English Language Arts And Reading Texas Essential .
English Language Arts and ReadingTexas Essential Knowledge and SkillsKindergarten–Grade 5 2009 University of Texas System/Texas Education Agency
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About the ELAR TEKSThe following pages contain the vertical-alignmentversion of the 2008 revised English Language Artsand Reading Texas Essential Knowledge and Skills(ELAR TEKS).This document contains the same information as therule text, which is available on the Texas EducationAgency Web site; however, it has been reformattedto display, at a glance, the corresponding studentexpectations for each grade level.The ELAR TEKS vertical alignment for K–grade 5consists of the following sections: IntroductionReading StrandWriting StrandOral and Written Conventions StrandResearch StrandListening and Speaking StrandComprehension skills found inFigure 19and the improvement of their English-languageproficiency.The last parts contain additional information aboutrequirements for the state of Texas.Strands of the TEKSThe ELAR TEKS are divided into five strands:Reading, Writing, Oral and Written Conventions,Research, and Listening and Speaking. Within eachof these strands are components that define thetype of text students will use or the type of writingstudents will engage in. There are subsectionswithin some of the components.For each strand, the vertical alignment contains aguide that summarizes the structure and applicablegrade levels for each knowledge and skill statement.Introduction SectionThe first column of this guide contains the tagline(i.e., strand/component/subsection) and applicablegrade levels. The highlighted grade levels indicatethe grades in which this component or subsectionis addressed.The first part of the Introduction of the ELARTEKS contains important information about thecumulative nature of the standards. The languageof the Introduction is almost identical across allgrade levels. The differences have been provided asfootnotes at the bottom of the document.The second column lists the knowledge and skillsstatement for each component or subsection. Theseknowledge and skills statements are often exactlythe same across grade levels K–5. Sometimes aknowledge and skills statement applies only to aspecific range of grade levels.The next part of the Introduction contains specificinformation to guide the instruction of Englishlanguage learners (ELLs) in their acquisition ofreading skills, their vocabulary development,The third column lists examples from the TexasCollege and Career Readiness Standards (CCRS)that closely align with the ELAR TEKS. TheCCRS in this column are not intended to be 2009 University of Texas System/Texas Education Agencya comprehensive list of all correspondenceswith the ELAR TEKS. You are encouraged toexplore the CCRS yourself to discover additionalcorrespondences with the ELAR TEKS.In the pages following the guide for each strandare the student expectations for each knowledgeand skills statement. These are the measurableexpectations that teachers will use when planninginstruction.Comprehension Skills Found inFigure 19There are three Figure 19 charts for English: onecovers grades K–5, the second covers grades 6–8,and the third covers English I–IV.All versions of Figure 19 share the same knowledgeand skills statement: “Students use a flexible rangeof metacognitive reading skills in both assignedand independent reading to understand an author’smessage. Students will continue to apply earlierstandards with greater depth in increasingly morecomplex texts as they become self-directed, criticalreaders.”Although Figure 19 appears as a separate documenton the TEA Web site, it is part of the TEKS forlanguage arts and reading. These comprehensionskills are critical to model and teach so that ourstudents will become successful readers.
IntroductionELAR Texas Essential Knowledge and SkillsThe ELAR TEKS Introduction is identically worded across grade levels with a fewexceptions. These exceptions are marked with numbered footnotes in the text onthe next pages. We use the first-grade Introduction as the basis for our example. 2009 University of Texas System/Texas Education AgencyELAR TEKS Introduction 1
Texas Administrative Code (TAC), Title 19, Part IIChapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading§110.10.1 Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Elementary,2Beginning with School Year 2009-2010.(a) The provisions of §§110.11-110.163 of this subchapter shall be implemented by school districts beginning with the 2009-2010 schoolyear and at that time shall supersede §§110.2-110.74 of this subchapter.(b) Students must develop the ability to comprehend and process material from a wide range of texts. Student expectations for Reading/Comprehension Skills as provided in this subsection are described for the appropriate grade level.Figure: 19 TAC §110.10(b)5Source: The provisions of this §110.106 adopted to be effective September 4, 2008, 33 TexReg 7162.1The statute number differs by grade range (§110.17 for Middle School, §110.30 for High School).2Substitute the appropriate grade range: “Middle School” or “High School.”3The statute-number range differs by grade range (§§110.18–110.20 for Middle School, §§110.31–110.34 for High School).4The statute-number range differs by grade range (§§110.22–110.24 for Middle School, §§110.42–110.45 for High School).5The statute number differs by grade range (§110.17(b) for Middle School, §110.30(b) for High School).6The statute number differs by grade range (§110.17 for Middle School, §110.30 for High School). 2009 University of Texas System/Texas Education AgencyELAR TEKS Introduction 2
§110.12.7 English Language Arts and Reading, Grade 1,8 Beginning with School Year 2009-2010.(a) Introduction.(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the followingstrands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, wherestudents compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail;Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and presentideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributingtheir own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use theoral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect themajor topic areas of the National Reading Panel Report.9 In first grade,10 students will engage in activities that build on theirprior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write andread (or be read to) on a daily basis.117The statute number differs by grade level:K12345678Eng. IEng. IIEng. IIIEng. 110.348Substitute the appropriate grade level.9This sentence is for grades K–2 only. For grades 3–English IV, this sentence reads: “The standards are cumulative--students will continue to address earlier standards asneeded while they attend to standards for their grade.”10Substitute the appropriate grade level.11For kindergarten, this section reads: “.students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and orallanguage skills.”For grades 3–English IV, this section reads: “.students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, andoral language skills. Students should read and write on a daily basis.” 2009 University of Texas System/Texas Education AgencyELAR TEKS Introduction 3
(2) For students whose first language is not English, the students’ native language serves as a foundation for English languageacquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously.For this reason, it is imperative that reading instruction should be comprehensive and that students receive instructionin phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academicvocabulary and comprehension skills and strategies. Reading instruction that enhances ELL’s ability to decodeunfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they readand learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic languagemust be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students shoulduse the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to betaught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices inEnglish differ from those in their native language. At the same time English learners are learning in English, the focus ison academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that manymonolingual English speakers find difficult to meet in their native language. However, English language learners’abilities to meet these standards will be influenced by their proficiency in English. While English language learnerscan analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate thisknowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with noprevious or with interrupted schooling will require explicit and strategic support as they acquire English and learn tolearn in English simultaneously.(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, “The students in the public educationsystem will demonstrate exemplary performance in the reading and writing of the English language,” students willaccomplish the essential knowledge, skills, and student expectations at Grade 112 as described in subsection (b) of thissection.(4) To meet Texas Education Code, §28.002(h), which states, “. each school district shall foster the continuation of the traditionof teaching United States and Texas history and the free enterprise system in regular subject matter and in reading coursesand in the adoption of textbooks,” students will be provided oral and written narratives as well as other informational textsthat can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.12Substitute the appropriate grade level. 2009 University of Texas System/Texas Education AgencyELAR TEKS Introduction 4
READINGELAR TEKS Vertical AlignmentGrades K–5The English Language Arts and Reading (ELAR) Vertical Alignment Chart is a tool that allows theTexas Essential Knowledge and Skills (TEKS) to be viewed across multiple grade levels. The TEKS forkindergarten are listed here in the same order as they are presented in the ELAR TEKS document. Afterkindergarten, the ELAR TEKS are listed to correlate with previous grade levels. Consequently, in viewingcolumns for grades 1–5, you may see various letters [(A), (B), (i), (ii), etc.] that are not in order precedingthe student expectation.READINGStudents read and understand a wide variety of literary and informational texts.READING 2009 University of Texas System/Texas Education AgencyELAR TEKS Vertical Alignment Grades K–5 5
Guide to the ELAR TEKS Reading Strand Across GradeLevelsTagline and Applicable Grade LevelKnowledge and Skills StatementStudents understand how English is writtenand printed.Beginning Reading/Print AwarenessK123456789101112Students display phonological awareness.Beginning Reading/Phonological AwarenessK123456789101112Beginning ents read grade level text with fluencyand comprehension.FluencyK123456789101112Students understand new vocabulary and useit when reading and writing.Vocabulary DevelopmentK1Students use the relationship betweenletters and sounds, spelling patterns, andmorphological analysis to decode writtenEnglish. (Grades 1, 2) Students will continueto apply earlier standards with greater depthin increasingly complext texts.Students comprehend a variety of textsdrawing on useful strategies as needed.Beginning Reading/StrategiesKCCRS Standard234GUIDE: READING56789101112 2009 University of Texas System/Texas Education AgencyE/LAS (English/Language Arts Standards):Reading: B. Understand new vocabulary andconcepts and use them accurately in readingspeaking, and writing.ELAR TEKS Vertical Alignment Grades K–5 6
Tagline and Applicable Grade LevelKnowledge and Skills StatementComprehension of Literary Text/Theme and GenreStudents analyze, make inferences anddraw conclusions about theme and genrein different cultural, historical, andcontemporary contexts and provide evidencefrom the text to support their understanding.E/LAS: Reading: C. Describe, analyze, andevaluate information within and acrossliterary and other texts from a variety ofcultures and historical periods.Students understand, make inferences anddraw conclusions about the structure andelements of poetry and provide evidence fromtext to support their understanding.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.Students understand, make inferences, anddraw conclusions about the structure andelements of drama and provide evidence fromtext to support their understanding.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.Students understand, make inferences anddraw conclusions about the structure andelements of fiction and provide evidence fromtext to support their understanding.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.12Students understand, make inferences anddraw conclusions about the varied structuralpatterns and features of literary nonfictionand respond by providing evidence from textto support their understanding.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.12Students understand, make inferences anddraw conclusions about how an author’ssensory language creates imagery in literarytext and provide evidence from text tosupport their understanding.K123456789101112Comprehension of Literary Text/PoetryK123456789101112Comprehension of Literary Text/DramaK123456789101112Comprehension of Literary Text/FictionK123456789101112Comprehension of Literary Text/LiteraryNonfictionK1234567891011Comprehension of Literary Text/SensoryLanguageK1234GUIDE: READING567891011 2009 University of Texas System/Texas Education AgencyCCRS StandardELAR TEKS Vertical Alignment Grades K–5 7
Tagline and Applicable Grade LevelKnowledge and Skills StatementComprehension Text/Independent ReadingK123456789101112Comprehension of Informational Text/Culture andHistoryK123456789101112Comprehension of Informational Text/ExpositoryTextK123456789101112Comprehension of Informational Text/PersuasiveTextK1234567891011K1234GUIDE: READING567891011Students read independently for sustainedperiods of time and provide evidence of theirreading.CDS (Cross-Disciplinary Standards):D: Academic behaviors. E: Work habits.Students analyze, make inferences and drawconclusions about the author’s purposein cultural, historical, and contemporarycontexts and provide evidence from the textto support their understanding.E/LAS: Reading: C. Describe analyze, andevaluate information within and acrossliterary and other texts from a variety ofcultures and historical periods.Students analyze, make inferences anddraw conclusions about expository text andprovide evidence from text to support theirunderstanding.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.Students analyze, make inferences and drawconclusions about persuasive text and provideevidence from text to support their analysis.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.Students understand how to glean anduse information in procedural texts anddocuments.E/LAS: Reading: A. Locate explicit textualinformation, draw complex inferences, andanalyze and evaluate the information withinand across texts of varying length.12Comprehension of Informational Text/ProceduralTextCCRS Standard12 2009 University of Texas System/Texas Education AgencyELAR TEKS Vertical Alignment Grades K–5 8
Tagline and Applicable Grade LevelKnowledge and Skills StatementComprehension Skills (Figure 19)K123456789101112Media LiteracyK1234GUIDE: READING56789101112CCRS StandardStudents use a flexible range of metacognitivereading skills in both assigned andindependent reading to understand anauthor’s message. Students will continue toapply earlier standards with greater depthin increasingly more complex texts as theybecome self-directed critical readers.CDS: I. Key Cognitive Skills. D. AcademicBehaviorsCDS: II. Foundational Skills. A. Readingacross the curriculum.Students use comprehension skills to analyzehow words, images, graphics, and soundswork together in various forms to impactmeaning. Students will continue to applyearlier standards with greater depth inincreasingly more complex texts.E/LAS: Listening. A. Apply listening skills asan individual and as a member of a group in avariety of settings (e.g., lectures, discussions,conversations
§110.12. 7 English Language Arts and Reading, Grade 1,8 Beginning with School Year 2009-2010. (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing .
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