Subchapter A. Elementary

Transcription

1 Chapter 110. Texas Essential Knowledge Skills for English Language Arts Reading Chapter 128. Texas Essential Knowledge Skills for Spanish Language Arts English as a Second Language Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, , unless otherwise noted. Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, , , , unless otherwise noted Implementation of Texas Essential Knowledge Skills for English Language Arts Reading, Elementary Implementation of Texas Essential Knowledge Skills for Spanish Language Arts (SLA) English as a Second Language(ESL), Elementary. The provisions of this subchapter shall be implemented by school districts beginning September 1, 1998, at that time shall supersede 75.23(a)-(l) of this title (relating to English Language Arts). The provisions of this subchapter shall be implemented by school districts September 1, 1998, at that time, shall supersede of this title (relating to Primary Language for Bilingual Education) 75.25(a)-(b) of this title (relating to English as a Second Language). Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg KINDERGARTEN INTRODUCTION English Language Arts English Language Arts Reading, Kindergarten. Spanish Language Arts/ English as a Second Language Spanish Language Arts (SLA) English as a Second Language (ESL), Kindergarten. (1) In Kindergarten, students engage in many activities that help them develop their oral language skills help them begin to read write. Kindergarten students take part in language activities that extend their vocabulary conceptual knowledge. Students learn to follow directions (1) In Kindergarten, students engage in many activities that help them develop their oral language skills help them begin to read write. Kindergarten students take part in language activities that extend their vocabulary conceptual knowledge. Students learn to follow directions September 1997 Original Page D-1

2 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN INTRODUCTION English Language Arts develop the language of schooling. Students discuss the meanings of words from familiar conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic contemporary works. Students also listen to nonfiction informational material. Students learn to listen attentively ask respond to questions retell stories. Students know simple story structure distinguish fiction from nonfiction. Kindergarten students identify write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, that print is read from left-to-right from top-to-bottom. Through meaningful organized activities, Kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, begin to use this knowledge to read words simple stories. In Kindergarten, students write the letters of the alphabet, their names, other words. Initially, students dictate messages stories for others to write. Students begin to use their knowledge of sounds letters to write by themselves. (2) For Kindergarten students whose first language is not English, the students' native language serves as a foundation for English language acquisition. Spanish Language Arts/ English as a Second Language develop the language of schooling. Students discuss the meanings of words from familiar conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic contemporary works. Students also listen to nonfiction informational material. Students learn to listen attentively ask respond to questions retell stories. Students know simple story structure distinguish fiction from nonfiction. Kindergarten students identify write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, that print is read from left-to-right from top-to-bottom. Through meaningful organized activities, Kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, begin to use this knowledge to read words simple stories. In Kindergarten, students write the letters of the alphabet, their name, other words. Initially, students dictate messages stories for others to write. Students begin to use their knowledge of sounds letters to write by themselves. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, students literate in their first language will apply these skills other academic proficiencies to the second language. (A) The development of receptive (listening/reading) expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they Page D-2 Texas Education Agency

3 English Language Arts Reading, Kindergarten. KINDERGARTEN INTRODUCTION English Language Arts Spanish Language Arts/ English as a Second Language first begin to learn a new language. Students often underst more than they can produce may repeat words in sentences that they do not entirely underst. Second language learners may also draw upon the resources of their language culture as they acquire a new language culture. (B) It is important to underst that limited knowledge of English structure vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language can accelerate the learning of both English language skills higherorder thinking skills. (3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, writing skills at the beginning level. Any combination of these components is possible is affected by opportunities for interaction in outside school. (A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, inflections. They use unanalyzed short phrases of language sporadically such as It's my turn Who is it? Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, exp their September 1997 Original Page B-3

4 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN INTRODUCTION English Language Arts (3) The essential knowledge skills as well as the student expectations for Kindergarten are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels. Spanish Language Arts/ English as a Second Language vocabulary to evaluate analyze spoken English for a variety of situations purposes. (B) Intermediate ESOL students produce spoken English with increasing accuracy fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension oral skills in English. Through meaningful listening speaking interactions, ESOL students clarify, distinguish, evaluate ideas responses in a variety of situations. (C) Advanced ESOL students participate successfully in academic, social, work contexts in English using the process of speaking to create, clarify, critique, evaluate ideas responses. These students begin to read write in English using graphophonic cues, syntax, visuals, the context of the text, their prior knowledge of language structure of text. (D) Some ESOL students exhibit additional first language /or academic needs due to their previous educational experiences that may include interrupted /or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic instructional decisions. (4) The essential knowledge skills as well as the student expectations for Kindergarten are described in subsection (b) of this section are identical to the knowledge skills student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge Skills for English Language Arts Reading) with additional expectations for students of Spanish Language Arts English as a Second Language. All Page D-4 Texas Education Agency

5 English Language Arts Reading, Kindergarten. KINDERGARTEN INTRODUCTION English Language Arts (4) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading writing of the English language," students will accomplish the essential knowledge skills as well as the student expectations at Kindergarten as described in subsection (b) of this section. (5) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States Texas history the free enterprise system in regular subject matter in reading courses in the adoption of textbooks," students will be provided oral written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state nation. Spanish Language Arts/ English as a Second Language expectations apply equally to second language learners; however, it is imperative to recognize critical processes features of second language acquisition to provide appropriate instruction to enable students to meet these stards. The knowledge skills /or student expectations that are applicable specifically to students of Spanish Language Arts /or English as a Second Language are indicated parenthetically by SLA ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation. (5) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading writing of the English language," students will accomplish the essential knowledge skills as well as the student expectations at Kindergarten as described in subsection (b) of this section. (6) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States Texas history the free enterprise system in regular subject matter in reading courses in the adoption of textbooks," students will be provided oral written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state nation. KINDERGARTEN KNOWLEDGE AND SKILLS (K.1) Listening/speaking/purposes. The student listens attentively engages actively in a variety of oral language experiences. September 1997 Original Page B-5

6 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS (A) determine the purpose(s) for listening such as to get information, to solve problems, to enjoy appreciate (K-3); (B) respond appropriately courteously to directions questions (K-3); (C) participate in rhymes, songs, conversations, discussions (K-3); (D) listen critically to interpret evaluate (K-3); (E) listen responsively to stories other texts read aloud, including selections from classic contemporary works (K-3); (F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1). (A) determine the purpose(s) for listening such as to get information, to solve problems, to enjoy appreciate (K-3); (B) respond appropriately courteously to directions questions (K-3); (C) participate in rhymes, songs, conversations, discussions (K-3); (D) listen critically to interpret evaluate (K-3); (E) (ii) listen responsively to stories other texts read aloud, including selections from classic contemporary works in Spanish (K-3/SLA); (F) identify the musical elements of literary language, including its rhymes or repeated sounds (K-1). (A) determine the purpose(s) for listening such as to get information, to solve problems, to enjoy appreciate (K-3); (B) respond appropriately courteously to directions questions (K-3); (C) participate in rhymes, songs, conversations, discussions (K-3); (D) listen critically to interpret evaluate (K-3); (E) (i) listen responsively to stories other texts read aloud, including selections from classic contemporary works (K- 3/ESL); (F) identify the musical elements of literary language, including its rhymes or repeated sounds (K-1); (G) distinguish produce sounds intonation patterns of English (K- (H) infer meaning by making associations of utterances with actions, visuals, the context of the situation (K- 3/ESL). (K.2) Listening/speaking/culture. The student listens speaks to gain knowledge of his/her own culture, the culture of others, the common elements of cultures. (A) connect experiences ideas with those of others through speaking listening (K-3); (A) connect experiences ideas with those of others through speaking listening (K-3); (A) connect experiences ideas with those of others through speaking listening (K-3); Page D-6 Texas Education Agency

7 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS (B) compare language oral traditions (family stories) that reflect customs, regions, cultures (K-3). (B) compare language oral traditions (family stories) that reflect customs, regions, cultures (K-3). (B) compare language oral traditions (family stories) that reflect customs, regions, cultures (K-3). (K.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes occasions. (A) choose adapt spoken language appropriate to the audience, purpose, occasion, including use of appropriate volume rate (K-3); (B) use verbal nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3); (C) ask answer relevant questions make contributions in small or large group discussions (K- 3); (A)(ii) choose adapt spoken language appropriate to the audience, purpose, occasion, including using appropriate volume rate (K-3/SLA); (B)(ii) use verbal nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal informal pronouns (tú/usted) (K- 3/SLA); (C) ask answer relevant questions make contributions in small or large group discussions (K- 3); (A)(i) choose adapt newly acquired spoken language appropriate to the audience, purpose, occasion in the new culture, including using appropriate volume rate (K-3/ESL);. (B)(i) use verbal nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL); (C) ask answer relevant questions make contributions in small or large group discussions (K- 3); (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, correct tense (K-3). sentences, correct tense (K-3). sentences, correct tense (K-3); September 1997 Original Page B-7

8 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS (F) employ English content area vocabulary in context (K- 8/ESL). (K.4) Listening/speaking/communication. The student communicates clearly by putting thoughts feelings into spoken words. (A) learn the vocabulary of school such as numbers, shapes, colors, directions, categories (K-1); (B) use vocabulary to describe clearly ideas, feelings, experiences (K-3); (C) clarify support spoken messages using appropriate props such as objects, pictures, or charts (K-3); (D) retell a spoken message by summarizing or clarifying (K-3). (A) learn the vocabulary of school such as numbers, shapes, colors, directions, categories (K-1); (B) use vocabulary to describe clearly ideas, feelings, experiences (K-3); (C) clarify support spoken messages using appropriate props such as objects, pictures, or charts (K-3); (D) retell a spoken message by summarizing or clarifying (K-3). (A) learn the vocabulary of school such as numbers, shapes, colors, directions, categories (K-1); (B) use vocabulary to describe clearly ideas, feelings, experiences (K-3); (C) clarify support spoken messages using appropriate props such as objects, pictures, or charts (K-3); (D) retell a spoken message by summarizing or clarifying (K-3). (K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print. (A) recognize that print represents spoken language conveys meaning such as his/her own name signs such as Exit Danger (K-1); (B) know that print moves leftto-right across the page top-to-bottom (K-1); (C) underst that written words are separated by (A) recognize that print represents spoken language conveys meaning such as his/her own name signs such as Exit Danger (K-1); (B) know that print moves leftto-right across the page top-to-bottom (K-1); (C) underst that written words are separated by (A) recognize that print represents spoken language conveys meaning such as his/her own name signs such as Exit Danger (K-1); (B) know that print moves leftto-right across the page top-to-bottom (K-1); (C) underst that written words are separated by Page D-8 Texas Education Agency

9 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS spaces (K-1); spaces (K-1); spaces (K-1); (D) know the difference between individual letters printed words (K-1); (E) know the difference between capital lowercase letters (K-1); (F) recognize how readers use capitalization punctuation to comprehend (K-1); (G) underst that spoken words are represented in written language by specific sequences of letters (K-1); (H) recognize that different parts of a book such as cover, title page, table of contents offer information (K-1). (D) know the difference between individual letters printed words (K-1); (E) know the difference between capital lowercase letters (K-1); (F) recognize how readers use capitalization punctuation to comprehend (K-1); (G) underst that spoken words are represented in written language by specific sequences of letters (K-1); (H) recognize that different parts of a book such as cover, title page, table of contents offer information (K-1). (D) know the difference between individual letters printed words (K-1); (E) know the difference between capital lowercase letters (K-1); (F) recognize how readers use capitalization punctuation to comprehend (K-1); (G) underst that spoken words are represented in written language by specific sequences of letters (K-1); (H) recognize that different parts of a book such as cover, title page, table of contents offer information (K-1). (K.6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understing that spoken language is composed of sequences of sounds). (A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); (B) identify, segment, combine syllables within spoken words such as by clapping syllables moving manipulatives to represent syllables in words (K-1); (C) produce rhyming words distinguish rhyming words from non-rhyming words (K-1); (D) identify isolate the initial final sound of a (A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); (B) identify, segment, combine syllables within spoken words such as by clapping syllables moving manipulatives to represent syllables in words (K-1); (C) produce rhyming words distinguish rhyming words from non-rhyming words (K-1); (D)(ii) identify vowel consonant sounds (K- (A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1); (B) identify, segment, combine syllables within spoken words such as by clapping syllables moving manipulatives to represent syllables in words (K-1); (C) produce rhyming words distinguish rhyming words from non-rhyming words (K-1); (D)(i) identify isolate the initial final sound of a September 1997 Original Page B-9

10 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS spoken word (K-1); 1/SLA); spoken word (K-1/ESL); (E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); (F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, final sounds (K-1). (E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); (F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, final sounds (K-1). (E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); (F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, final sounds (K-1). (K.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. (A) name identify each letter of the alphabet (K-1); (B) underst that written words are composed of letters that represent sounds (K-1); (C) learn apply letter-sound correspondences of a set of consonants vowels to begin to read (K-1). (A) name identify each letter of the alphabet (K-1); (B) underst that written words are composed of letters that represent sounds (K-1); (C)(ii) learn apply lettersound correspondences of consonants-vowel patterns to produce syllables to begin to read (K-1/SLA). (A) name identify each letter of the alphabet (K-1); (B) underst that written words are composed of letters that represent sounds (K-1); (C)(i) learn apply lettersound correspondences of a set of consonants vowels to begin to read (K- 1/ESL). (K.8) Reading/vocabulary development. The student develops an extensive vocabulary. (A) discuss meanings of words develop vocabulary through meaningful/concrete experiences (K-2); (A) discuss meanings of words develop vocabulary through meaningful/concrete experiences (K-2); (A) discuss meanings of words develop vocabulary through meaningful/concrete experiences (K-2); (B) develop vocabulary by listening to discussing (B) develop vocabulary by listening to discussing (B) develop vocabulary by listening to discussing Page D-10 Texas Education Agency

11 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS both familiar conceptually challenging selections read aloud (K-3); (C) identify words that name persons, places, or things words that name actions (K-1). both familiar conceptually challenging selections read aloud (K-3); (C) identify words that name persons, places, or things words that name actions (K-1). both familiar conceptually challenging selections read aloud (K-3); (C) identify words that name persons, places, or things words that name actions (K-1). (K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. (A) use prior knowledge to anticipate meaning make sense of texts (K-3); (B) establish purposes for reading or listening such as to be informed, to follow directions, to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3). (A) use prior knowledge to anticipate meaning make sense of texts (K-3); (B) establish purposes for reading or listening such as to be informed, to follow directions, to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3). (A) use prior knowledge to anticipate meaning make sense of texts (K-3); (B) establish purposes for reading or listening such as to be informed, to follow directions, to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3). (K.10) Reading/literary response. The student responds to various texts. (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, writing to a (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, writing to a (A) listen to stories being read aloud (K-1); (B) participate actively (react, speculate, join in, read along) when predictable patterned selections are read aloud (K-1); (C) respond through talk, movement, music, art, drama, writing to a September 1997 Original Page B-11

12 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS variety of stories poems in ways that reflect understing interpretation (K-1); (D) describe how illustrations contribute to the text (K-1). variety of stories poems in ways that reflect understing interpretation (K-1); (D) describe how illustrations contribute to the text (K-1). variety of stories poems in ways that reflect understing interpretation (K-1); (D) describe how illustrations contribute to the text (K-1). (K.11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. (A) distinguish different forms of texts such as lists, newsletters, signs the functions they serve (K- 3); (B) underst simple story structure (K-1); (C) distinguish fiction from nonfiction, including fact fantasy (K-3); (D) underst literary forms by recognizing distinguishing among such types of text as stories, poems, information books (K-2); (E) underst literary terms by distinguishing between the roles of the author illustrator such as the author writes the story the illustrator draws the pictures (K-1). (A) distinguish different forms of texts such as lists, newsletters, signs the functions they serve (K- 3); (B) underst simple story structure (K-1); (C) distinguish fiction from nonfiction, including fact fantasy (K-3); (D) underst literary forms by recognizing distinguishing among such types of text as stories, poems, information books (K-2); (E) underst literary terms by distinguishing between the roles of the author illustrator such as the author writes the story the illustrator draws the pictures (K-1). (A) distinguish different forms of texts such as lists, newsletters, signs the functions they serve (K- 3); (B) underst simple story structure (K-1); (C) distinguish fiction from nonfiction, including fact fantasy (K-3); (D) underst literary forms by recognizing distinguishing among such types of text as stories, poems, information books (K-2); (E) underst literary terms by distinguishing between the roles of the author illustrator such as the author writes the story the illustrator draws the pictures (K-1). (K.12) Reading/inquiry/research. The student generates questions conducts research about topics introduced through selections read aloud from a variety of other sources. Page D-12 Texas Education Agency

13 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS (A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3); (B) use pictures, print, people to gather information answer questions (K-1); (C) draw conclusions from information gathered (K-3); (D) locate important areas of the library/media center (K-1). (A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3); (B) use pictures, print, people to gather information answer questions (K-1); (C) draw conclusions from information gathered (K-3); (D) locate important areas of the library/media center (K-1). (A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3); (B) use pictures, print, people to gather information answer questions (K-1); (C) draw conclusions from information gathered (K-3); (D) locate important areas of the library/media center (K-1). (K.13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, the common elements of cultures. (A) connect his/her own experiences with the life experiences, language, customs, culture of others (K-3); (B) compare experiences of characters across cultures (K-3). (A) connect his/her own experiences with the life experiences, language, customs, culture of others (K-3); (B) compare experiences of characters across cultures (K-3). (A) connect his/her own experiences with the life experiences, language, customs, culture of others (K-3); (B) compare experiences of characters across cultures (K-3). (K.14) Writing/spelling/penmanship. The student develops the foundations of writing. (A) write his/her own name other important words (K- (A) write his/her own name other important words (K- (A) write his/her own name other important words (K- September 1997 Original Page B-13

14 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS 1); 1); 1); (B) write each letter of the alphabet, both capital lowercase (K); (C) use phonological knowledge to map sounds to letters to write messages (K-1); (D) write messages that move left-to-right top-tobottom on the page (K-1); (E) gain increasing control of penmanship such as pencil grip, paper position, beginning stroke (K). (B) write each letter of the alphabet, both capital lowercase (K); (C) use phonological knowledge to map sounds to letters to write messages (K-1); (D) write messages that move left-to-right top-tobottom on the page (K-1); (E) gain increasing control of penmanship such as pencil grip, paper position, beginning stroke (K-1). (K.15) Writing/composition. The student composes original texts. (B) write each letter of the alphabet, both capital lowercase (K); (C) use phonological knowledge to map sounds to letters to write messages (K-1); (D) write messages that move left-to-right top-tobottom on the page (K-1); (E) gain increasing control of penmanship such as pencil grip, paper position, beginning stroke (K-1). (A) dictate messages such as news stories for others to write (K-1); (B) write labels, notes, captions for illustrations, possessions, charts, centers (K-1); (C) write to record ideas reflections (K-3); (D) generate ideas before writing on self-selected topics (K-1); (E) generate ideas before writing on assigned tasks (K-1); (F) use available technology to compose text (K-3). (A) dictate messages such as news stories for others to write (K-1); (B) write labels, notes, captions for illustrations, possessions, charts, centers (K-1); (C) write to record ideas reflections (K-3); (D) generate ideas before writing on self-selected topics (K-1); (E) generate ideas before writing on assigned tasks (K-1); (F) use available technology to compose text (K-3). (A) dictate messages such as news stories for others to write (K-1); (B) write labels, notes, captions for illustrations, possessions, charts, centers (K-1); (C) write to record ideas reflections (K-3); (D) generate ideas before writing on self-selected topics (K-1); (E) generate ideas before writing on assigned tasks (K-1); (F) use available technology to compose text (K-3). (K.16) Writing/inquiry/research. The student uses writing as a tool for learning research. Page D-14 Texas Education Agency

15 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS (A) record or dictate questions for investigating (K-1); (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, showing connections among ideas (K-3). Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg (A) record or dictate questions for investigating (K-1); (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, showing connections among ideas (K-3). (A) record or dictate questions for investigating (K-1); (B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, showing connections among ideas (K-3). (K.17) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts all content areas. The student is expected to: (A) develop exp repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, analyzing expressions (K-3/ESL); (B) use prior knowledge experiences to underst meanings in English (K- September 1997 Original Page B-15

16 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS (C) monitor oral written language production employ self-corrective techniques or other resources (K- (D) use strategic learning techniques such as semantic mapping, imagery, memorization, reviewing (K-3/ESL); (E) use learning strategies such as using circumlocution, synonyms, non-verbal cues requesting assistance from native speakers when speaking English (K- (F) make connections across content areas use reuse language concepts in different ways (K-8/ESL) (G) use accessible language learn new essential language in the process (K- 8/ESL). (K.18) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, electronic media to gain an increasing level of comprehension appreciation for newly acquired language in language arts all content areas. Page D-16 Texas Education Agency

17 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS The student is expected to: (A) use active listening comprehension in a variety of situations such as following directions, responding to requests, listening for specific purposes (K-3/ESL); (B) underst basic structures, expressions, vocabulary such as school environment, greetings, questions, directions (K- (C) recognize distinguish phonological elements of newly acquired vocabulary such as long short vowels, silent letters, consonant clusters (K- (D) listen to extract meaning from a variety of media such as audio tape, video, CD ROM in all content areas (K- (E) analyze evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, intimate language registers (K- 8/ESL). (K.19) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of September 1997 Original Page B-17

18 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency accuracy in language arts all content areas. The student is expected to: (A) identify people, places, objects, events, basic concepts such as numbers, days of the week, foods, occupations, time (K- (B) share prior knowledge with peers others to facilitate communication to foster respect for others (K- (C) ask give information such as directions address, as well as, name, age, nationality (K- (D) initiate authentic discourse with peers others by employing newly acquired vocabulary concepts (K- 3/ESL); (E) express ideas feelings such as gratitude, needs, opinions, greetings (K- (F) describe the immediate surroundings such as classroom, school, or home (K- (G) arrange phrases, clauses, d i Page D-18 Texas Education Agency

19 English Language Arts Reading, Kindergarten. KINDERGARTEN KNOWLEDGE AND SKILLS sentences into correct meaningful patterns (K- (H) produce phonological elements of simple vocabulary phrases (K- 3/ESL); (I) produce phonological elements of newly acquired vocabulary such as long short vowels, silent letters, consonant clusters (K- 8/ESL). (K.20) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts all content areas. The student is expected to: (A) learn sound/symbol relationships as they apply to the phonological system of English (K- (B) recognize directionality of English reading such as left to right top to bottom (K- (C) read authentic literature to develop vocabulary, structures, background knowledge needed to comprehend increasinglychallenging language (K- (D) participate in shared reading (K 8/ESL) September 1997 Original Page B-19

20 Ch. 110, TEKS for English Language Arts Reading. KINDERGARTEN KNOWLEDGE AND SKILLS (K- (E) develop basic sight vocabulary (K- (F) use a combination of skills to decode words such as pattern recognition identification of cognates, root words, affixes (K- (G) read silently with increasing ease for longer periods (K- (H) use print from the environment to derive meaning (K- (I) use graphic organizers as pre-reading activities to prepare for reading text (K- 3/ESL). Source: The provisions of this adopted to be effective September 1, 1998, 22 TexReg GRADE 1 INTRODUCTION English Language Arts English Language Arts Reading, Grade 1. Spanish Language Arts/ English as a Second Language Spanish Language Arts (SLA) English as a Second Language (ESL), Grade 1. (1) In Grade 1, students continue to develop their oral language communication skills move to becoming independent readers writers. First grade students listen attentively connect their experiences ideas with information ideas presented in print. Students listen respond to a wide variety of children's literature, including selections from classic contemporary works. The stories informational books students hear introduce them to new vocabulary. Students recognize the distinguishing features of stories, poems, informational texts. First grade students continue to develop their concepts of how print connects with spoken (1) In Grade 1, students continue to develop their oral language communication skills move to becoming independent readers writers. First grade students listen attentively connect their experiences ideas with information ideas presented in print. Students listen respond to a wide variety of children's literature, including selections from classic contemporary works. The stories informational books students hear introduce them to new vocabulary. Students recognize the distinguishing features of stories, poems, informational texts. First grade students continue to develop their concepts of how print connects with spoken Page D-20 Texas Education Agency

21 English Language Arts Reading, Grade 1. GRADE 1 INTRODUCTION English Language Arts language. Students underst that spoken language is composed of sequences of sounds that those sounds are represented by letters. Students can name the letters know the order of the alphabet associate sounds with the letter or letters that represent them. Students learn most of the common letter-sound correspondences use this knowledge to help them decode written words. First grade students regularly read (both orally silently) in texts of appropriate difficulty with fluency understing. Students demonstrate their comprehension by asking answering questions, retelling stories, predicting outcomes, making explaining inferences. First grade students become adept writers. Students know the difference between words, sentences, paragraphs. First grade students can organize their thoughts ideas into complete stories or reports. Students use subjects verbs are able to write complete sentences using basic capitalization punctuation. First grade students become more proficient spellers as they learn to spell a number of high-frequency words words with regularly spelled patterns. The students' messages move from left-to-right from top-to-bottom are written with increasing control of penmanship. (2) For first grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. Spanish Language Arts/ English as a Second Language language. Students underst that spoken language is composed of sequences of sounds that those sounds are represented by letters. Students can name the letters know the order of the alphabet associate sounds with the letter or letters that represent them. Students learn most of the common letter-sound correspondences use this knowledge to help them decode written words. First grade students regularly read (both orally silently) in texts of appropriate difficulty with fluency understing. Students demonstrate their comprehension by asking answering questions, retelling stories, predicting outcomes, making explaining inferences. First grade students become adept writers. Students know the difference between words, sentences, paragraphs. First grade students can organize their thoughts ideas into complete stories or reports. Students use subjects verbs are able to write complete sentences using basic capitalization punctuation. First grade students become more proficient spellers as they learn to spell a number of high-frequency words words with regularly spelled patterns. The students' messages move from left-to-right from top-to-bottom are written with increasing control of penmanship. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, students literate in their first language will apply these skills other academic proficiencies to the second language. (A) The development of receptive (listening/reading) expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. September 1997 Original Page B-21

22 Ch. 110, TEKS for English Language Arts Reading. GRADE 1 INTRODUCTION English Language Arts Spanish Language Arts/ English as a Second Language Students often underst more than they can produce may repeat words in sentences that they do not entirely underst. Second language learners may also draw upon the resources of their language culture as they acquire a new language culture. (B) It is important to underst that limited knowledge of English structure vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language can accelerate the learning of both English language skills higherorder thinking skills. (3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, writing skills at the beginning level. Any combination of these components is possible is affected by opportunities for interaction in outside school. (A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, inflections. They use unanalyzed short phrases of language sporadically such as It's my turn Who is it? Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, exp their vocabulary to evaluate analyze Page D-22 Texas Education Agency

23 English Language Arts Reading, Grade 1. GRADE 1 INTRODUCTION English Language Arts (3) The essential knowledge skills as well as the student expectations for Grade 1 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels. Spanish Language Arts/ English as a Second Language spoken English for a variety of situations purposes. (B) Intermediate ESOL students produce spoken English with increasing accuracy fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension oral skills in English. Through meaningful listening speaking interactions, ESOL students clarify, distinguish, evaluate ideas responses in a variety of situations. (C) Advanced ESOL students participate successfully in academic, social, work contexts in English using the process of speaking to create, clarify, critique, evaluate ideas responses. These students begin to read write in English using graphophonic cues, syntax, visuals, the context of the text, their prior knowledge of language structure of text. (D) Some ESOL students exhibit additional first language /or academic needs due to their previous educational experiences that may include interrupted /or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic instructional decisions. (4) The essential knowledge skills as well as the student expectations for Grade 1 are described in subsection (b) of this section are identical to the knowledge skills student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge Skills for English Language Arts Reading) with additional expectations for students of Spanish Language Arts English as a Second Language. All expectations apply equally to second September 1997 Original Page B-23

24 Ch. 110, TEKS for English Language Arts Reading. GRADE 1 INTRODUCTION English Language Arts (4) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading writing of the English language," students will accomplish the essential knowledge skills as well as the student expectations for Grade 1 as described in subsection (b) of this section. (5) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States Texas history the free enterprise system in regular subject matter in reading courses in the adoption of textbooks," students will be provided oral written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state nation. Spanish Language Arts/ English as a Second Language language learners; however, it is imperative to recognize critical processes features of second language acquisition to provide appropriate instruction to enable students to meet these stards. The knowledge skills /or student expectations that are applicable specifically to students of Spanish Language Arts /or English as a Second Language are indicated parenthetically by SLA ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation. (5) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading writing of the English language," students will accomplish the essential knowledge skills as well as the student expectations for Grade 1 as described in subsection (b) of this section. (6) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States Texas history the free enterprise system in regular subject matter in reading courses in the adoption of textbooks," students will be provided oral written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state nation. GRADE 1 KNOWLEDGE AND SKILLS (1.1) Listening/speaking/purposes. The student listens attentively engages actively in a variety of oral language experiences. Page D-24 Texas Education Agency