TEKS Progression Chart
7th Grade
Reporting Category 1 / Reporting Category 2 / Reporting Category 3 / Reporting Category 4 / Reporting Category 5 / Reporting Category 6Reading / Writing
Understanding and Analysis Across Genre / Understanding and Analysis of Literary Text / Understanding and Analysis of Informational Texts / Composition / Revision / Editing
TEKS / 1st 6 Wks / 2nd 6
Wks / 3rd 6 Wks / 4th 6 Wks / 5th 6 Wks / 6th 6
Wks / Reporting Category
Reading Comprehension Skills
Figure 19A Establish Purpose for Reading / I / R / R / R / R / R / Tested through inference
Figure 19B Ask literal, interpretative, evaluative, universal questions / I / R / R / R / R / R / Tested through inference
Figure 19C Reflect on understanding / I / R / R / R / R / R / Tested through inference
Figure 19D Make complex inferences / I / R / R / R / R / R / 2,3
Figure 19E Summarize, paraphrase, synthesize texts / I / R / R / R / R / R / 2,3
Figure 19F Make connections across texts / I / R / R / R / R / R / 1
Reading Fluency
1A Students read grade-level text with fluency/comprehension / I / R / R / R / R / R / Tested through comprehension
Reading/Vocabulary Development
2A Determine the meaning of grade-level academic English words in derived from Greek, Latin, or other roots / I / R / R / R / R / 1
2B Use context to determine meaning / I / R / R / R / R / 1
2C Complete analogies (part to whole; whole to part) / I / R / R / R / R / Tested through comprehension
2D Identify the meaning of foreign words (Greek/Latin) / I / R / R / R / R / Tested through comprehension
2E Use a dictionary, a glossary, or thesaurus / I / R / R / R / R / 1
Reading/Comprehension of Literary Text/Theme & Genre
3A Describe multiple themes in a work of fiction / I / R / R / R / 2
3B Describe conventions in myths and epic tales / I / R / 2
3C Analyze how time and place influence theme/message / I / R / R / R / 2
Reading/Comprehension of Literary Text/Poetry
4A Understand, make inferences, and draw conclusions about the structure & elements of poetry and provide evidence from text. Analyze the importance of graphical elements on the meaning of a poem / I / R / R / R / R / 2
Reading/Comprehension of Literary Text/Drama
5A Understand, make inferences, and draw conclusions about the structure & elements of drama and provide evidence from text. Explain playwright’s use of dialogue and stage directions. / I / R / R / R / 2
Reading/Comprehension of Literary Text/Fiction
6A Explain influence of setting on plot / I / R / R / R / R / R / 2
6B Analyze plot development through characters’ conflicts, motivations, and responses / I / R / R / R / R / R / 2
6C Analyze different forms of point of view / I / R / R / R / R / R / 2
Reading/Comprehension of Literary Text/Literary Nonfiction
7A Understand, make inferences, and draw conclusions about structure & elements of literary nonfiction and provide evidence from text. Describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. / I / R / R / R / 1
Reading/Comprehension of Literary Text/Sensory Language
8A Understand, make inferences, and draw conclusions about how an author’s sensory language creates imagery in text and provide evidence from the text. Determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to senses, suggests mood. / I / R / R / R / R / R / 2
Reading/Comprehension of Informational Text/Culture & History
9A Understand, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from text (explain difference between theme and author’s purpose). / I / R / R / R / 1
Reading/Comprehension of Informational Text/Expository Text
10A Evaluate a summary for accuracy of main ideas, supporting details, and overall meaning / I / R / R / 3
10B Distinguish factual claims from commonplace assertions and opinions / I / R / R / 3
10C Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text / I / R / R / 3
10D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support with text evidence / I / R / R / 3
Reading Comprehension of Informational Text/Persuasive Text
11A Analyze the structure of the central argument in contemporary policy speeches and identify types of evidence used to support the argument / I / R / 3
11B Identify rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts / I / R / 3
Reading/Comprehension of Informational Text/Procedural Texts
12A Follow multi-dimensional instructions from text to complete a task, solve a problem, perform procedures / I / R / R / Tested through 12B
12B Explain the function of the graphical components of text / I / R / R / 3
Reading/Media Literacy
13A Interpret both explicit and implicit messages in various forms of media / I / R / R / R / R / 2,3
13B Interpret how visual and sound techniques influence the message / I / R / R / R / R / NT
13C Evaluate various ways media influences and informs audiences / I / R / R / R / R / 2,3
13D Assess the correct level of formality and tone for successful participation in digital media / I / R / R / R / R / NT
Writing/Writing Process
14A Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, an appropriate topic, and a thesis or controlling idea. / I / R / R / R / R / R / Tested through essay writing
14B Develop drafts by choosing an appropriate organizational strategy to create a focused, organized piece of writing / I / R / R / R / R / R / 4
14C Revise drafts to ensure precise word choice and vivid images; consistent pov; all types of sentences; effective transitions; purpose, audience, genre addressed / I / R / R / R / R / R / 4, 5
14D Edit drafts for grammar, mechanics, & spelling / I / R / R / R / R / R / 4, 6
14E Revise final draft in response to feedback from peers & teacher & publish written work / I / R / R / R / R / R / Tested through essay writing
Writing/Literary Texts
15A Write an imaginative story that sustains reader interest, includes well-paced action, creates a believable, specific setting through use of sensory language, develops interesting characters, uses a range of literary strategies and devices to enhance style and tone. / I / R / NT
15B Write a poem using a variety of poetic techniques (rhyme scheme & meter), figurative language (personification, idioms, hyperbole), & graphic elements (word position) / I / R / NT
Writing.
16A Students write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions & consequences. / I / R / R / 4
Writing/Expository & Procedural Texts
17A Write a multi-paragraph essay to convey information about a topic: / 4,5
(i) presents effective introductions and concluding paragraphs / I / R / R / R / 4,5
(ii) Contains clearly stated purpose or controlling idea / I / R / R / R / 4,5
(iii) logically organized with appropriate facts and details and includes no extraneous information / I / R / R / R / 4,5
(iv) Accurately synthesizes ideas from several sources / I / R / R / R / 4,5
(v) Uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs / I / R / R / R / 4,5
17B Write a letter that reflects an opinion, registers a
complaint, or requests information in a business or friendly
context. / I / R / NT
17C 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 / I / R / R / R / R / Tested through essay writing
17D Produce multimedia presentation involving text and graphics using available technology. / I / R / NT
Writing/Persuasive Texts
18 Write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to writes a persuasive essay to the appropriate audience that: / Tested through essay writing
18A Establishes a clear thesis or position / I / R / 5
18B Considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments / I / R / NT
18C Includes evidence that is logically organized to support the author’s point of view and differentiates between fact and opinion. / I / R / 5
Oral and Written Conventions/Conventions
19A Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: / 6
(i )Verbs (perfect and progressive tenses) and participles / I / R / R / R / R / R / 6
(ii) Appositive phrases / I / R / R / R / R / 6
(iii) Adverbial & adjectival phrases and clauses / I / R / R / R / R / 6
(iv) Conjunctive adverbs (e.g. consequently, furthermore, indeed) / I / R / R / R / R / 6
(v) Prepositions and prepositional phrases and their influence on subject-verb agreement / I / R / R / R / R / R / 6
(vi) Relative pronouns (whose, that, which) / I / R / R / R / 6
(vii) Subordinating conjunctions (because, since) / I / R / R / R / R / R / 6
(viii) Transitions for sentence to sentence or paragraph to paragraph coherence / I / R / R / R / 6
19B Write complex sentences and differentiate between main versus subordinate clauses / I / R / R / R / R / R / 6
19C Use a variety of complete sentences (simple, compound, complex,) that includes properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses / I / R / R / R / R / R / 6
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation
20A Use conventions of capitalization / I / R / R / R / R / R / 6
20B Recognize and use correct punctuation marks including:
(i) Commas after introductory words, phrases, clauses / I / R / R / R / R / R / 6
(ii) Semicolons, colons, and hyphens / I / R / R / R / R / R / 6
Oral and Written Conventions/Spelling
21 Students spell correctly, including using various resources to determine or check correct spellings. / I / R / R / R / R / R / 6
Research/Research Plan
22A Brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic / I / R / NT
22B Apply steps for obtaining and evaluating information from a variety of sources and create a written plan after a preliminary research in reference works and additional text searches. / I / R / NT
Research/Gathering Sources
23A Follow the research plan to gather information from a range of relevant print and electronic sources using advanced search strategies. / I / R / Preparation for SA’s
23B Categorize information thematically in order to see the larger constructs inherent in the information / I / R / Preparation for SA’s
23C Record bibliographic information (e.g. author, title, page number) for all notes and sources according to a standard format / I / R / Preparation for SA’s
23D Differentiate between paraphrasing & plagiarism and identify the importance of citing valid & reliable sources / I / R / Preparation for SA’s
Research/Synthesizing Information
24A Narrow or broaden the major research question, if necessary, based on further research and investigation / I / R / NT
24B Utilize elements that demonstrate the reliability and validity of the sources used and explain why one source is more useful than another / I / R / NT
Research/Organizing and Presenting Ideas
25A Draws conclusions and summarizes or paraphrases the findings in a systematic way / I / R / R / R / R / Preparation for SA’s
25B Marshals evidence to explain the topic and gives relevant reasons for conclusions / I / R / R / R / R / Preparation for SA’s
25C Presents the findings in a meaningful format / I / R / R / R / R / Preparation for SA’s
25D Follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas / I / R / R / R / R / Preparation for SA’s
Listening and Speaking/Listening
26A Listen to and interpret a speaker’s purpose by explaining the content, evaluating delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker’s claims / I / R / R / R / NT
26B Follow and give complex oral instructions to perform specific tasks, answer questions, solve problems / I / R / R / R / NT
26C Draw conclusions about the speaker’s message by considering verbal communication and nonverbal cues / I / R / R / R / NT
Listening and Speaking/Speaking
27A Students speak clearly and to the point, using the conventions of language. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, variety of natural gestures, & conventions of language to communicate ideas effectively. / I / NT
Listening and Speaking/Teamwork
28A Students are expected to participate productively in teams, participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues. / I / R / R / R / R / NT
I=IntroducedR=Reinforced NT=Not Tested