| (a) Introduction.
(1) The English language arts and reading Texas Essential
Knowledge and Skills (TEKS) embody the interconnected nature of listening,
speaking, reading, writing, and thinking through the seven integrated
strands of developing and sustaining foundational language skills;
comprehension; response; multiple genres; author's purpose and 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, 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.
(b) Knowledge and skills.
(1) Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language.
The student develops oral language through listening, speaking, and
discussion. The student is expected to:
(A) listen actively to interpret verbal and non-verbal
messages, ask relevant questions, and make pertinent comments;
(B) follow, restate, and give oral instructions that
include multiple action steps;
(C) give an organized presentation employing eye contact,
speaking rate, volume, enunciation, natural gestures, and conventions
of language to communicate ideas effectively; and
(D) work collaboratively with others to develop a plan
of shared responsibilities.
(2) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--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 and apply phonetic knowledge by:
(i) decoding words with consonant changes, including/t/
to/sh/ such as in select and selection and/k/ to/sh/ such as music
and musician;
(ii) decoding multisyllabic words with closed syllables;
open syllables; VCe syllable; vowel teams, including digraphs and
diphthongs; r-controlled syllables; and final stable syllables;
(iii) decoding words using advanced knowledge of syllable
division patterns;
(iv) decoding words using advanced knowledge of the
influence of prefixes and suffixes on base words; and
(v) identifying and reading high-frequency words from
a research-based list;
(B) demonstrate and apply spelling knowledge by:
(i) spelling 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 consonant changes, including/t/
to/sh/ such as in select and selection and/k/ to/sh/ such as music
and musician;
(iii) spelling multisyllabic words with multiple sound-spelling
patterns;
(iv) spelling words using advanced knowledge of syllable
division patterns;
(v) spelling words using knowledge of prefixes; and
(vi) spelling words using knowledge of suffixes, including
how they can change base words such as dropping e, changing y to i,
and doubling final consonants; and
(C) write legibly in cursive.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. The student
is expected to:
(A) use print or digital resources to determine meaning,
syllabication, pronunciation, and word origin;
(B) use context within and beyond a sentence to determine
the relevant meaning of unfamiliar words or multiple-meaning words;
(C) identify the meaning of and use words with affixes
such as trans-, super-, -ive, and -logy and roots such as geo and
photo; and
(D) identify, use, and explain the meaning of adages
and puns.
(4) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--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, writing, and thinking--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,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex
texts. 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 and correct or confirm predictions using text
features, characteristics of genre, and structures;
Cont'd... |
