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> 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:: 128.5. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 3.
Knowledge/Skills:
(1) Listening/speaking/purposes. The student listens attentively and engages actively in various 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. 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/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.
(6) 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.
(7) 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.
(8) 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.
(9) 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.
(10) 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.
(11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The following expectations apply to the second language learner at his/her level of proficiency in English.
(16) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(19) 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.
(20) 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.
(21) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(22) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas. 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. 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/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.
(6) 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.
(7) 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.
(8) 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.
(9) 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.
(10) 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.
(11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly. The following expectations apply to the second language learner at his/her level of proficiency in English.
(16) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(19) 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.
(20) 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.
(21) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(22) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.