KINDERGARTEN • INTRODUCTION

(1) In Kindergarten, students engage in many activities that help them develop their oral language skills and help them begin to read and write. Kindergarten students take part in language activities that extend their vocabulary and conceptual knowledge. Students learn to follow directions and develop the language of schooling. Students discuss the meanings of words from familiar and conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic and contemporary works. Students also listen to nonfiction and informational material. Students learn to listen attentively and ask and respond to questions and retell stories. Students know simple story structure and distinguish fiction from nonfiction. Kindergarten students identify and write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, and that print is read from left-to-right and from top-to-bottom. Through meaningful and organized activities, Kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment and identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, and begin to use this knowledge to read words and simple stories. In Kindergarten, students write the letters of the alphabet, their names, and other words. Initially, students dictate messages and stories for others to write. Students begin to use their knowledge of sounds and letters to write by themselves.

(1) In Kindergarten, students engage in many activities that help them develop their oral language skills and help them begin to read and write. Kindergarten students take part in language activities that extend their vocabulary and conceptual knowledge. Students learn to follow directions and develop the language of schooling. Students discuss the meanings of words from familiar and conceptually challenging selections read aloud. Students express themselves in complete thoughts. In Kindergarten, students listen to a wide variety of children's literature, including selections from classic and contemporary works. Students also listen to nonfiction and informational material. Students learn to listen attentively and ask and respond to questions and retell stories. Students know simple story structure and distinguish fiction from nonfiction. Kindergarten students identify and write the letters of the alphabet. Students learn that individual letters are different from printed words, that words have spaces between them, and that print is read from left-to-right and from top-to-bottom. Through meaningful and organized activities, Kindergarten students learn that spoken language is composed of sequences of sounds. Students learn to segment and identify the sounds in spoken words. Students name each letter of the alphabet, begin to associate spoken sounds with the letter or letters that represent them, and begin to use this knowledge to read words and simple stories. In Kindergarten, students write the letters of the alphabet, their name, and other words. Initially, students dictate messages and stories for others to write. Students begin to use their knowledge of sounds and letters to write by themselves.

(2) For Kindergarten students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside school.

(A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as It's my turn and Who is it? Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes.

(B) Intermediate ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension and oral skills in English. Through meaningful listening and speaking interactions, ESOL students clarify, distinguish, and evaluate ideas and responses in a variety of situations.

(C) Advanced ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. These students begin to read and write in English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.

(D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for Kindergarten are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.

(4) The essential knowledge and skills as well as the student expectations for Kindergarten are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.

(4) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations at Kindergarten as described in subsection (b) of this section.

(5) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations at Kindergarten as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

KINDERGARTEN • KNOWLEDGE AND SKILLS

(K.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and

(E) (ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA);

(E) (i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL);

(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).

(F) identify the musical elements of literary language, including its rhymes or repeated sounds (K-1).

(F) identify the musical elements of literary language, including its rhymes or repeated sounds (K-1);

(G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and

(H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).

(K.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(K.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);

(A)(ii) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including using appropriate volume and rate (K-3/SLA);

(A)(i) choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including using appropriate volume and rate (K-3/ESL);.

(B) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3);

(B)(ii) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (tú/usted) (K-3/SLA);

(B)(i) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3); and

(F) employ English content area vocabulary in context (K-8/ESL).

(K.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);

(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);

(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(C) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(D) retell a spoken message by summarizing or clarifying (K-3).

(D) retell a spoken message by summarizing or clarifying (K-3).

(D) retell a spoken message by summarizing or clarifying (K-3).

(K.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(C) understand that written words are separated by spaces (K-1);

(C) understand that written words are separated by spaces (K-1);

(C) understand that written words are separated by spaces (K-1);

(D) know the difference between individual letters and printed words (K-1);

(D) know the difference between individual letters and printed words (K-1);

(D) know the difference between individual letters and printed words (K-1);

(E) know the difference between capital and lowercase letters (K-1);

(E) know the difference between capital and lowercase letters (K-1);

(E) know the difference between capital and lowercase letters (K-1);

(F) recognize how readers use capitalization and punctuation to comprehend (K-1);

(F) recognize how readers use capitalization and punctuation to comprehend (K-1);

(F) recognize how readers use capitalization and punctuation to comprehend (K-1);

(G) understand that spoken words are represented in written language by specific sequences of letters (K-1); and

(G) understand that spoken words are represented in written language by specific sequences of letters (K-1); and

(G) understand that spoken words are represented in written language by specific sequences of letters (K-1); and

(H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).

(H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).

(H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).

(K.6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(D) identify and isolate the initial and final sound of a spoken word (K-1);

(D)(ii) identify vowel and consonant sounds (K-1/SLA);

(D)(i) identify and isolate the initial and final sound of a spoken word (K-1/ESL);

(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and

(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and

(E) blend sounds to make spoken words such as moving manipulatives to blend phonemes in a spoken word (K); and

(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).

(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).

(F) segment one-syllable spoken words into individual phonemes, clearly producing beginning, medial, and final sounds (K-1).

(K.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language.

(A) name and identify each letter of the alphabet (K-1);

(A) name and identify each letter of the alphabet (K-1);

(A) name and identify each letter of the alphabet (K-1);

(B) understand that written words are composed of letters that represent sounds (K-1); and

(B) understand that written words are composed of letters that represent sounds (K-1); and

(B) understand that written words are composed of letters that represent sounds (K-1); and

(C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1).

(C)(ii) learn and apply letter-sound correspondences of consonants-vowel patterns to produce syllables to begin to read (K-1/SLA).

(C)(i) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1/ESL).

(K.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(C) identify words that name persons, places, or things and words that name actions (K-1).

(C) identify words that name persons, places, or things and words that name actions (K-1).

(C) identify words that name persons, places, or things and words that name actions (K-1).

(K.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud.

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and

(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and

(B) establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained (K-3); and

(C) retell or act out the order of important events in stories (K-3).

(C) retell or act out the order of important events in stories (K-3).

(C) retell or act out the order of important events in stories (K-3).

(K.10) Reading/literary response. The student responds to various texts.

(A) listen to stories being read aloud (K-1);

(A) listen to stories being read aloud (K-1);

(A) listen to stories being read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1); and

(D) describe how illustrations contribute to the text (K-1).

(D) describe how illustrations contribute to the text (K-1).

(D) describe how illustrations contribute to the text (K-1).

(K.11) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts.

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(B) understand simple story structure (K-1);

(B) understand simple story structure (K-1);

(B) understand simple story structure (K-1);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and

(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and

(D) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); and

(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1).

(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1).

(E) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1).

(K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources.

(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);

(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);

(A) identify relevant questions for inquiry such as "Why did knights wear armor?" (K-3);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(C) draw conclusions from information gathered (K-3); and

(C) draw conclusions from information gathered (K-3); and

(C) draw conclusions from information gathered (K-3); and

(D) locate important areas of the library/media center (K-1).

(D) locate important areas of the library/media center (K-1).

(D) locate important areas of the library/media center (K-1).

(K.13) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and

(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(K.14) Writing/spelling/penmanship. The student develops the foundations of writing.

(A) write his/her own name and other important words (K-1);

(A) write his/her own name and other important words (K-1);

(A) write his/her own name and other important words (K-1);

(B) write each letter of the alphabet, both capital and lowercase (K);

(B) write each letter of the alphabet, both capital and lowercase (K);

(B) write each letter of the alphabet, both capital and lowercase (K);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(D) write messages that move left-to-right and top-to-bottom on the page (K-1); and

(D) write messages that move left-to-right and top-to-bottom on the page (K-1); and

(D) write messages that move left-to-right and top-to-bottom on the page (K-1); and

(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K).

(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K-1).

(E) gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (K-1).

(K.15) Writing/composition. The student composes original texts.

(A) dictate messages such as news and stories for others to write (K-1);

(A) dictate messages such as news and stories for others to write (K-1);

(A) dictate messages such as news and stories for others to write (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, centers (K-1);

(C) write to record ideas and reflections (K-3);

(C) write to record ideas and reflections (K-3);

(C) write to record ideas and reflections (K-3);

(D) generate ideas before writing on self-selected topics (K-1);

(D) generate ideas before writing on self-selected topics (K-1);

(D) generate ideas before writing on self-selected topics (K-1);

(E) generate ideas before writing on assigned tasks (K-1); and

(E) generate ideas before writing on assigned tasks (K-1); and

(E) generate ideas before writing on assigned tasks (K-1); and

(F) use available technology to compose text (K-3).

(F) use available technology to compose text (K-3).

(F) use available technology to compose text (K-3).

(K.16) Writing/inquiry/research. The student uses writing as a tool for learning and research.

(A) record or dictate questions for investigating (K-1); and

(A) record or dictate questions for investigating (K-1); and

(A) record or dictate questions for investigating (K-1); and

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(K.17) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.

(A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL);

(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);

(D) use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL);

(E) use learning strategies such as using circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and

(G) use accessible language and learn new and essential language in the process (K-8/ESL).

(K.18) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL);

(B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL); and

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).

(K.19) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, foods, occupations, and time (K-8/ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);

(C) ask and give information such as directions and address, as well as, name, age, and nationality (K-8/ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);

(F) describe the immediate surroundings such as classroom, school, or home (K-8/ESL);

(G) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);

(H) produce phonological elements of simple vocabulary and phrases (K-3/ESL); and

(I) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).

(K.20) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.

(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);

(D) participate in shared reading (K-8/ESL);

(E) develop basic sight vocabulary (K-8/ESL);

(F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);

(G) read silently with increasing ease for longer periods (K-8/ESL);

(H) use print from the environment to derive meaning (K-8/ESL); and

(I) use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).

GRADE 1 • INTRODUCTION

(1) In Grade 1, students continue to develop their oral language and communication skills and move to becoming independent readers and writers. First grade students listen attentively and connect their experiences and ideas with information and ideas presented in print. Students listen and respond to a wide variety of children's literature, including selections from classic and contemporary works. The stories and informational books students hear introduce them to new vocabulary. Students recognize the distinguishing features of stories, poems, and informational texts. First grade students continue to develop their concepts of how print connects with spoken language. Students understand that spoken language is composed of sequences of sounds and that those sounds are represented by letters. Students can name the letters and know the order of the alphabet and associate sounds with the letter or letters that represent them. Students learn most of the common letter-sound correspondences and use this knowledge to help them decode written words. First grade students regularly read (both orally and silently) in texts of appropriate difficulty with fluency and understanding. Students demonstrate their comprehension by asking and answering questions, retelling stories, predicting outcomes, and making and explaining inferences. First grade students become adept writers. Students know the difference between words, sentences, and paragraphs. First grade students can organize their thoughts and ideas into complete stories or reports. Students use subjects and verbs and are able to write complete sentences using basic capitalization and punctuation. First grade students become more proficient spellers as they learn to spell a number of high-frequency words and words with regularly spelled patterns. The students' messages move from left-to-right and from top-to-bottom and are written with increasing control of penmanship.

(1) In Grade 1, students continue to develop their oral language and communication skills and move to becoming independent readers and writers. First grade students listen attentively and connect their experiences and ideas with information and ideas presented in print. Students listen and respond to a wide variety of children's literature, including selections from classic and contemporary works. The stories and informational books students hear introduce them to new vocabulary. Students recognize the distinguishing features of stories, poems, and informational texts. First grade students continue to develop their concepts of how print connects with spoken language. Students understand that spoken language is composed of sequences of sounds and that those sounds are represented by letters. Students can name the letters and know the order of the alphabet and associate sounds with the letter or letters that represent them. Students learn most of the common letter-sound correspondences and use this knowledge to help them decode written words. First grade students regularly read (both orally and silently) in texts of appropriate difficulty with fluency and understanding. Students demonstrate their comprehension by asking and answering questions, retelling stories, predicting outcomes, and making and explaining inferences. First grade students become adept writers. Students know the difference between words, sentences, and paragraphs. First grade students can organize their thoughts and ideas into complete stories or reports. Students use subjects and verbs and are able to write complete sentences using basic capitalization and punctuation. First grade students become more proficient spellers as they learn to spell a number of high-frequency words and words with regularly spelled patterns. The students' messages move from left-to-right and from top-to-bottom and are written with increasing control of penmanship.

(2) For first grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside school.

(A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as It's my turn and Who is it? Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes.

(B) Intermediate ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension and oral skills in English. Through meaningful listening and speaking interactions, ESOL students clarify, distinguish, and evaluate ideas and responses in a variety of situations.

(C) Advanced ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. These students begin to read and write in English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.

(D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for Grade 1 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.

(4) The essential knowledge and skills as well as the student expectations for Grade 1 are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.

(4) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 1 as described in subsection (b) of this section.

(5) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 1 as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

GRADE 1 • KNOWLEDGE AND SKILLS

(1.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and

(E)(ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA); and

(E)(i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL); and

(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).

(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).

(F) identify the musical elements of literary language such as its rhymes or repeated sounds (K-1).

(G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and

(H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).

(1.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(1.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);

(A)(ii) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3/SLA);

(A)(i) choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including use of appropriate volume and rate (K-3/ESL);

(B) use verbal and nonverbal communication in effective ways such as in making announcements, giving directions, or making introductions (K-3);

(B)(ii) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (tú/usted) (K-3/SLA);

(B)(i) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3);

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3); and

(1.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

(A) learn the vocabulary of school such as numbers, shapes, colors, directions, and categories (K-1);

(A) learn the vocabulary of school including numbers, shapes, colors, directions, and categories (K-1);

(A) learn the vocabulary of school including numbers, shapes, colors, directions, and categories (K-1);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and

(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and

(C) clarify and support spoken messages using appropriate props such as objects, pictures, and charts (K-3); and

(D) retell a spoken message by summarizing or clarifying (K-3).

(D) retell a spoken message by summarizing or clarifying (K-3).

(D) retell a spoken message by summarizing or clarifying (K-3).

(1.5) Reading/print awareness. The student demonstrates knowledge of concepts of print.

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(A) recognize that print represents spoken language and conveys meaning such as his/her own name and signs such as Exit and Danger (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(B) know that print moves left-to-right across the page and top-to-bottom (K-1);

(C) understand that written words are separated by spaces (K-1);

(C) understand that written words are separated by spaces (K-1);

(C) understand that written words are separated by spaces (K-1);

(D) know the difference between individual letters and printed words (K-1);

(D) know the difference between individual letters and printed words (K-1);

(D) know the difference between individual letters and printed words (K-1);

(E) know the order of the alphabet (1);

(E) know the order of the alphabet (1);

(E) know the order of the alphabet (1);

(F) know the difference between capital and lowercase letters (K-1);

(F) know the difference between capital and lowercase letters (K-1);

(F) know the difference between capital and lowercase letters (K-1);

(G) recognize how readers use capitalization and punctuation to comprehend (K-1);

(G) recognize how readers use capitalization and punctuation to comprehend (K-1);

(G) recognize how readers use capitalization and punctuation to comprehend (K-1);

(H) understand that spoken words are represented in written language by specific sequences of letters (K-1);

(H) understand that spoken words are represented in written language by specific sequences of letters (K-1);

(H) understand that spoken words are represented in written language by specific sequences of letters (K-1);

(I) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1);

(I) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1);

(I) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1);

(J) recognize that there are correct spellings for words (1); and

(J) recognize that there are correct spellings for words (1); and

(J) recognize that there are correct spellings for words (1); and

(K) recognize the distinguishing features of a paragraph (1).

(K) recognize the distinguishing features of a paragraph (1).

(K) recognize the distinguishing features of a paragraph (1).

(1.6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds).

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(A) demonstrate the concept of word by dividing spoken sentences into individual words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(B) identify, segment, and combine syllables within spoken words such as by clapping syllables and moving manipulatives to represent syllables in words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(C) produce rhyming words and distinguish rhyming words from non-rhyming words (K-1);

(D) identify and isolate the initial and final sound of a spoken word (K-1);

(D)(ii) identify vowel and consonant sounds (K-1/SLA);

(D)(i) identify and isolate the initial and final sound of a spoken word (K-1/ESL);

(E) blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1); and

(E) blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1); and

(E) blend sounds to make spoken words, including three and four phoneme words, through ways such as moving manipulatives to blend phonemes in a spoken word (1); and

(F) segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1).

(F) segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1).

(F) segment one-syllable spoken words into individual phonemes, including three and four phoneme words, clearly producing beginning, medial, and final sounds (K-1).

(1.7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language.

(A) name and identify each letter of the alphabet (K-1);

(A) name and identify each letter of the alphabet (K-1);

(A) name and identify each letter of the alphabet (K-1);

(B) understand that written words are composed of letters that represent sounds (K-1);

(B) understand that written words are composed of letters that represent sounds (K-1);

(B) understand that written words are composed of letters that represent sounds (K-1);

(C) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1);

(C)(ii) learn and apply letter-sound correspondences of consonants-vowel patterns to produce syllables to begin to read (K-1/SLA);

(C)(i) learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read (K-1/ESL);

(D) learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; and vowel digraphs and diphthongs such as ea, ie, ee (1);

(D)(ii) learn and apply the most common letter-sound correspondences, including vowel sounds/digraphs and consonant sounds such as ń, rr, ll, and ch (1/SLA);

(D)(i) learn and apply the most common letter-sound correspondences, including the sounds represented by single letters (consonants and vowels); consonant blends such as bl, st, tr; consonant digraphs such as th, sh, ck; and vowel digraphs and diphthongs such as ea, ie, ee (1/ESL);

(E) blend initial letter-sounds with common vowel spelling patterns to read words (1-3);

(E)(ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends, and stress (1-3/SLA);

(E)(i) blend initial letter-sounds with common vowel spelling patterns to read words (1-3/ESL);

(F) decode by using all letter-sound correspondences within regularly spelled words (1-3); and

(F) decode by using all letter-sound correspondences within regularly spelled words (1-3);

(F) decode by using all letter-sound correspondences within regularly spelled words (1-3) and

(G) use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).

(G) use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1); and

(G) use letter-sound knowledge to read decodable texts (engaging and coherent texts in which most of the words are comprised of an accumulating sequence of letter-sound correspondences being taught) (1).

(H) apply letter-sound knowledge of consonant-vowel patterns to produce syllables to begin to read (1/SLA).

(1.8) Reading/word identification. The student uses a variety of word identification strategies.

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(B) use common spelling patterns to read words (1);

(B) use common spelling patterns to read words (1);

(B) use common spelling patterns to read words (1);

(C) use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, -ed, and -ing (1-2);

(C)(ii) use structural cues to recognize words such as compounds, base words, and inflections such as -mente, -ito, -ada, and -ando (1-2/SLA);

(C)(i) use structural cues to recognize words such as compounds, base words, and inflections such as -s, -es, -ed, and -ing (1-2/ESL);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(E) recognize high frequency irregular words such as said, was, where, and is (1-2);

(E) recognize high frequency irregular words such as said, was, where, and is (1-2/ESL);

(F) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(F) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(F) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(G) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).

(G)(ii) develop automatic recognition of words that use specific spelling patterns such as r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, ch, h, i/y, gue, and gui (1-3/SLA).

(G)(i) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3/ESL).

(1.9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (1);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (1);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (1);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm) (1);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm) (1);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm) (1);

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (1); and

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (1); and

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (1); and

(D) self-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).

(D) self-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).

(D) self-select independent level reading such as by drawing on personal interest, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3).

(1.10) Reading/variety of texts. The student reads widely for different purposes in varied sources.

(A) read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information (1); and

(A) read fiction, nonfiction, and poetry including classic and contemporary works for pleasure and/or information (1); and

(A) read fiction, nonfiction, and poetry including classic and contemporary works for pleasure and/or information (1); and

(B) use graphs, charts, signs, captions, and other informational texts to acquire information (1).

(B) use graphs, charts, signs, captions, and other informational texts to acquire information (1).

(B) use graphs, charts, signs, captions, and other informational texts to acquire information (1).

(1.11) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); and

(C) identify words that name persons, places, or things and words that name actions (K-1).

(C) identify words that name persons, places, or things and words that name actions (K-1).

(C) identify words that name persons, places, or things and words that name actions (K-1).

(1.12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(C) retell or act out the order of important events in stories (K-3);

(C) retell or act out the order of important events in stories (K-3);

(C) retell or act out the order of important events in stories (K-3);

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help (1-3);

(D)(ii) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3/SLA);

(D)(i) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, translating, and asking for help (1-3/ESL);

(E) draw and discuss visual images based on text descriptions (1-3);

(E) draw and discuss visual images based on text descriptions (1-3);

(E) draw and discuss visual images based on text descriptions (1-3);

(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and

(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and

(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3); and

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2).

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2).

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2).

(1.13) Reading/literary response. The student responds to various texts.

(A) listen to stories being read aloud (K-1);

(A) listen to stories being read aloud (K-1);

(A) listen to stories being read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(B) participate actively (react, speculate, join in, read along) when predictable and patterned selections are read aloud (K-1);

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

(C) respond through talk, movement, music, art, drama, and writing to a variety of stories and poems in ways that reflect understanding and interpretation (K-1);

(D) connect ideas and themes across texts (1-3); and

(D) connect ideas and themes across texts (1-3); and

(D) connect ideas and themes across texts (1-3); and

(E) describe how illustrations contribute to the text (K-1).

(E) describe how illustrations contribute to the text (K-1).

(E) describe how illustrations contribute to the text (K-1).

(1.14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts.

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts such as lists, newsletters, and signs and the functions they serve (K-3);

(B) understand simple story structure (K-1);

(B) understand simple story structure (K-1);

(B) understand simple story structure (K-1);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3);

(D) recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3);

(D) recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3);

(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(F) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1);

(F) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1);

(F) understand literary terms by distinguishing between the roles of the author and illustrator such as the author writes the story and the illustrator draws the pictures (K-1);

(G) analyze characters, including their traits, feelings, relationships, and changes (1-3);

(G) analyze characters including their traits, feelings, relationships, and changes (1-3);

(G) analyze characters including their traits, feelings, relationships, and changes (1-3);

(H) identify the importance of the setting to a story's meaning (1-3); and

(H) identify the importance of the setting to a story's meaning (1-3); and

(H) identify the importance of the setting to a story's meaning (1-3); and

(I) recognize the story problem(s) or plot (1-3).

(I) recognize the story problem(s) or plot (1-3).

(I) recognize the story problem(s) or plot (1-3).

(1.15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources including selections read aloud.

(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3);

(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3);

(A) identify relevant questions for inquiry such as "What do pill bugs eat?" (K-3);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(B) use pictures, print, and people to gather information and answer questions (K-1);

(C) draw conclusions from information gathered (K-3);

(C) draw conclusions from information gathered (K-3);

(C) draw conclusions from information gathered (K-3);

(D) use alphabetical order to locate information (1-3);

(D) use alphabetical order to locate information (1-3);

(D) use alphabetical order to locate information (1-3);

(E) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); and

(E) recognize and use parts of a book to locate information including table of contents, chapter titles, guide words, and indices (1-3); and

(E) recognize and use parts of a book to locate information including table of contents, chapter titles, guide words, and indices (1-3); and

(F) locate important areas of the library/media center (K-1).

(F) locate important areas of the library/media center (K-1).

(F) locate important areas of the library/media center (K-1).

(1.16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); and

(A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); and

(A) connect his/her own experiences with the life experiences, languages, customs, and culture of others (K-3); and

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(1.17) Writing/penmanship/capitalization/punctuation. The student develops the foundations of writing.

(A) write his/her own name and other important words (K-1);

(A) write his/her own name and other important words (K-1);

(A) write his/her own name and other important words (K-1);

(B) write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing (1);

(B) write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing (1);

(B) write each letter of the alphabet, both capital and lowercase, using correct formation, appropriate size, and spacing (1);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(C) use phonological knowledge to map sounds to letters to write messages (K-1);

(D) write messages that move left-to-right and top-to-bottom on the page (K-1);

(D) write messages that move left-to-right and top-to-bottom on the page (K-1);

(D) write messages that move left-to-right and top-to-bottom on the page (K-1);

(E) gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture (1);

(E) gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture (1);

(E) gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture (1);

(F) use word and letter spacing and margins to make messages readable (1-2); and

(F) use word and letter spacing and margins to make messages readable (1-2); and

(F) use word and letter spacing and margins to make messages readable (1-2); and

(G) use basic capitalization and punctuation such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2).

(G)(ii) use basic capitalization and punctuation rules in Spanish such as capitalizing names, first letters in sentences, and proper nouns and using periods, question marks, and exclamation points (1-2/SLA).

(G)(i) use basic capitalization and punctuation such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (1-2/ESL);

(1.18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms.

(A) dictate messages such as news and stories for others to write (K-1);

(A) dictate messages such as news and stories for others to write (K-1);

(A) dictate messages such as news and stories for others to write (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K-1);

(B) write labels, notes, and captions for illustrations, possessions, charts, and centers (K-1);

(C) write to record ideas and reflections (K-3);

(C) write to record ideas and reflections (K-3);

(C) write to record ideas and reflections (K-3);

(D) write to discover, develop, and refine ideas (1-3);

(D) write to discover, develop, and refine ideas (1-3);

(D) write to discover, develop, and refine ideas (1-3);

(E) write to communicate with a variety of audiences (1-3); and

(E) write to communicate with a variety of audiences (1-3); and

(E) write to communicate with a variety of audiences (1-3); and

(F) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(F) write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(F) write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(1.19) Writing/writing processes. The student selects and uses writing processes to compose original text.

(A) generate ideas before writing on self-selected topics (K-1);

(A) generate ideas before writing on self-selected topics (K-1);

(A) generate ideas before writing on self-selected topics (K-1);

(B) generate ideas before writing on assigned tasks (K-1);

(B) generate ideas before writing on assigned tasks (K-1);

(B) generate ideas before writing on assigned tasks (K-1);

(C) develop drafts (1-3);

(C) develop drafts (1-3);

(C) develop drafts (1-3);

(D) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); and

(D) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3); and

(D) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3); and

(E) use available technology to compose text (K-3).

(E) use available technology to compose text (K-3).

(E) use available technology to compose text (K-3).

(1.20) Writing/spelling. The student spells proficiently.

(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);

(A)(ii) write with more proficient spelling including using silent letters in syllables, dieresis marks, accents, verbs, r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, i/y, ch, and h (1/SLA);

(A)(i) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3/ESL).

(B) write with more proficient spelling of inflectional endings such as plurals and verb tenses (1-2);

(B) write with more proficient spelling of inflectional endings such as plurals and verb tenses (1-2);

(B) write with more proficient spelling of inflectional endings such as plurals and verb tenses (1-2);

(C) spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, l, and s such as in miss or doll; and that have ck as the final consonants such as in buck (1);

(C) spell single syllable words that have r-controlled vowels such as in burn or star; that have the final consonants f, l, and s such as in miss or doll; and that have ck as the final consonants such as in buck (1/ESL);

(D) use resources to find correct spellings, synonyms, and replacement words (1-3); and

(D) use resources to find correct spellings, synonyms, and replacement words (1-3); and

(D) use resources to find correct spellings, synonyms, and replacement words (1-3); and

(E) use conventional spelling of familiar words in final drafts (1).

(E) use conventional spelling of familiar words in final drafts (1).

(E) use conventional spelling of familiar words in final drafts (1).

(1.21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage.

(A) use nouns and verbs in sentences (1); and

(A) use nouns and verbs in sentences (1);

(A) use nouns and verbs in sentences (1);

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2).

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2); and

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);

(C) use verb tenses such as present and preterite appropriately and consistently (1-6/SLA).

(1.22) Writing/evaluation. The student evaluates his/her own writing and the writing of others.

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(B) respond constructively to others' writing (1-3); and

(B) respond constructively to others' writing (1-3); and

(B) respond constructively to others' writing (1-3); and

(C) determine how his/her own writing achieves its purposes (1-3).

(C) determine how his/her own writing achieves its purposes (1-3).

(C) determine how his/her own writing achieves its purposes (1-3).

(1.23) Writing/inquiry/research. The student uses writing as a tool for learning and research.

(A) record or dictate questions for investigating (K-1); and

(A) record or dictate questions for investigating (K-1); and

(A) record or dictate questions for investigating (K-1); and

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(B) record or dictate his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3).

(1.24) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.

(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);

(D) use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL);

(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and

(G) use accessible language and learn new and essential language in the process (K-8/ESL).

(1.25) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL);

(B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL); and

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).

(1.26) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);

(C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);

(F) describe the immediate surroundings such as classroom, school, or home (K-8/ESL);

(G) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);

(H) produce phonological elements of simple vocabulary and phrases (K-3/ESL); and

(I) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).

(1.27) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.

(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);

(D) participate in shared reading (K-8/ESL);

(E) develop basic sight vocabulary (K-8/ESL);

(F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);

(G) read silently with increasing ease for longer periods (K-8/ESL);

(H) use print from the environment to derive meaning (K-8/ESL); and

(I) use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).

GRADE 2 • INTRODUCTION

(1) In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines.

(1) In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines.

(2) For second grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside school.

(A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as "It's my turn" and "Who is it?" Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes.

(B) Intermediate ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension and oral skills in English. Through meaningful listening and speaking interactions, ESOL students clarify, distinguish, and evaluate ideas and responses in a variety of situations.

(C) Advanced ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. These students begin to read and write in English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.

(D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for Grade 2 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.

(4) The essential knowledge and skills as well as the student expectations for Grade 2 are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.

(4) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 2 as described in subsection (b) of this section.

(5) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 2 as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

GRADE 2 • KNOWLEDGE AND SKILLS

(2.1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences.

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and

(E)(ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA);

(E)(i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL);

(F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

(F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

(F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3);

(G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and

(H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).

(2.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(2.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.

(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3);

(A)(ii) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3/SLA);

(A)(i) choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including use of appropriate volume and rate (K-3/ESL);

(B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3);

(B)(ii) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (tú/usted) (K-3/SLA);

(B)(i) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);

(D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3);

(E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3); and

(F) employ English content area vocabulary in context (K-8/ESL).

(2.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.

(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);

(B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and

(C) retell a spoken message by summarizing or clarifying (K-3).

(C) retell a spoken message by summarizing or clarifying (K-3).

(C) retell a spoken message by summarizing or clarifying (K-3).

(2.5) Reading/word identification. The student uses a variety of word identification strategies.

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(A) decode by using all letter-sound correspondences within a word (1-3);

(B) blend initial letter - sounds with common vowel spelling patterns to read words (1-3);

(B)(ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends and stress (1-3/SLA);

(B)(i) blend initial letter-sounds with common vowel spelling patterns to read words (1-3/ESL);

(C) recognize high frequency irregular words such as said, was, where, and is (1-2);

(C) recognize high frequency irregular words such as said, was, where, and is (1-2/ESL);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(D) identify multisyllabic words by using common syllable patterns (1-3);

(E) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2);

(E)(ii) use structural cues to recognize words such as compounds, base words, and inflections such as -mente, -ito, -ada, and -ando (1-3/SLA);

(E)(i) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2/ESL);

(F) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2);

(F)(ii) use structural cues such as prefixes and suffixes to recognize words, for example, des- and -able (2/SLA);

(F)(i) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2/ESL);

(G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

(H) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).

(H)(ii) develop automatic recognition of words that use specific spelling patterns such as r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, ch, h, i/y, gue, and gui (1-3/SLA).

(H)(i) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3/ESL).

(2.6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);

(C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);

(D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and

(D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and

(D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and

(E) read silently for increasing periods of time (2-3).

(E) read silently for increasing periods of time (2-3).

(E) read silently for increasing periods of time (2-3).

(2.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.

(A) read classic and contemporary works (2-8);

(A) read classic and contemporary works (2-6);

(A) read classic and contemporary works (2-8);

(B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and

(B) read from a variety of genres for pleasure and to acquire information from both print and electronic formats (2-3); and

(B) read from a variety of genres for pleasure and to acquire information from both print and electronic formats (2-3); and

(C) read to accomplish various purposes, both assigned and self-selected (2-3).

(C) read to accomplish a variety of purposes, both assigned and self-selected (2-3).

(C) read to accomplish a variety of purposes, both assigned and self-selected (2-3).

(2.8) Reading/vocabulary development. The student develops an extensive vocabulary.

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);

(B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);

(C) develop vocabulary through reading (2-3); and

(C) develop vocabulary through reading (2-3); and

(C) develop vocabulary through reading (2-3); and

(D) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3).

(D)(ii) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings (2-3/SLA).

(D)(i) use resources and references such as beginners' dictionaries, bilingual dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3/ESL).

(2.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(A) use prior knowledge to anticipate meaning and make sense of texts (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);

(C) retell or act out the order of important events in stories (K-3);

(C) retell or act out the order of important events in stories (K-3);

(C) retell or act out the order of important events in stories (K-3);

(D) monitor his/her own comprehension and act purposefully when comprehension breaks down such as rereading, searching for clues, and asking for help (1-3);

(D)(ii) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3/SLA);

(D)(i) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, translating, and asking for help (1-3/ESL);

(E) draw and discuss visual images based on text descriptions (1-3);

(E) draw and discuss visual images based on text descriptions (1-3);

(E) draw and discuss visual images based on text descriptions (1-3);

(F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3);

(F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);

(F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2);

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2);

(G) identify similarities and differences across texts such as in topics, characters, and problems (1-2);

(H) produce summaries of text selections (2-3); and

(H) produce summaries of text selections (2-3); and

(H) produce summaries of text selections (2-3); and

(I) represent text information in different ways, including story maps, graphs, and charts (2-3).

(I) represent text information in different ways including story maps, graphs, and charts (2-3).

(I) represent text information in different ways including story maps, graphs, and charts (2-3).

(2.10) Reading/literary response. The student responds to various texts.

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);

(A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);

(B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);

(B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);

(B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);

(C) support interpretations or conclusions with examples drawn from text (2-3); and

(C) support interpretations or conclusions with examples drawn from text (2-3); and

(C) support interpretations or conclusions with examples drawn from text (2-3); and

(D) connect ideas and themes across texts (1-3).

(D) connect ideas and themes across texts (1-3).

(D) connect ideas and themes across texts (1-3).

(2.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.

(A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts including lists, newsletters, and signs and the functions they serve (K-3);

(A) distinguish different forms of texts including lists, newsletters, and signs and the functions they serve (K-3);

(B) identify text as written for entertainment (narrative) or for information (expository) (2);

(B) identify text as written for entertainment (narrative) or for information (expository) (2);

(B) identify text as written for entertainment (narrative) or for information (expository) (2);

(C) distinguish fiction from nonfiction, including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction including fact and fantasy (K-3);

(C) distinguish fiction from nonfiction including fact and fantasy (K-3);

(D) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3);

(D) recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3);

(D) recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-6);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

(F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2);

(F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2);

(F) understand and identify simple literary terms such as title, author, and illustrator across a variety of literary forms (texts) (2);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);

(H) analyze characters, including their traits, relationships, and changes (1-3);

(H) analyze characters including their traits, relationships, and changes (1-3);

(H) analyze characters including their traits, relationships, and changes (1-3);

(I) identify the importance of the setting to a story's meaning (1-3); and

(I) identify the importance of the setting to a story's meaning (1-3); and

(I) identify the importance of the setting to a story's meaning (1-3); and

(J) recognize the story problem(s) or plot (1-3).

(J) recognize the story problem(s) or plot (1-3).

(J) recognize the story problem(s) or plot (1-3).

(2.12) Reading inquiry/research. The student generates questions and conducts research using information from various sources.

(A) identify relevant questions for inquiry such as "Why do birds build different kinds of nests?" (K-3);

(A) identify relevant questions for inquiry, such as "Why do birds build different kinds of nests?" (K-3);

(A) identify relevant questions for inquiry, such as "Why do birds build different kinds of nests?" (K-3);

(B) use alphabetical order to locate information (1-3);

(B) use alphabetical order to locate information (1-3);

(B) use alphabetical order to locate information (1-3);

(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);

(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);

(C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);

(D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3);

(D) use multiple sources including print, such as an encyclopedia, technology, and experts to locate information that addresses questions (2-3);

(D) use multiple sources including print, such as an encyclopedia, technology, and experts to locate information that addresses questions (2-3);

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);

(F) locate and use important areas of the library media center (2-3);

(F) locate and use important areas of the library media center (2-3);

(F) locate and use important areas of the library media center (2-3);

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and

(G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and

(H) draw conclusions from information gathered (K-3).

(H) draw conclusions from information gathered (K-3).

(H) draw conclusions from information gathered (K-3).

(2.13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.

(A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and

(A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and

(A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(B) compare experiences of characters across cultures (K-3).

(2.14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms.

(A) write to record ideas and reflections (K-3);

(A) write to record ideas and reflections (K-3);

(A) write to record ideas and reflections (K-3);

(B) write to discover, develop, and refine ideas (1-3);

(B) write to discover, develop, and refine ideas (1-3);

(B) write to discover, develop, and refine ideas (1-3);

(C) write to communicate with a variety of audiences (1-3); and

(C) write to communicate with a variety of audiences (1-3); and

(C) write to communicate with a variety of audiences (1-3); and

(D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(D) write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(D) write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

(2.15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and handwriting to communicate clearly.

(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);

(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);

(A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);

(B) use word and letter spacing and margins to make messages readable (1-2);

(B) use word and letter spacing and margins to make messages readable (1-2);

(B) use word and letter spacing and margins to make messages readable (1-2);

(C) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2); and

(C)(ii) use basic capitalization and punctuation rules in Spanish including capitalizing names and first letters in sentences and proper nouns and using periods, question marks, and exclamation points (1-2/SLA); and

(C)(i) use basic capitalization and punctuation correctly, including capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2/ESL); and

(D) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2).

(D)(ii) use more complex capitalization and punctuation with increasing accuracy such as commas, hyphens, proper nouns, and abbreviations (2/SLA).

(D)(i) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2/ESL).

(2.16) Writing/spelling. The student spells proficiently.

(A) use resources to find correct spellings, synonyms, and replacement words (1-3);

(A) use resources to find correct spellings, synonyms, and replacement words (1-3);

(A) use resources to find correct spellings, synonyms, and replacement words (1-3);

(B) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3);

(B)(ii) write with more proficient spelling using silent letters in syllables, dieresis marks, written accents, and spelling patterns using q/c/k, b/v, r/rr, y/ll, c/h/g or ch, g/j, j/x, i/y, and s/c/z (2-3/SLA);

(B)(i) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3/ESL);

(C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and

(C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and

(C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2); and

(D) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2).

(D)(ii) write with more proficient use of orthographic patterns and rules such as qu together, use of n before v, m before b, m before p, and changing z to c when adding -es (2/SLA).

(D)(i) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2/ESL).

(2.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.

(A) use singular and plural forms of regular nouns (2);

(A) use singular and plural forms of regular nouns (2);

(A) use singular and plural forms of regular nouns (2);

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);

(B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);

(C) compose sentences with interesting, elaborated subjects (2-3); and

(C) compose sentences with interesting, elaborated subjects (2-3);

(C) compose sentences with interesting, elaborated subjects (2-3); and

(D) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).

(D)(ii) edit writing in preparing for standard grammar and usage, including subject-verb agreement/conjugation, number and gender agreement, pronoun agreement, appropriate verb tenses, and articles (2-3/SLA); and

(D)(i) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3/ESL).

(E) use verb tenses such as present, preterite, and future appropriately and consistently (2-6/SLA).

(2.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);

(B) develop drafts (1-3);

(B) develop drafts (1-3);

(B) develop drafts (1-3);

(C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(C) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(C) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3);

(D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3);

(E) use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and

(E) use available technology for aspects of writing including word processing, spell checking, and printing) (2-3); and

(E) use available technology for aspects of writing including word processing, spell checking, and printing) (2-3); and

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).

(F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).

(2.19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);

(B) respond constructively to others' writing (1-3);

(B) respond constructively to others' writing (1-3);

(B) respond constructively to others' writing (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(C) determine how his/her own writing achieves its purposes (1-3);

(D) use published pieces as models for writing (2-3); and

(D) use published pieces as models for writing (2-3); and

(D) use published pieces as models for writing (2-3); and

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

(E) review a collection of his/her own written work to monitor growth as a writer (2-3).

(2.20) Writing/inquiry/research. The student uses writing as a tool for learning and research.

(A) write or dictate questions for investigating (2-3);

(A) write or dictate questions for investigating (2-3);

(A) write or dictate questions for investigating (2-3);

(B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);

(B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);

(B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);

(C) take simple notes from relevant sources such as classroom guests, information books, and media sources (2-3); and

(C) take simple notes from relevant sources such as classroom guests, information, books, and media sources (2-3); and

(C) take simple notes from relevant sources such as classroom guests, information, books, and media sources (2-3); and

(D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

(D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

(D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

(2.21) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.

(A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL);

(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);

(D) use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL);

(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and

(G) use accessible language and learn new and essential language in the process (K-8/ESL).

(2.22) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL);

(B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL); and

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).

(2.23) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);

(C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);

(F) describe the immediate surroundings such as classroom, school, or home (K-8/ESL);

(G) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);

(H) produce phonological elements of simple vocabulary and phrases (K-3/ESL); and

(I) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).

(2.24) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.

(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);

(D) participate in shared reading (K-8/ESL);

(E) develop basic sight vocabulary (K-8/ESL);

(F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);

(G) read silently with increasing ease for longer periods (K-8/ESL);

(H) use print from the environment to derive meaning (K-8/ESL); and

(I) use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).

(2.25) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas.

(A) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL);

(B) write with more proficient use of orthographic patterns and rules such as qu together consonant doubling, dropping final e, and changing y to i (2-8/ESL);

(C) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL);

(D) employ increasingly complex grammatical structures in writing, as follows:

(i) demonstrate knowledge of verbs, tenses and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL);

(ii) demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL);

(iii) demonstrate knowledge of parts of speech (2-8/ESL); and

(iv) demonstrate knowledge of negatives and contractions (2-8/ESL);

(E) construct correct sentences, including a variety of sentence types and styles (2-8/ESL);

(F) combine multiple sentences into a unified sentence (2-8/ESL); and

(G) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).

GRADE 3 • INTRODUCTION

(1) In Grade 3, students read and write more independently than in any previous grade and spend significant blocks of time engaged in reading and writing on their own as well as in assigned tasks and projects. Students listen critically to spoken messages, think about their own contributions to discussions, and plan their oral presentations. Third grade students read grade-level material fluently and with comprehension. Students use root words, prefixes, suffixes, and derivational endings to recognize words. Students demonstrate knowledge of synonyms, antonyms, and multi-meaning words. Students are beginning to distinguish fact from opinion in texts. During class discussions, third grade students support their ideas and inferences by citing portions of the text being discussed. Students read in a variety of genres, including realistic and imaginative fiction, nonfiction, and poetry from classic and contemporary works. Third grade students write with more complex capitalization and punctuation such as proper nouns and commas in a series. Students write with more proficient spelling of contractions and homonyms. Third grade students write longer and more elaborate sentences and organize their writing into larger units of text. Students write several drafts to produce a final product. Students revise their writing to improve coherence, progression, and logic, and edit final drafts to reflect standard grammar and usage. Students master manuscript writing and may begin to use cursive writing.

(1) In Grade 3, students read and write more independently than in any previous grade and spend significant blocks of time engaged in reading and writing on their own as well as in assigned tasks and projects. Students listen critically to spoken messages, think about their own contributions to discussions, and plan their oral presentations. Third grade students read grade-level material fluently and with comprehension. Students use root words, prefixes, suffixes, and derivational endings to recognize words. Students demonstrate knowledge of synonyms, antonyms, and multi-meaning words. Students are beginning to distinguish fact from opinion in texts. During class discussions, third grade students support their ideas and inferences by citing portions of the text being discussed. Students read in a variety of genres, including realistic and imaginative fiction, nonfiction, and poetry from classic and contemporary works. Third grade students write with more complex capitalization and punctuation such as proper nouns and commas in a series. Students write with more proficient spelling of contractions and homonyms. Third grade students write longer and more elaborate sentences and organize their writing into larger units of text. Students write several drafts to produce a final product. Students revise their writing to improve coherence, progression, and logic, and edit final drafts to reflect standard grammar and usage. Students master manuscript writing and may begin to use cursive writing.

(2) For third grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside school.

(A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as "It's my turn" and "Who is it?" Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes.

(B) Intermediate ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension and oral skills in English. Through meaningful listening and speaking interactions, ESOL students clarify, distinguish, and evaluate ideas and responses in a variety of situations.

(C) Advanced ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. These students begin to read and write in English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.

(D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for Grade 3 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.

(4) The essential knowledge and skills as well as the student expectations for Grade 3 are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.

(4) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 3 as described in subsection (b) of this section.

(5) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 3 as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(6) It is the goal of the state that all children read on grade level by the end of Grade 3 and continue to read on grade level or higher throughout their schooling.

(7) It is the goal of the state that all children read on grade level by the end of Grade 3 and continue to read on grade level or higher throughout their schooling.

GRADE 3 • KNOWLEDGE AND SKILLS

(3.1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences.

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(B) respond appropriately and courteously to directions and questions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(C) participate in rhymes, songs, conversations, and discussions (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(D) listen critically to interpret and evaluate (K-3);

(E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and

(E)(ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA); and

(E)(i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL);

(F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

(F) identify the musical elements of literary language including its rhymes, repeated sounds, or instances of onomatopoeia (2-3).

(F) identify the musical elements of literary language including its rhymes, repeated sounds, or instances of onomatopoeia (2-3);

(G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and

(H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).

(3.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(A) connect experiences and ideas with those of others through speaking and listening (K-3); and

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

(3.3) Listening/speaking/audiences. The student speaks appropriately to different audiences for different purposes and occasions.