A Correlation of
Keystone
Level D, ©2013
To the
Texas (TEKS)
Essential Knowledge and Skills
English Language Arts and Reading
Grade 9
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Introduction
This document demonstrates how Pearson Longman Keystone supports the Texas
Essential Knowledge and Skills for English Language Arts and Reading.
Pearson Longman Keystone is a Grades 6-12 eight-level flexible program designed for
English learners and struggling readers whose academic achievement is two or more years
below grade level. Through explicit, intensive, and focused instruction that accelerates
students' language acquisition, reading comprehension, vocabulary, and oral and written
communication skills, students will quickly begin achieving academic success and be better
prepared to transition to mainstream coursework across the curriculum.
Pearson Longman Keystone blends rigorous, research-based reading and language skills
instruction together with a balance of content-area readings and age-appropriate, highinterest literature. In addition, this series incorporates the focused and purposeful
instructional principles of Understanding by Design, which allow students to demonstrate
their understanding and mastery of skills through multiple formal and informal assessment
opportunities. Through this process, students will be equipped with the key transferable
academic skills necessary for lifelong success.
Program Highlights




Six thematic units per level are organized around a Big Question
Critical academic vocabulary and key words are explicitly taught before each reading
Connected learning opportunities allow students to demonstrate their mastery of the
skills covered
Well-organized instructional support provides a clearly defined roadmap of
instruction
2
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
§110.31. English Language Arts and Reading, English I (One Credit), Beginning
with School Year 2009-2010.
(b) Knowledge and skills.
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
SE/TE: Academic words, 6, 20, 34, 46, 90,
(A) determine the meaning of grade102, 116, 128, 170, 184, 196, 208, 248,
level technical academic English words
in multiple content areas (e.g., science,
262, 278, 292, 332, 346, 358, 370, 412,
mathematics, social studies, the arts)
424, 438, 450; Word Study: suffixes, 47,
derived from Latin, Greek, or other
413, suffix –ful, 249, root words, 303, 333,
linguistic roots and affixes;
suffix –ness, 359
(B) analyze textual context (within a
sentence and in larger sections of text)
to distinguish between the denotative
and connotative meanings of words;
SE/TE: Academic words, 6, 20, 34, 46, 90,
102, 116, 128, 170, 184, 196, 208, 248,
262, 278, 292, 332, 346, 358, 370, 412,
424, 438, 450; Literary terms, 5, 33, 101,
127, 1169, 195, 261, 291, 345, 369, 411,
437; Key words, 19, 45, 89, 115, 183, 207,
247, 277, 331, 357, 423, 449
(C) produce analogies that describe a
function of an object or its description;
SE/TE: Analogy, 12, 109, 176, 219, 270,
373, 416
(D) describe the origins and meanings
of foreign words or phrases used
frequently in written English (e.g.,
caveat emptor, carte blanche, tete a
tete, pas de deux, bon appetit, quid pro
quo); and
SE/TE: Foreign words and phrases, 463;
Etymology, 383
(E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to
determine or confirm the meanings of
words and phrases, including their
connotations and denotations, and their
etymology.
SE/TE: Key words (use dictionary), 19, 45,
89, 115, 183, 207, 247, 277, 331, 357,
423, 449; How to Use Reference Books,
496–497
3
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(2) 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) analyze how the genre of texts with SE/TE: How Genre Shapes Meaning, 309;
similar themes shapes meaning;
Interpreting Themes, 203; Theme, 195
(B) analyze the influence of mythic,
classical and traditional literature on
20th and 21st century literature; and
SE/TE: Analyze Classical Literature and
Ancient Myths, 307–308; also see: myth,
8–13
(C) relate the figurative language of a
literary work to its historical and cultural
setting.
SE/TE: Figurative language, 223, 345,
386–387; Figures of speech, 387; Word
Study: idioms, 129, borrowed words, 371,
foreign words and phrases, 463; Analyze
cultural context, 293
(3) Reading/Comprehension of Literary
Text/Poetry. Students understand, make
inferences and draw conclusions about the
structure and elements of poetry and
provide evidence from text to support their
understanding. Students are expected to
analyze the effects of diction and imagery
(e.g., controlling images, figurative
language, understatement, overstatement,
irony, paradox) in poetry.
SE/TE: Poetry, 348, 349, 390–391, 436–
439; Prepare to Read, 344–347, 383–389,
440–443; Review and Practice, 352–353,
444–445
(4) Reading/Comprehension of Literary
Text/Drama. Students 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
explain how dramatic conventions (e.g.,
monologues, soliloquies, dramatic irony)
enhance dramatic text.
SE/TE: Prepare to Read, 260–263, 302–
304; Literary Analysis: Elements of Drama,
305–309; Play, 264–271, 310–312; Review
and Practice, 272–273
4
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(5) 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:
SE/TE: Elements of Fiction, 142; Plot, 101
(A) analyze non-linear plot
development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot
structures) and compare it to linear plot
development;
(B) analyze how authors develop
complex yet believable characters in
works of fiction through a range of
literary devices, including character
foils;
SE/TE: Characterization, 127; Character
Foil, 411
(C) analyze the way in which a work of
fiction is shaped by the narrator's point
of view; and
SE/TE: Point of View, 101, 113
(D) demonstrate familiarity with works
by authors from non-English-speaking
literary traditions with emphasis on
classical literature.
SE/TE: Reading Strategies: analyze
cultural context, 293; also see: Build
Background, 4, 168; “Grandmother Spider
Brings the Sun,” 8–13; “The Golden
Serpent,” 172–177
SE/TE: Literary Analysis: understanding
organizational patterns and making
inferences, 63; literary biography, 464; also
see: make inferences, 63, 129
(6) Reading/Comprehension of Literary
Text/Literary Nonfiction. Students
understand, make inferences and draw
conclusions about the varied structural
patterns and features of literary nonfiction
and provide evidence from text to support
their understanding. Students are expected
to analyze how literary essays interweave
personal examples and ideas with factual
information to explain, present a
perspective, or describe a situation or
event.
5
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(7) Reading/Comprehension of Literary
Text/Sensory Language. Students
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. Students are expected
to explain the role of irony, sarcasm, and
paradox in literary works.
SE/TE: Learn Literary Words: imagery, 33,
385; irony, 5, 143, 306; sarcasm, 127,
143; paradox, 143
(8) Reading/Comprehension of
Informational Text/Culture and History.
Students 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. Students are expected to
explain the controlling idea and specific
purpose of an expository text and
distinguish the most important from the
less important details that support the
author's purpose.
SE/TE: Reading Strategy: analyze cultural
context, 293; identify author's purpose,
197, 220; understand author's viewpoint,
65; identify controlling idea, 220; identify
main idea and details, 249
6
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding. Students are expected to:
SE/TE: Text Analysis: summarizing and
(A) summarize text and distinguish
critiquing text, 66; also see: Write a
between a summary that captures the
main ideas and elements of a text and a critique, 66, 259; Reading Strategy:
critique that takes a position and
summarize, 209
expresses an opinion;
(B) differentiate between opinions that
are substantiated and unsubstantiated
in the text;
SE/TE: Reading Strategies: distinguish fact
from opinion, 185; substantiated and
unsubstantiated opinions, 221, analyze
evidence, 222
(C) make subtle inferences and draw
complex conclusions about the ideas in
text and their organizational patterns;
and
SE/TE: Reading Strategy: understand
organizational patterns and making
inferences, 63, make inferences, 129; draw
conclusions, 359
(D) synthesize and make logical
connections between ideas and details
in several texts selected to reflect a
range of viewpoints on the same topic
and support those findings with textual
evidence.
SE/TE: Text Analysis: understanding the
author’s viewpoint, 65; also see: Link the
Readings, 76, 156, 234, 318, 398, 478;
Reading Strategy: connect ideas, 413
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze,
make inferences and draw conclusions about persuasive text and provide evidence from
text to support their analysis. Students are expected to:
(A) analyze the relevance, quality, and
SE/TE: Text Analysis (Persuasive Text):
credibility of evidence given to support
analyze evidence, 222; identify author’s
or oppose an argument for a specific
purpose, 220, analyze opinions, 221;
audience; and
Analyzing the Evidence, 222; Reading
Strategies (informational text): distinguish
fact from opinion, 185
(B) analyze famous speeches for the
rhetorical structures and devices used
to convince the reader of the authors'
propositions.
SE/TE: Rhetorical Structures and Devices,
223
7
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students
understand how to glean and use information in procedural texts and documents.
Students are expected to:
SE/TE: Using a Digital Screen, 62; Heart(A) analyze the clarity of the
Healthy Recipe, 285; also see: Writing a
objective(s) of procedural text (e.g.,
consider reading instructions for
Procedural Document, 72–75
software, warranties, consumer
publications); and
(B) analyze factual, quantitative, or
technical data presented in multiple
graphical sources.
SE/TE: Using a Digital Screen, 62; HeartHealthy Recipe, 285; Analyze Data in
Graphic Sources, 64; also see: Writing a
Procedural Document, 72–75
(12) 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:
SE/TE: Reading Strategy: Use Visuals, 47;
(A) compare and contrast how events
“The Eye of Conscience,” 48–55; Extension,
are presented and information is
communicated by visual images (e.g.,
57; “World War I,” 334–339; “In the Name
graphic art, illustrations, news
of His Father,” 360–363; Extension, 365
photographs) versus non-visual texts;
(B) analyze how messages in media are
conveyed through visual and sound
techniques (e.g., editing, reaction shots,
sequencing, background music);
SE/TE: Reading Strategy: Use Visuals, 47;
Listening & Speaking Workshop: radio
commercial, 236–237, TV documentary,
480–481
(C) compare and contrast coverage of
the same event in various media (e.g.,
newspapers, television, documentaries,
blogs, Internet); and
SE/TE: Reading Strategy: Use Visuals, 47;
“The Eye of Conscience,” 48–55; Extension,
57 “In the Name of His Father,” 360–363;
Extension, 365
(D) evaluate changes in formality and
tone within the same medium for
specific audiences and purposes.
SE/TE: Multimedia Presentation, 154–155;
also see: Media Literacy and Projects, 77,
159, 241, 323, 405, 489
8
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
SE/TE: Writing Workshop: Prewrite, 80,
(A) plan a first draft by selecting the
correct genre for conveying the
160, 238, 322, 402, 482
intended meaning to multiple audiences,
determining appropriate topics through
a range of strategies (e.g., discussion,
background reading, personal interests,
interviews), and developing a thesis or
controlling idea;
(B) structure ideas in a sustained and
persuasive way (e.g., using outlines,
note taking, graphic organizers, lists)
and develop drafts in timed and openended situations that include transitions
and the rhetorical devices used to
convey meaning;
SE/TE: Writing Workshop: Draft, 80, 160,
238, 322, 402, 483; graphic organizers, 17,
31, 43, 59, 80, 99, 113, 125, 139, 160,
181, 193, 238, 259, 275, 289, 301, 321,
343, 355, 367, 381, 402, 435, 447, 461,
484
(C) revise drafts to improve style, word
choice, figurative language, sentence
variety, and subtlety of meaning after
rethinking how well questions of
purpose, audience, and genre have
been addressed;
SE/TE: Writing Workshop: Revise, 81, 161,
239, 323, 403, 483
(D) edit drafts for grammar,
mechanics, and spelling; and
SE/TE: Writing Workshop: Edit, 82, 162,
240, 324, 404, 486
(E) revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audiences.
SE/TE: Writing Workshop: Publish, 83,
163, 241, 325, 405, 487
9
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(14) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are responsible for at
least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well- SE/TE: Writing Workshop: Fictional
Narrative, 160–163; Story with starter, 99;
developed conflict and resolution,
also see: Narrative writing: point of view,
interesting and believable characters,
and a range of literary strategies (e.g.,
113, dialogue, 139
dialogue, suspense) and devices to
enhance the plot;
(B) write a poem using a variety of
poetic techniques (e.g., structural
elements, figurative language) and a
variety of poetic forms (e.g., sonnets,
ballads); and
SE/TE: Literary Writing: Write a Poem,
394–397
(C) write a script with an explicit or
implicit theme and details that
contribute to a definite mood or tone.
SE/TE: Literary Writing: Write a Script,
314–317
10
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(15) Writing/Expository and Procedural Texts. Students write expository and procedural
or work-related texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and
SE/TE: Expository Writing: thesis
concluding paragraphs and a variety statement, 230, 232, 5Ws, 367, 402–405,
of sentence structures;
step–by–step instructions, 289, logical
order, 322, cause and effect, 343, ask and
answer a question, 367, problem and
solution, 381; Procedural Document:
introduction, body, conclusion, 73, 74;
Expository Essay: model conclusions, 324,
325, 404, 405; Interpretative Response:
model conclusion, 473
(ii) rhetorical devices, and
transitions between paragraphs;
SE/TE: Expository Writing: step–by–step
instructions, 289, logical order, 322, cause
and effect, 343, ask and answer a question,
367, problem and solution, 381
(iii) a controlling idea or thesis;
SE/TE: Expository Writing: thesis
statement, 230, 232, supporting main idea
with details, 275, 322–325, 5Ws, 367, 402–
405, step–by–step instructions, 289, logical
order, 322, cause and effect, 343, ask and
answer a question, 367, problem and
solution, 381
(iv) an organizing structure
appropriate to purpose, audience,
and context; and
SE/TE: Expository Writing: essay, 322–
325, 402–404; cause–and–effect, 343;
compare and contrast, 355; critical
analysis, 301; critique, 66, 259;
instructions, 289; interpretative response,
470–473; multimedia presentation, 154–
155; news article, 367; problem–and–
solution paragraph, 381; procedural
document, 72–75; summary, 66, 275
(v) relevant information and valid
inferences;
SE/TE: Expository Writing: provide
evidence, 230, supporting main idea with
details, 275, 322–325, 5Ws, 367, 402–405,
supporting reasons and examples, 381
11
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(B) write procedural or work-related documents (e.g., instructions, e-mails,
correspondence, memos, project plans) that include:
SE/TE: Expository writing: Write a
(i) organized and accurately
conveyed information; and
procedural document, 72–75; instructions,
289
SE/TE: Expository writing: Write a
procedural document, 72–75; instructions,
289
(ii) reader-friendly formatting
techniques;
(C) write an interpretative response to an expository or a literary text (e.g., essay or
review) that:
SE/TE: Writing: Critical Analysis, 301;
(i) extends beyond a summary and
literal analysis;
Writing an Interpretative Response, 470–
473; also see: Critique, 66, 259
(ii) addresses the writing skills for
an analytical essay and provides
evidence from the text using
embedded quotations; and
SE/TE: Writing: Critical Analysis, 301;
Writing an Interpretative Response, 470–
473; also see: Critique, 66, 259
(iii) analyzes the aesthetic effects of
an author's use of stylistic or
rhetorical devices; and
SE/TE: Writing an Interpretative Response,
470–473
(D) produce a multimedia presentation
(e.g., documentary, class newspaper,
docudrama, infomercial, visual or
textual parodies, theatrical production)
with graphics, images, and sound that
conveys a distinctive point of view and
appeals to a specific audience.
SE/TE: Multimedia Presentation, 154–155;
Media Literacy and Projects, 77, 157, 235,
319, 399, 479; How to Use Technology in
Writing, 554
12
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(16) 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 an
argumentative essay to the appropriate audience that includes:
SE/TE: Write a Persuasive Essay, 230–
(A) a clear thesis or position based on
logical reasons supported by precise and 233; Advertisement, 217; Letter to the
relevant evidence;
editor, 193; Paragraph, 205; Review, 181;
Speech, 238–240
(B) consideration of the whole range of
information and views on the topic and
accurate and honest representation of
these views;
SE/TE: Writing Workshop: Persuasive
Essay: thesis statement, 230, 232; also
see: Persuasive writing assignments:
opinions, 181, 205, 238, recommendations,
181, supporting main idea with facts and
detail, 193, 217, 238, supporting reasons
and examples, 238
(C) counter-arguments based on
evidence to anticipate and address
objections;
SE/TE: Review: recommendations, 181,
Persuasive Paragraph: opinions, 205,
Speech: supporting reasons and examples,
238
(D) an organizing structure appropriate
to the purpose, audience, and context;
and
SE/TE: Write a Persuasive Essay, 230–
233; Advertisement, 217; Letter to the
editor, 193; Paragraph, 205; Review, 181;
Speech, 238–240
(E) an analysis of the relative value of
specific data, facts, and ideas.
SE/TE: Persuasive writing assignments:
supporting main idea with facts and detail,
193, 217, 238, supporting reasons and
examples, 238
(17) Oral and Written Conventions/Conventions. Students 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. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(i) more complex active and passive SE/TE: Tenses, 124, 274, 366; Gerunds,
tenses and verbals (gerunds,
460
infinitives, participles);
(ii) restrictive and nonrestrictive
relative clauses; and
SE/TE: Clauses, 516
(iii) reciprocal pronouns (e.g., each
other, one another);
SE/TE: Reciprocal pronouns, 228
13
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(B) identify and use the subjunctive
mood to express doubts, wishes, and
possibilities; and
SE/TE: Subjunctive mood, 229
(C) use a variety of correctly structured
sentences (e.g., compound, complex,
compound-complex).
SE/TE: Sentences: compound and
complex, 300, conditional, 112: Grammar
Handbook, 516–517
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions. Students are expected to:
(A) use conventions of capitalization;
SE/TE: Capitalization, 392, 395, 524–525
and
(B) use correct punctuation marks including:
SE/TE: Quotation Marks, 522; quotations
(i) quotation marks to indicate
sarcasm or irony;
and citations, 461
(ii) comma placement in
nonrestrictive phrases, clauses, and
contrasting expressions; and
SE/TE: Commas, 519–520
(iii) dashes to emphasize
parenthetical information.
SE/TE: Dashes, 521
(19) Oral and Written
Conventions/Spelling. Students spell
correctly. Students are expected to spell
correctly, including using various resources
to determine and check correct spellings.
SE/TE: Word Study: words with –le and –
et, 21, suffixes, 47, 413, long a, i, o, 117,
irregular plurals, 171, long and short
vowels, 197, prefixes, 185, suffix –ful, 249,
root words, 303, 333, suffix –ness, 359,
words with double letters, 439, frequently
misspelled words, 451; also see: Edit and
Proofread, 82, 162, 240, 324, 404, 486
(20) Research/Research Plan. Students ask open-ended research questions and develop
a plan for answering them. Students are expected to:
(A) brainstorm, consult with others,
SE/TE: Research Report: preparing to
decide upon a topic, and formulate a
write, 482; also see research, 474–477
major research question to address the
major research topic; and
(B) formulate a plan for engaging in
research on a complex, multi-faceted
topic.
SE/TE: Research Report: preparing to
write, 482; also see research, 474–477
14
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(21) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the
information they gather. Students are expected to:
SE/TE: Research Report: preparing to
(A) follow the research plan to compile
data from authoritative sources in a
write, 482; also see research, 474–477
manner that identifies the major issues
and debates within the field of inquiry;
(B) organize information gathered from
multiple sources to create a variety of
graphics and forms (e.g., notes,
learning logs); and
SE/TE: Gathering and Organizing
Information, 476; Research Report: outline,
482
(C) paraphrase, summarize, quote, and
accurately cite all researched
information according to a standard
format (e.g., author, title, page
number).
SE/TE: Writing Workshop: Research
Report, 482–487; also see: Media Literacy
and Projects, 77, 157, 235, 319, 399, 479;
Research writing: introductory paragraph,
421, classifying paragraphs, 435, main idea
support, 447, evaluating sources, 475,
quotations and citations, 461, citing
information, 477; Handbook: Conducting
Research, 552, 554–555
(22) Research/Synthesizing Information. Students clarify research questions and
evaluate and synthesize collected information. Students are expected to:
(A) modify the major research question SE/TE: Prepare to write, 474–477;
as necessary to refocus the research
Research Report, 482–487
plan;
(B) evaluate the relevance of
information to the topic and determine
the reliability, validity, and accuracy of
sources (including Internet sources) by
examining their authority and
objectivity; and
SE/TE: Research Report: evaluating
sources, 475
(C) critique the research process at
each step to implement changes as the
need occurs and is identified.
SE/TE: Research Report, 482–487
15
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(23) Research/Organizing and Presenting Ideas. Students 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 an oral presentation
that:
SE/TE: Research Report: finding sources,
(A) marshals evidence in support of a
475; gathering and organizing information,
clear thesis statement and related
claims;
476; Handbook: Conducting Research, 552
(B) provides an analysis for the
audience that reflects a logical
progression of ideas and a clearly stated
point of view;
SE/TE: Research Report: classifying, 435;
evaluating sources, 475; supporting main
idea with facts and details, 447, 482–487
(C) uses graphics and illustrations to
help explain concepts where
appropriate;
SE/TE: Multimedia Presentation: use
graphics and media, 154–155; Media
Literacy & Projects, 157; Viewing and
Representing, 533–537
(D) uses a variety of evaluative tools
(e.g., self-made rubrics, peer reviews,
teacher and expert evaluations) to
examine the quality of the research;
and
SE/TE: Research Report: evaluating
sources, 475; also see: evaluate new
information, 425
(E) uses a style manual (e.g., Modern
Language Association, Chicago Manual
of Style) to document sources and
format written materials.
SE/TE: Citing Sources, 475, 487;
Quotations and Citations, 461, 477;
Handbook: Citing Sources, 554–555
16
SE = Student Edition
TE = Teacher’s Edition
A Correlation of Keystone, Level D ©2013
to the
Texas Essential Knowledge and Skills (TEKS) for
English Language Arts and Reading, Grade 9
Texas Essential Knowledge and Skills
for English Language Arts and
Reading, Grade 9
Keystone, Level D
©2013
(24) 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. Students are expected to:
SE/TE: Listening and Speaking Workshop:
(A) listen responsively to a speaker by
(evaluate) 78–79, 158–159, 236–237, 320–
taking notes that summarize,
synthesize, or highlight the speaker's
321, 400–401, 480–481; also see:
ideas for critical reflection and by asking Discussion, 15, 28, 41, 97, 111, 123, 137,
questions related to the content for
179, 191, 203, 215, 257, 273, 287, 341,
clarification and elaboration;
353, 365, 433, 445, 459; Link the
Readings: Discussion, 76, 156, 234, 318,
398, 478
(B) follow and give complex oral
instructions to perform specific tasks,
answer questions, solve problems, and
complete processes; and
SE/TE: Listening and Speaking Workshop:
how–to demonstration, 320–321; also see:
Media Literacy and Projects, 77, 157, 235,
319, 399, 479
(C) evaluate the effectiveness of a
speaker's main and supporting ideas.
SE/TE: Listening and Speaking Workshop:
(evaluate) 78–79, 158–159, 236–237, 320–
321, 400–401, 480–481
(25) 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 presentations
using informal, formal, and technical
language effectively to meet the needs of
audience, purpose, and occasion,
employing eye contact, speaking rate (e.g.,
pauses for effect), volume, enunciation,
purposeful gestures, and conventions of
language to communicate ideas effectively.
SE/TE: Listening and Speaking Workshop:
description guessing game; 78–79, skit,
158–159, radio commercial, 236–237;
how–to demonstration, 320–321; oral
report, 400–401; TV documentary, 480–
481; also see: Media Literacy and Projects,
77, 157, 235, 319, 399, 479
(26) Listening and Speaking/Teamwork.
Students work productively with others in
teams. Students will continue to apply
earlier standards with greater complexity.
Students are expected to participate
productively in teams, building on the ideas
of others, contributing relevant information,
developing a plan for consensus-building,
and setting ground rules for decisionmaking.
SE/TE: Listening and Speaking Workshop:
description guessing game; 78–79, skit,
158–159, radio commercial, 236–237;
how–to demonstration, 320–321; oral
report, 400–401; TV documentary, 480–
481; also see: Discussion, 15, 28, 41, 97,
111, 123, 137, 179, 191, 203, 215, 257,
273, 287, 341, 353, 365, 433, 445, 459;
Link the Readings: Discussion, 76, 156,
234, 318, 398, 478
17
SE = Student Edition
TE = Teacher’s Edition