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depth to increasingly complex texts in multiple genres as they become self directed critical. learners who work collaboratively while continuously using metacognitive skills. 4 English language learners ELLs are expected to meet standards in a second language however. their proficiency in English influences the ability to meet these standards To demonstrate this. knowledge throughout the stages of English language acquisition comprehension of text requires. additional scaffolds such as adapted text translations native language support cognates. summaries pictures realia glossaries bilingual dictionaries thesauri and other modes of. comprehensible input ELLs can and should be encouraged to use knowledge of their first. language to enhance vocabulary development vocabulary needs to be in the context of connected. discourse so that it is meaningful Strategic use of the student s first language is important to. ensure linguistic affective cognitive and academic development in English. 5 Current research stresses the importance of effectively integrating second language acquisition. with quality content area education in order to ensure that ELLs acquire social and academic. language proficiency in English learn the knowledge and skills and reach their full academic. potential Instruction must be linguistically accommodated in accordance with the English. Language Proficiency Standards ELPS and the student s English language proficiency levels to. ensure the mastery of knowledge and skills in the required curriculum is accessible For a further. understanding of second language acquisition needs refer to the ELPS and proficiency level. descriptors adopted in Chapter 74 Subchapter A of this title relating to Required Curriculum. 6 Oral language proficiency holds a pivotal role in school success verbal engagement must be. maximized across grade levels Kinsella 2010 In order for students to become thinkers and. proficient speakers in science social studies mathematics fine arts language arts and reading. and career and technical education they must have multiple opportunities to practice and apply the. academic language of each discipline Fisher Frey Rothenberg 2008. 7 Statements that contain the word including reference content that must be mastered while those. containing the phrase such as are intended as possible illustrative examples. b Knowledge and skills, 1 Developing and sustaining foundational language skills listening speaking and discussion oral. language The student develops oral language through listening speaking and discussion The. student is expected to, A listen actively and ask questions to understand information. B follow oral directions that involve a short related sequence of actions. C share information and ideas by speaking audibly and clearly using the conventions of. D work collaboratively with others by following agreed upon rules for discussion including. taking turns and, E develop social communication such as introducing himself herself using common. greetings and expressing needs and wants, 2 Developing and sustaining foundational language skills listening speaking reading and writing. beginning reading and writing The student develops word structure knowledge through. phonological awareness print concepts phonics and morphology to communicate decode and. spell The student is expected to,A demonstrate phonological awareness by.
i identifying and producing rhyming words, ii recognizing spoken alliteration or groups of words that begin with the same. spoken onset or initial sound, iii identifying the individual words in a spoken sentence. English language arts and reading,iv identifying syllables in spoken words. v blending syllables to form multisyllabic words,vi segmenting multisyllabic words into syllables. vii blending spoken onsets and rimes to form simple words. viii blending spoken phonemes to form one syllable words. ix manipulating syllables within a multisyllabic word and. x segmenting spoken one syllable words into individual phonemes. B demonstrate and apply phonetic knowledge by, i identifying and matching the common sounds that letters represent.
ii using letter sound relationships to decode including VC CVC CCVC and. CVCC words, iii recognizing that new words are created when letters are changed added or. deleted such as it pit tip tap and, iv identifying and reading at least 25 high frequency words from a research based. C demonstrate and apply spelling knowledge by,i spelling words with VC CVC and CCVC. ii spelling words using sound spelling patterns and. iii spelling high frequency words from a research based list. D demonstrate print awareness by, i identifying the front cover back cover and title page of a book. ii holding a book right side up turning pages correctly and knowing that reading. moves from top to bottom and left to right with return sweep. iii recognizing that sentences are comprised of words separated by spaces and. recognizing word boundaries, iv recognizing the difference between a letter and a printed word and.
v identifying all uppercase and lowercase letters and. E develop handwriting by accurately forming all uppercase and lowercase letters using. appropriate directionality, 3 Developing and sustaining foundational language skills listening speaking reading and writing. vocabulary The student uses newly acquired vocabulary expressively The student is expected to. A use a resource such as a picture dictionary or digital resource to find words. B use illustrations and texts the student is able to read or hear to learn or clarify word. meanings and, C identify and use words that name actions directions positions sequences categories. such as colors shapes and textures and locations, 4 Developing and sustaining foundational language skills listening speaking reading and writing. self sustained reading The student reads grade appropriate texts independently The student is. expected to self select text and interact independently with text for increasing periods of time. English language arts and reading, 5 Comprehension skills listening speaking reading and writing using multiple texts The student. uses metacognitive skills to comprehend text with increasing depth and complexity The student is. expected to, A establish purpose for reading assigned and self selected texts with adult assistance.
B generate questions about text before during and after reading to deepen understanding. and gain information with adult assistance, C make and confirm predictions using text features and structures with adult assistance. D create mental images to deepen understanding with adult assistance. E make connections to personal experiences ideas in other texts and the larger community. with adult assistance, F make inferences and use evidence to support understanding with adult assistance. G evaluate information to determine what is most important with adult assistance. H synthesize information to create new understanding with adult assistance and. I monitor comprehension and make adjustments when understanding breaks down with. adult assistance, 6 Response skills listening speaking reading and writing using multiple texts The student. responds to an increasingly challenging variety of sources that are read heard or viewed The. student is expected to, A describe the personal and emotional connections to a variety of sources. B provide an oral or pictorial response to a text, C use text evidence to support an appropriate response.
D retell texts in ways that maintain meaning, E interact with sources in meaningful ways such as illustrating or writing and. F respond using newly acquired vocabulary as appropriate. 7 Multiple genres listening speaking reading and writing 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. A identify the basic theme with adult assistance,B identify and describe the main character s. C identify the elements of plot development including the main events the problem and. the resolution for texts read aloud and,D identify the setting. 8 Multiple genres listening speaking reading and writing 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, A demonstrate knowledge of well known children s literature including folktales fables. fairy tales and nursery rhymes, B identify rhyme and rhythm in nursery rhymes and familiar and traditional poems.
C participate in and identify main characters in a play. D recognize characteristics and structures of informational text including. English language arts and reading,i the central or main idea with teacher support. ii titles and simple graphics to gain information and. iii the steps in a sequence with adult assistance and. E recognize characteristics of persuasive text with adult assistance and state what the author. is trying to persuade the reader to think or do, 9 Author s craft listening speaking reading and writing 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. A listen to and experience the author s use of repetition within literary texts and. B listen to and experience first and third person texts. 10 Composition listening speaking reading and writing using multiple texts writing process The. student uses the writing process recursively to compose multiple texts that are legible and use. appropriate conventions The student is expected to. A plan by generating ideas for writing through class discussions and drawings. B develop drafts in oral pictorial or written form by organizing ideas. C revise drafts by adding details in pictures or words. D edit drafts with adult assistance using standard English conventions including. i complete sentences,iii singular and plural nouns. iv descriptive adjectives,v subjective case pronouns. vi capitalization of the first letter in a sentence and name and. vii punctuation marks at the end of declarative sentences and. E share writing, 11 Composition listening speaking reading and writing using multiple texts genres The student.
uses genre characteristics and craft to compose multiple texts that are meaningful The student is. expected to, A dictate or compose literary texts including personal narratives and. B dictate or compose informational texts, 12 Inquiry and research listening speaking reading and writing using multiple texts The student. engages in both short term and sustained recursive inquiry processes for a variety of purposes The. student is expected to, A generate questions for formal and informal inquiry with adult assistance. B gather information from a variety of sources with adult assistance. C demonstrate understanding of information gathered with adult assistance and. D use an appropriate mode of delivery whether written oral or multi modal to present. English language arts and reading, 110 3 English Language Arts and Reading Grade 1 Adopted 2017. a Introduction, 1 The English language arts and reading Texas Essential Knowledge and Skills TEKS embody the.
interconnected nature of listening speaking reading and writing through the seven integrated. strands of developing and sustaining foundational language skills comprehension response. multiple genres author s craft composition and inquiry and research The strands focus on. academic oracy proficiency in oral expression and comprehension authentic reading and. reflective writing to ensure a literate Texas The strands are integrated and progressive with. students continuing to develop knowledge and skills with increased complexity and nuance in. order to think critically and adapt to the ever evolving nature of language and literacy. 2 The seven strands of the essential knowledge and skills for English language arts and reading are. intended to be integrated for instructional purposes and are recursive in nature Strands include the. four domains of language listening speaking reading and writing and their application in order. to accelerate the acquisition of language skills so that students develop high levels of social and. academic language proficiency Although some strands may require more instructional time each. strand is of equal value may be presented in any order and should be integrated throughout the. year It is important to note that encoding spelling and decoding reading are reciprocal skills. Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally students should engage in academic conversations write read and be read to on a. daily basis with opportunities for cross curricular content and student choice. 3 Text complexity increases with challenging vocabulary sophisticated sentence structures nuanced. text features cognitively demanding content and subtle relationships among ideas Texas. Education Agency STAAR Performance Level Descriptors 2013 As skills and knowledge are. obtained in each of the seven strands students will continue to apply earlier standards with greater. depth to increasingly complex texts in multiple genres as they become self directed critical. learners who work collaboratively while continuously using metacognitive skills. 4 English language learners ELLs are expected to meet standards in a second language however. their proficiency in English influences the ability to meet these standards To demonstrate this. knowledge throughout the stages of English language acquisition comprehension of text requires. additional scaffolds such as adapted text translations native language support cognates. summaries pictures realia glossaries bilingual dictionaries thesauri and other modes of. comprehensible input ELLs can and should be encouraged to use knowledge of their first. language to enhance vocabulary development vocabulary needs to be in the context of connected. discourse so that it is meaningful Strategic use of the student s first language is important to. ensure linguistic affective cognitive and academic development in English. 5 Current research stresses the importance of effectively integrating second language acquisition. with quality content area education in order to ensure that ELLs acquire social and academic. language proficiency in English learn the knowledge and skills and reach their full academic. potential Instruction must be linguistically accommodated in accordance with the English. Language Proficiency Standards ELPS and the student s English language proficiency levels to. ensure the mastery of knowledge and skills in the required curriculum is accessible For a further. understanding of second language acquisition needs refer to the ELPS and proficiency level. descriptors adopted in Chapter 74 Subchapter A of this title relating to Required Curriculum. 6 Oral language proficiency holds a pivotal role in school success verbal engagement must be. maximized across grade levels Kinsella 2010 In order for students to become thinkers and. proficient speakers in science social studies mathematics fine arts language arts and reading. and career and technical education they must have multiple opportunities to practice and apply the. academic language of each discipline Fisher Frey Rothenberg 2008. 7 Statements that contain the word including reference content that must be mastered while those. containing the phrase such as are intended as possible illustrative examples. English language arts and reading,b Knowledge and skills. 1 Developing and sustaining foundational language skills listening speaking and discussion oral. language The student develops oral language through listening speaking and discussion The. student is expected to, A listen actively ask relevant questions to clarify information and answer questions using. multi word responses, B follow restate and give oral instructions that involve a short related sequence of actions. C share information and ideas about the topic under discussion speaking clearly at an. appropriate pace and using the conventions of language. D work collaboratively with others to follow agreed upon rules for discussion including. listening to others speaking when recognized and making appropriate contributions and. E develop social communication such as introducing himself herself and others relating. experiences to a classmate and expressing needs and feelings. 2 Developing and sustaining foundational language skills listening speaking and discussion. beginning reading and writing The student develops word structure knowledge through. phonological awareness print concepts phonics and morphology to communicate decode and. spell The student is expected to,A demonstrate phonological awareness by. i distinguishing between long and short vowel sounds in one syllable words. ii recognizing the change in spoken word when a specified phoneme is added. changed or removed, iii blending spoken phonemes to form one syllable words including initial and or.
final consonant blends,iv manipulating phonemes within base words and. v segmenting spoken one syllable words of three to five phonemes into individual. phonemes including words with initial and or final consonant blends. B demonstrate and apply phonetic knowledge by, i decoding words in isolation and in context by applying common letter sound. correspondences of all consonants, ii decoding words with initial and final consonant blends digraphs and trigraphs. iii decoding words with closed syllables open syllables VCe syllables vowel. teams including vowel digraphs and diphthongs and r controlled syllables. iv using knowledge of base words to decode common compound words and. contractions, v decoding words with suffixes including ed s and es and. vi identifying and reading at least 100 high frequency words from a research based. C demonstrate and apply spelling knowledge by, i spelling words with closed syllables open syllables VCe syllables vowel.
teams and r controlled syllables, ii spelling words with initial and final consonant blends digraphs and trigraphs. iii spelling words using sound spelling patterns and. English language arts and reading, iv spelling high frequency words from a research based list. D demonstrate print awareness by identifying the information that different parts of a book. provide and, E develop handwriting by printing words sentences and answers legibly leaving. appropriate spaces between words, 3 Developing and sustaining foundational language skills listening speaking reading and writing. vocabulary The student uses newly acquired vocabulary expressively The student is expected to. A use a resource such as a picture dictionary or digital resource to find words. B use illustrations and texts the student is able to read or hear to learn or clarify word. C identify the meaning of words with the affixes s ed and ing and. D identify and use words that name actions directions positions sequences categories and. 4 Developing and sustaining foundational language skills listening speaking reading and writing. fluency The student reads grade level text with fluency and comprehension The student is. expected to use appropriate fluency rate accuracy and prosody when reading grade level text. 5 Developing and sustaining foundational language skills listening speaking reading and writing. self sustained reading The student reads grade appropriate texts independently The student is. expected to self select text and interact independently with text for increasing periods of time. 6 Comprehension skills listening speaking reading and writing using multiple texts The student. uses metacognitive skills to comprehend text with increasing depth and complexity The student is. expected to, A establish purpose for reading assigned and self selected texts.
B generate questions about text before during and after reading to deepen understanding. and gain information, C make correct or confirm predictions using text features characteristics of genre and. structures,D create mental images to deepen understanding. E make connections to personal experiences ideas in other texts and the larger community. with adult assistance, F make inferences and use evidence to support understanding with adult assistance. G evaluate information to determine what is most important with adult assistance. H synthesize information to create new understanding with adult assistance and. I monitor comprehension and make adjustments when understanding breaks down. 7 Response skills listening speaking reading and writing using multiple texts The student. responds to an increasingly challenging variety of sources that are read heard or viewed The. student is expected to, A describe the personal and emotional connections to a variety of sources. B write brief comments on literary or informational texts. C use text evidence to support an appropriate response. D retell texts in ways that maintain meaning, E interact with sources in meaningful ways such as illustrating or writing and.
English language arts and reading, F respond using newly acquired vocabulary as appropriate. 8 Multiple genres listening speaking reading and writing 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. A identify the basic theme, B describe the main character s and the reasons for their actions. C identify and understand plot elements including the main events the problem and the. resolution for texts read aloud and independently and. D describe the setting, 9 Multiple genres listening speaking reading and writing 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, A demonstrate knowledge of well known children s literature such as folktales fables fairy. tales and nursery rhymes, B identify rhyme rhythm and repetition in a variety of poems.
C identify the elements of a play such as characters and setting. D recognize characteristics and structures of informational text including. i the central or main idea with teacher support, ii features and simple graphics to locate or gain information and. iii temporal sequence and description and, E recognize characteristics of persuasive text with adult assistance and state what the author. is trying to persuade the reader to think or do, 10 Author s craft listening speaking reading and writing 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. A listen to and experience the author s use of repetition within literary texts and. B listen to and experience first and third person text. 11 Composition listening speaking reading and writing using multiple texts writing process The. student uses the writing process recursively to compose multiple texts that are legible and use. appropriate conventions The student is expected to. A plan a first draft by generating ideas for writing such as drawing and brainstorming. B develop drafts in oral pictorial or written form by. i organizing with structure and, ii developing an idea with specific and relevant details. C revise drafts by adding details in pictures or words. D edit drafts using standard English conventions including. i complete sentences with subject verb agreement,ii past and present verbs.
iii singular plural common and proper nouns,English language arts and reading. iv descriptive adjectives,v adverbs that convey time. vi prepositions,vii subjective case pronouns, viii capitalization for the beginning of sentences and the pronoun I and. ix punctuation marks at the end of declarative exclamatory and interrogative. sentences and,E publish and share writing, 12 Composition listening speaking reading and writing using multiple texts genres The student. uses genre characteristics and craft to compose multiple texts that are meaningful The student is. expected to, A dictate or compose literary texts including personal narratives and poetry.
B dictate or compose informational texts including procedural texts and. C dictate or compose correspondence, 13 Inquiry and research listening speaking reading and writing using multiple texts The student. engages in both short term and sustained recursive inquiry processes for a variety of purposes The. student is expected to, A generate questions for formal and informal inquiry with adult assistance. B identify and gather relevant sources and information to answer the questions with adult. assistance, C demonstrate understanding of information gathered with adult assistance and. D use an appropriate mode of delivery whether written oral or multi modal to present. 110 4 English Language Arts and Reading Grade 2 Adopted 2017. a Introduction, 1 The English language arts and reading Texas Essential Knowledge and Skills TEKS embody the. interconnected nature of listening speaking reading and writing through the seven integrated. strands of developing and sustaining foundational language skills comprehension response. multiple genres author s craft composition and inquiry and research The strands focus on. academic oracy proficiency in oral expression and comprehension authentic reading and. reflective writing to ensure a literate Texas The strands are integrated and progressive with. students continuing to develop knowledge and skills with increased complexity and nuance in. order to think critically and adapt to the ever evolving nature of language and literacy. 2 The seven strands of the essential knowledge and skills for English language arts and reading are. intended to be integrated for instructional purposes and are recursive in nature Strands include the. four domains of language listening speaking reading and writing and their application in order. to accelerate the acquisition of language skills so that students develop high levels of social and. academic language proficiency Although some strands may require more instructional time each. strand is of equal value may be presented in any order and should be integrated throughout the. year It is important to note that encoding spelling and decoding reading are reciprocal skills. Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally students should engage in academic conversations write read and be read to on a. daily basis with opportunities for cross curricular content and student choice. English language arts and reading, 3 Text complexity increases with challenging vocabulary sophisticated sentence structures nuanced.
text features cognitively demanding content and subtle relationships among ideas Texas. Education Agency STAAR Performance Level Descriptors 2013 As skills and knowledge are. obtained in each of the seven strands students will continue to apply earlier standards with greater. depth to increasingly complex texts in multiple genres as they become self directed critical. learners who work collaboratively while continuously using metacognitive skills. 4 English language learners ELLs are expected to meet standards in a second language however. their proficiency in English influences the ability to meet these standards To demonstrate this. knowledge throughout the stages of English language acquisition comprehension of text requires. additional scaffolds such as adapted text translations native language support cognates. summaries pictures realia glossaries bilingual dictionaries thesauri and other modes of. comprehensible input ELLs can and should be encouraged to use knowledge of their first. language to enhance vocabulary development vocabulary needs to be in the context of connected. discourse so that it is meaningful Strategic use of the student s first language is important to. ensure linguistic affective cognitive and academic development in English. 5 Current research stresses the importance of effectively integrating second language acquisition. with quality content area education in order to ensure that ELLs acquire social and academic. language proficiency in English learn the knowledge and skills and reach their full academic. potential Instruction must be linguistically accommodated in accordance with the English. Language Proficiency Standards ELPS and the student s English language proficiency levels to. ensure the mastery of knowledge and skills in the required curriculum is accessible For a further. understanding of second language acquisition needs refer to the ELPS and proficiency level. descriptors adopted in Chapter 74 Subchapter A of this title relating to Required Curriculum. 6 Oral language proficiency holds a pivotal role in school success verbal engagement must be. maximized across grade levels Kinsella 2010 In order for students to become thinkers and. proficient speakers in science social studies mathematics fine arts language arts and reading. and career and technical education they must have multiple opportunities to practice and apply the. academic language of each discipline Fisher Frey Rothenberg 2008. 7 Statements that contain the word including reference content that must be mastered while those. containing the phrase such as are intended as possible illustrative examples. b Knowledge and skills, 1 Developing and sustaining foundational language skills listening speaking and discussion oral. language The student develops oral language through listening speaking and discussion The. student is expected to, A listen actively ask relevant questions to clarify information and answer questions using. multi word responses, B follow restate and give oral instructions that involve a short related sequence of actions. C share information and ideas that focus on the topic under discussion speaking clearly at. an appropriate pace and using the conventions of language. D work collaboratively with others to follow agreed upon rules for discussion including. listening to others speaking when recognized making appropriate contributions and. building on the ideas of others and, E develop social communication such as distinguishing between asking and telling. 2 Developing and sustaining foundational language skills listening speaking and discussion. beginning reading and writing The student develops word structure knowledge through. phonological awareness print concepts phonics and morphology to communicate decode and. spell The student is expected to, A demonstrate phonological awareness by manipulating phonemes within base words.
English language arts and reading,B demonstrate and apply phonetic knowledge by. i decoding words with short long or variant vowels trigraphs and blends. ii decoding words with silent letters such as knife and gnat. iii decoding multisyllabic words with closed syllables open syllables VCe. syllables vowel teams including digraphs and diphthongs r controlled. syllables and final stable syllables, iv decoding compound words contractions and common abbreviations. v decoding words using knowledge of syllable division such as VCCV VCV and. vi decoding words with prefixes including un re and dis and inflectional. endings including s es ed ing er and est and, vii identifying and reading high frequency words from a research based list. C demonstrate and apply spelling knowledge by, i spelling one syllable and multisyllabic words with closed syllables open. syllables VCe syllables vowel teams including digraphs and diphthongs r. controlled syllables and final stable syllables, ii spelling words with silent letters such as knife and gnat.
iii spelling compound words contractions and common abbreviations. iv spelling multisyllabic words with multiple sound spelling patterns. v spelling words using knowledge of syllable division patterns including words. with double consonants in the middle of the word and. vi spelling words with prefixes including un re and dis and inflectional. endings including s es ed ing er and est and, D develop handwriting by accurately forming all cursive letters using appropriate strokes. when connecting letters, 3 Developing and sustaining foundational language skills listening speaking reading and writing. vocabulary The student uses newly acquired vocabulary expressively The student is expected to. A use print or digital resources to determine meaning and pronunciation of unknown words. B use context within and beyond a sentence to determine the meaning of unfamiliar words. C identify the meaning of words with affixes un re ly er and est comparative and. superlative and ion tion sion and, D identify and explain the meaning of antonyms synonyms idioms and homographs in. 4 Developing and sustaining foundational language skills listening speaking reading and writing. fluency The student reads grade level text with fluency and comprehension The student is. expected to use appropriate fluency rate accuracy and prosody when reading grade level text. 5 Developing and sustaining foundational language skills listening speaking reading and writing. 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. 6 Comprehension skills listening speaking reading and writing using multiple texts The student. uses metacognitive skills to comprehend text with increasing depth and complexity The student is. expected to, A establish purpose for reading assigned and self selected texts. English language arts and reading, B generate questions about text before during and after reading to deepen understanding.
and gain information, C make correct or confirm predictions using text features characteristics of genre and. structures,D create mental images to deepen understanding. E make connections to personal experiences ideas in other texts and the larger community. F make inferences and use evidence to support understanding. G evaluate information to determine what is most important. H synthesize information to create new understanding and. I monitor comprehension and make adjustments when understanding breaks down. 7 Response skills listening speaking reading and writing using multiple texts The student. responds to an increasingly challenging variety of sources that are read heard or viewed The. student is expected to, A describe the personal and emotional connections to a variety of sources. B write brief comments on literary or informational texts. C use text evidence to support an appropriate response. D retell and paraphrase texts in ways that maintain meaning and logical order. E interact with sources in meaningful ways such as illustrating or writing and. F respond using newly acquired vocabulary as appropriate. 8 Multiple genres listening speaking reading and writing 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. A identify the basic theme, B describe the main character s and how their feelings and actions change. C identify and understand plot elements including the main events the problem and the. resolution for texts read aloud and independently and. D describe the importance of the setting, 9 Multiple genres listening speaking reading and writing 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, A demonstrate knowledge of well known children s literature such as folktales fables and. fairy tales, B identify rhyme rhythm and repetition in a variety of poems. C identify the elements of a play such as characters dialogue and setting. D recognize characteristics and structures of informational text including. i the central or main idea with teacher support, ii features and graphics to locate and gain information and. iii chronological order and cause and effect stated explicitly and. English language arts and reading, E recognize characteristics of persuasive text including what the author is trying to. persuade the reader to think or do, 10 Author s craft listening speaking reading and writing 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. A identify the use of literal and figurative language and. B identify the use of first or third person in a text. 11 Composition listening speaking reading and writing using multiple texts writing process The. student uses the writing process recursively to compose multiple texts that are legible and use. appropriate conventions The student is expected to. A plan a first draft by generating ideas for writing such as drawing and brainstorming. B develop drafts into a focused piece of writing by. i organizing with structure and, ii developing an idea with specific and relevant details. C revise drafts by adding deleting or rearranging words phrases or sentences. D edit drafts using standard English conventions including. i complete sentences with subject verb agreement,ii past present and future verbs. iii singular plural common and proper nouns,iv descriptive adjectives and articles. v adverbs that convey time,vi prepositions and prepositional phrases. vii objective case pronouns, viii capitalization of months days of the week and the salutation and conclusion of.
a letter and,ix end punctuation and apostrophes and. E publish and share writing, 12 Composition listening speaking reading and writing using multiple texts genres The student. uses genre characteristics and craft to compose multiple texts that are meaningful The student is. expected to, A compose literary texts including personal narratives and poetry. B compose informational texts including procedural texts and reports and. C compose correspondence, 13 Inquiry and research listening speaking reading and writing using multiple texts The student. engages in both short term and sustained recursive inquiry processes for a variety of purposes The. student is expected to, A generate questions for formal and informal inquiry with adult assistance.
B identify and gather relevant sources and information to answer the questions. C identify primary and secondary sources and,English language arts and reading. D use an appropriate mode of delivery whether written oral or multi modal to present. 110 5 English Language Arts and Reading Grade 3 Adopted 2017. a Introduction, 1 The English language arts and reading Texas Essential Knowledge and Skills TEKS embody the. interconnected nature of listening speaking reading and writing through the seven integrated. strands of developing and sustaining foundational language skills comprehension response. multiple genres author s craft composition and inquiry and research The strands focus on. academic oracy proficiency in oral expression and comprehension authentic reading and. reflective writing to ensure a literate Texas The strands are integrated and progressive with. students continuing to develop knowledge and skills with increased complexity and nuance in. order to think critically and adapt to the ever evolving nature of language and literacy. 2 The seven strands of the essential knowledge and skills for English language arts and reading are. intended to be integrated for instructional purposes and are recursive in nature Strands include the. four domains of language listening speaking reading and writing and their application in order. to accelerate the acquisition of language skills so that students develop high levels of social and. academic language proficiency Although some strands may require more instructional time each. strand is of equal value may be presented in any order and should be integrated throughout the. year It is important to note that encoding spelling and decoding reading are reciprocal skills. Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally students should engage in academic conversations write read and be read to on a. daily basis with opportunities for cross curricular content and student choice. 3 Text complexity increases with challenging vocabulary sophisticated sentence structures nuanced. text features cognitively demanding content and subtle relationships among ideas Texas. Education Agency STAAR Performance Level Descriptors 2013 As skills and knowledge are. obtained in each of the seven strands students will continue to apply earlier standards with greater. depth to increasingly complex texts in multiple genres as they become self directed critical. learners who work collaboratively while continuously using metacognitive skills. 4 English language learners ELLs are expected to meet standards in a second language however. their proficiency in English influences the ability to meet these standards To demonstrate this. knowledge throughout the stages of English language acquisition comprehension of text requires. additional scaffolds such as adapted text translations native language support cognates. summaries pictures realia glossaries bilingual dictionaries thesauri and other modes of. comprehensible input ELLs can and should be encouraged to use knowledge of their first. language to enhance vocabulary development vocabulary needs to be in the context of connected. discourse so that it is meaningful Strategic use of the student s first language is important to. ensure linguistic affective cognitive and academic development in English. 5 Current research stresses the importance of effectively integrating second language acquisition. with quality content area education in order to ensure that ELLs acquire social and academic. language proficiency in English learn the knowledge and skills and reach their full academic. potential Instruction must be linguistically accommodated in accordance with the English. Language Proficiency Standards ELPS and the student s English language proficiency levels to. ensure the mastery of knowledge and skills in the required curriculum is accessible For a further. understanding of second language acquisition needs refer to the ELPS and proficiency level. descriptors adopted in Chapter 74 Subchapter A of this title relating to Required Curriculum. 6 Oral language proficiency holds a pivotal role in school success verbal engagement must be. maximized across grade levels Kinsella 2010 In order for students to become thinkers and. proficient speakers in science social studies mathematics fine arts language arts and reading. and career and technical education they must have multiple opportunities to practice and apply the. academic language of each discipline Fisher Frey Rothenberg 2008.

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Chernyshev asks as to confirm if he understands the question and responds in the same time: "Which Agency hackers did the hacking? Believe me, Americans did hacked this all." After General Flynn's prerecorded message ends Chernyshev leaves his message, "Hello, General Flynn, my name is Dmitry, I am chief of the Russian Ambassador's staff. The ...

CCCBR Doc Template

CCCBR Doc Template

of The Central Council of Church Bell Ringers Safeguarding A Guide for Bell-Ringers Introduction Between 2004 and 2019 there has been a stream of both Government legislation and Church directives relating to the safeguarding of children and vulnerable adults. The following notes and appendices seek to summarise the present requirements and ...

The Association Between Re?ux Esophagitis and Psychosocial ...

The Association Between Re ux Esophagitis and Psychosocial

Received: 23 April 2012/Accepted: 18 August 2012/Published online: 22 September 2012 The Author(s) 2012. This article is published with open access at Springerlink.com Abstract Background The prevalence of re?ux esophagitis is increasing in Korea. Re?ux esophagitis aggravates the stress and fatigue level of daily life, but less is known about the association with stress and fatigue, which ...

Size Effect on Fracture of Composite and Sandwich Structures

Size Effect on Fracture of Composite and Sandwich Structures

I.M. Daniel . E.E. Gdoutos . YD.S. Rajapakse Editors Major Accomplishments in Composite Materials and Sandwich Structures An Anthology of ONR Sponsored Research

On-line Monitoring of Viscous Properties of Anti-icing ...

On line Monitoring of Viscous Properties of Anti icing

On-line Monitoring of Viscous Properties of Anti-icing Fluid Based on Partial Least Squares Regression Modeling ... 600 ml low form griffin beaker was filled with test solution. The instrument was zeroed, and the spindle was put into the solution. The rotation was set to desired value and the viscosity and temperature was recorded after 30 min. 2.2 Acoustic chemometrics A survey of published ...

OWNERS MANUAL - Christensen Arms

OWNERS MANUAL Christensen Arms

OWNERS MANUAL. WELCOME TO THE CHRISTENSEN ARMS FAMILY With over 20 years of firearm experience focusing on using top-tier aerospace materials and processes, Christensen Arms manufacturers some of the most lightweight, precise, and accurate firearms in the industry and around the globe. 01 WARNINGS 02 RULES OF SAFETY 03 BOLT RIFLE STRUCTURE MODELS 04 SAFETY FEATURES 05 GENERAL INFORMATION 06 ...

Thin layer chromatography - University of Reading

Thin layer chromatography University of Reading

2 NCBE, University of Reading www.ncbe.reading.ac.uk TLC of photosynthetic pigments Safety guidelines The extraction and chromatography solvents are both highly