Texas

1-5 Developing and sustaining foundational language skills

• 1 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 answer questions using multi-word responses;

  • B follow, restate, and give oral instructions that involve a short, related sequence of actions;

  • C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

  • D work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

  • E develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

• 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. The student is expected to:

  • A demonstrate phonological awareness by:

    • i producing a series of rhyming words;

    • ii recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;

      • ¿Cuáles dos palabras comienzan con el mismo sonido? (1-F.)
      • ¿Con cuál letra comienza la palabra? (1-F.)

    • iii recognizing the change in spoken word when a specified syllable is added, changed, or removed;

      • Cambiar el primer sonido de una palabra (1-E.)
      • Cambiar la última sílaba de una palabra (1-E.)
      • Cambiar una sílaba de una palabra: repaso (1-E.)

    • iv segmenting spoken words into individual syllables;

    • v blending spoken complex syllables, including sílabas trabadas, to form multisyllabic words;

      • Combinar sonidos para formar una palabra (1-D.)

    • vi segmenting spoken words into syllables, including words with sílabas trabadas; and

      • Identificar los sonidos de una palabra (1-D.)

    • vii manipulating syllables within words;

  • B demonstrate and apply phonetic knowledge by:

    • i identifying and matching sounds to individual letters;

      • Clasificar consonantes y vocales (1-A.)
      • Encontrar las vocales en una palabra (1-A.)
      • ¿Cuáles dos palabras terminan con el mismo sonido? (1-F.)
      • ¿Con cuál letra termina la palabra? (1-F.)
      • Leer palabras de uso frecuente set 1: abajo, cada, después, escuela, hermana, hermano, pues, temprana, temprano (1-G.)
      • Leer palabras de uso frecuente set 2: abuela, abuelo, algún, casi, debajo, enferma, enfermo, larga, largo, nosotras, nosotros, padre (1-G.)
      • Leer palabras de uso frecuente set 3: algo, afuera, cerca, entonces, hace, lejos, nueva, nuevo, tarde (1-G.)
      • Leer palabras de uso frecuente set 4: algunas, algunos, antes, cuál, enojada, enojado, hija, hijo, leer, podemos (1-G.)
      • Leer palabras de uso frecuente: repaso de sets 1, 2, 3, 4 (1-G.)
      • Leer palabras de uso frecuente set 5: alguna, alguno, arriba, cuando, estaba, juntas, juntos, madre, negra, negro (1-G.)
      • Leer palabras de uso frecuente set 6: azul, familia, hasta, lugar, nuestra, nuestro, porque, queremos (1-G.)
      • Leer palabras de uso frecuente set 7: gente, maestra, maestro, nunca, quien, siempre, también, venir (1-G.)
      • Leer palabras de uso frecuente: repaso de sets 5, 6, 7 (1-G.)
      • Leer palabras de uso frecuente: repaso de sets 1–7 (1-G.)

    • ii decoding words with sílabas trabadas such as /bla/, /bra/, and /gla/; digraphs; and words with multiple sound spelling patterns such as c, k, and q and s, z, soft c, and x;

    • iii decoding words with silent h and words that use the syllables que-, qui-, gue-, gui-, güe-, and güi-;

    • iv decoding words with diphthongs such as /ai/, /au/, and /ei/;

    • v decoding contractions such as al and del;

    • vi decoding three- to four-syllable words;

    • vii using knowledge of base words to decode common compound words; and

    • viii decoding words with common prefixes and suffixes;

  • C demonstrate and apply spelling knowledge by:

    • i spelling common letter and sound correlations;

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

    • iii spelling words with silent h; consonant digraphs such as /ch/, /rr/, and /ll/; and sílabas trabadas such as /bla/, /bra/, /gla/, and /gra/;

    • iv spelling multisyllabic words, including words with que-, qui-, gue-, gui-, güe-, and güi-;

    • v spelling contractions such as al and del;

    • vi spelling words with diphthongs such as /ai/, /au/, and /ie/ as in quie-ro, na-die, and ra-dio and hiatus such as le-er and rí­o; and

    • vii spelling words with common prefixes and suffixes;

  • D demonstrate print awareness by identifying the information that different parts of a book provide;

    • Usar características de textos informativos (1-N.)

  • E alphabetize a series of words to the first or second letter and use a dictionary to find words; and

  • F develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

    • Escoger la oración con los espacios correctos (K-F.)

• 3 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;

  • C identify the meaning of words with affixes, including -s, -es, and -or; and

  • D identify and use words that name actions, directions, positions, sequences, categories, and locations.

• 4 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 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.

6 Comprehension skills

• 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. 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 correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

    • ¿Qué pasará después? (1-L.)

  • 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;

    • ¿De qué trata la imagen? (1-I.)
    • ¿Cuál emoción va con la imagen? (1-L.)
    • ¿Qué pasará después? (1-L.)
    • Usar acciones y diálogos para comprender a los personajes (1-M.)
    • Leer ficción realista con apoyo (1-O.)

  • 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.

7 Response skills

• 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. The student is expected to:

  • A describe personal connections to a variety of sources;

  • B write brief comments on literary or informational texts;

  • C use text evidence to support an appropriate response;

    • ¿De qué trata la imagen? (1-I.)
    • ¿Cuál emoción va con la imagen? (1-L.)
    • ¿Qué pasará después? (1-L.)

  • D retell texts in ways that maintain meaning;

    • Ordenar imágenes en una historia (1-J.)

  • E interact with sources in meaningful ways such as illustrating or writing; and

  • F respond using newly acquired vocabulary as appropriate.

8-9 Multiple genres

• 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. The student is expected to:

  • A discuss topics and determine theme using text evidence with adult assistance;

    • ¿De qué trata la imagen? (1-I.)

  • B describe the main character(s) and the reason(s) for their actions;

    • Escoger la imagen que va con el escenario o el personaje (1-M.)
    • Usar acciones y diálogos para comprender a los personajes (1-M.)

  • C describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

    • Ordenar imágenes en una historia (1-J.)

  • D describe the setting.

    • Escoger la imagen que va con el escenario o el personaje (1-M.)

• 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. 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, rhythm, repetition, and alliteration in a variety of poems;

  • C discuss elements of drama such as characters and setting;

  • D recognize characteristics and structures of informational text, including:

    • i the central idea and supporting evidence with adult assistance;

      • ¿De qué trata la imagen? (1-I.)
      • Leer sobre comida con apoyo (1-P.)

    • ii features and simple graphics to locate or gain information; and

      • Usar características de textos informativos (1-N.)

    • iii organizational patterns such as chronological order and description 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.

10 Author's purpose and craft

• 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. The student is expected to:

  • A discuss the author's purpose for writing text;

  • B discuss 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;

    • Usar características de textos informativos (1-N.)

  • D discuss how the author uses words that help the reader visualize; and

  • E listen to and experience first- and third-person texts.

    • ¿Quién es el narrador? (1-K.)

11-12 Composition

• 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. The student is expected to:

  • A plan a first draft by generating ideas for writing such as by drawing and brainstorming;

  • B develop drafts in oral, pictorial, or written form by:

    • i organizing with structure; and

    • ii developing an idea with specific and relevant details;

  • C revise drafts by adding details in pictures or words;

  • D edit drafts using standard Spanish conventions, including:

    • i complete sentences with subject-verb agreement;

    • ii past and present verb tense, including the difference between ser and estar;

    • iii singular, plural, common, and proper nouns, including gender-specific articles;

    • iv adjectives, including articles;

    • v adverbs that convey time;

    • vi prepositions;

    • vii pronouns, including the use of personal and possessive pronouns, and the difference in the use of formal pronoun usted and informal pronoun tú;

    • viii capitalization for the beginning of sentences;

    • ix punctuation marks at the end of declarative sentences and at the beginning and end of exclamatory and interrogative sentences; and

    • x correct spelling of words with grade-appropriate orthographic patterns and rules with adult assistance; and

  • E publish and share writing.

• 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. The student is expected to:

  • A dictate or compose literary texts, including personal narratives and poetry;

  • B dictate or compose informational texts, including procedural texts; and

  • C dictate or compose correspondence such as thank you notes or letters.

13 Inquiry and research

• 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. The student is expected to:

  • A generate questions for formal and informal inquiry with adult assistance;

  • B develop and follow a research plan with adult assistance;

  • C identify and gather relevant sources and information to answer the questions with adult assistance;

  • D demonstrate understanding of information gathered with adult assistance; and

    • Leer sobre comida con apoyo (1-P.)

  • E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.