• refrains

explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem


explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains

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6.9 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:


6.9(E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose


6.9(F) analyze how the author's use of language contributes to mood and voice


new6.9(G) explain the differences between rhetorical devices and logical fallacies.

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6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:


6.10(A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests

6.14(A) SUPPORTING STANDARD Removed• develop a thesis or controlling idea• interviewsImpactThe focus is generating ideas/thoughts.

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

6.10(B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion

6.14(B) READINESS STANDARD Changed• organizational strategy to purposeful

structureRemoved• sequence of events• cause-effect• compare-contrastAdded• introduction• transitions• conclusionImpactThe focus is developing drafts with appropriate purpose and format.NoteTransition relates to the flow of the draft.

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

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6.10(B) develop drafts into a focused, structured, and coherent piece of writing by: (ii) developing an engaging idea reflecting depth of thought with specific facts and details

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6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.10(C) revise drafts for clarity, development, organization, style, word choice, and sentence variety

6.14(C) READINESS STANDARD Removed• sentence types• transitionsImpact• Students are expected to revise drafts

focusing on the individual designs of writing.

Note Coherence is addressed in 6.10(B).

revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed

6.10(D) edit drafts using standard English conventions, including: (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments

6.14(D) READINESS STANDARD Removed• simple and compound sentencesAdded• avoid splices• avoid run-ons• avoid fragmentsChanged• grammar, mechanics, and spelling to

standard English conventions

edit drafts for grammar, mechanics, and spelling

6.19(C) READINESS STANDARD

use complete simple and compound sentences with correct subject-verb agreement

6.10(D) edit drafts using standard English conventions, including: (ii) consistent, appropriate use of verb tenses

6.19(A) SUPPORTING STANDARD Removed• irregular verbs• active voice• passive voiceAdded• verb tenses

use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active and passive voice)

6.19(B) SUPPORTING STANDARD

differentiate between the active and passive voice and know how to use them both

6.10(D) edit drafts using standard English conventions, including: (iii) conjunctive adverbs


edit drafts using standard English conventions, including: (ii) conjunctive adverbs (e.g., consequently, furthermore, indeed)

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6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:


6.10(D) edit drafts using standard English conventions, including: (iv) prepositions and prepositional phrases and their influence on subject-verb agreement

6.19(A) READINESS STANDARD Removed• to convey location, time, direction, or to

provide detailsAdded• influence on subject-verb agreement

use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details

6.10(D) edit drafts using standard English conventions, including: (v) pronouns, including relative

6.19(A) READINESS STANDARD Removed• indefiniteAdded• relative

use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (vi) indefinite pronouns (e.g., all, both, nothing, anything)

6.10(D) edit drafts using standard English conventions, including: (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor

6.19(A) READINESS STANDARD Added• to form complex sentences• correlative conjunctions

use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (vii) subordinating conjunctions (e.g., while, because, although, if)

6.10(D) edit drafts using standard English conventions, including: (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations

6.20(A) SUPPORTING STANDARD Added• proper nouns

use capitalization for:(i) abbreviations(ii) initials and acronyms(iii) organizations

6.10(D) edit drafts using standard English conventions, including: (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements

6.20(B) SUPPORTING STANDARD Removed• parenthesis• brackets• ellipse• spacing for quotationsAdded• commas in complex sentences• transitions• introductory elements

recognize and use punctuation marks, including: (i) commas in compound sentences(ii) proper punctuation and spacing for quotations(iii) parenthesis, brackets, and ellipse (to indicate omission and interruptions or incomplete statements)

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6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.10(D) edit drafts using standard English conventions, including: (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too

6.21(B) READINESS STANDARD Added• commonly confused termsNoteUsing resources to determine-check-correct spelling is an editing tool.

use spelling patterns and rules and print and electronic resources to determine and check correct spellings

6.10(E) publish written work for appropriate audiences

6.14(E) SUPPORTING STANDARD ImpactThe focus is publishing.

revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

6.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.11(A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft

6.15(A) SUPPORTING STANDARD Removed• specificityAdded• genre characteristics• craftNote Specific writing expectations are included in the writing process student expectation 6.10 and author’s craft 6.9.

write an imaginative story that: (i) clearly defined focus, plot, and point of view(ii) a specific, believable setting created through the use of sensory details(iii) dialogue that develops the story6.15(B) write a poem using: (i) poetic techniques (e.g., alliteration, onomatopoeia)(ii) figurative language (e.g., similes, metaphors)(iii) graphic elements (e.g., capital letters, line length)


write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences

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Grade 6



6.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.11(B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft

6.17(A) READINESS STANDARD Removed• specificityAdded• genre characteristics• craft• clear controlling idea or thesisNote Specific writing expectations are included in the writing process student expectation 6.10 and author’s craft 6.9.

write a multi-paragraph essay to convey information about a topic that:(i) presents effective introductions and concluding paragraphs(ii) guide and inform the reader’s understanding of key ideas and evidence(iii) include specific facts, details, and examples in an appropriately organized structure(iv) use a variety of sentence structures and transitions to link paragraphs

6.11(C) compose multi-paragraph argumentative texts using genre characteristics and craft

6.18(A) SUPPORTING STANDARD Removed• specificityAdded• genre characteristics• craftNote Specific writing expectations are included in the writing process student expectation 6.10 and author’s craft 6.9.

write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives

6.11(D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

6.17(B) SUPPORTING STANDARD Removed• sense of closure• appropriate conventionsAdded• reflects an opinion• registers complaint• business or friendly structure

write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing)

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Grade 6



6.12 Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:Change New Standard Old Standard Cognitive Change Content Change

6.12(A) generate student-selected and teacher-guided questions for formal and informal inquiry

6.22(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic

Removed• question generation specificityAdded• student-selected• teacher-guided• formal inquiry• Informal inquiry

6.12(B) develop and revise a plan 6.22(B) generate a research plan for gathering relevant information about the major research question

Changed• Generate to developAdded• revise

Removed• major research question

6.12(C) refine the major research question, if necessary, guided by the answers to a secondary set of questions

6.24(A) refine the major research question, if necessary, guided by the answers to a secondary set of questions

6.12(D) identify and gather relevant information from a variety of sources

6.23(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts

Changed• follow to identify and gather

Removed• explicit list of possible resources

6.12(E) differentiate between primary and secondary sources

6.23(B) differentiate between primary and secondary sources

6.12(F) synthesize information from a variety of sources

6.25(A) compiles important information from multiple sources

Changed• compile to synthesis

6.12(G) differentiate between paraphrasing and plagiarism when using source materials

6.23(E) differentiate between paraphrasing and plagiarism and identify the importance of using valid and reliable sources

6.12(H) examine sources for: (i) reliability, credibility, and bias

6.24(B) evaluate the relevance and reliability of sources for the research

Removed• relevanceAdded• credibility• bias

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Grade 6



6.12 Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:


6.12(H) examine sources for: (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype

6.11(B) SUPPORTING STANDARD Changed• identify to examine

Added• hyperbole• emotional appeals• stereotype

identify simply faulty reasoning used in persuasive texts

6.12(I) display academic citations and use source materials ethically

6.23(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format

6.25(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources. (e.g., bibliography, works cited)

Removed• specificity for citations

6.12(J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

6.25(C) presents the findings in a consistent format

Removed• produce• presentAdd• use

Changed• consistent format to appropriate mode

of deliveryAdded• written• oral• multimodalNoteA multimodal presentation can include a multimedia format.

6.17(D) SUPPORTING STANDARD

produce a multimedia presentation involving text and graphics using available technology

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Reading/Vocabulary DevelopmentStudents understand new vocabulary and use it when reading and writing.

6.2(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: or pen:ink as book: )

6.2(D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)

Reading/Comprehension of Literary Text/Theme and GenreStudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:


analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures

Reading/Comprehension of Literary Text/DramaStudents understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

6.5(A) explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line

Reading/Comprehension of Literary Text/FictionStudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.


recognize dialect and conversational voice and explain how authors use dialect to convey character


describe different forms of point-of-view, including first- and third-person

The Removed Student Expectation Side by Side provides a list of student expectations that were removed from the 2008 Texas Essential Knowledge and Skills by the Texas Education Agency through deletion or replacement.

Grade 6

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Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.

6.7(A) identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography

Reading/Comprehension of Informational Text/Expository TextStudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.


explain whether facts included in an argument are used for or against an issue

Reading/Comprehension of Informational Text/Procedural TextStudents understand how to glean and use information in procedural texts and documents.

6.12(A) follow multi-task instructions to complete a task, solve a problem, or perform procedures

Reading/Media LiteracyStudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

6.13(D) analyze various digital media venues for levels of formality and informality

Grade 6

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Oral and Written Conventions/ConventionsStudents 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.


use an understand the function of the following parts of speech in the context of reading, writing, and speaking: (ii) non-count nouns (e.g. rice, paper)


use an understand the function of the following parts of speech in the context of reading, writing, and speaking: (iii) predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)


use an understand the function of the following parts of speech in the context of reading, writing, and speaking: (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to)


use proper mechanics including italics and underlining for titles of books

Oral and Written Conventions/SpellingStudents spell correctly. Students are expected to:


use proper mechanics including italics and underlining for titles and emphasis


differentiate between commonly confused terms (e.g., its, it's; effect, affect)

Research/Gathering SourcesStudents determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.

6.23(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines)into written notes

Grade 6

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Grade 6

Organizing and Presenting IdeasStudents 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 oral presentation

6.25(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions

Listening and Speaking/ListeningStudents use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

6.26(C) paraphrase the major ideas and supporting evidence in formal and informal presentations

Documents

ELAR TEKS Side-by-Sides...multiple texts that are legible and uses appropriate conventions. Writing/Writing Process Students use elements of the writing process (planning, drafting,