| (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, 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.
(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 and ask questions to understand
information and answer questions using multi-word responses;
(B) restate and 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 language;
(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, 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 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;
(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 list;
(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, 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.
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