correlations to texas essential knowledge and skills (teks ... · structured to reflect the major...

Texas Education Agency Proclamation 2011

SubjectSubchapterCoursePublisherProgram TitleISBN/IDTEKS (Knowledge and Skills) Student Expectation Breakout Element Sub-

element# Component

ISBN/IDPage(s) Specific location on

the page/display/screen (paragraph, etc.)

(a) Introduction.

Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.12. Handwriting, Grade 1

(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

Handwriting Without TearsIntermediate Printing9781891627651

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section.

Printed On: 9/9/2010 12:09 PM# = Number of times TEKS must be addressed.

Version: Dec 17, 2009 of 9

Date Due: Apri 16, 2010 (English)/May 21, 2010 (Spanish)



element# Component



Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.12. Handwriting, Grade 1Handwriting Without TearsIntermediate Printing9781891627651

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






element# Component




(b) Knowledge and Skills.






element# Component




(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;

(1) form upper-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences

>>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651

16-18

26-30

46

55-57

64

68

70

71- 72

75-76

78-79

81, 88-89, 93, 97, 99-105

83-85, 87, 91, 95

113118

Whole pages

Whole pages

Room to Write

Whole pages

Multisensory Activities

Letter Size and Place (middle of page)

Tell Them

Tips

Whole page

Tips

Whole page

Copy and Check Sentences, Tips

Whole pageSpacing






element# Component






(2) form lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences

>>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651

18

28-30

34-35

46

58-64

66-81

83-105

113

118

Whole page

Whole pages

Whole pages

Room to Write

Whole pages

Whole pages

Whole pages

Whole page

Spacing






element# Component



(a) Introduction.

Handwriting Without TearsIntermediate Printing

Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.12. Handwriting, Grade 1

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

9781934825198

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.






element# Component





9781934825198







element# Component





9781934825198

(b) Knowledge and Skills.(21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:


(1) form upper-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences

>>>>> >>>>> 3 My Printing Book 9781891627590

Wide Double Line Notebook Paper9781891627248

Print Alphabet Desk Strips9781934825365

8-12

21, 23, 25, 27, 29, 31, 35, 41, 45, 51, 55, 61, 65, 71

25, 33, 37, 39, 43, 49, 53, 57, 63, 69

47, 58-59, 66, 72-73, 75-80, 89, 94NA

NA

Whole pages

Copy capital (top left)

Copy capital, Copy sentences

Whole pages






element# Component





9781934825198



(2) form lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences

>>>>> >>>>> 3 My Printing Book 9781891627590

Wide Double Line Notebook Paper9781891627248


14-80

89

94NA

NA

Whole pages

Whole page

Whole page






element# Component



(a) Introduction.



Handwriting Without TearsAdvanced Printing9781891627682

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section.


Version: Dec 17, 2009Page 1 of 6




element# Component



Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.13. Handwriting, Grade 2Handwriting Without TearsAdvanced Printing9781891627682







element# Component



Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.13. Handwriting, Grade 2Handwriting Without TearsAdvanced Printing9781891627682


(A) write legibly leaving appropriate margins for readability

>>>>> >>>>> >>>>> 3 2nd Grade Teacher's Guide 9781891627682

7-8, 28-30, 34-35, 52, 55-58, 60-61, 63-80, 82-117, 125

130

Whole pages

Spacing






element# Component



(a) Introduction.

Handwriting Without TearsAdvanced Printing


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

9781934825235

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.






element# Component





9781934825235







element# Component





9781934825235



>>>>> >>>>> >>>>> 3 Printing Power 9781891627668

Regular Double Line Notebook Paper9781891627255


Throughoute.g., 9-12, 14-63, 65-73, 86NA

NA

Whole pages






element# Component



(a) Introduction.



Handwriting Without TearsBeginning Cursive9781891627712

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section.






element# Component



Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTSChapter 110. English Language Arts and ReadingSubchapter A. Elementary§110.13. Handwriting, Grade 2Handwriting Without TearsBeginning Cursive9781891627712







element# Component






>>>>> >>>>> >>>>> 3 3rd Grade Teacher's Guide9781891627712

Throughout, e.g., 6-10, 12-13, 18-19, 26-28, 31-33, 46, 54-55, 57-61, 68-69, 81-89, 101-105, 107-112, 118

Whole pages






element# Component



(a) Introduction.

Handwriting Without TearsBeginning Cursive



9781934825273

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis.(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.






element# Component





9781934825273







element# Component





9781934825273



>>>>> >>>>> >>>>> 3 Cursive Handwriting9781891627705


Cursive Alphabet Desk Strips9781934825372

Throughout, e.g., 7-15, 28-31, 50-63, 80-84, 86-94NA

NA

Whole pages




beth.hallee

Text Box

Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. Handwriting Without Tears Intermediate Printing 9781891627651 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 1 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 2 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (b) Knowledge and Skills. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 3 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (1) form uppercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651 16-18 26-30 46 55-57 64 68 70 71- 72 75-76 78-79 81, 88-89, 93, 97, 99-105 83-85, 87, 91, 95 113 118 Whole pages Whole pages Room to Write Whole pages Multisensory Activities Letter Size and Place (middle of page) Tell Them Tips Whole page Tips Whole page Copy and Check Sentences, Tips Whole page Spacing Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 4 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (2) form lowercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651 18 28-30 34-35 46 58-64 66-81 83-105 113 118 Whole page Whole pages Whole pages Room to Write Whole pages Whole pages Whole pages Whole page Spacing Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 5 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section. 9781934825198 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 6 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 7 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (b) Knowledge and Skills. (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (1) form uppercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 My Printing Book 9781891627590 Wide Double Line Notebook Paper 9781891627248 Print Alphabet Desk Strips 9781934825365 8-12 21, 23, 25, 27, 29, 31, 35, 41, 45, 51, 55, 61, 65, 71 25, 33, 37, 39, 43, 49, 53, 57, 63, 69 47, 58-59, 66, 72-73, 75-80, 89, 94 NA NA Whole pages Copy capital (top left) Copy capital, Copy sentences Whole pages Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 8 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (2) form lowercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 My Printing Book 9781891627590 Wide Double Line Notebook Paper 9781891627248 Print Alphabet Desk Strips 9781934825365 14-80 89 94 NA NA Whole pages Whole page Whole page Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 9 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. Handwriting Without Tears Beginning Cursive 9781891627712 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 1 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 Handwriting Without Tears Beginning Cursive 9781891627712 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 2 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 Handwriting Without Tears Beginning Cursive 9781891627712 (b) Knowledge and Skills. (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability >>>>> >>>>> >>>>> 3 3rd Grade Teacher's Guide 9781891627712 Throughout, e.g., 6-10, 12- 13, 18-19, 26- 28, 31-33, 46, 54-55, 57-61, 68-69, 81-89, 101-105, 107- 112, 118 Whole pages Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 3 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section. 9781934825273 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 4 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 9781934825273 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 5 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 9781934825273 (b) Knowledge and Skills. (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability >>>>> >>>>> >>>>> 3 Cursive Handwriting 9781891627705 Regular Double Line Notebook Paper 9781891627255 Cursive Alphabet Desk Strips 9781934825372 Throughout, e.g., 7-15, 28- 31, 50-63, 80- 84, 86-94 NA NA Whole pages Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 6 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish)

beth.hallee

Text Box

Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. Handwriting Without Tears Intermediate Printing 9781891627651 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 1 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 2 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (b) Knowledge and Skills. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 3 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (1) form uppercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651 16-18 26-30 46 55-57 64 68 70 71- 72 75-76 78-79 81, 88-89, 93, 97, 99-105 83-85, 87, 91, 95 113 118 Whole pages Whole pages Room to Write Whole pages Multisensory Activities Letter Size and Place (middle of page) Tell Them Tips Whole page Tips Whole page Copy and Check Sentences, Tips Whole page Spacing Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 4 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 Handwriting Without Tears Intermediate Printing 9781891627651 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (2) form lowercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 1st Grade Printing Teacher's Guide 9781891627651 18 28-30 34-35 46 58-64 66-81 83-105 113 118 Whole page Whole pages Whole pages Room to Write Whole pages Whole pages Whole pages Whole page Spacing Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 5 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in Grade 1 as described in subsection (b) of this section. 9781934825198 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In first grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 6 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 7 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (b) Knowledge and Skills. (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (1) form uppercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 My Printing Book 9781891627590 Wide Double Line Notebook Paper 9781891627248 Print Alphabet Desk Strips 9781934825365 8-12 21, 23, 25, 27, 29, 31, 35, 41, 45, 51, 55, 61, 65, 71 25, 33, 37, 39, 43, 49, 53, 57, 63, 69 47, 58-59, 66, 72-73, 75-80, 89, 94 NA NA Whole pages Copy capital (top left) Copy capital, Copy sentences Whole pages Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 8 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Intermediate Printing Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.12. Handwriting, Grade 1 9781934825198 (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) form upper- and lower-case letters legibly in text, using the basic conventions of print (leftto- right and top-tobottom progression), including spacing between words and sentences; (2) form lowercase letters legibly in text, using the basic conventions of print (left-toright and top-tobottom progression), including spacing between words and sentences >>>>> >>>>> 3 My Printing Book 9781891627590 Wide Double Line Notebook Paper 9781891627248 Print Alphabet Desk Strips 9781934825365 14-80 89 94 NA NA Whole pages Whole page Whole page Printed On: 9/9/2010 12:09 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 9 of 9 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. Handwriting Without Tears Beginning Cursive 9781891627712 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 1 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 Handwriting Without Tears Beginning Cursive 9781891627712 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 2 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Correlations to Texas Essential Knowledge and Skills (TEKS) - TEACHER COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 Handwriting Without Tears Beginning Cursive 9781891627712 (b) Knowledge and Skills. (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability >>>>> >>>>> >>>>> 3 3rd Grade Teacher's Guide 9781891627712 Throughout, e.g., 6-10, 12- 13, 18-19, 26- 28, 31-33, 46, 54-55, 57-61, 68-69, 81-89, 101-105, 107- 112, 118 Whole pages Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 3 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) (a) Introduction. Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 2 as described in subsection (b) of this section. 9781934825273 (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The Reading strand is structured to reflect the major topic areas of the National Reading Panel Report. In second grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should write and read (or be read to) on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 4 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 9781934825273 (4) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 5 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish) Texas Education Agency Proclamation 2011 Subject Subchapter Course Publisher Program Title ISBN/ID TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement # Component ISBN/ID Page(s) Specific location on the page/ display/screen (paragraph, etc.) Handwriting Without Tears Beginning Cursive Correlations to Texas Essential Knowledge and Skills (TEKS) - STUDENT COMPONENTS Chapter 110. English Language Arts and Reading Subchapter A. Elementary §110.13. Handwriting, Grade 2 9781934825273 (b) Knowledge and Skills. (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability >>>>> >>>>> >>>>> 3 Cursive Handwriting 9781891627705 Regular Double Line Notebook Paper 9781891627255 Cursive Alphabet Desk Strips 9781934825372 Throughout, e.g., 7-15, 28- 31, 50-63, 80- 84, 86-94 NA NA Whole pages Printed On: 9/9/2010 12:14 PM # = Number of times TEKS must be addressed. Version: Dec 17, 2009 Page 6 of 6 Date Due: Apri 16, 2010 (English)/ May 21, 2010 (Spanish)



element# Component



(a) Introduction.



Handwriting Without TearsBeginning Cursive9781891627712

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In third grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

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

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 3 as described in subsection (b) of this section.






element# Component










element# Component





(A) write legibly in cursive script with spacing between words in a sentence

(1) write legibly in cursive script with spacing between words in a sentence

>>>>> >>>>> 3 3rd Grade Teacher's Guide9781891627712

Throughout, e.g., 6-10, 12-13, 18-19, 26-28, 31-33, 46, 54-55, 57-61, 68-69, 81-89, 101-105, 107-112, 118

Whole pages






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(a) Introduction.




9781934825358


(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.






element# Component





9781934825358







element# Component





9781934825358




>>>>> >>>>> 3 Cursive Handwriting9781891627705



Throughout, e.g., 7-15, 28-31, 50-63, 80-84, 86-94NA

NA

Whole pages






element# Component



(a) Introduction.


Handwriting Without TearsAdvanced Cursive9781891627736


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

(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 3 as described in subsection (b) of this section.







element# Component











element# Component








>>>>> >>>>> 3 4th Grade Teacher's Guide9781891627736

Throughout, e.g., 6-10, 12-13, 26-28, 31-33, 46, 57-60, 68-70, 83-91, 104-106, 108, 111-112, 115-117, 119-120, 122-126134 Spacing






element# Component



(a) Introduction.


9781934825310


(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

Handwriting Without TearsAdvanced Cursive







element# Component



9781934825310









element# Component



9781934825310






>>>>> >>>>> 3 Cursive Success 978191627729

Narrow Double Line Notebook Paper9781891627262


Throughout, e.g., 8-11, 18-21, 34-43, 56-60, 62-63, 66-69, 72-75, 77-79, 81-86NA

NA

Whole pagesFor pages 8-11, capital letter formation included at bottom.




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