Texas

1-4 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 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 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 simple syllable or initial sound;

      • ¿Cuáles dos palabras comienzan con el mismo sonido? (K-L.)
      • Escoger las palabras que empiezan con el sonido indicado (K-M.)

    • iii identifying the individual words in a spoken sentence;

      • Escoger las dos palabras que son iguales (K-F.)

    • iv identifying syllables in spoken words;

    • v blending syllables to form multisyllabic words;

    • vi segmenting multisyllabic words into syllables;

    • vii identifying initial and final sounds in simple words;

      • ¿Cuáles dos palabras comienzan con el mismo sonido? (K-L.)
      • ¿Cuál palabra termina con el mismo sonido? (K-L.)

    • viii blending spoken phonemes to form syllables; and

      • Combinar sonidos para formar una palabra (K-J.)

    • ix manipulating syllables within a multisyllabic word;

      • Identificar el primer, segundo y último sonido de una palabra (K-J.)

  • B demonstrate and apply phonetic knowledge by:

    • i identifying and matching the common sounds that letters represent;

      • Clasificar consonantes y vocales (K-G.)
      • Encontrar las vocales en la palabra (K-G.)
      • ¿Con cuál letra comienza la palabra? (K-M.)
      • ¿Con cuál letra termina la palabra? (K-M.)

    • ii using letter-sound relationships to decode one- and two-syllable words and multisyllabic words, including CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;

    • iii decoding words with silent h and consonant digraphs such as /ch/, /rr/, and /ll/; and

    • iv recognizing that new words are created when syllables are changed, added, or deleted;

      • Leer palabras de uso frecuente set 1: ahora, bien, casa, digo, fui (K-N.)
      • Leer palabras de uso frecuente set 2: ayer, buena, bueno, cómo, doy, grande (K-N.)
      • Leer palabras de uso frecuente set 3: allí, con, día, gusta, hablo (K-N.)
      • Leer palabras de uso frecuente set 4: aquí, cuándo, diez, hago, ir (K-N.)
      • Leer palabras de uso frecuente: repaso de sets 1, 2, 3, 4 (K-N.)
      • Leer palabras de uso frecuente set 5: así, donde, hay, las, siete (K-N.)
      • Leer palabras de uso frecuente set 6: amiga, amigo, esta, feliz, mira, ser (K-N.)
      • Leer palabras de uso frecuente set 7: dijo, estar, ocho, somos, tiene (K-N.)
      • Leer palabras de uso frecuente set 8: luego, mala, malo, nos, sin, tu (K-N.)
      • Leer palabras de uso frecuente: repaso de sets 5, 6, 7, 8 (K-N.)
      • Leer palabras de uso frecuente set 9: este, mi, nueve, puedo, su (K-N.)
      • Leer palabras de uso frecuente set 10: esto, mucha, mucho, otra, otro, por (K-N.)
      • Leer palabras de uso frecuente set 11: mis, niña, niño, puede, seis, vamos (K-N.)
      • Leer palabras de uso frecuente set 12: hoy, juego, pequeña, pequeño, sí, usted (K-N.)
      • Leer palabras de uso frecuente: repaso de sets 9, 10, 11, 12 (K-N.)
      • Leer palabras de uso frecuente set 13: ella, sobre, tengo, quiere, vez (K-N.)
      • Leer palabras de uso frecuente set 14: está, los, todo, sus, ven (K-N.)
      • Leer palabras de uso frecuente set 15: él, quiero, sé, triste, unas, unos (K-N.)
      • Leer palabras de uso frecuente set 16: gustan, muchas, muchos, tus, voy, ya (K-N.)
      • Leer palabras de uso frecuente set 17: del, mañana, niñas, niños, veo (K-N.)
      • Leer palabras de uso frecuente: repaso de sets 13, 14, 15, 16, 17 (K-N.)
      • Leer palabras de uso frecuente: repaso de sets 1–17 (K-N.)

  • C demonstrate and apply spelling knowledge by:

    • i spelling common letter and sound correlations; and

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

  • D demonstrate print awareness by:

    • i identifying the front cover, back cover, and title page of a book;

      • Identificar partes y características de un libro (K-P.)

    • 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;

      • Identificar partes y características de un libro (K-P.)

    • iii recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

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

    • iv recognizing the difference between a letter and a printed word; and

    • v identifying all uppercase and lowercase letters; and

      • Aprender la letra A (K-A.)
      • Aprender la letra B (K-A.)
      • Aprender la letra C (K-A.)
      • Aprender la letra D (K-A.)
      • Repasar las letras A–D (K-A.)
      • Aprender la letra E (K-A.)
      • Aprender la letra F (K-A.)
      • Aprender la letra G (K-A.)
      • Aprender la letra H (K-A.)
      • Repasar las letras E–H (K-A.)
      • Repasar las letras A–H (K-A.)
      • Aprender la letra I (K-B.)
      • Aprender la letra J (K-B.)
      • Aprender la letra K (K-B.)
      • Aprender la letra L (K-B.)
      • Repasar las letras I–L (K-B.)
      • Aprender la letra M (K-B.)
      • Aprender la letra N (K-B.)
      • Aprender la letra Ñ (K-B.)
      • Aprender la letra O (K-B.)
      • Aprender la letra P (K-B.)
      • Repasar las letras M–P (K-B.)
      • Repasar las letras I–P (K-B.)
      • Aprender la letra Q (K-C.)
      • Aprender la letra R (K-C.)
      • Aprender la letra S (K-C.)
      • Aprender la letra T (K-C.)
      • Aprender la letra U (K-C.)
      • Repasar las letras Q–U (K-C.)
      • Aprender la letra V (K-C.)
      • Aprender la letra W (K-C.)
      • Aprender la letra X (K-C.)
      • Aprender la letra Y (K-C.)
      • Aprender la letra Z (K-C.)
      • Repasar las letras V–Z (K-C.)
      • Repasar las letras Q–Z (K-C.)
      • Encontrar las letras en el alfabeto: mayúsculas (K-D.)
      • Encontrar las letras en el alfabeto: minúsculas (K-D.)
      • Repasar las letras A–Z (K-D.)
      • Escoger la letra minúscula que corresponda: c, k, o, p, s, u, v, w, x, z (K-E.)
      • Escoger la letra minúscula que corresponda: f, i, j, l, m, t, y (K-E.)
      • Escoger la letra minúscula que corresponda: a, b, d, e, g, h, n, ñ, q, r (K-E.)
      • Escoger la letra minúscula que corresponda: repaso (K-E.)
      • Escoger la letra mayúscula que corresponda: C, K, O, P, S, U, V, W, X, Z (K-E.)
      • Escoger la letra mayúscula que corresponda: F, I, J, L, M, T, Y (K-E.)
      • Escoger la letra mayúscula que corresponda: A, B, D, E, G, H, N, Ñ, Q, R (K-E.)
      • Escoger la letra mayúscula que corresponda: repaso (K-E.)

  • E develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

• 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; and

  • C identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

• 4 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.

5 Comprehension skills

• 5 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 confirm predictions using text features and structures with adult assistance;

    • ¿Qué pasará después? (K-R.)

  • 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? (K-Q.)
    • ¿Cuál emoción va con la imagen? (K-R.)
    • ¿Qué pasará después? (K-R.)
    • Leer ficción realista con apoyo (K-V.)

  • 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 with adult assistance.

6 Response skills

• 6 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 provide an oral, pictorial, or written response to a text;

  • C use text evidence to support an appropriate response;

    • ¿De qué trata la imagen? (K-Q.)
    • ¿Cuál emoción va con la imagen? (K-R.)
    • ¿Qué pasará después? (K-R.)

  • D retell texts in ways that maintain meaning;

    • Ordenar imágenes en una historia (K-T.)

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

  • F respond using newly acquired vocabulary as appropriate.

7-8 Multiple genres

• 7 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 the basic theme using text evidence with adult assistance;

    • ¿De qué trata la imagen? (K-Q.)
    • ¿Quién cuenta la historia? (K-U.)

  • B identify and describe the main character(s);

    • Escoger la imagen que va con el escenario o el personaje (K-S.)

  • C describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and

    • Ordenar imágenes en una historia (K-T.)

  • D describe the setting.

    • Escoger la imagen que va con el escenario o el personaje (K-S.)

• 8 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 and rhythm in nursery rhymes and a variety of poems;

  • C discuss main characters in drama;

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

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

      • ¿De qué trata la imagen? (K-Q.)
      • Leer sobre comida con apoyo (K-W.)

    • ii titles and simple graphics to gain information; and

      • Identificar partes y características de un libro (K-P.)

    • iii the steps in a sequence 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.

9 Author's purpose and craft

• 9 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 with adult assistance the author's purpose for writing text;

  • B discuss with adult assistance 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;

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

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

10-11 Composition

• 10 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 by generating ideas for writing through class discussions and drawings;

  • B develop drafts in oral, pictorial, or written form by organizing ideas;

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

  • D edit drafts with adult assistance using standard Spanish conventions, including:

    • i complete sentences;

    • ii verbs, including the difference between ser and estar;

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

    • iv adjectives, including articles;

    • v prepositions;

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

    • vii capitalization of the first letter in a sentence and names;

    • viii punctuation marks at the end of declarative sentences; and

    • ix correct spelling of words with grade-appropriate orthographic patterns and rules; and

  • E share writing.

• 11 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

  • B dictate or compose informational texts.

12 Inquiry and research

• 12 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 gather information from a variety of sources with adult assistance;

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

    • Leer sobre comida con apoyo (K-W.)

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