Search over 150,000+ teacher reviewed Lesson Plans
Browse Texas State Standards
> Texas
> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> Elementary
> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> Elementary
Courses:: 128.3. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 1.
Knowledge/Skills:
(1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The following expectations apply to the second language learner at his/her level of proficiency in English.
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The following expectations apply to the second language learner at his/her level of proficiency in English.
(6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The following expectations apply to the second language learner at his/her level of proficiency in English.
(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The following expectations apply to the second language learner at his/her level of proficiency in English.
(8) Reading/word identification. The student uses a variety of word identification strategies. The following expectations apply to the second language learner at his/her level of proficiency in English.
(9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Reading/variety of texts. The student reads widely for different purposes in varied sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(11) Reading/vocabulary development. The student develops an extensive vocabulary. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/literary response. The student responds to various texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources including selections read aloud. The following expectations apply to the second language learner at his/her level of proficiency in English.
(16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/penmanship/capitalization/punctuation. The student develops the foundations of writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The following expectations apply to the second language learner at his/her level of proficiency in English.
(19) Writing/writing processes. The student selects and uses writing processes to compose original text. The following expectations apply to the second language learner at his/her level of proficiency in English.
(20) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. The following expectations apply to the second language learner at his/her level of proficiency in English.
(22) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Writing/inquiry/research. The student uses writing as a tool for learning and research. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(26) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(27) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The following expectations apply to the second language learner at his/her level of proficiency in English.
(5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The following expectations apply to the second language learner at his/her level of proficiency in English.
(6) Reading/phonological awareness. The student orally demonstrates phonological awareness (an understanding that spoken language is composed of sequences of sounds). The following expectations apply to the second language learner at his/her level of proficiency in English.
(7) Reading/letter-sound relationships. The student uses letter-sound knowledge to decode written language. The following expectations apply to the second language learner at his/her level of proficiency in English.
(8) Reading/word identification. The student uses a variety of word identification strategies. The following expectations apply to the second language learner at his/her level of proficiency in English.
(9) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Reading/variety of texts. The student reads widely for different purposes in varied sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(11) Reading/vocabulary development. The student develops an extensive vocabulary. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/literary response. The student responds to various texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources including selections read aloud. The following expectations apply to the second language learner at his/her level of proficiency in English.
(16) Reading/culture. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/penmanship/capitalization/punctuation. The student develops the foundations of writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The following expectations apply to the second language learner at his/her level of proficiency in English.
(19) Writing/writing processes. The student selects and uses writing processes to compose original text. The following expectations apply to the second language learner at his/her level of proficiency in English.
(20) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(21) Writing/grammar/usage. The student composes meaningful texts by applying knowledge of grammar and usage. The following expectations apply to the second language learner at his/her level of proficiency in English.
(22) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Writing/inquiry/research. The student uses writing as a tool for learning and research. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(26) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(27) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.