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1
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2 - 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.
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Short vowels
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Short vowels
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
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7 - 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.
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11 - 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.
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2
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2 - 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.
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Blending and segmenting
Initial and final consonant blends
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Blending and segmenting
Initial and final consonant blends
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
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5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
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7 - 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.
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10 - 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.
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11 - 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.
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Present tense
Past or present tense
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Present tense
Past or present tense
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3
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2 - 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.
|
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Digraphs
Short vowels
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Digraphs
Short vowels
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Short vowels
Short and long vowels
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Short vowels
Short and long vowels
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
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Action verbs
Position
|
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Action verbs
Position
|
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4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
|
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5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
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7 - 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.
|
||
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10 - 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.
|
||
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11 - 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.
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Present tense
Past or present tense
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Present tense
Past or present tense
|
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4
|
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2 - 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.
|
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
Action verbs
Sequence
Categories
|
||
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Action verbs
Sequence
Categories
|
||
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4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
|
||
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||
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||
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5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
|
||
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
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|
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7 - 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.
|
||
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|
||
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||
|
10 - 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.
|
||
|
11 - 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.
|
||
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5
|
||
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2 - 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.
|
||
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|
||
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|
||
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|
Consonant blends
Short vowels
|
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Consonant blends
Short vowels
|
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
Action verbs
Sequence
Position
|
||
|
Action verbs
Sequence
Position
|
||
|
4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
|
||
|
|
||
|
|
||
|
5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
|
||
|
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
|
|
||
|
|
||
|
7 - 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.
|
||
|
||
|
||
|
|
||
|
|
||
|
11 - 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.
|
||
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6
|
||
|
2 - 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.
|
||
|
|
||
|
|
||
|
|
|
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|
Short and long vowels
|
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|
Short and long vowels
|
||
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|
||
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|
||
|
|
||
|
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
Action verbs
Categories
|
||
|
Action verbs
Categories
|
||
|
4 - Listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension.
|
||
|
|
||
|
|
||
|
5 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently.
|
||
|
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
|
Informational texts
Fictional texts
|
||
|
Informational texts
Fictional texts
|
||
|
|
||
|
|
||
|
7 - 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.
|
||
|
|
||
|
|
||
|
11 - 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.
|
||
|
|
||
|
|
||
|
|
||
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|
||
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|
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|
|
7A
|
||
|
2 - 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.
|
||
|
|
||
|
|
||
|
|
|
|
|
|
Short and long vowels
Vowel teams
|
|
|
Short and long vowels
Vowel teams
|
||
|
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|
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|
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|
||
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||
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|
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|
|
|
|
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
7 - 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.
|
||
|
|
||
|
|
||
|
||
|
||
|
|
||
|
|
||
|
8 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
9 - 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.
|
||
|
10 - 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.
|
||
|
|
||
|
|
||
|
11 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
|
|
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
Common and proper nouns
Singular and plural nouns
|
|
|
Common and proper nouns
Singular and plural nouns
|
||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Blending and segmenting
R-controlled vowels
Two-syllable words
Contractions
|
|
|
Blending and segmenting
R-controlled vowels
Two-syllable words
Contractions
|
||
|
|
||
|
|
||
|
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
|
||
|
|
||
|
|
||
|
7B
|
||
|
2 - 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.
|
||
|
|
||
|
|
||
|
|
|
|
|
|
Short and long vowels
Vowel teams
|
|
|
Short and long vowels
Vowel teams
|
||
|
|
|
|
|
|
|
|
|
|
||
|
|
||
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|
|
|
|
|
||
|
|
||
|
|
||
|
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
7 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
8 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
9 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
10 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
11 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
|
|
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
Common and proper nouns
Irregular plural nouns
|
|
|
Common and proper nouns
Irregular plural nouns
|
||
|
|
|
|
|
|
|
|
|
|
Consonant blends
Digraphs
Two-syllable words
Plural nouns
Contractions
|
|
|
Consonant blends
Digraphs
Two-syllable words
Plural nouns
Contractions
|
||
|
|
||
|
|
||
|
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
|
||
|
|
||
|
|
||
|
13 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
8A
|
||
|
2 - 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.
|
||
|
|
||
|
|
||
|
|
Short and long vowels
Diphthongs
|
|
|
Short and long vowels
Diphthongs
|
||
|
|
|
|
|
|
|
|
|
|
||
|
|
||
|
|
|
|
|
|
|
|
|
|
|
|
|
3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
|
6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
||
|
|
||
|
|
||
|
7 - 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.
|
||
|
|
||
|
|
||
|
||
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
9 - 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.
|
||
|
|
||
|
|
||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
|
||
|
10 - 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.
|
||
|
|
||
|
|
||
|
11 - 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.
|
||
|
|
||
|
|
||
|
|
||
|
|
||
|
|
|
|
|
|
|
|
|
|
||
|
|
||
|
|
||
|
|
Complete sentences
Subject-verb agreement
|
|
|
Complete sentences
Subject-verb agreement
|
||
|
|
|
|
|
|
||
|
|
|
|
|
|
Digraphs
Short vowels
Two-syllable words
Possessive nouns
Contractions
|
|
|
Digraphs
Short vowels
Two-syllable words
Possessive nouns
Contractions
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12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
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13 - 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.
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8B
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2 - 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.
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Short vowels
Short and long vowels
Vowel teams
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Short vowels
Short and long vowels
Vowel teams
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Silent e
Vowel teams
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Silent e
Vowel teams
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
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7 - 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.
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9 - 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.
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10 - 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.
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11 - 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.
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Complete sentences
Subject-verb agreement
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Complete sentences
Subject-verb agreement
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Blending and segmenting
Consonant blends
Short vowels
Two-syllable words
Past tense
Contractions
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Blending and segmenting
Consonant blends
Short vowels
Two-syllable words
Past tense
Contractions
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12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
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13 - 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.
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9
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2 - 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.
|
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Short vowels
Vowel teams
R-controlled vowels
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Short vowels
Vowel teams
R-controlled vowels
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
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7 - 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.
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8 - 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.
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9 - 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.
|
||
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10 - 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.
|
||
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11 - 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.
|
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Digraphs
Short vowels
Two-syllable words
Plural nouns
Contractions
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Digraphs
Short vowels
Two-syllable words
Plural nouns
Contractions
|
||
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12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
|
||
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10
|
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2 - 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.
|
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3 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
|
||
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6 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
|
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7 - 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.
|
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9 - 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.
|
||
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10 - 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.
|
||
|
|
||
|
|
||
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11 - 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.
|
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||
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|
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|
|
Consonant blends
Short vowels
Two-syllable words
Possessive nouns
Contractions
|
|
|
Consonant blends
Short vowels
Two-syllable words
Possessive nouns
Contractions
|
||
|
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
|
||
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11
|
||
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2 - 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.
|
||
|
|
||
|
|
||
|
|
Short vowels
R-controlled vowels
Diphthongs
|
|
|
Short vowels
R-controlled vowels
Diphthongs
|
||
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7 - 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.
|
||
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||
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|
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10 - 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.
|
||
|
|
||
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|
||
|
11 - 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.
|
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|
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||
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|
||
|
|
Blending and segmenting
Two-syllable words
Possessive nouns
Past tense
|
|
|
Blending and segmenting
Two-syllable words
Possessive nouns
Past tense
|
||
|
12 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
|
||
This document includes the IXL® skill alignments to Texas Curriculum Management Program Cooperative's TEKS Resource System curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are provided by IXL and are not affiliated with, sponsored by, reviewed, approved or endorsed by Texas Curriculum Management Program Cooperative or any other third party. IXL® and IXL Learning® are registered trademarks of IXL Learning, Inc. All other intellectual property rights (e.g., unregistered and registered trademarks and copyrights) are the property of their respective owners.