19 Tex. Admin. Code § 110.5 - English Language Arts and Reading, Grade 3, Adopted 2017
(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, ask relevant questions to clarify information, and make pertinent
comments;
(B) follow, restate, and
give oral instructions that involve a series of related sequences of
action;
(C) speak coherently about
the topic under discussion, employing eye contact, speaking rate, volume,
enunciation, and the conventions of language to communicate ideas
effectively;
(D) work
collaboratively with others by following agreed-upon rules, norms, and
protocols; and
(E) develop social
communication such as conversing politely in all situations.
(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 multisyllabic words with
multiple sound-spelling patterns such as eigh, ough, and en;
(ii) decoding multisyllabic words with closed
syllables; open syllables; VCe syllables; vowel teams, including digraphs and
diphthongs; r-controlled syllables; and final stable syllables;
(iii) decoding compound words, contractions,
and abbreviations;
(iv) decoding
words using knowledge of syllable division patterns such as VCCV, VCV, and
VCCCV with accent shifts;
(v)
decoding words using knowledge of prefixes;
(vi) decoding 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
(vii) 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
homophones;
(iii) spelling compound
words, contractions, and abbreviations;
(iv) spelling multisyllabic words with
multiple sound-spelling patterns;
(v) spelling words using knowledge of
syllable division patterns such as VCCV, VCV, and VCCCV;
(vi) spelling words using knowledge of
prefixes; and
(vii) 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;
(C) alphabetize a series of words
to the third letter; and
(D) write
complete words, thoughts, and answers legibly in cursive leaving appropriate
spaces between words.
(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, and
pronunciation;
(B) use context
within and beyond a sentence to determine the meaning of unfamiliar words and
multiple-meaning words;
(C)
identify the meaning of and use words with affixes such as im- (into), non-,
dis-, in- (not, non), pre-, -ness, -y, and -ful; and
(D) identify, use, and explain the meaning of
antonyms, synonyms, idioms, homophones, and homographs in a text.
(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;
(D) create mental
images to deepen understanding;
(E)
make connections to personal experiences, ideas in other texts, and
society;
(F) make inferences and
use evidence to support understanding;
(G) evaluate details read to determine key
ideas;
(H) synthesize information
to create new understanding; and
(I) monitor comprehension and make
adjustments such as re-reading, using background knowledge, asking questions,
and annotating when understanding breaks down.
(7) 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, including self-selected
texts;
(B) write a response to a
literary or informational text that demonstrates an understanding of a
text;
(C) use text evidence to
support an appropriate response;
(D) retell and paraphrase texts in ways that
maintain meaning and logical order;
(E) interact with sources in meaningful ways
such as notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary
as appropriate; and
(G) discuss
specific ideas in the text that are important to the meaning.
(8) 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) infer the theme of a work, distinguishing
theme from topic;
(B) explain the
relationships among the major and minor characters;
(C) analyze plot elements, including the
sequence of events, the conflict, and the resolution; and
(D) explain the influence of the setting on
the plot.
(9) 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, legends, and myths;
(B) explain rhyme scheme, sound devices, and
structural elements such as stanzas in a variety of poems;
(C) discuss elements of drama such as
characters, dialogue, setting, and acts;
(D) recognize characteristics and structures
of informational text, including:
(i) the
central idea with supporting evidence;
(ii) features such as sections, tables,
graphs, timelines, bullets, numbers, and bold and italicized font to support
understanding; and
(iii)
organizational patterns such as cause and effect and problem and
solution;
(E) recognize
characteristics and structures of argumentative text by:
(i) identifying the claim;
(ii) distinguishing facts from opinion;
and
(iii) identifying the intended
audience or reader; and
(F) recognize characteristics of multimodal
and digital texts.
(10)
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) explain the author's purpose and message
within a text;
(B) explain how the
use of text structure contributes to the author's purpose;
(C) explain the author's use of print and
graphic features to achieve specific purposes;
(D) describe how the author's use of imagery,
literal and figurative language such as simile, and sound devices such as
onomatopoeia achieves specific purposes;
(E) identify the use of literary devices,
including first- or third-person point of view;
(F) discuss how the author's use of language
contributes to voice; and
(G)
identify and explain the use of hyperbole.
(11) 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 a first draft by selecting a genre
for a particular topic, purpose, and audience using a range of strategies such
as brainstorming, freewriting, and mapping;
(B) develop drafts into a focused,
structured, and coherent piece of writing by:
(i) organizing with purposeful structure,
including an introduction and a conclusion; and
(ii) developing an engaging idea with
relevant details;
(C)
revise drafts to improve sentence structure and word choice by adding,
deleting, combining, and rearranging ideas for coherence and clarity;
(D) edit drafts using standard English
conventions, including:
(i) complete simple
and compound sentences with subject-verb agreement;
(ii) past, present, and future verb
tense;
(iii) singular, plural,
common, and proper nouns;
(iv)
adjectives, including their comparative and superlative forms;
(v) adverbs that convey time and adverbs that
convey manner;
(vi) prepositions
and prepositional phrases;
(vii)
pronouns, including subjective, objective, and possessive cases;
(viii) coordinating conjunctions to form
compound subjects, predicates, and sentences;
(ix) capitalization of official titles of
people, holidays, and geographical names and places;
(x) punctuation marks, including apostrophes
in contractions and possessives and commas in compound sentences and items in a
series; and
(xi) correct spelling
of words with grade-appropriate orthographic patterns and rules and
high-frequency words; and
(E) publish written work for appropriate
audiences.
(12)
Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
(A) compose literary texts, including
personal narratives and poetry, using genre characteristics and
craft;
(B) compose informational
texts, including brief compositions that convey information about a topic,
using a clear central idea andgenre characteristics and craft;
(C) compose argumentative texts, including
opinion essays, using genre characteristics and craft; and
(D) compose correspondence such as thank you
notes or letters.
(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using
multiple texts. The student engages in both short-term and sustained recursive
inquiry processes for a variety of purposes. The student is expected to:
(A) generate questions on a topic for formal
and informal inquiry;
(B) develop
and follow a research plan with adult assistance;
(C) identify and gather relevant information
from a variety of sources;
(D)
identify primary and secondary sources;
(E) demonstrate understanding of information
gathered;
(F) recognize the
difference between paraphrasing and plagiarism when using source
materials;
(G) create a works cited
page; and
(H) use an appropriate
mode of delivery, whether written, oral, or multimodal, to present
results.
Notes
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