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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 128TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SPANISH LANGUAGE ARTS AND READING AND ENGLISH AS A SECOND LANGUAGE
SUBCHAPTER AELEMENTARY
RULE §128.2Spanish Language Arts and Reading, Kindergarten, Adopted 2017

      (iii) identifying the individual words in a spoken sentence;

      (iv) identifying syllables in spoken words;

      (v) blending syllables to form multisyllabic words;

      (vi) segmenting multisyllabic words into syllables;

      (vii) identifying initial and final sounds in simple words;

      (viii) blending spoken phonemes to form syllables; and

      (ix) manipulating syllables within a multisyllabic word;

    (B) demonstrate and apply phonetic knowledge by:

      (i) identifying and matching the common sounds that letters represent;

      (ii) using letter-sound relationships to decode one- and two-syllable words and multisyllabic words, including CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

      (iii) decoding words with silent h and consonant digraphs such as /ch/, /rr/, and /ll/; and

      (iv) recognizing that new words are created when syllables are changed, added, or deleted;

    (C) demonstrate and apply spelling knowledge by:

      (i) spelling common letter and sound correlations; and

      (ii) spelling words with common syllabic patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

    (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, writing, and thinking--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, writing, and thinking--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.

  (5) 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 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 society with adult assistance;

    (F) make inferences and use evidence to support understanding with adult assistance;

    (G) evaluate details 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 such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

  (6) Response skills: listening, speaking, reading, writing, and thinking 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 personal connections to a variety of sources;

    (B) provide an oral, pictorial, or written 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, writing, and thinking 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) discuss topics and determine the basic theme using text evidence with adult assistance;

    (B) identify and describe the main character(s);

    (C) describe the elements of plot development, including the main events, the problem, and the resolution, for texts read aloud with adult assistance; and

    (D) describe the setting.

  (8) Multiple genres: listening, speaking, reading, writing, and thinking 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 distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

    (B) discuss rhyme and rhythm in nursery rhymes and a variety of poems;

    (C) discuss main characters in drama;

    (D) recognize characteristics and structures of informational text, including:

      (i) the central idea and supporting evidence with adult assistance;

      (ii) titles and simple graphics to gain information; and

      (iii) the steps in a sequence with adult assistance;

    (E) recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

    (F) recognize characteristics of multimodal and digital texts.

  (9) Author's purpose and craft: listening, speaking, reading, writing, and thinking 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) discuss with adult assistance the author's purpose for writing texts;

    (B) discuss with adult assistance how the use of text structure contributes to the author's purpose;

    (C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

    (D) discuss with adult assistance how the author uses words that help the reader visualize; and

    (E) listen to and experience first- and third-person texts.

  (10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses 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 Spanish conventions, including:

      (i) complete sentences;

      (ii) verbs, including the difference between ser and estar;

      (iii) singular and plural nouns, including gender-specific articles;

      (iv) adjectives, including articles;

      (v) prepositions;

      (vi) pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;

      (vii) capitalization of the first letter in a sentence and names;

Cont'd...

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