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Texas Essential Knowledge and Skills (TEKS)

Responses to Texts Prompts

Grade: 6th Grade
Standard:

6.3

Description:

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 adjust fluency when reading grade-level text based on the reading purpose.

Standard:

6.4

Description:

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 self-select text and read independently for a sustained period of time.

Standard:

6.5

Description:

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.

Standard:

6.5.A*

Description:

establish purpose for reading assigned and self-selected text;

Standard:

6.5.B

Description:

generate questions about text before, during, and after reading to deepen understanding and gain information;

Standard:

6.5.C

Description:

make and correct or confirm predictions using text features, characteristics of genre, and structures;

Standard:

6.5.D

Description:

create mental images to deepen understanding;

Standard:

6.5.E*

Description:

make connections to personal experiences, ideas in other texts, and society;

Standard:

6.5.F*

Description:

make inferences and use evidence to support understanding;

Standard:

6.5.G

Description:

evaluate details read to determine key ideas;

Standard:

6.5.H*

Description:

synthesize information to create new understanding;

Standard:

6.5.I

Description:

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Standard:

6.6

Description:

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.

Standard:

6.6.A

Description:

describe personal connections to a variety of sources, including self-selected texts;

Standard:

6.6.B

Description:

write responses that demonstrate understanding of texts, including comparing sources within and across genres;

Standard:

6.6.C*

Description:

use text evidence to support an appropriate response;

Standard:

6.6.D*

Description:

paraphrase and summarize texts in ways that maintain meaning and logical order;

Standard:

6.6.E

Description:

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

Standard:

6.6.F

Description:

respond using newly acquired vocabulary as appropriate;

Standard:

6.6.G

Description:

discuss and write about the explicit or implicit meanings of text;

Standard:

6.6.H

Description:

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

Standard:

6.6.I

Description:

reflect on and adjust responses as new evidence is presented.

Standard:

6.7

Description:

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.

Standard:

6.7.A*

Description:

infer multiple themes within and across texts using text evidence;

Standard:

6.7.B

Description:

analyze how the characters' internal and external responses develop the plot;

Standard:

6.7.C*

Description:

analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback;

Standard:

6.7.D*

Description:

analyze how the setting, including historical and cultural settings, influences character and plot development.

Standard:

6.8

Description:

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.

Standard:

6.8.B

Description:

analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

Standard:

6.8.C*

Description:

analyze how playwrights develop characters through dialogue and staging;

Standard:

6.8.D*

Description:

analyze characteristics and structural elements of informational text, including:
  1. the controlling idea or thesis with supporting evidence;
  2. features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
  3. organizational patterns such as definition, classification, advantage, and disadvantage;

Standard:

6.8.E

Description:

analyze characteristics and structures of argumentative text by:
  1. identifying the claim;
  2. explaining how the author uses various types of evidence to support the argument;
  3. identifying the intended audience or reader;

Standard:

6.8.F

Description:

analyze characteristics of multimodal and digital texts.

Standard:

6.9

Description:

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.

Standard:

6.9.A*

Description:

explain the author's purpose and message within a text;

Standard:

6.9.B

Description:

analyze how the use of text structure contributes to the author's purpose;

Standard:

6.9.C*

Description:

analyze the author's use of print and graphic features to achieve specific purposes;

Standard:

6.9.D*

Description:

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

Standard:

6.9.E*

Description:

identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;

NOTE: The specific omniscient and limited points of view are not eligible for real assessment until the 2021-2022 school year.

Standard:

6.9.F

Description:

analyze how the author's use of language contributes to mood and voice;

Standard:

6.10

Description:

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.

Standard:

6.10.B

Description:

develop drafts into a focused, structured, and coherent piece of writing by:
  1. organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
  2. developing an engaging idea reflecting depth of thought with specific facts and details;

Standard:

6.10.E

Description:

publish written work for appropriate audiences.

Standard:

6.11

Description:

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.

Standard:

6.11.B

Description:

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;

Standard:

6.12.A

Description:

generate student-selected and teacher-guided questions for formal and informal inquiry;

Standard:

6.12.D

Description:

identify and gather relevant information from a variety of sources;

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