TEKS /
Student Expectations |
(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to:
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (4-8); and
(C) understand the major ideas and supporting evidence in spoken messages (4-8).
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to:
(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8).
(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).
(3) Listening/speaking/appreciation. The student listens, enjoys, and appreciates spoken language. The student is expected to:
(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);
(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to:
(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);
(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to:
(A) read classic and contemporary works (2-8);
(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:
(A) use his/her own knowledge and experience to comprehend (4-8);
(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);
(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);
(D) describe mental images that text descriptions evoke (4-8);
(11) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to:
(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);
(B) interpret text ideas through such varied means as journal writing, discussion, enactment, media (4-8);
(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and
(D) connect, compare, and contrast ideas, themes, and issues across text (4-8).
(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to:
(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here?" (4-5);
(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 literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5);
(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
(I) recognize and analyze story plot, setting, and problem resolution (4-8); and
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:
(E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);
(G) draw conclusions from information gathered from multiple sources (4-8); and
(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:
(A) compare text events with his/her own and other readers' experiences (4-8);
(C) articulate and discuss themes and connections that cross cultures (4-8).
(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:
(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
(D) write to entertain such as to compose humorous poems or short stories (4-8);
(E) exhibit an identifiable voice in personal narratives and in stories (4-5); and
(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, and penmanship to communicate clearly. The student is expected to:
(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5).
(17) Writing/spelling. The student spells proficiently. The student is expected to:
(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6);
(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6);
(C) use resources to find correct spellings (4-8); and
(D) spell accurately in final drafts (4-8).
(18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to:
(A) use regular and irregular plurals correctly (4-6);
(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);
(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8);
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate written ideas (4-8);
(F) use conjunctions to connect ideas meaningfully (4-5);
(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8); and
(H) write with increasing accuracy when using objective case pronouns such as "Dan cooked for you and me." (4-5).
(19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:
(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);
(D) revise drafts for coherence, progression, and logical support of ideas (4-8);
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);
(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);
(G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);
(H) proofread his/her own writing and that of others (4-8); and
(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).
(20) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others' writings (4-8);
(C) evaluate how well his/her own writing achieves its purposes (4-8);
(D) analyze published examples as models for writing (4-8); and
(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).
(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:
(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and
(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to:
(A) select, organize, or produce visuals to complement and extend meanings (4-8); and
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).
|