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Vertical Alignment Document

Spanish Language Arts and Reading Kindergarten – Grade 2 Reading 2012 – 2013

SLAR VERTICAL ALIGNMENT DOCUMENT READING

Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black: Student Expectation (TEKS)

Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR

Blue: Supporting Information / Clarifications from CSCOPE (Specificity) Bold blue: Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Agency

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KINDERGARTEN GRADE 1 GRADE 2 Reading/Beginning Reading Skills/Print Awareness. Students understand how Spanish is written and printed. Students are expected to:

K.1A Recognize that spoken words can be represented by print for communication. Recognize THAT SPOKEN WORDS CAN BE REPRESENTED BY PRINT FOR COMMUNICATION Including, but not limited to: • His/her own name • Environmental print (classroom and

community) • Words transcribed from oral

dictation

1.1A Recognize that spoken words are represented in written Spanish by specific sequences of letters. Recognize THAT SPOKEN WORDS ARE REPRESENTED IN WRITTEN SPANISH BY SPECIFIC SEQUENCES OF LETTERS Including, but not limited to: • Environmental print (classroom and

community) • Words transcribed from oral

dictation

K.1B Identify upper and lower-case letters. Identify UPPER- AND LOWER-CASE LETTERS Including, but not limited to: • In alphabetical sequence and

random order • Consonants • Vowels • Discriminate letters from numbers

and other common symbols (e.g., dollar sign $)

1.1B Identify upper and lower-case letters. Identify UPPER- AND LOWER-CASE LETTERS Including, but not limited to: • In alphabetical sequence and

random order • Consonants • Vowels

K.1C Demonstrate the one-to-one correspondence between a spoken





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KINDERGARTEN GRADE 1 GRADE 2 word and a printed word in text. Demonstrate THE ONE-TO-ONE CORRESPONDENCE BETWEEN A SPOKEN WORD AND A PRINTED WORD IN TEXT Including, but not limited to: • Point and/or count the words in a

sentence as the sentence is read aloud

K.1D Recognize the difference between a letter and a printed word. Recognize THE DIFFERENCE BETWEEN A LETTER AND A PRINTED WORD Including, but not limited to: • Point to, count or name upper- and

lower-case letters in words • Point to complete words in text

1.1C Sequence the letters of the alphabet. Sequence THE LETTERS OF THE ALPHABET Including, but not limited to: • Name the alphabet in sequence • Name the letter that comes before





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KINDERGARTEN GRADE 1 GRADE 2 and the letter that comes after a specific letter

K.1E Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). Recognize THAT SENTENCES ARE COMPRISED OF WORDS SEPARATED BY SPACES Demonstrate AWARENESS OF WORD BOUNDARIES Including, but not limited to: • Recognize word spacing in texts

through kinesthetic action (e.g., clapping, jumping)

• Recognize word spacing in texts through tactile actions (e.g., using blocks, touching, pointing)

1.1D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, beginning and ending punctuation, the em dash to indicate dialogue). Recognize THE DISTINGUISHING FEATURES OF A SENTENCE Including, but not limited to: • A sentence communicates a

complete thought • A capital letter signals to the reader

when an author is beginning a thought

• Ending and beginning punctuation marks signal the reader when the author completes the thought

• The Em Dash (guión largo) is mainly used to signal each of the interventions in a dialogue or to insert narrator’s comments.

2.1A Distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks and the em dash to indicate dialogue). Distinguish FEATURES OF A SENTENCE Including, but not limited to: • A sentence communicates a

complete thought • A capital letter signals to the reader

when an author is beginning a thought

• Ending and beginning punctuation marks signal the reader when the author completes the thought

• Commas signal to the reader to pause when reading

• Quotation marks signal to the reader that the author is quoting the specific words of a character

• The Em Dash (guión largo) is mainly used to signal each of the interventions in a dialogue or to insert narrator’s comments.

K.1F Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right.

1.1E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep.





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KINDERGARTEN GRADE 1 GRADE 2 Hold

A BOOK RIGHT SIDE UP

Turn

ITS PAGES CORRECTLY

Know THAT READING MOVES FROM TOP TO BOTTOM AND LEFT TO RIGHT

Read TEXTS BY Including, but not limited to: • Moving from top to bottom of the

page • Tracking words from left to right with

return sweep • Using eyes and fingers to move and

track

Tracking - following the words in text from left to right

Return sweep - tracking the text from the end of one line of print to the beginning of the next line of print

K.1G Identify different parts of a book (e.g., front and back covers, title page). Identify DIFFERENT PARTS OF A BOOK Including, but not limited to: • Front and back covers • Title page • Pages

1.1F Identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents). Identify THE INFORMATION THAT DIFFERENT PARTS OF A BOOK PROVIDE Including, but not limited to: • The front cover provides the title, the

names of the author and illustrator, and awards and/or recognition as applicable

• The back cover often provides a summary of the book and comments





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KINDERGARTEN GRADE 1 GRADE 2 about the book

• The title page contains similar information as the cover and often includes the publisher

• The table of contents lists the parts of the book and includes page numbers to assist the reader in locating the book parts or sections

Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to:

K.2A Identify a sentence made up of a group of words. Identify A SENTENCE MADE UP OF A GROUP OF WORDS Including, but not limited to: • Point to sentences in text

K.2B Identify syllables in spoken words. Identify SYLLABLES IN SPOKEN WORDS Syllable - a word or part of a word pronounced with one uninterrupted sound (e.g., sol has one syllable, sola has two syllables- so/la)

K.2C Orally generate rhymes in response to spoken words (e.g., "¿Qué rima con mesa?"). Orally generate

1.2A Orally generate a series of original rhyming words using a variety of endings (e.g., ita, osa, ión). Orally generate





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KINDERGARTEN GRADE 1 GRADE 2 RHYMES IN RESPONSE TO SPOKEN WORDS Rhyme - identical or very similar recurring final sounds in words

A SERIES OF ORIGINAL RHYMING WORDS Using A VARIETY OF ENDINGS Including, but not limited to: • “_ita” (e.g., señorita, cita, abuelita) • “osa” (e.g., famosa, hermosa,

jugosa) • “ión” (e.g., canción, atención,

introducción)

K.2D Distinguish orally presented rhyming pairs of words from non-rhyming pairs. Distinguish ORALLY PRESENTED RHYMING PAIRS OF WORDS FROM NON-RHYMING PAIRS Possible examples of teacher verbal prompts: • ¿Riman las palabras casa y taza? • ¿Riman las palabras sapo y sala?

1.2D Distinguish orally presented rhyming pairs of words from non-rhyming pairs. Distinguish ORALLY PRESENTED RHYMING PAIRS OF WORDS FROM NON-RHYMING PAIRS Possible examples of teacher verbal prompts: • ¿Riman las palabras casa y taza? • ¿Riman las palabras sapo y sala?

K.2E Recognize spoken alliteration or groups of words that begin with the same initial sound (e.g., “Pepe Pecas pica papas”). Recognize





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KINDERGARTEN GRADE 1 GRADE 2 SPOKEN ALLITERATION OF GROUPS OF WORDS THAT BEGIN WITH THE SAME INITIAL SOUND Alliteration - the repetition of the same sounds at the beginning of two or more adjacent words Possible example of alliteration: • El caballo calmado de cola muy

corta. Possible example of teacher prompt: • ¿Qué sonido se repite?

1.2B Recognize the change in a spoken word when a specified syllable or phoneme is added, changed, or removed (e.g., "ma-lo" to "ma-sa"; "to-mo" to "co-mo").

Recognize THE CHANGE IN A SPOKEN WORD WHEN A SPECIFIED SYLLABLE OR PHONEME IS ADDED, CHANGED, OR REMOVED Phoneme - The smallest unit of sound in speech (e.g. the /s/ /a/ /d/ of sad; in Spanish, /l/ /a/ and /d/ /a/. Including, but not limited to: • Beginning: add, change, and/or

delete the beginning sound (syllable or phoneme) in a word to make new





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KINDERGARTEN GRADE 1 GRADE 2 words

• Ending: add, change, and/or delete the ending sound (syllable or phoneme) in a word to make new words

• Middle: add, change, and/or delete the middle sound (syllable or phoneme) in a word to make new words

K.2F Blend spoken phonemes to form syllables and words (e.g., /m/ … /a/ says ma, ma-pa says “mapa”). Blend SPOKEN PHONEMES Phoneme - The smallest unit of sound in speech (e.g. the /s/ /a/ /d/ of sad; in Spanish, /l/ /a/ and /d/ /a/. To form SYLLABLES AND SIMPLE WORDS Syllable - a word or part of a word pronounced with one uninterrupted sound (e.g., sol has one syllable, sola has two syllables- so/la) Including but not limited to: • Syllables: /m/…/a/ says “ma”, • Words: /ma/-/pa/ says “mapa”

Possible example of teacher prompt:

1.2C Blend spoken phonemes to form syllables and words (e.g., sol, pato). Blend SPOKEN PHONEMES Phoneme - The smallest unit of sound in speech (e.g. the /s/ /a/ /d/ of sad; in Spanish, /l/ /a/ and /d/ /a/. To form SYLLABLES AND SIMPLE WORDS Syllable - a word or part of a word pronounced with one uninterrupted sound (e.g., sol has one syllable, sola has two syllables- so/la). . Including but not limited to: • Syllables: /m/…/a/ says “ma”, • Words: /ma/-/pa/ says “mapa”

Possible example of teacher prompt: • ¿Qué palabra se forma si digo las





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KINDERGARTEN GRADE 1 GRADE 2 • ¿Qué palabra se forma si digo las

sílabas /ma/ y /pa/? (mapa) sílabas /ma/ y /pa/? (mapa)

K.2G Isolate the initial syllabic sound in spoken words (e.g. /pa/ta, /la/ta, /ra/ ta). Isolate THE INITIAL SYLLABIC SOUND IN SPOKEN WORDS Example: • Use manipulatives (e.g., Elkonin

boxes) to represent the initial syllabic sound in spoken words (e.g., gato: /ga/ …/to/)

Possible example of teacher prompt: • Digan la palabra pelo. Ahora digan

la palabra pelo sin la /pe/ (lo).

1.2E Identify syllables in spoken words, including diphthongs and hiatus (le-er, rí-o, quie-ro, na-die, ra-dio, sa-po); and Identify SYLLABLES IN SPOKEN WORDS, INCLUDING DIPHTHONGS AND HIATUS Diphthong - a combination of two vowel sounds in one syllable to form a new phoneme specifically, a strong vowel (a, e, o) and a weak one (i, u) or two weak vowels. The “y” at the end of the syllable also forms a diphthong Hiatus - the brief pause between two consecutive vowels pronounced in different syllables. (e.g., in Spanish, fideo and poeta) Example: • Use manipulatives (e.g., Elkonin

boxes) to represent the syllables in spoken words (e.g., le-er, sa-po)

• Use manipulatives (e.g., Elkonin boxes) to represent the syllables in spoken words with diphthongs (e.g., na-die, ra-dio, ai-re, cau-sa, pei-ne, a-gua, no-vio, rey)

• Use manipulatives (e.g., Elkonin





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KINDERGARTEN GRADE 1 GRADE 2 boxes) to represent the syllables in spoken words with hiatus (e.g., pa-se-o, tran-ví-a, rí -o

Note: In Spanish, if a vowel carries an accent, the diphthong is separated and it becomes a hiatus. Examples: pun-te-rí-a, rí-os.

K.2H Separate spoken multi-syllabic words into two to three syllables (e.g., /to/ /ma/ /te/). Separate MULTI-SYLLABIC WORDS INTO TWO TO THREE SYLLABLES Example: • Use manipulatives (e.g., counting on

fingers, Elkonin boxes) to represent the individual syllables in multi-syllabic words

• Two-syllable: ma-no, pas-ta, pe-rro • Three-syllable: ta-pe-te, lám-pa-ra,

pe-lo-ta Possible examples of teacher prompts: • Dime cuantas y cuales son las

sílabas de la palabra mano. (/ma/ /no/)

• Dime cuantas y cuales son las sílabas de la palabra pelota (/pe/ /lo/ /ta/)

1.2F Separate spoken multi-syllabic words into two to four syllables (e.g., ra-na, má-qui-na, te-lé-fo-no). Separate MULTI-SYLLABIC WORDS INTO TWO TO FOUR SYLLABLES Example: • Use manipulatives (e.g., counting on

fingers, Elkonin boxes) to represent the individual syllables in multi-syllabic words

• Two-syllable: ma-no, pas-ta, pe-rro • Three-syllable: ta-pe-te, lám-pa-ra,

pe-lo-ta • Four-syllable: na-ran-ja-da, ga-lli-ne-

ro, pa-la-bri-ta Possible examples of teacher prompts: • Dime cuantas y cuales son las

sílabas de la palabra pelota (/pe/ /lo/ /ta/)

• Dime cuantas y cuales son las





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KINDERGARTEN GRADE 1 GRADE 2 sílabas de la palabra palabrita. (/pa/ /la/ /bri/ /ta/)

K.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written Spanish. Students are expected to:

1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written Spanish. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

2.2 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written Spanish. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

K.3A Decode the five vowel sounds. Decode THE FIVE VOWELS In Spanish, vowels have a regular sound.

1.3A Decode the five vowel sounds. Decode THE FIVE VOWELS In Spanish, vowels have a regular sound.

K.3B Decode syllables. Decode SYLLABLES In Spanish, students combine vowels and consonants to read syllables and then simple words.

1.3B Decode syllables. Decode SYLLABLES In Spanish, students combine vowels and consonants to read syllables and then simple words.

K.3C Use phonological knowledge to match sounds to individual letters and syllables, including hard and soft consonants such as "r," "c," and "g". Use

1.3C Use phonological knowledge to match sounds to individual letters and syllables, including hard and soft consonants such as "r," "c," and "g". Use





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KINDERGARTEN GRADE 1 GRADE 2 PHONOLOGICAL KNOWLEDGE TO Match SOUNDS TO INDIVIDUAL LETTERS AND SYLLABLES Including: • The letter “r” has a hard sound /rr/

when it is at the beginning of a word (e.g., risa, roca, rata).

• The letter “r” has a soft sound /r/ when it is within or at the end of a word (e.g., loro, cocer, marca).

• The letter “c” has a hard sound /k/ when it is followed by a, o, or u (e.g., carbón, contar, cuna).

• The letter “c” has a soft sound /s/ when it is followed by e or i (e.g., encima, centavo).

• The letter “g” has a hard sound /g/ when it is followed by a, o, or u (e.g., gato, gota, gusano),

• The letter “g” has a soft sound /j/ when followed by e or “i (e.g., gemelos, girasol).

Note: Refer to K.18B for related spelling conventions

PHONOLOGICAL KNOWLEDGE TO Match SOUNDS TO INDIVIDUAL LETTERS AND SYLLABLES Including: • The letter “r” has a hard sound /rr/

when it is at the beginning of a word (e.g., risa, roca, rata).

• The letter “r” has a soft sound /r/ when it is within or at the end of a word (e.g., loro, cocer, marca).

• The letter “c” has a hard sound /k/ when it is followed by a, o, or u (e.g., carbón, contar, cuna).

• The letter “c” has a soft sound /s/ when it is followed by e or i (e.g., encima, centavo).

• The letter “g” has a hard sound /g/ when it is followed by a, o, or u (e.g., gato, gota, gusano).

• The letter “g” has a soft sound /j/ when followed by e or “i (e.g., gemelos, girasol).

Note: Refer to 1.22Di,ii for related spelling conventions

K.3D Decode the written "y" when used as a conjunction, as in "mamá y papá". Decode

1.3D Decode the written "y" when used as a conjunction, as in "mamá y papá". Decode





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KINDERGARTEN GRADE 1 GRADE 2 Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. “Y” AS A CONJUNCTION Most of the time, y is used to connect two sentences or words or phrases that are the same part of speech. Example: • Juan y María • Correr y brincar

Note: Refer to K.18D for related spelling conventions

Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. “Y” AS A CONJUNCTION Most of the time, y is used to connect two sentences or words or phrases that are the same part of speech. Example: • Juan y María • Correr y brincar

Note: Use “e” instead of “y” when the following word starts with the /i/ sound (e.g., Oscar e Irma).

K.3E Become familiar with the concept that "h" is silent. Become familiar WITH THE CONCEPT THAT “H” IS SILENT Examples of words with the silent “h”: • huevo, hielo, honor

1.3F Decode words with the silent "h". Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS WITH SILENT “H” Examples of words with the silent “h”:

2.2C Decode words with silent "h" with increasing accuracy. Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS WITH SILENT “H” WITH INCREASING ACCURACY





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KINDERGARTEN GRADE 1 GRADE 2 • huevo, hielo, honor

Note: The letter “h” is not silent when it is combined with the letter “c” to form “ch” (e.g., chile, chico) Note: Refer to 1.22Diii for related spelling conventions

Examples of words with the silent “h”: • huevo, hielo, honor

Note: The letter “h” is not silent when it is combined with the letter “c” to form “ch” (e.g., chile, chico) Note: Refer to 2.23Aiii for related spelling conventions

K.3F Become familiar with the digraphs /ch/, /rr/. Become familiar WITH DIGRAPHS Consonant digraph - a combination of two consonant letters to stand for a single speech sound Example: • /ch/ chamarra, and /rr/ in ferrocarril

K.3G Become familiar with the concept that "ll" and "y" have the same sound (e.g., llave, ya). Become familiar WITH THE CONCEPT THAT “LL” AND “Y” HAVE THE SAME SOUND In Spanish, there are different letters that

1.3H Decode words that have the same sounds represented by different letters (e.g., "r" and "rr," as in ratón and perro; "ll" and "y," as in llave and yate; "g" and "j," as in gigante and jirafa; "c," "k," and "q," as in casa, kilo, and quince; "c," "s," and "z," as in cereal, semilla, and zapato; "j" and "x," as in cojín and México; "i" and "y," as in imán and doy; "b" and "v,"

2.2E Decode words that have same sounds represented by different letters with increased accuracy (e.g., "r" and "rr," as in ratón and perro; "ll" and "y," as in llave and yate; "g" and "j," as in gigante and jirafa; "c," "k," and "q," as in casa, kilo, and quince; "c," "s," and "z," as in cereal, semilla, and zapato; "j" and "x," as in cojín and México; "i" and "y," as in imán and doy; "b" and





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KINDERGARTEN GRADE 1 GRADE 2 make the same sound. Examples: • falla, raya, yegua, taller

as in burro and vela). Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS THAT HAVE THE SAME SOUNDS REPRESENTED BY DIFFERENT LETTERS In Spanish, there are different letters that make the same sound. Including but not limited to: • r and rr: ratón / perro; rápido / corral • ll and y: llave / yate; falla / raya • g and j: gigante / jirafa; geranio / jefa • c, k and q: cosa / kilómetro / queso;

casa / kilo / quince • c, s and z: cereal / semilla / zapato;

ciencia / ser / pez • j and x: cojín / México; Jacinto /

Oaxaca • i and y: imán / doy; imperio, ley • b and v: burro / vela; banco / vaca

Note: Refer to 1.22Dv for related spelling conventions

"v," as in burro and vela). Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS THAT HAVE THE SAME SOUNDS REPRESENTED BY DIFFERENT LETTERS In Spanish, there are different letters that make the same sound. Including but not limited to: • r and rr: ratón / perro; rápido / corral • ll and y: llave / yate; falla / raya • g and j: gigante / jirafa; geranio / jefa • c, k and q: cosa / kilómetro / queso;

casa / kilo / quince • c, s and z: cereal / semilla / zapato;

ciencia / ser / pez • j and x: cojín / México; Jacinto /

Oaxaca • i and y: imán / doy; imperio, ley • b and v: burro / vela; banco / vaca

Note: Refer to 2.23Av for related spelling conventions





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KINDERGARTEN GRADE 1 GRADE 2 K.3H Use knowledge of consonant/vowel

sound relationships to decode syllables and words in text and independent of content (e.g., CV, VC, CVC, CVCV words); and Use KNOWLEDGE OF CONSONANT/VOWEL SOUND RELATIONSHIPS To decode SYLLABLES AND WORDS Examples: • CV (e.g., la, no, si) • VC (e.g., el, un, en) • CVC (e.g., mes, sol, mar) • CVCV (e.g., cama, topo, lata)

Note: Refer to K.18C for related spelling conventions

1.3E Decode words in context and in isolation by applying the knowledge of letter-sound relationships in different structures including: Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS IN CONTEXT AND IN ISOLATION By applying THE KNOWLEDGE OF LETTER-SOUND RELATIONSHIPS IN DIFFERENT STRUCTURES INCLUDING Note: Refer to 1.22 for related spelling conventions (i) open syllable (e.g., CV, la; VCV,

ala; CVCV, toma) Although it is not commonly known in Spanish, an open syllable is one that ends with a vowel. Examples of words with open syllables: • CV (e.g., la, no, mi)

2.2A Decode words in context and in isolation by applying the knowledge of letter-sound relationships in different syllabic structures including: Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS IN CONTEXT AND IN ISOLATION By applying THE KNOWLEDGE OF LETTER-SOUND RELATIONSHIPS IN DIFFERENT SYLLABIC STRUCTURES INCLUDING (i) open syllable (CV) (e.g., la/la-ta;

to/to-ma). Although it is not commonly known in Spanish, an open syllable is one that ends with a vowel. Examples of words with open syllables: • CV (e.g., la, no, mi)





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KINDERGARTEN GRADE 1 GRADE 2 • VCV (e.g., ala, ata, aro) • CVCV (e.g., toma, peso, boca)

(ii) closed syllable (e.g., VC, un,

CVC, mes); Although not commonly known in Spanish, a closed syllable is one that ends with a consonant. Examples of words with closed syllables: • VC (e.g., un, en, el) • CVC (e.g., mes, pez, sol)

(iii) consonant blends (e.g., bra/bra-

so; glo/glo-bo); and Consonant blend - a sequence of two or more consonants (e.g., bl- in black; in Spanish, br- in brazo) Including but not limited to: Blends with -l • bl (e.g., blan-co, blo-que, blu-sa) • cl (e.g., cla-vo, Cle-men-te, clí-ni-ca) • fl (e.g., fla-ma, fle-ma, flo-ta) • gl (e.g., glo-bo) • pl (e.g., pla-no, ple-no, pli-sar, plo-

mo, plu-mas)

Blends with -r • br (e.g., bra-zo, bre-ve, bri-sa, bro-

ma)

• VCV (e.g., ala, ata, aro) • CVCV (e.g., toma, peso, boca)

(ii) closed syllable (CVC) (e.g., mes,

sol). Although not commonly known in Spanish, a closed syllable is one that ends with a consonant. Examples of words with closed syllables: • CVC (e.g., mes, pez, sol)

(v) consonant blends (e.g., bra/bra-zo; glo/glo-bo); and

Consonant blend - a sequence of two or more consonants (e.g., bl- in black; in Spanish, br- in brazo) Including but not limited to: Blends with -l • bl (e.g., blan-co, blo-que, blu-sa) • cl (e.g., cla-vo, Cle-men-te, clí-ni-ca) • fl (e.g., fla-ma, fle-ma, flo-ta) • gl (e.g., glo-bo) • pl (e.g., pla-no, ple-no, pli-sar, plo-

mo, plu-mas)

Blends with -r • br (e.g., bra-zo, bre-ve, bri-sa, bro-

ma)





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KINDERGARTEN GRADE 1 GRADE 2 • gr (gra-pa, gri-llo, gru-po) • pr (e.g., prac-ti-ca, pri-sa, pre-sa,

pro-gra-ma) Note: Refer to 1.22E for related spelling conventions (iv) consonant digraphs (e.g., ch/chi-

le; ll/lla-ve; rr/pe-rro) Consonant digraph - a combination of two consonant letters to stand for a single speech sound Including but not limited to: • ch (e.g., chi-le, cho-rro, chi-co) • ll (e.g., lla-ve, lle-ga, llu-via) • rr (e.g., pe-rro, co-rre-dor, go-rro.)

Note: When a word has the digraph “ll”, “ch” or “rr” it signals the beginning of a new syllable and it is united with the next vowel. The digraph “rr” is always in the middle of a word.

• gr (gra-pa, gri-llo, gru-po) • pr (e.g., prac-ti-ca, pri-sa, pre-sa,

pro-gra-ma) Note: Refer to 2.22B for related spelling conventions (vi) consonant digraphs (e.g., ch/chi-

le; ll/lla-ve; rr/pe-rro). Consonant digraph - a combination of two consonant letters to stand for a single speech sound Including but not limited to: • ch (e.g., chi-le, cho-rro, chi-co) • ll (e.g., lla-ve, lle-ga, llu-via) • rr (e.g., pe-rro, co-rre-dor, go-rro.)

Note: When a word has the digraph “ll”, “ch” or “rr” it signals the beginning of a new syllable and it is united with the next vowel. The digraph “rr” is always in the middle of a word. (iii) diphthongs (e.g., viernes, pie, fui) Diphthong - a combination of two vowel sounds in one syllable to form a new phoneme specifically, a strong vowel, (a, e, o) and a weak one (I, u) or two week vowels. The “y” at the end of the syllable also forms a diphthong.





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KINDERGARTEN GRADE 1 GRADE 2 Including but not limited to: • Diphthongs stay together in the

same syllable (e.g., vier-nes, pie, fui)

Example of words with diphthongs: • ie (e.g., sie-te) • ue (e.g., puer-to) • ui (e.g., fui) • io (e.g., la-bio) • ia (e.g., ha-cia) • ai (e.g., ai-re)

Note: In Spanish, if a vowel carries an accent, the diphthong is separated and it becomes a hiatus. Examples: ha-cí-a (iv) hiatus (e.g., fideo, poeta) Hiatus - the brief pause between two consecutive vowels pronounced in different syllables. (e.g., in Spanish, fideo and poeta) Including but not limited to: • Hiatus are split into separate

syllables (e.g., fi-de-o, po-e-ta) Example of words with hiatus: • ae (e.g., ca-er) • ea (e.g., te-a-tro)





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KINDERGARTEN GRADE 1 GRADE 2 • eo (e.g., co-rre-o)

2.2B Use orthographic rules to segment and combine syllables including vowel diphthongs (e.g., pue-de, sien-te, va-ca); Use ORTHOGRAPHIC RULES To segment and combine SYLLABLES INCLUDING VOWEL DIPTHONGS Diphthong - a combination of two vowel sounds in one syllable to form a new phoneme Including but not limited to: Rules for identifying syllables in a word: • The syllable is created with one or

more vowels or a vowel with a consonant or group of consonants. Ejemplo: a-man-do, i-gle-sia, o-so, u-sar;

• When a consonant is between two vowels, the consonant is joined in a syllable with the second vowel (e.g.,a-man-do, to-no, ca-ro, a-ma).

• When there are two consonants together between two vowels, the consonants are separated (e.g., e-jér-ci-to, cer-ca)

• Consonant digraphs (“ch”, “ll”, “rr”)





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KINDERGARTEN GRADE 1 GRADE 2 and consonant blends (br, bl, cr, cl, dr, fl, fr, gl, pl, tr) are never separated.

• Diphthongs (the union of two weak vowels (i, u) or a weak and a strong vowel (a,e,o) are never separated (pue-de, sien-te).

• The hiatus (union of two strong vowels) are always separated (te-a-tro, a-é-re-o, ve-o)

Note: Refer to 2.23D for related spelling conventions

1.3G Decode words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and güe-, güi-, as in pingüino and agüita. Decode WORDS THAT USE THE SYLLABLES QUE-, QUI-, GUE-, GUI-, GÜE-, GÜI-. Including but not limited to: • que-, qui- (e.g., queso, quiso) • gue-, gui- (e.g., juguete, guiso) • güe-, güi- (e.g., vergüenza,

pingüino)

Note: Refer to 1.22Div for related spelling skills

2.2D Become familiar with words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and güe-, güi-, as in pingüino and agüita. Become familiar with WORDS THAT USE THE SYLLABLES QUE-, QUI-, GUE-, GUI-, GÜE-, GÜI-. Including but not limited to: • que-, qui- (e.g., queso, quiso) • gue-, gui- (e.g., juguete, guiso) • güe-, güi- (e.g., vergüenza,

pingüino) Note: Refer to 1.23Aiv for related spelling skills

2.2F Read words with common prefixes





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KINDERGARTEN GRADE 1 GRADE 2 (e.g., in-, des-) and suffixes (e.g., -mente, -dad, -oso). Read WORDS WITH COMMON PREFIXES AND SUFFIXES Including but not limited to: • Prefixes: in-, des- (e.g. inútil,

desigual) • Suffixes: mente-, dad-, oso- (e.g.,

finalmente, brevedad, asombroso) • Identify prefixes from non-examples

(e.g., incompleto vs. interés, descomponer vs. desear)

Affix - a word element, such as prefix or suffix, that occurs before or after a root or base word to modify its meaning Note: Refer to 2.5A for related vocabulary skills

2.2G Identify and read abbreviations (e.g., Sr., Dra.). Identify, Read ABBREVIATIONS

Abbreviation - a shortened form of a word used to save time, space, and energy when writing. Including but not limited to:





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KINDERGARTEN GRADE 1 GRADE 2 • Abbreviations for titles: Sr., Sra.,Dr.,

Dra.,Lic., Gen., • Abbreviations for road or street

types: Av. Note: Refer to 2.23I for related spelling conventions

1.3I Identify the stressed syllable (sílaba tónica). Identify THE STRESSED SYLLABLE Stressed syllable (sílaba tónica) - is that syllable which carries the force of voice, in other words the syllable that is pronounced louder (e.g., can-ción, ga-lli-na, úl-ti-ma, dé-ja-me, etc)

2.2H Identify the stressed syllable (sílaba tónica). Identify THE STRESSED SYLLABLE Stressed syllable (sílaba tónica) - is that syllable which carries the force of voice, in other words the syllable that is pronounced louder (e.g., can-ción, ga-lli-na, úl-ti-ma, dé-ja-me, etc)

1.3J Decode words with an orthographic accent (e.g., "papá," "mamá"); and Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS WITH AN ORTHOGRAPHIC ACCENT

2.2I Decode words with an orthographic accent (e.g., papá, avión); and Decode Decode - apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. WORDS WITH AN ORTHOGRAPHIC ACCENT





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KINDERGARTEN GRADE 1 GRADE 2 Orthographic accent - in Spanish the graphic (written) accent mark used to indicate a stressed syllable (sílaba tónica) (e.g., avión) Including but not limited to: • Stressing the marked syllable

(e.g.ac-ción, com-pás, co-li-brí, li-bre-rí-a)

Note: Refer to 1.22G,H for related spelling skills

Orthographic accent - in Spanish the graphic (written) accent mark used to indicate a stressed syllable (sílaba tónica) (e.g., avión) Including but not limited to: • Stressing the marked syllable

(e.g.ac-ción, com-pás, co-li-brí, li-bre-rí-a)

Note: Inappropriate use of the orthographic accent can affect communication and comprehension (e.g., Esa papa la coció mi papá) Note: Refer to 2.23E,F,G,H for related spelling skills

1.3K Use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, salvavidas). Use KNOWLEDGE OF THE MEANING OF BASE WORDS Base word - a word that stands alone and has its own meaning To identify, read COMMON COMPOUND WORDS

2.2J Use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, sobrecama). Use KNOWLEDGE OF THE MEANING OF BASE WORDS Base word - a word that stands alone and has its own meaning To identify, read COMMON COMPOUND WORDS





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KINDERGARTEN GRADE 1 GRADE 2 Compound word - a word made when two words are joined to form a new word Possible examples of common compound words: • Abrelatas, anteojos, sacapuntas,

subibaja, salvavidas, lavamanos, matamoscas, parabrisas, rascacielos

Note: Sometimes the meaning of the two base words cannot be used to find the meaning of the compound word (e.g., Nochebuena Note: Refer to 1.6B for related vocabulary skills

Compound word - a word made when two words are joined to form a new word Possible examples of common compound words: • Abrelatas, anteojos, sacapuntas,

subibaja, salvavidas, lavamanos, matamoscas, parabrisas, rascacielos

Note: Sometimes the meaning of the two base words cannot be used to find the meaning of the compound word (e.g., Nochebuena

K.3I Recognize that new words are created when syllables are changed, added, or deleted. Recognize NEW WORDS ARE CREATED WHEN SYLLABLES ARE CHANGED, ADDED, OR DELETED Including but not limited to: • Beginning syllables: add, change,

and/or delete the beginning syllable in a word to make new words

• Ending syllables: add, change, and/or delete the ending syllable in a word to make new words





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KINDERGARTEN GRADE 1 GRADE 2 • Middle syllable: add and/or change

the middle syllable in a word to make new words

Possible examples include: • Delete “sa” from salado – lado • Add “ven” to “ir” – venir • Change “pa” to “ma” in the word

palo – malo

Reading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

K.4A Predict what might happen next in text based on the cover, title, and illustrations. Predict WHAT MIGHT HAPPEN NEXT IN TEXT BASED ON THE COVER, TITLE, AND ILLUSTRATIONS Including, but not limited to: • Preview and discuss the cover, title

and illustrations before listening to or reading a text

• Use illustrations to predict what might happen next in a text while reading or listening to it

1.4A Confirm predictions about what will happen next in text by “reading the part that tells.” Confirm PREDICTIONS ABOUT WHAT WILL HAPPEN NEXT IN THE TEXT By reading THE PART THAT TELLS Including, but not limited to: • Locating textual evidence to support

predictions • Stopping routinely to summarize

what's been read, check against the predictions, modify the predictions, and then predict what will happen next.

2.3A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions. Use IDEAS TO MAKE AND CONFIRM PREDICTIONS Including, but not limited to: • Make predictions before and during

reading using illustrations, titles, topic sentences, key words, and foreshadowing

• Confirm predictions by reading the text

Foreshadowing - the use of hints or clues in a narrative to suggest what action is to come

K.4B Ask and respond to questions about texts read aloud.

1.4B Ask relevant questions, seek clarification, and locate facts and

2.3B Ask relevant questions, seek clarification and locate facts and





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KINDERGARTEN GRADE 1 GRADE 2 Ask, Respond TO QUESTIONS ABOUT TEXTS READ ALOUD Including, but not limited to: • Literal questions - (e.g., Who is the

main character? Where is the story taking place? What is the story about?)

• Refer to K.Fig19B

details about stories and other texts. Ask RELEVANT QUESTIONS Including, but not limited to: • Literal questions - (e.g., Who is the

main character? What is the story setting? What is the topic?)

• Refer to 1.Fig19B Seek CLARIFICATION Including, but not limited to: • Use background knowledge • Re-read a portion of the text • Ask for help

Locate FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS Including, but not limited to: • Use text features to locate facts and

details • Identify key words • Re-read relevant portions of text

.

details about stories and other texts and support answers with evidence from text. Ask RELEVANT QUESTIONS Including, but not limited to: • Literal questions - (e.g., Who is the

main character? What is the story setting? What is the topic?)

• Refer to 2.Fig19B

Seek CLARIFICATION Including, but not limited to: • Use background knowledge • Re-read a portion of the text • Ask for help

Locate FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS Including, but not limited to: • Use text features to locate facts and

details • Identify key words • Re-read relevant portions of text





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KINDERGARTEN GRADE 1 GRADE 2 Support ANSWERS WITH EVIDENCE FROM TEXT Including, but not limited to: • Identify specific textual evidence

(details, facts) to support answers

STAAR Note: Leads to Supporting Standard 3.2B

1.4C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). Establish PURPOSE FOR READING SELECTED TEXTS Possible examples include: • To learn • To follow directions • For enjoyment • Refer to 1.Fig19A

Monitor COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS

2.3C Establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). Establish PURPOSE FOR READING SELECTED TEXTS Possible examples include: • To learn • To follow directions • For enjoyment • Refer to 2.Fig19A

Monitor COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS





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KINDERGARTEN GRADE 1 GRADE 2 WHEN THAT UNDERSTANDING BREAKS DOWN Including, but not limited to: • Identify clues • Use background knowledge • Re-read a portion aloud • Create sensory images • Ask for help • Refer to 1.Fig19C

WHEN THAT UNDERSTANDING BREAKS DOWN Including, but not limited to: • Identify clues • Use background knowledge • Generate questions • Re-read a portion aloud • Create sensory images • Ask for help • Refer to 2.Fig19C

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:

1.5A Read aloud grade-level appropriate text with accuracy, expression, appropriate phrasing and comprehension. Read Aloud GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION Fluency - the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing Including, but not limited to: • Rate/Accuracy - 60-110 wcpm

(words correct per minute) by the end of first grade (rate and accuracy)

• Expression - use raised and lowered

2.4A Read aloud grade-level appropriate text with accuracy, expression, appropriate phrasing and comprehension. Read Aloud GRADE LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION Fluency - the ability to read text at an appropriate rate, and with accuracy, expression, and appropriate phrasing Including, but not limited to: • Rate/Accuracy- 90-140 wcpm

(words correct per minute) by the end of second grade (rate and accuracy)

• Expression - use raised and lowered





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KINDERGARTEN GRADE 1 GRADE 2 voices appropriately, emphasizing words and sentences

• Appropriate phrasing - pausing appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Rate - the number of words read per minute Accuracy - reading words in text with no errors Oral reading accuracy - is the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly Note: The goal of fluency is the time (not speed) needed to ensure comprehension. Fluency may be practiced and assessed using independent-level texts that are easy to read and understand at 95% accuracy or above (no more than 1 in 20 words are difficult for the reader). Fluency may be directly taught and modeled using instructional-level texts that are challenging but manageable to read and understand at 90-95% accuracy (no more than 1 in 10 words are difficult for the reader).

voices appropriately, emphasizing words and sentences

• Appropriate phrasing - pausing appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Rate - the number of words read per minute Accuracy - reading words in text with no errors Oral reading accuracy - is the ability to identify or decode words with appropriate pronunciation and is measured as a percentage of words read correctly Note: The goal of fluency is the time (not speed) needed to ensure comprehension. Fluency may be practiced and assessed using independent-level texts that are easy to read and understand at 95% accuracy or above (no more than 1 in 20 words are difficult for the reader). Fluency may be directly taught and modeled using instructional-level texts that are challenging but manageable to read and understand at 90-95% accuracy (no more than 1 in 10 words are difficult for the reader).

K.5 Reading /Vocabulary Development. Students understand new vocabulary

1.6 Reading /Vocabulary Development. Students understand new vocabulary

2.5 Reading /Vocabulary Development. Students understand new vocabulary





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KINDERGARTEN GRADE 1 GRADE 2 and use it correctly when reading and writing. Students are expected to:

and use it when reading and writing. Students are expected to:

and use it when reading and writing. Students are expected to:

TxCCRS E/LAS II. Reading – B – Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.

K.5A Identify and use words that name actions, directions, positions, sequences, and locations. Identify, Use WORDS THAT NAME Including, but not limited to: • Actions (verbos) (ej., correr, saltar,

brincar) • Directions (ej. izquierda, derecha,

arriba abajo) • Positions (ej., sobre, debajo, en,

junto, abajo, enfrente, atrás, arriba, bajo)

• Sequence (ej., primero, segundo, tercero, siguiente, izquierda)

• Locations (ej. arriba, abajo)

Note: Refer to K.16Ai,iv for related grammar conventions

1.6A Identify words that name actions (verbs) and words that name persons, places, or things (nouns). Identify WORDS THAT NAME Including, but not limited to: • Action (verbs) (e.g., caminando,

saltó, leyendo) • Persons, places and things (nouns)

(e.g., la maestra, la escuela, el escritorio)

Note: Refer to 1.20Ai,ii for related grammar conventions

2.5A Use prefixes and suffixes to determine the meaning of words (e.g., componer/descomponer; obedecer/desobedecer) Use PREFIXES AND SUFFIXES





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KINDERGARTEN GRADE 1 GRADE 2 To determine THE MEANING OF WORDS Including, but not limited to: • Prefixes: des-, re-, pre- (e.g.,

hacer/deshacer, genera/regenera) • Suffixes: -ero, -ería, -ito, -ón, -

ísimo, -oso, -able (e.g, reloj/relojería)

Affix - a word element, such as prefix or suffix, that occurs before or after a root or base word to modify its meaning Note: Refer to 2.2F for related phonics skills STAAR Note: Leads to Readiness Standard 3.4A

K.5B Become familiar with grade appropriate vocabulary including content and function words. Become familiar WITH GRADE APPROPRIATE VOCABULARY INCLUDING CONTENT AND FUNCTION WORDS. Examples: • Content: Science, Mathematics,

Social Studies, Reading, Writing, etc.





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KINDERGARTEN GRADE 1 GRADE 2 • Function: Sit down, pay attention,

raise your hand, etc.

K.5C Recognize that compound words are made up of shorter words. Recognize THAT COMPOUND WORDS ARE MADE UP OF SHORTER WORDS Possible examples of compound words: • guarda+bosque=guardabosque • mata+moscas=matamoscas

1.6B Determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., paraguas) Determine THE MEANING OF COMPOUND WORDS USING KNOWLEDGE OF THE MEANING OF THEIR INDIVIDUAL WORDS Possible examples of compound words: • Guardabosque (guarda- que cuida,

bosques- área llena de árboles= guardabosque- persona que cuida el bosque)

Note: Spanish compounds may be formed by the union of a verb and a noun, of a noun and an adjective, of a verb and an adverb, of two nouns or two adjectives. Other compounds are merely strings of words that usage has fused into one single word. (e.g., enhorabuena, sabelotodo)

1.6C Determine what words mean from how they are used in a sentence, either heard or read. Determine

2.5B Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. Use





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KINDERGARTEN GRADE 1 GRADE 2 WHAT WORDS MEAN FROM HOW THEY ARE USED IN A SENTENCE, EITHER HEARD OR READ Including, but not limited to: • Context clues - using other words

and sentences that are around the word to determine its meaning

CONTEXT Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine THE RELEVANT MEANING OF UNFAMILIAR WORDS OR MULTIPLE-MEANING WORDS Including, but not limited to: • Context clues - using other words

and sentences that are around the unfamiliar or multiple-meaning word to determine its meaning

Multiple-meaning word - a word that has more than one meaning (e.g., pie (parte del cuerpo humano, medida de longitud)) STAAR Note: Leads to Readiness Standard 3.4B

K.5D Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures). Identify, Sort PICTURES OF OBJECTS INTO CONCEPTUAL CATEGORIES Including, but not limited to: • Color • Shape

1.6D Identify and sort words into conceptual categories (e.g., opposites, living things). Identify, Sort WORDS INTO CONCEPTUAL CATEGORIES Including, but not limited to: • Opposites • Living things

2.5C Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. Identify, Use COMMON WORDS THAT ARE OPPOSITE (ANTONYMS) OR SIMILAR (SYNONYMS) IN MEANING Including, but not limited to: • Antonym - a word that means the





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KINDERGARTEN GRADE 1 GRADE 2 • Texture

Other possible categories: • Color • Shape • Texture

opposite or nearly the opposite of another word (e.g., hijo/hija, arriba/abajo)

• Synonym - a word that means the same or nearly the same as another word (e.g., feliz/contento, enojado/furioso)

STAAR Note: Leads to Supporting Standard 3.4C

K.5E Use a picture dictionary to find words. Use A PICTURE DICTIONARY TO FIND WORDS

1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words. Alphabetize A SERIES OF WORDS TO THE FIRST OR SECOND LETTER Use A DICTIONARY TO FIND WORDS Including, but not limited to: • Use knowledge of alphabetic order

to find words

2.5D Alphabetize a series of words and use a dictionary or glossary to find words. Alphabetize A SERIES OF WORDS Including, but not limited to: • Words to the second or third letter

Use

A DICTIONARY OR GLOSSARY TO FIND WORDS Including, but not limited to: • Use guide words and/or knowledge

of alphabetic order to find words Guide word - the first and last word defined on a page in a dictionary

Reading/ Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:





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KINDERGARTEN GRADE 1 GRADE 2 TxCCRS CDS I. Key Cognitive Skills – D – Academic Behaviors.

CDS II. Foundational Skills – A – Reading across the curriculum. Fig19A Discuss the purposes for reading and

listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language). Discuss PURPOSES FOR READING AND LISTENING TO VARIOUS TEXTS Possible examples: • To learn • To enjoy language • To become involved in real and

imagined events, settings, and actions

Fig19A Establish purposes for reading selected texts based upon desired outcome to enhance comprehension. Establish PURPOSES FOR READING SELECTED TEXTS BASED UPON DESIRED OUTCOME TO ENHANCE COMPREHENSION Possible examples: • To learn • To enjoy language • To become involved in real and

imagined events, settings, and actions

• To follow directions • For entertainment • Refer to 1.4C

Fig19A Establish purposes for reading selected texts based upon content to enhance comprehension. Establish PURPOSES FOR READING SELECTED TEXTS BASED UPON CONTENT TO ENHANCE COMPREHENSION Possible examples: • To learn • For enjoyment

• To understand • To follow directions

• For entertainment • Refer to 2.3C

Fig19B Ask and respond to questions about text. Ask, Respond TO QUESTIONS ABOUT TEXT Including but not limited to: • Who, what, when, where, and how

questions • Before, during, and after reading

Fig19B Ask literal questions of text. Ask LITERAL QUESTIONS OF TEXT Including but not limited to: • Who, what, when, where, and how

questions • Before, during, and after reading • Refer to 1.4B

Fig19B Ask literal questions of text. Ask LITERAL QUESTIONS OF TEXT Including but not limited to: • Who, what, when, where, and how

questions • Before, during, and after reading • Refer to 2.3B





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KINDERGARTEN GRADE 1 GRADE 2 • Refer to K.4B

Literal question - knowledge level fact based question (e.g., who, what, when, where, why, and how questions); questions asked for clarification.

Literal question - knowledge level, fact based questions (e.g., who, what, when, where, why, and how questions); questions asked for clarification.

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud). Monitor, Adjust COMPREHENSION Including, but not limited to: • Use background knowledge • Create sensory images (images

created by using the five senses- sight, smell, sound, touch, taste)

• Re-read a portion aloud • Ask for help

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud). Monitor, Adjust COMPREHENSION Including, but not limited to: • Use background knowledge • Create sensory images (images


• Re-read a portion aloud • Ask for help • Refer to 1.4C

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions). Monitor, Adjust COMPREHENSION Including, but not limited to: • Use background knowledge • Create sensory images (images


• Re-read a portion aloud • Ask for help • Generate literal questions (refer to

2.Fig19B) • Use context clues for unknown

words (refer to 2.5B) • Refer to 2.3C

Fig19D Make inferences based on the cover, title, illustrations, and plot. Make INFERENCES BASED ON THE COVER, TITLE, ILLUSTRATIONS, AND

Fig19D Make inferences about text and use textual evidence to support understanding. Make INFERENCES ABOUT TEXT

Fig19D Make inferences about text using textual evidence to support understanding. Make INFERENCES ABOUT TEXT





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KINDERGARTEN GRADE 1 GRADE 2 PLOT Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Plot - the basic sequence of events in a story. The plot includes the problem and solution

Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual Evidence - specific details or facts found in text that support what is inferred

Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Using TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence - specific details or facts found in text that support what is inferred STAAR Note: Leads to Readiness/Supporting Standard 3.Fig19D

Fig19E Retell or act out important events in stories. Retell, Act Out IMPORTANT EVENTS IN STORIES

Fig19E Retell or act out important events in stories in logical order. Retell, Act Out IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER

Fig19E Retell important events in stories in logical order. Retell IMPORTANT EVENTS IN STORIES IN LOGICAL ORDER Including, but not limited to: • Oral and written forms

STAAR Note: Leads to Readiness/Supporting Standard 3.Fig19E

Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community and







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KINDERGARTEN GRADE 1 GRADE 2 discuss textual evidence. Make CONNECTIONS TO Including, but not limited to: • Own experiences - things done or

seen • Ideas in other text - concepts that

connect one text with another text • Larger community - a group of

people that have the same interest or live in the same area

Discuss TEXTUAL EVIDENCE Textual evidence - specific details or facts found in text that support what is inferred

discuss textual evidence. Make CONNECTIONS TO Including, but not limited to: • Own experiences - things done or

seen • Ideas in other text - concepts that

connect one text with another text • Larger community - a group of



discuss textual evidence. Make CONNECTIONS TO Including, but not limited to: • Own experiences (things done or

seen) • Ideas in other text - concepts that

connect texts • Larger community - a group of



Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

TxCCRS E/LAS II. Reading – C – Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.

K.6A Identify elements of a story including setting, character, and key events. Identify ELEMENTS OF A STORY Including, but not limited to:





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KINDERGARTEN GRADE 1 GRADE 2 • Setting • Characters • Key events

K.6B Discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience. Discuss THE BIG IDEA (THEME) OF A WELL-KNOWN FOLKTALE OR FABLE Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Folktale - a story originally passed down in spoken form rather than in writing. Folktales include legends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time, they lived happily ever after). Fable - fictional tale that teaches a moral lesson, entertains, and often includes animals with human characteristics Possible examples of theme: • Good friends are important • Treat others as you would like to be

treated • Helping others is rewarding

Connect

1.7A Connect the meaning of a well-known story or fable to personal experiences. Connect THE MEANING OF A WELL-KNOWN STORY OR FABLE TO PERSONAL EXPERIENCES Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to moral lessons and values and speak to the human experience Fable - fictional tale that teaches a moral lesson, entertains, and often includes animals with human characteristics. Note: Refer to 1.Fig19F for related comprehension skills

2.6A Identify moral lessons as themes in well-known fables, legends, myths or stories. Identify MORAL LESSONS AS THEMES IN WELL-KNOWN FABLES, LEGENDS, MYTHS OR STORIES Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to moral lessons and values and speak to the human experience. Fable - fictional tale that teaches a moral lesson, entertains, and often includes animals with human characteristics. Legend - a traditional or historical story that is believed to be true by many, but has not been verified as fact. Myth - a body of traditional or sacred stories to explain a belief or a natural happening STAAR Note: Leads to Supporting Standard 3.5A

http://www.answers.com/topic/legend

http://www.answers.com/topic/fable

http://www.answers.com/topic/tall-tale





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KINDERGARTEN GRADE 1 GRADE 2 IT TO PERSONAL EXPERIENCE Note: Refer to K.Fig19F for related comprehension skills

K.6C Recognize sensory details. Recognize SENSORY DETAILS Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched Including, but not limited to: • Sight - visual detail ensures that the

reader is able to give faces to characters; or details to a setting and action

• Sound - enables the reader to be a part of the action

• Smell - provides a strong power over feelings, thoughts, and emotions

• Taste - memories, people, places, and feelings can be suggested through taste

• Touch - tactile descriptions create sensory triggers to help the reader not only visualize a scene, but to experience it. The sense of touch helps the reader put themselves in the place of the characters.





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KINDERGARTEN GRADE 1 GRADE 2 K.6D Recognize recurring phrases and

characters in traditional fairy tales, lullabies, and folktales from various cultures.

Recognize RECURRING PHRASES AND CHARACTERS IN FAIRY TALES, LULLABIES, AND FOLKTALES FROM VARIOUS CULTURES

Fairy tale - a traditional story for children that is often magical and imaginary. Lullaby - a soothing song usually sung to children before they go to sleep. Folktale - a story originally passed down in spoken form rather than in writing. Folktales include legends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time, they lived happily ever after). Examples of recurring phrases:

• “Había una vez" • “Colorín Colorado, este cuento se

ha acabado”

Including, but not limited to: • Participate in patterns when

folktales, fairy tales, and lullabies are read aloud

1.7B Explain the function of recurring phrase (e.g., " Había una vez" or " Colorín Colorado, este cuento se ha acabado") in traditional folk- and fairy tales.

Explain THE FUNCTION OF RECURRING PHRASES IN TRADITIONAL FOLK- AND FAIRY TALES Folktale - a story originally passed down in spoken form rather than in writing. Folktales include legends, fables, tall tales, and fairy tales. They may have recurring phrases (e.g., once upon a time, they lived happily ever after). Fairy tale - a traditional story for children that is often magical and imaginary Including, but not limited to: • “Había una vez" • “Colorín Colorado, este cuento se

ha acabado" • “Y vivieron felices para siempre”

2.6B Compare different versions of the same story in traditional and contemporary folktales with respect to their characters, setting, and plot. Compare DIFFERENT VERSIONS OF THE SAME STORY IN TRADITIONAL AND CONTEMPORARY FOLKTALES WITH RESPECT TO THEIR CHARACTERS, SETTING, AND PLOT Setting - time and place in which a narrative occurs (past, future, present, real, imaginary) Plot - the basic sequence of events in a story. The plot includes the problem and solution. Note: Refer to 2.Fig19F for related comprehension skills

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:











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KINDERGARTEN GRADE 1 GRADE 2 TxCCRS E/LAS II. Reading – A – Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and

across texts of varying length.

K.7A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. Respond TO RHYTHM AND RHYME IN POETRY THROUGH IDENTIFYING A REGULAR BEAT AND SIMILARITIES IN WORD SOUNDS Rhythm - regular patterns that emphasize sound Rhyme - identical or very similar recurring final sounds in words; in poetry, rhyming words may occur at the ends of lines or within lines Possible examples include: • Movement and/or oral response

1.8A Respond to and use rhythm, rhyme, and alliteration in poetry. Respond, Use RHYTHM, RHYME, AND ALLITERATION IN POETRY Rhythm - regular patterns that emphasize sound Rhyme - identical or very similar recurring final sounds in words; in poetry, rhyming words may occur at the ends of lines or within lines Alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., en el silencio solo se escuchaba un susurro de abejas que sonaba, Garcilaso de la Vega, Égloga III)

2.7A Describe how rhyme, rhythm, and repetition interact to create images in poetry. Describe HOW RHYME, RHYTHM, AND REPETITION INTERACT TO CREATE IMAGES IN POETRY Rhythm - regular patterns that emphasize sound Rhyme - identical or very similar recurring final sounds in words; rhyming words may occur at the ends of lines or within lines Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. It encourages young children to join in orally to experiment with language, and move with it. Alliteration is a type of repetition. STAAR Note: Leads Supporting Standard in Grade 3.6A

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

TxCCRS E/LAS II. Reading – A – Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length.





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KINDERGARTEN GRADE 1 GRADE 2 2.8A Identify the elements of dialogue and

use them in informal plays. Identify THE ELEMENTS OF DIALOGUE Dialogue - the lines spoken between characters in fiction or plays. Dialogue in a play is the main vehicle in which plot, character, and other elements are established. Use THEM IN INFORMAL PLAYS Informal play - an activity in which students invent and enact dramatic situations for themselves rather than for an outside audience; also referred to as informal classroom drama

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: TxCCRS E/LAS II. Reading – A – Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and

across texts of varying length.

K.8A Retell a main event from a story read aloud. Retell A MAIN EVENT FROM A STORY READ ALOUD Note: Refer to K.Fig19E for related

1.9A Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events. Describe THE PLOT (PROBLEM AND SOLUTION)

2.9A Describe similarities and differences in the plots and settings of several works by the same author. Describe SIMILARITIES AND DIFFERENCES IN THE PLOTS AND SETTINGS OF SEVERAL WORKS BY THE SAME AUTHOR





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KINDERGARTEN GRADE 1 GRADE 2 comprehension skills.

Plot - the basic sequence of events in a story. The plot includes the problem and solution. Retell A STORY’S BEGINNING, MIDDLE, AND END WITH ATTENTION TO SEQUENCE Note: Refer to 1.Fig19E for related comprehension skills STAAR Note: Leads to Readiness Standard 3.8A

Plot - the basic sequence of events in a story. The plot includes the problem and solution. Setting - time and place in which a narrative occurs (past, future, present, real, imaginary) Note: Refer to 2.Fig19F for related comprehension skills

K.8B Describe characters in a story and the reasons for their actions. Describe CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS Including, but not limited to: • Physical traits • Personality traits (e.g., good, evil,

compassionate, loving, humorous, responsible)

• Reasons for actions - why a character acts or behaves the he or she does

1.9B Describe characters in a story and the reasons for their actions and feelings. Describe CHARACTERS IN A STORY AND THE REASONS FOR THEIR ACTIONS AND FEELINGS Including, but not limited to: • Physical traits • Emotional traits (e.g., feelings) • Personality traits (e.g., good, evil,


• Reasons for actions and feelings - why a character acts or feels the way he or she does

• Feelings

2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings. Describe THE MAIN CHARACTERS IN WORKS OF FICTION Including, but not limited to: • Physical traits • Personality traits (e.g., good, evil,


• Motivations – why a character acts or behaves the way he or she does

• Feelings STAAR Note:





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KINDERGARTEN GRADE 1 GRADE 2 Leads to Readiness Standard 3.8B

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: STAAR Note: Leads to Supporting Standard 3.9


1.10A Determine whether a story is true or a fantasy and explain why. Determine WHETHER A STORY IS TRUE OR A FANTASY Explain WHY Literary nonfiction - a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts (e.g., biography, autobiography, memoir).

2.10A Distinguish between fiction and nonfiction.

Distinguish BETWEEN FICTION AND NONFICTION Literary nonfiction - a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts (e.g., biography, autobiography, memoir).

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:

1.11A Recognize sensory details in literary text. Recognize





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KINDERGARTEN GRADE 1 GRADE 2 SENSORY DETAILS IN LITERARY TEXT

Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched Including, but not limited to: • Sight - visual detail ensures that the

reader is able to give faces to characters; or details to a setting and action

• Sound - enables the reader to be a part of the action

• Smell - provides a strong power over feelings, thoughts, and emotions

• Taste - memories, people, places, and feelings can be suggested through taste

• Touch - tactile descriptions create sensory triggers to help the reader not only visualize a scene, but to experience it. The sense of touch helps the reader put themselves in the place of the characters.

STAAR Note: Leads to Supporting Standard 3.10A

2.11A Recognize that some words and phrases have literal and non- literal meanings (e.g., take steps). Recognize





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KINDERGARTEN GRADE 1 GRADE 2 THAT SOME WORDS AND PHRASES HAVE LITERAL AND NON-LITERAL MEANINGS Including, but not limited to: • Literal meaning - the exact

meaning of the words and phrases

• Figurative language (non-literal) - language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices (e.g., Perder la cabeza: perder el control, dejarse llevar por la emoción; De la noche a la mañana: de repente, en muy poco tiempo)

Note: In grade 2, it is not necessary for students to identify the specific types of figurative language (e.g., simile, metaphor, idiom), but rather recognize that authors convey meaning in a variety of ways. Context assists the reader in determining the intent of the language used. STAAR Note: Leads to Supporting Standard 3.10A

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:

TxCCRS CDS I. Key Cognitive Skills – D – Academic behaviors. CDS I. Key Cognitive Skills – E – Work habits.





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KINDERGARTEN GRADE 1 GRADE 2 1.12A Read independently for a sustained

period of time. Read Independently FOR A SUSTAINED PERIOD OF TIME Including, but not limited to: • Read aloud and/or silently for a

developmentally appropriate duration (e.g.,10-20 minutes)

• Read independent-level texts that are easy to read and understand at 95% accuracy or above (no more than 1 in 20 words are difficult for the reader)

• Read self-selected and/or teacher-selected material

• Read independently at school and at home

2.12A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. Read Independently FOR A SUSTAINED PERIOD OF TIME Including, but not limited to: • Read aloud and/or silently for a

developmentally appropriate duration (e.g.,15-30 minutes)

• Read independent-level texts that are easy to read and understand at 95% accuracy or above (no more than 1 in 20 words are difficult for the reader)

• Read self-selected and/or teacher-selected material

• Read independently at school and at home

Paraphrase WHAT THE READING WAS ABOUT, MAINTAINING MEANING Including, but not limited to: • Respond in journals or notebooks • Paraphrase through discussion

Paraphrase - to restate the meaning of something in different words- Paraphrasing alters the exact wording





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KINDERGARTEN GRADE 1 GRADE 2 of the source and transmits its ideas or information without evaluation or interpretation

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

TxCCRS E/LAS II. Reading – C – Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.

K.9A Identify the topic of an informational text heard. Identify THE TOPIC OF AN INFORMATIONAL TEXT HEARD Topic - what the author is writing about, the subject (e.g., polar bears)

1.13A Identify the topic and explain the author’s purpose in writing about the text. Identify THE TOPIC Topic - what the author is writing about, the subject (e.g., polar bears) Explain THE AUTHOR’S PURPOSE IN WRITING ABOUT THE TEXT Purpose - the intended goal of a piece of writing; the reason a person writes) Possible examples of author’s purpose: • To inform • To explain

2.13A Identify the topic and explain the author’s purpose in writing the text. Identify THE TOPIC Topic - what the author is writing about, the subject (e.g., polar bears) Explain THE AUTHOR’S PURPOSE IN WRITING THE TEXT Purpose - the intended goal of a piece of writing; the reason a person writes Possible examples of author’s purpose: • To inform • To explain

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:






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KINDERGARTEN GRADE 1 GRADE 2 K.10A Identify the topic and details in

expository text heard or read, referring to the words and/or illustrations.

Identify THE TOPIC AND DETAILS IN EXPOSITORY TEXT HEARD OR READ, REFERRING TO THE WORDS AND/OR ILLUSTRATONS Topic - the subject of the text (e.g., polar bears)

1.14A Restate the main idea, heard or read. Restate THE MAIN IDEA, HEARD OR READ

Main idea - the overall idea of a text or section of a text (e.g., Polar bears are becoming endangered.)

2.14A Identify the main idea in a text and distinguish it from the topic.

Identify THE MAIN IDEA IN A TEXT

Main idea - the overall idea of a text or section of a text (e.g., Polar bears are becoming endangered.) Distinguish IT FROM THE TOPIC Topic - the subject of the text (e.g., polar bears) STAAR Note: Leads to Readiness Standard 3.13A

K.10B Retell important facts in a text, heard or read. Retell IMPORTANT FACTS IN A TEXT, HEARD OR READ

1.14B Identify important facts or details in text, heard or read. Identify IMPORTANT FACTS OR DETAILS IN TEXT, HEARD OR READ Note: Refer to 1.4B for related beginning reading strategy

2.14B Locate the facts that are clearly stated in a text. Locate THE FACTS THAT ARE CLEARLY STATED IN A TEXT Including, but not limited to:

• Identify facts within text • Use text features (e.g., headings,

diagrams, pictures) to locate information

Note: Refer to 2.3B for related beginning





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KINDERGARTEN GRADE 1 GRADE 2 reading strategy STAAR Note: Leads to Readiness Standard 3.13A

K.10C Discuss the ways authors group information in text. Discuss THE WAYS AUTHORS GROUP INFORMATON IN TEXT Including, but not limited to: • By order of events • By concepts

1.14C Retell the order of events in a text by referring to the words and/or illustrations. Retell THE ORDER OF EVENTS IN A TEXT BY REFERRING TO THE WORDS AND/OR ILLUSTRATIONS Possible examples of time-order transition words to be used when retelling: • First, second, next, after, finally

Note: Refer to 1.20Avii for skills related to time-order transition words

2.14C Describe the order of events or ideas in a text. Describe THE ORDER OF EVENTS OR IDEAS IN A TEXT Possible examples of time-order transition words to be used when retelling: • First, second, next, after, finally

Note: Refer to 2.21Avii for skills related to time-order transition words

K.10D Use titles and illustrations to make predictions about text. Use TITLES AND ILLUSTRATIONS TO MAKE PREDICTIONS ABOUT TEXT Including, but not limited to: • Before reading • During reading

Note:

1.14D Use text features (e.g., title, table of contents, illustrations) to locate specific information in text. Use TEXT FEATURES TO LOCATE SPECIFIC INFORMATION IN TEXT Including, but not limited to: • Title • Table of contents • Illustrations and photographs

2.14D Use text features (e.g., table of contents, index, headings) to locate specific information in text. Use TEXT FEATURES TO LOCATE SPECIFIC INFORMATION Including, but not limited to: • Table of contents • Index • Headings





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KINDERGARTEN GRADE 1 GRADE 2 Refer to K.4A and K.Fig19D for related strategies

Other possible examples of text features: • Bold and italicized text • Captions • Charts and graphs • Headings

Other possible examples of text features: • Bold and italicized text • Captions • Charts and graphs • Glossary • Illustrations and photographs • Subheading

Note: Refer to 2.15B for related text feature skills in procedural text STAAR Note: Leads to Readiness Standard 3.13D

Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:


K.11A Follow pictorial directions (e.g., recipes, science experiments). Follow PICTORIAL DIRECTIONS Procedural text - a type of informational text that is written with the intent to explain the steps in the procedure, as in a recipe Including, but not limited to: • Recipes

1.15A Follow written multi-step directions with picture cues to assist with understanding. Follow WRITTEN MULTI-STEP DIRECTIONS WITH PICTURE CUES TO ASSIST WITH UNDERSTANDING Procedural text - a type of informational text that is written with the intent to explain the steps in the procedure, as in a recipe

2.15A Follow written multi-step directions. Follow WRITTEN MULTI-STEP DIRECTIONS Procedural text - a type of informational text that is written with the intent to explain the steps in the procedure, as in a recipe. Procedural text could house data that requires reader interpretation. Possible examples of multi-step





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KINDERGARTEN GRADE 1 GRADE 2 • Science experiments

Other possible examples of pictorial directions include: • Instructions, directions, manuals,

game rules, craft project

Possible examples of multi-step directions with picture clues: • Instructions, directions, manuals,

game rules, science experiment, craft project)

directions: • Instructions, directions, manuals,

game rules, science experiment, craft project

K.11B Identify the meanings of specific signs (e.g., traffic signs, warnings signs). Identify THE MEANINGS OF SPECIFIC SIGNS Including, but not limited to: • Traffic signs • Warnings signs (e.g., poison

symbols) • Environmental print (e.g., exit,

restrooms)

1.15B Explain the meanings of specific signs and symbols (e.g., map features). Explain THE MEANINGS OF SPECIFIC SIGNS AND SYMBOLS Including, but not limited to: • Map features • Symbols that represent something

else (e.g., +, $, #, &) • Environmental print (e.g., exit,

restrooms)

2.15B Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). Use COMMON GRAPHIC FEATURES TO ASSIST IN THE INTERPRETATION OF TEXT Including, but not limited to: • Captions • Illustrations

Other possible examples of text features: • Table of contents • Index • Headings • Bold and italicized text • Charts and graphs • Glossary • Photographs • Subheading

Note: Refer 2.14D for related text feature skills





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KINDERGARTEN GRADE 1 GRADE 2 in expository text STAAR Note: Leads to Supporting Standard 3.15B

Reading/Media Literacy: Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students (with adult assistance in kindergarten) are expected to:

TxCCRS E/LAS IV. Listening – A – Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews). CDS I. Key Cognitive Skills – B – Reasoning. CDS II. Foundational Skills – E – Technology.

K.12A Identify different forms of media (e.g., advertisements, newspapers, radio programs); (with adult assistance). Identify DIFFERENT FORMS OF MEDIA (WITH ADULT ASSISTANCE)

Media - a variety of ways people communicate with others (e.g., print, digital, electronic, social) Including, but not limited to: • Advertisements (e.g.,

flyers/brochures/posters/signs) • Newspapers • Radio programs

Other possible examples of forms of media: • Commercials, magazines, product

labels, websites

1.16A Recognize different purposes of media (e.g., to inform, to entertain) (with adult assistance). Recognize DIFFERENT PURPOSES OF MEDIA (WITH ADULT ASSISTANCE) Media - a variety of ways people communicate with others (e.g., print, digital, electronic, social) Including, but not limited to: • To inform • To entertain • To persuade

Possible examples of forms of media: • Commercials, newspapers,

magazines, product labels, websites

2.16A Recognize different purposes of media (e.g., informational, entertainment). Recognize DIFFERENT PURPOSES OF MEDIA Media - a variety of ways people communicate with others (e.g., print, digital, electronic, social) Including, but not limited to: • To inform • To entertain • To persuade

Possible examples of forms of media: • Commercials, newspapers,

magazines, product labels, websites





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KINDERGARTEN GRADE 1 GRADE 2 K.12B Identify techniques used in media

(e.g., sound, movement (with adult assistance). Identify TECHNIQUES USED IN MEDIA (WITH ADULT ASSISTANCE) Including, but not limited to: • Sound (e.g., background music,

volume) • Visual (e.g., movement , graphics,

images)

1.16B Identify techniques used in media (e.g., sound, movement). Identify TECHNIQUES USED IN MEDIA Including, but not limited to: • Sound (e.g., background music,

volume) • Visual (e.g., movement , graphics,

images)

2.16B Describe techniques used to create media messages (e.g., sound, graphics). Describe TECHNIQUES USED IN MEDIA Including, but not limited to: • Sound (e.g., background music,

volume) • Movement (physical movement e.g.,

feet moving quickly, hair blowing in the wind)

• Visuals (e.g., visuals, graphics, images)

2.16C Identify various written conventions for using digital media (e.g., e-mail, website, video game). Identify VARIOUS WRITTEN CONVENTIONS FOR USING DIGITAL MEDIA Digital media - electronic media that work on digital codes (as opposed to analog media). Examples include e-mail, digital videos, e-books, Internet, video games, and interactive media. Including, but not limited to: • E-mail (e.g., subject line, address in

electronic format, send, emoticon) • Website (e.g., URL, banners,





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KINDERGARTEN GRADE 1 GRADE 2 phrases, sidebar navigation, link, pop-up)

• Video game (e.g., captions, menu, options)

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