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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:: 128.7. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 5.
Knowledge/Skills:
(1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Listening/speaking/culture. The student listens and speaks to gain and share 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.
(5) Listening/speaking/audiences. The student speaks clearly and 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.
(6) 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.
(7) 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.
(8) 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.
(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The following expectations apply to the second language learner at his/her level of proficiency in English.
(11) Reading/literary response. The student expresses and supports responses to various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) 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.
(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. 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 for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(20) 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.
(21) 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.
(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The following expectations apply to the second language learner at his/her level of proficiency in English.
(26) 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.
(27) 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.
(28) 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.
(29) 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.
(30) 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.
(31) Second language acquisition/viewing and representing. The ESOL student understands, interprets, analyzes, critiques, and produces a variety of visual representations with increasing effectiveness in language arts and all contents areas. The following expectations apply to the second language learner at his/her level of proficiency in English.
(2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The following expectations apply to the second language learner at his/her level of proficiency in English.
(3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The following expectations apply to the second language learner at his/her level of proficiency in English.
(4) Listening/speaking/culture. The student listens and speaks to gain and share 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.
(5) Listening/speaking/audiences. The student speaks clearly and 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.
(6) 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.
(7) 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.
(8) 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.
(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The following expectations apply to the second language learner at his/her level of proficiency in English.
(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The following expectations apply to the second language learner at his/her level of proficiency in English.
(11) Reading/literary response. The student expresses and supports responses to various types of texts. The following expectations apply to the second language learner at his/her level of proficiency in English.
(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The following expectations apply to the second language learner at his/her level of proficiency in English.
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The following expectations apply to the second language learner at his/her level of proficiency in English.
(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English.
(15) 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.
(16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. The following expectations apply to the second language learner at his/her level of proficiency in English.
(17) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English.
(18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. 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 for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(20) 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.
(21) 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.
(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The following expectations apply to the second language learner at his/her level of proficiency in English.
(23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English.
(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English.
(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The following expectations apply to the second language learner at his/her level of proficiency in English.
(26) 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.
(27) 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.
(28) 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.
(29) 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.
(30) 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.
(31) Second language acquisition/viewing and representing. The ESOL student understands, interprets, analyzes, critiques, and produces a variety of visual representations with increasing effectiveness in language arts and all contents areas. The following expectations apply to the second language learner at his/her level of proficiency in English.