TEKS for ELA & Reading + Bookopolis

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Bookopolis is a fun, free edtech platform that educators use to build a community of readers and writers in their classroom.  Bookopolis helps to get students excited about reading and writing by letting them connect with friends to share book reviews, swap book recommendations, and discover new books. It can also be used as a daily reading log to let students track the books they’ve read and respond to prompts about their reading.

While our main goal behind Bookopolis is to ignite a lifelong love of reading, the features and activities on our site align to multiple state standards for Reading, Writing, Listening and Speaking for students in Grades 2nd-8th.

In this post, we’ve included specifics examples of The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) that can be practiced with Bookopolis. See this other post for details on how Bookopolis maps to Common Core State Standards.

By using Bookopolis 2nd-8th grade students can:

  • Practice reading comprehension and demonstrate ability to summarize and analyze a text by completing questions in our online book report, through book reviews, or through reading log prompts.
  • Practice opinion or persuasive writing by posting book reviewsAfter being moderated, these reviews can be viewed by other Bookopolis students which often leads to higher quality written work when students know they are writing for an authentic audience of their peers.
  • Practice specific writing skills like spelling, punctuation, and capitalization when writing book reviews, book reports, or reading log entries.
  • Practice typing on a digital platform in all writing activities.
  • Practice digital media literacy by examining all reviews displayed in Bookopolis, analyzing and watching Book Trailers and Book Talks, discussing the purpose and effectiveness of ads shown on our site.
  • Practice listening and speaking skills if students present their book reviews or give book talks to the class. With student and adult permission, we love to publish videos or written Book Talks done by students on the Bookopolis Book Talks & Trailers page.

See here for links to specific TEKS by grade level

Bookopolis Aligned Texas Essential Knowledge & Skills (TEKS) by Grade Level

Note: TEKS from http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

2nd Grade

READING

(6)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  identify moral lessons as themes in well-known fables, legends, myths, or stories; and

(B)  compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

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

(A)  describe similarities and differences in the plots and settings of several works by the same author; and

(B)  describe main characters in works of fiction, including their traits, motivations, and feelings.

(12)  Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning.

(16)  Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A)  recognize different purposes of media (e.g., informational, entertainment);

(B)  describe techniques used to create media messages (e.g., sound, graphics); and

(C)  identify various written conventions for using digital media (e.g., e-mail, website, video game).

WRITING

(20)  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 persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.

(22)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(23)  Oral and Written Conventions/Spelling. Students spell correctly.

LISTENING & SPEAKING

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

(29)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

3rd Grade

READING

(5)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  paraphrase the themes and supporting details of fables, legends, myths, or stories; and

(B)  compare and contrast the settings in myths and traditional folktales.

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

(A)  sequence and summarize the plot’s main events and explain their influence on future events;

(B)  describe the interaction of characters including their relationships and the changes they undergo; and

(C)  identify whether the narrator or speaker of a story is first or third person.

(11)  Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

(16)  Reading/Media Literacy. Students 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. Students are expected to:

(A)  understand how communication changes when moving from one genre of media to another;

(B)  explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

(C)  compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

WRITING

(21)  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 persuasive essays for appropriate audiences that establish a position and use supporting details.

(23)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(24)  Oral and Written Conventions/Spelling. Students spell correctly.

LISTENING & SPEAKING

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

(A)  listen attentively to speakers, ask relevant questions, and make pertinent comments; and

(B)  follow, restate, and give oral instructions that involve a series of related sequences of action.

(30)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

4th Grade

READING

(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  summarize and explain the lesson or message of a work of fiction as its theme; and

(B)  compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

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

(A)  sequence and summarize the plot’s main events and explain their influence on future events;

(B)  describe the interaction of characters including their relationships and the changes they undergo; and

(C)  identify whether the narrator or speaker of a story is first or third person.

(9)  Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

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

WRITING

(19)  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 persuasive essays for appropriate audiences that establish a position and use supporting details.

(20)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing.

(21)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(22)  Oral and Written Conventions/Spelling.

LISTENING & SPEAKING

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

(A)  listen attentively to speakers, ask relevant questions, and make pertinent comments; and

(B)  follow, restate, and give oral instructions that involve a series of related sequences of action.

(28)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.

 

5th Grade

READING

(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  compare and contrast the themes or moral lessons of several works of fiction from various cultures;

(B)  describe the phenomena explained in origin myths from various cultures; and

(C)  explain the effect of a historical event or movement on the theme of a work of literature.

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

(A)  describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events;

(B)  explain the roles and functions of characters in various plots, including their relationships and conflicts; and

(C)  explain different forms of third-person points of view in stories.

(9)  Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

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

WRITING

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

(20)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity.

(21)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(22)  Oral and Written Conventions/Spelling.

LISTENING & SPEAKING

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

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

(B)  follow, restate, and give oral instructions that include multiple action steps; and

(C)  determine both main and supporting ideas in the speaker’s message.

(28)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

 

 

 

6th Grade

READING

(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  infer the implicit theme of a work of fiction, distinguishing theme from the topic;

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

(C)  compare and contrast the historical and cultural settings of two literary works.

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

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

(B)  recognize dialect and conversational voice and explain how authors use dialect to convey character; and

(C)  describe different forms of point-of-view, including first- and third-person.

(13)  Reading/Media Literacy. Students 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.

WRITING

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

(19)  Oral and Written Conventions/Conventions

(20)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(21)  Oral and Written Conventions/Spelling

LISTENING & SPEAKING

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

(27)  Listening and Speaking/Speaking. Students 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.

 

7th Grade

READING

(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  describe multiple themes in a work of fiction;

(B)  describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero’s tasks, circle stories); and

(C)  analyze how place and time influence the theme or message of a literary work.

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

(A)  explain the influence of the setting on plot development;

(B)  analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; and

(C)  analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

(13)  Reading/Media Literacy. Students 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.

WRITING

(18)  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

(19)  Oral and Written Conventions/Conventions

(20)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.

(21)  Oral and Written Conventions/Spelling.

LISTENING & SPEAKING

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

(27)  Listening and Speaking/Speaking. Students 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 present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

 

8th Grade

READING

(3)  Comprehension of Literary Text/Theme and Genre. Students 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:

(A)  analyze literary works that share similar themes across cultures;

(B)  compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths); and

(C)  explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

(6)  Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A)  analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;

(B)  analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict; and

(C)  analyze different forms of point of view, including limited versus omniscient, subjective versus objective.

(13)  Reading/Media Literacy. Students 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.

WRITING

(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;

(B)  considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments; and

(C)  includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion.

(19)  Oral and Written Conventions/Conventions.

(21)  Oral and Written Conventions/Spelling.

LISTENING & SPEAKING

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

(27)  Listening and Speaking/Speaking. Students 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 advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

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