Elar Teks K-12 PDF

English Language Arts and Reading
Texas Essential Knowledge and Skills

Kindergarten–English IV
©2009 University of Texas System/Texas Education Agency

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About the ELAR TEKS
The following pages contain the vertical-alignment information to guide the instruction of English a comprehensive list of all correspondences
version of the 2008 revised English Language Arts language learners (ELLs) in their acquisition of with the ELAR TEKS. You are encouraged to
and Reading Texas Essential Knowledge and Skills reading skills, their vocabulary development, explore the CCRS yourself to discover additional
(ELAR TEKS). and the improvement of their English-language correspondences with the ELAR TEKS.
proficiency.
This document contains the same information as the In the pages following the guide for each strand
rule text, which is available on the Texas Education The last parts contain additional information about are the student expectations for each knowledge
Agency Web site; however, it has been reformatted requirements for the state of Texas. and skills statement. These are the measurable
to display, at a glance, the corresponding student expectations that teachers will use when planning
expectations for each grade level. Strands of the TEKS instruction.
The ELAR TEKS vertical alignment for K–English The ELAR TEKS are divided into five strands: Comprehension Skills Found in
IV consists of the following sections: Reading, Writing, Oral and Written Conventions,
Research, and Listening and Speaking. Within each Figure 19
• Introduction of these strands are components that define the There are three Figure 19 charts for English: one
• Reading Strand type of text students will use or the type of writing covers grades K–5, the second covers grades 6–8,
• Comprehension skills found in students will engage in. There are subsections and the third covers English I–IV.
Figure 19 * within some of the components.
• Writing Strand
All versions of Figure 19 share the same knowledge
• Oral and Written Conventions Strand For each strand, the vertical alignment contains a and skills statement: “Students use a flexible range
• Research Strand guide that summarizes the structure and applicable of metacognitive reading skills in both assigned
• Listening and speaking Strand grade levels for each knowledge and skill statement. and independent reading to understand an author’s
message. Students will continue to apply earlier
The first column of this guide contains the tagline standards with greater depth in increasingly more
*Note: For ease of use, the comprehension skills
(i.e., strand/component/subsection) and applicable complex texts as they become self-directed, critical
found in Figure 19 have been included between
grade levels. The highlighted grade levels indicate readers.”
the Reading and Writing strands to help teachers
the grades in which this component or subsection
integrate the reading and writing student
is addressed. Although Figure 19 appears as a separate document
expectations when planning instruction.
on the TEA Web site, it is part of the TEKS for
The second column lists the knowledge and skills language arts and reading. These comprehension
Introduction Section statement for each component or subsection. These skills are critical to model and teach so that our
knowledge and skills statements are often exactly students will become successful readers.
The first part of the Introduction of the ELAR the same across grade levels K–12. Sometimes a
TEKS contains important information about the knowledge and skills statement applies only to a
cumulative nature of the standards. The language For ease of use, the comprehension skills found
specific range of grade levels. in Figure 19 have been included in this document
of the Introduction is almost identical across all
grade levels. The differences have been provided as between the Reading and Writing strands to help
The third column lists examples from the Texas teachers integrate the reading and writing student
footnotes at the bottom of the document. College and Career Readiness Standards (CCRS) expectations when planning instruction.
that closely align with the ELAR TEKS. The
The next part of the Introduction contains specific CCRS in this column are not intended to be

Introduction
ELAR Texas Essential Knowledge and Skills
The ELAR TEKS Introduction is identically worded across grade levels with a few
exceptions. These exceptions are marked with numbered footnotes in the text on
the next pages. We use the first-grade Introduction as the basis for our example.
©2009 University of Texas System/Texas Education Agency ELAR TEKS Introduction | 1

Texas Administrative Code (TAC), Title 19, Part II
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
§110.10.1 Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Elementary,2
Beginning with School Year 2009-2010.
(a) The provisions of §§110.11-110.163 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school
year and at that time shall supersede §§110.2-110.74 of this subchapter.
(b) Students must develop the ability to comprehend and process material from a wide range of texts. Student expectations for Reading/
Comprehension Skills as provided in this subsection are described for the appropriate grade level.
Figure: 19 TAC §110.10(b)5
Source: The provisions of this §110.106 adopted to be effective September 4, 2008, 33 TexReg 7162.
1 The statute number differs by grade range (§110.17 for Middle School, §110.30 for High School).
2 Substitute the appropriate grade range: “Middle School” or “High School.”
3 The statute-number range differs by grade range (§§110.18–110.20 for Middle School, §§110.31–110.34 for High School).
4 The statute-number range differs by grade range (§§110.22–110.24 for Middle School, §§110.42–110.45 for High School).
5 The statute number differs by grade range (§110.17(b) for Middle School, §110.30(b) for High School).
6 The statute number differs by grade range (§110.17 for Middle School, §110.30 for High School).

§110.12.7 English Language Arts and Reading, Grade 1,8 Beginning with School Year 2009-2010.
(a) Introduction.
(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.9 In first grade,10 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.11
7 The statute number differs by grade level:

K 1 2 3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
§110.11 §110.12 §110.13 §110.14 §110.15 §110.16 §110.18 §110.19 §110.20 §110.31 §110.32 §110.33 §110.34
8 Substitute the appropriate grade level.
9 This sentence is for grades K–2 only. For grades 3–English IV, this sentence reads: “The standards are cumulative--students will continue to address earlier standards as
needed while they attend to standards for their grade.”
11 For kindergarten, this section reads: “...students engage in activities that build on their natural curiosity and prior knowledge to develop their reading, writing, and oral
language skills.”
For grades 3–English IV, this section reads: “...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.
(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.
(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 112 as described in subsection (b) of this
section.
(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.

READING
ELAR TEKS Vertical Alignment

Grades K–English IV
The English Language Arts and Reading (ELAR) Vertical Alignment Chart is a tool that allows the
Texas Essential Knowledge and Skills (TEKS) to be viewed across multiple grade levels. The TEKS for
kindergarten are listed here in the same order as they are presented in the ELAR TEKS document. After
kindergarten, the ELAR TEKS are listed to correlate with previous grade levels. Consequently, in viewing
columns for grades 1–English IV, you may see various letters [(A), (B), (i), (ii), etc.] that are not in order
preceding the student expectation.
READING
Students read and understand a wide variety of literary and informational texts.
READING
©2009 University of Texas System/Texas Education Agency ELAR TEKS Vertical Alignment Grades K–English IV | 5
Guide to the ELAR TEKS Reading Strand Across Grade
Levels
Tagline and Applicable Grade Level Knowledge and Skills Statement CCRS Standard
Beginning Reading/Print Awareness Students understand how English is written

and printed.
K 1 2 3 4 5 6 7 8 9 10 11 12
Beginning Reading/Phonological Awareness Students display phonological awareness.
K 1 2 3 4 5 6 7 8 9 10 11 12
Beginning Reading/Phonics Students use the relationships between letters

and sounds, spelling patterns, and morpho-
logical analysis to decode written English.
(Grades 1, 2) Students will continue to apply
K 1 2 3 4 5 6 7 8 9 10 11 12
earlier standards with greater depth in in-
creasingly complext texts.
Beginning Reading/Strategies Students comprehend a variety of texts draw-

ing on useful strategies as needed.
K 1 2 3 4 5 6 7 8 9 10 11 12
Fluency Students read grade level text with fluency

and comprehension.
K 1 2 3 4 5 6 7 8 9 10 11 12
Vocabulary Development Students understand new vocabulary and use E/LAS (English/Language Arts Standards):
it when reading and writing. Reading: B. Understand new vocabulary and
concepts and use them accurately in reading
K 1 2 3 4 5 6 7 8 9 10 11 12
speaking, and writing.
GUIDE: READING ©2009 University of Texas System/Texas Education Agency ELAR TEKS Vertical Alignment Grades K–English IV | 6
Comprehension of Literary Text/Theme and Genre Students analyze, make inferences and draw E/LAS: Reading: C. Describe, analyze, and
conclusions about theme and genre in dif- evaluate information within and across liter-
ferent cultural, historical, and contemporary ary and other texts from a variety of cultures
K 1 2 3 4 5 6 7 8 9 10 11 12 contexts and provide evidence from the text and historical periods.
to support their understanding.
Comprehension of Literary Text/Poetry Students understand, make inferences and E/LAS: Reading: A. Locate explicit textual
draw conclusions about the structure and information, draw complex inferences, and
elements of poetry and provide evidence from analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
text to support their understanding. and across texts of varying length.
Comprehension of Literary Text/Drama Students understand, make inferences, and E/LAS: Reading: A. Locate explicit textual
elements of drama and provide evidence from analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
Comprehension of Literary Text/Fiction Students understand, make inferences and E/LAS: Reading: A. Locate explicit textual
elements of fiction and provide evidence from analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and E/LAS: Reading: A. Locate explicit textual
draw conclusions about the varied structural information, draw complex inferences, and
patterns and features of literary nonfiction analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12 and respond by providing evidence from text and across texts of varying length.
to support their understanding.
Comprehension of Literary Text/Sensory Language Students understand, make inferences and

draw conclusions about how an author’s sen-
sory language creates imagery in literary text
K 1 2 3 4 5 6 7 8 9 10 11 12 and provide evidence from text to support
their understanding.
Comprehension Text/Independent Reading Students read independently for sustained CDS (Cross-Disciplinary Standards):
periods of time and provide evidence of their D: Academic behaviors. E: Work habits.
K 1 2 3 4 5 6 7 8 9 10 11 12 reading.
Comprehension of Informational Text/Culture and History Students analyze, make inferences and draw E/LAS: Reading: C. Describe analyze, and
conclusions about the author’s purpose in cul- evaluate information within and across liter-
tural, historical, and contemporary contexts ary and other texts from a variety of cultures
K 1 2 3 4 5 6 7 8 9 10 11 12 and provide evidence from the text to support and historical periods.
their understanding.
Comprehension of Informational Text/Expository Text Students analyze, make inferences and draw E/LAS: Reading: A. Locate explicit textual
conclusions about expository text and provide information, draw complex inferences, and
evidence from text to support their under- analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
standing. and across texts of varying length.
Comprehension of Informational Text/Persuasive Text Students analyze, make inferences and draw E/LAS: Reading: A. Locate explicit textual
conclusions about persuasive text and provide information, draw complex inferences, and
evidence from text to support their analysis. analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
and across texts of varying length.
Comprehension of Informational Text/Procedural Text Students understand how to glean and use in- E/LAS: Reading: A. Locate explicit textual
formation in procedural texts and documents. information, draw complex inferences, and
analyze and evaluate the information within
K 1 2 3 4 5 6 7 8 9 10 11 12
and across texts of varying length.
Comprehension Skills (Figure 19) Students use a flexible range of metacognitive CDS: I. Key Cognitive Skills. D. Academic
reading skills in both assigned and indepen- Behaviors
dent reading to understand an author’s mes- CDS: II. Foundational Skills. A. Reading
sage. Students will continue to apply earlier across the curriculum.
K 1 2 3 4 5 6 7 8 9 10 11 12 standards with greater depth in increasingly
more complex texts as they become self-
directed critical readers.
Media Literacy Students use comprehension skills to analyze E/LAS: Listening. A. Apply listening skills as
how words, images, graphics, and sounds an individual and as a member of a group in a
work together in various forms to impact variety of settings (e.g., lectures, discussions,
meaning. Students will continue to apply ear- conversations, team projects, presentations,
lier standards with greater depth in increas- interviews)
K 1 2 3 4 5 6 7 8 9 10 11 12
ingly more complex texts.
CDS: I. Key Cognitive Skills. B. Reasoning
CDS: II. Foundational Skills. E. Technology
ELAR TEKS Reading Strand Vertical Alignment
K 1st 2nd
Reading/Beginning Reading Skills/Print Awareness.
Students understand how English is written and printed. Students are expected to:
1(A) recognize that spoken words can be represented by print for com- 1(A) recognize that spoken words are represented in written English by
munication; specific sequences of letters;
1(B) identify upper- and lower-case letters; 1(B) identify upper- and lower-case letters;
1(C) demonstrate the one-to-one correspondence between a spoken
word and a printed word in text;
1(D) recognize the difference between a letter and a printed word;
1(C) sequence the letters of the alphabet;
1(E) recognize that sentences are comprised of words separated by 1(D) recognize the distinguishing features of a sentence (e.g., capitaliza- 1(A) distinguish features of a sentence (e.g., capitalization of first word,
spaces and demonstrate the awareness of word boundaries (e.g., through tion of first word, ending punctuation); ending punctuation, commas, quotation marks).
kinesthetic or tactile actions such as clapping and jumping);
1(F) hold a book right side up, turn its pages correctly, and know that 1(E) read texts by moving from top to bottom of the page and tracking
reading moves from top to bottom and left to right; words from left to right with return sweep;
1(G) identify different parts of a book (e.g., front and back covers, title 1(F) identify the information that different parts of a book provide (e.g.,
page). title, author, illustrator, table of contents).
K 1st
Reading/Beginning Reading Skills/Phonological Awareness.
Students display phonological awareness. Students are expected to:
2(A) identify a sentence made up of a group of words;
2(B) identify syllables in spoken words;
2(C) orally generate rhymes in response to spoken words (e.g., “What rhymes with hat?”); 2(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant, -ain)
and consonant blends (e.g., bl, st, tr);
2(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
2(C) recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,
/b/l/o/w/ to /g/l/o/w/);
2(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;
2(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound
(e.g., “baby boy bounces the ball”);
2(F) blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime /at/ make cat);
2(G) blend spoken phonemes to form one-syllable words (e.g., /m/…/a/…/n/ says man); 2(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);
2(H) isolate the initial sound in one-syllable spoken words; 2(E) isolate initial, medial, and final sounds in one-syllable spoken words;
2(i) segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/ …/o/ …/g/). 2(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =
/s/p/l/a/t/).
READING
K 1st 2nd 3rd
Reading/Beginning Reading Skills/Phonics.
(Grades K, 3) Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:
(Grades 1, 2) Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply
earlier standards with greater depth in increasingly more complex texts. Students are expected to:
3(A) identify the common sounds that letters repre- 3(A) decode words in context and in isolation by 2(A) decode multisyllabic words in context and inde- 1(A) decode multisyllabic words in context and
sent; applying common letter-sound correspondences, pendent of context by applying common letter-sound independent of context by applying common spelling
including: correspondences, including: patterns, including:
(i) single letters (consonants) including b, c=/k/, (i) single letters (consonants and vowels);
c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,
qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e,
short i, short o, short u, long a (a-e), long e (e), long i
(i-e), long o (o-e), long u (u-e), y=long e, and y=long
i;
(iii) consonant blends (e.g., bl, st); (ii) consonant blends (e.g., thr, spl);
(iv) consonant digraphs including ch, tch, sh, th=as in (iii) consonant digraphs (e.g., ng, ck, ph);
thing, wh, ng, ck, kn, -dge, and ph;
(v) vowel digraphs including oo as in foot, oo as in (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs
moon, ea as in eat, ea as in bread, ee, ow as in how, (e.g., oi, ou);
ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as
in chief, ie as in pie, and –igh;
(vi) vowel diphthongs including oy, oi, ou, and ow;
(i) dropping the final “e” and add endings such as –
ing, -ed, or –able (e.g., use, using, used, usable);
(ii) doubling final consonants when adding an ending
(e.g., hop to hopping);
(iii) changing the final “y” to “i” (e.g., baby to babies);
(iv) using knowledge of common prefixes and suffixes
(e.g., dis-, -ly);
(v) using knowledge of derivational affixes (e.g., -de,
-ful, -able);
3(B) combine sounds from letters and common spell-
ing patterns (e.g., consonant blends, long- and short-
vowel patterns) to create recognizable words;
READING
K 1st 2nd 3rd
Reading/Beginning Reading Skills/Phonics (cont.)
3(B) use knowledge of letter-sound relationships to 3(C) use common syllabication patterns to decode 2(B) use common syllabication patterns to decode 1(B) use common syllabication patterns to decode
decode regular words in text and independent of words, including: words including: words including:
content (e.g., VC, CVC, CCVC, and CVCC words);
(i) closed syllable (CVC) (e.g., mat, rab-bit); (i) closed syllable (CVC) (e.g., pic-nic, mon-ster); (i) closed syllable (CVC) (e.g., mag-net, splen- did);
(ii) open syllable (CV) (e.g., he, ba-by) (ii) open syllable (CV) (e.g., ti-ger); (ii) open syllable (CV) (e.g., ve-to);
(iii) final stable syllable (e.g., ap-ple, a-ble); (iii) final stable syllable (e.g., sta-tion, tum-ble); (iii) final stable syllable (e.g., puz-zle, con-trac-tion);
(iv) vowel-consonant-silent “e” words (VCe) (e.g., (iv) vowel-consonant-silent “e” words (VCe) (e.g.,
kite, hide); in-vite, cape);
(v) vowel digraphs and diphthongs (e.g., boy- hood, (vi) vowel digraphs and diphthongs (e.g., boy-hood, (v) vowel digraphs and diphthongs (e.g., ei-ther);
oat-meal); oat-meal);
(vi) r-controlled vowel sounds (e.g., tar); including er, (v) r-controlled vowels (e.g., per-fect, cor-ner). (iv) r-controlled vowels (e.g., fer-ment, car- pool);
ir, ur, ar, and or;
3(C) recognize that new words are created when let-
ters are changed, added, or deleted;
3(E) read base words with inflectional endings (e.g., 2(D) read words with common prefixes (e.g., un-,
plurals, past tenses); dis-) and suffixes (e.g., -ly, -less, -ful);
3(D) decode words with common spelling patterns 2(C) decode words by applying knowledge of com- 1(C) decode words applying knowledge of common
(e.g., -ink, -onk, -ick); mon spelling patterns (e.g., -ight, -ant); spelling patterns (e.g., -eigh, -ought);
3(F) use knowledge of the meaning of base words to
identify and read common compound words (e.g.,
football, popcorn, daydream);
2(E) identify and read abbreviations (e.g., Mr., Ave.);
3(G) identify and read contractions (e.g., isn’t, can’t); 2(F) identify and read contractions (e.g., haven’t, it’s); 1(D) identify and read contractions (e.g., I’d, won’t);
3(D) identify and read at least 25 high-frequency 3(H) identify and read at least 100 high-frequency 2(G) identify and read at least 300 high-frequency
words from a commonly used list. words from a commonly used list; words from a commonly used list;
3(i) monitor accuracy of decoding. 2(H) monitor accuracy of decoding. 1(E) monitor accuracy in decoding.
Reading/Beginning Reading/Strategies.
Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
4(A) predict what might happen next in text based on 4(A) confirm predictions about what will happen 3(A) use ideas (e.g., illustrations, titles, topic sen- 2(A) use ideas (e.g., illustrations, titles, topic sen-
the cover, title, and illustrations; next in text by “reading the part that tells”; tences, key words, and foreshadowing) to make and tences, key words, and foreshadowing clues) to make
confirm predictions; and confirm predictions;
4(B) ask and respond to questions about texts read 4(B) ask relevant questions, seek clarification, and 3(B) ask relevant questions, seek clarification, and 2(B) ask relevant questions, seek clarification, and
aloud. locate facts and details about stories and other texts; locate facts and details about stories and other texts locate facts and details about stories and other texts
and support answers with evidence from text; and support answers with evidence from text;
4(C) establish purpose for reading selected texts and 3(C) establish purpose for reading selected texts and 2(C) establish purpose for reading selected texts and
monitor comprehension, making corrections and monitor comprehension, making corrections and monitor comprehension, making corrections and
adjustments when that understanding breaks down adjustments when that understanding breaks down adjustments when that understanding breaks down
(e.g., identifying clues, using background knowledge, (e.g., identifying clues, using background knowledge, (e.g., identifying clues, using background knowledge,
generating questions, re-reading a portion aloud). generating questions, re-reading a portion aloud). generating questions, re-reading a portion aloud).
READING
K 1st 2nd 3rd 4th 5th 6th 7th 8th Eng I Eng II Eng III Eng IV
Reading/Fluency.
Students read grade-level text with fluency and comprehension. Students are expected to:
5(A) 4(A) 3(A) 1(A) 1(A) 1(A) 1(A) 1(A)
read aloud grade-level appropriate text with read aloud grade-level stories adjust fluency when reading aloud grade-level
fluency (rate, accuracy, expression, appropriate with fluency (rate, accuracy, ex- text based on the reading purpose and the nature
phrasing) and comprehension. pression, appropriate phrasing) of the text.
and comprehension.
Reading/Vocabulary Development.
Students understand new vocabulary and use it when reading and writing. Students are expected to:
5(A) identify 6(A) iden-
and use words tify words that
that name name actions
actions, (verbs) and
directions, words that
positions, se- name persons,
quences, and places,
locations; or things
(nouns);
5(A) use 4(A) identify 2(A) 2(A) 2(A) 2(A) 2(A) 1(A) 1(A) 1(A) 1(A)
prefixes and the meaning
determine the meaning of grade-level academic English words derived from Latin, determine the meaning of grade-level technical determine
suffixes to of common
Greek, or other linguistic roots and affixes; academic English words in multiple content areas the meaning
determine the prefixes (e.g.,
(e.g., science, mathematics, social studies, the of technical
meaning of in-, dis-) and
arts) derived from Latin, Greek, or other linguis- academic
words (e.g., suffixes (e.g.,
tic roots and affixes; English words
allow/disal- -full, -less),
in multiple
low); and know how
content areas
they change
(e.g., science,
the meaning
mathematics,
of roots;
social stud-
ies, the arts)
derived from
Latin, Greek,
or other lin-
guistic roots
and affixes;
5(B) recognize 6(B) deter-
that com- mine the
pound words meaning of
are made up compound
of shorter words using
words; knowledge of
the mean-
ing of their
individual
component
words (e.g.,
lunchtime);
READING
Reading/Vocabulary Development (cont.)
6(C) deter- 5(B) use 4(B) use 2(B) use the 2(B) use 2(B) use 2(B) use con- 2(B) use con- 1(B) 1(B) 1(B) 1(B)
mine what context to context to context of the context (e.g., context (e.g., text (within a text (within a
analyze textual context (within analyze textual context (within
words mean determine determine sentence (e.g., in-sentence cause and sentence and sentence and
a sentence and in larger sections a sentence and in larger sections
from how the relevant the relevant in-sentence restatement) effect or in larger sec- in larger sec-
of text) to distinguish between of text) to draw conclusions
they are used meaning of meaning of example or to determine compare and tions of text) tions of text)
the denotative and connotative about the nuance in word
in a sentence, unfamiliar unfamiliar definition) or clarify the contrast orga- to determine to determine
meanings of words; meanings;
either heard or words or mul- words or to determine meaning of nizational text or clarify the or clarify the
read; tiple-meaning distinguish the meaning unfamiliar structures) meaning of meaning of
words; among mul- of unfamiliar or mul- to determine unfamiliar or unfamiliar
tiple meaning words or multiple meaning or clarify the ambiguous or ambigu-
words and tiple meaning words; meaning of words; ous words or
homographs; words; unfamiliar words with
or mul- novel mean-
tiple meaning ings;
words;
5(C) iden- 6(D) identify 5(C) iden- 4(C) iden- 2(C) complete 2(C) produce 2(C) complete 2(C) complete 2(C) complete 1(C) 1(C) infer word meaning 1(C) use the
tify and sort and sort words tify and use tify and use analogies us- analogies analogies that analogies that analogies that through the identification and relationship
produce
pictures of into concep- common antonyms, ing knowledge with known describe part describe part describe a analysis of analogies and other between
analogies that
objects into tual categories words that synonyms, of antonyms antonyms and to whole or to whole or function or word relationships; words
describe a
concep- (e.g., op- are opposite homographs, and synonyms synonyms; whole to part whole to part; its descrip- encountered
function of an
tual categories posites, living (antonyms) and homo- (e.g., boy:girl (e.g., ink:pen tion (e.g., in analogies
object or its
(e.g., colors, things); or similar phones; as male:___, as page: ____ pen:paper as to determine
description;
shapes, tex- (synonyms) in or girl:woman or pen:ink as chalk: ______ their mean-
tures); meaning; as boy:____); book: _____); or soft:kitten ings (e.g.,
as hard: synonyms/
______); antonyms,
connotation/
denotation);
4(D) iden- 2(D) identify 2(D) identify 2(D) explain 2(D) identify 2(D) iden- 1(D) describe 1(D) show the 1(D) recog- 1(D) analyze
tify and apply the meaning and explain the meaning the meaning tify common the origins relationship nize and use and explain
playful uses of common the meaning of foreign of foreign words or and meanings between the knowledge of how the Eng-
of language idioms; of common words and words com- word parts of foreign origins and cognates in lish language
(e.g., tongue idioms, phrases commonly used from other words or meaning of different lan- has developed
twisters, adages, and monly used in written languages phrases used foreign words guages and of and been
palindromes, other sayings; in written English with that are used frequently or phrases word origins influenced
riddles); English (e.g., emphasis on in written in written used frequent- to determine by other
RSVP, que sera Latin and English (e.g., English (e.g., ly in written the meaning languages;
sera); Greek words phenomenon, caveat emptor, English and of words;
(e.g., habeus charisma, carte blanche, historical
corpus, e pluri- chorus, passé, tete a tete, pas events or
bus unum, flora, fauna); de deux, bon developments
bona fide, appetit, quid (e.g., glasnost,
nemesis); pro quo); avant-garde,
coup d’état);
and
READING
Reading/Vocabulary Development (cont.)
5(D) use a 6(E) alphabet- 5(D) alphabet- 4(E) alphabet- 2(E) use a 2(E) 2(E) 2(E) 2(E) 1(E) 1(E) 1(E) use 1(E) use
picture dic- ize a series of ize a series of ize a series of dictionary or general and general and
use a dictionary, a glossary, or a thesaurus (printed or electronic) use a dictionary, a glossary, or
tionary to find words to the words and use words to the glossary to specialized specialized
to determine the meanings, syllabication, pronunciations, alternate a thesaurus (printed or elec-
words. first or second a dictionary or third letter determine the dictionar- dictionaries,
word choices, and parts of speech of words. tronic) to determine or confirm
letter and use a glossary to and use a meanings, syl- ies, thesauri, thesauri, his-
the meanings of words and
a dictionary to find words. dictionary or labication, and glossaries, tories of lan-
phrases, including their con-
find words. a glossary to pronunciation histories of guage, books
notations and denotations, and
determine the of unknown language, of quotations,
their etymology.
meanings, syl- words. books of quo- and other
labication, and tations, and related refer-
pronunciation other related ences (printed
of unknown references or electronic)
words. (printed or as needed.
electronic) as
needed.
Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding. Students are expected to:
6(A) identify
elements of a
story includ-
ing setting,
character and
key events;
6(B) discuss 7(A) connect 6(A) identify 5(A) para- 3(A) sum- 3(A) compare 3(A) infer the 3(A) describe 3(A) analyze 2(A) analyze 2(A) compare 2(A) analyze 2(A) compare
the big idea the mean- moral lessons phrase the marize and and contrast implicit theme multiple literary how the genre and contrast the way in and contrast
(theme) of a ing of a as themes in themes and explain the the themes of a work themes in a works that of texts with differences in which the works of
well-known well-known well-known supporting de- lesson or mes- or moral of fiction, work of fic- share similar similar themes similar themes theme or literature that
folktale or story or fable fables, leg- tails of fables, sage of a work lessons of distinguishing tion; themes across shapes mean- expressed in meaning of a express a uni-
fable and to personal ends, myths, legends, of fiction as its several works theme from cultures; ing; different time selection rep- versal theme;
connect it experiences; or stories; myths, or theme; of fiction the topic; periods; resents a view
to personal stories; from various or comment
experience; cultures; on the human
condition;
6(C) recognize
sensory
details;
READING
Reading/Comprehension of Literary Text/Theme and Genre (cont.)
6(D) recog- 7(B) explain 6(B) compare 5(B) compare 3(B) compare 3(B) describe 3(B) analyze 3(B) describe 3(B) compare 2(B) analyze 2(B) analyze 2(B) relate the 2(B) compare
nize recurring the function different ver- and contrast and contrast the phe- the function conventions and contrast the influence archetypes characters and and contrast
phrases and of recurring sions of the the settings the adventures nomena of stylistic in myths and the simi- of mythic, (e.g., journey text structures the simi-
characters in phrases (e.g., same story in in myths and or exploits explained in elements (e.g., epic tales larities and classical and of a hero, of mythic, larities and
traditional “Once upon a traditional and traditional of characters origin myths magic helper, (e.g., extended differences in traditional tragic flaw) traditional, differences in
fairy tales, time” or “They contemporary folktales. (e.g., the from various rule of three) simile, the mythologies literature in mythic, and classical classical plays
lullabies, and lived happily folktales with trickster) in cultures; in traditional quest, the from various on 20th and traditional literature with their
folk tales ever after”) respect to traditional and classical hero’s tasks, cultures (e.g., 21st century and classical to 20th and modern day
from various in traditional their charac- and classical literature circle stories); ideas of after- literature; literature; 21st cen- novel, play, or
cultures. folk- and fairy ters, settings, literature. from various life, roles and tury American film versions;
tales. and plot. cultures; characteristics novels, plays,
of deities, or films;
purposes of
myths);
3(C) explain 3(C) compare 3(C) analyze 3(C) explain 2(C) relate 2(C) relate 2(C) relate the 2(C) relate the
the effect of and contrast how place and how the values the figurative the figurative main ideas characters,
a histori- the historical time influence and beliefs language of a language of a found in a setting, and
cal event or and cultural the theme or of particular literary work literary work literary work theme of a
movement settings of two message of a characters are to its historical to its historical to primary literary work
on the theme literary works. literary work. affected by and cultural and cultural source docu- to the histori-
of a work of the historical setting. setting. ments from cal, social, and
literature. and cultural its historical economic
setting of the and cultural ideas of its
literary work. setting. time.
Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students
are expected to:
7(A) respond 8(A) respond 7(A) describe 6(A) describe 4(A) explain 4(A) analyze 4(A) explain 4(A) analyze 4(A) compare 3(A) analyze 3(A) analyze 3(A) analyze 3(A) evaluate
to rhythm and to and use how rhyme, the charac- how the struc- how poets use how figurative the impor- and contrast the effects of the structure the effects the changes in
rhyme in po- rhythm, rhythm, and teristics of tural elements sound effects language (e.g., tance of the relation- diction and or prosody of metrics, sound, form,
etry through rhyme, and repetition various forms of poetry (e.g., (e.g., allit- personifica- graphical ship between imagery (e.g., (e.g., meter, rhyme figurative
identifying a alliteration in interact to of poetry and rhyme, meter, eration, in- tion, meta- elements (e.g., the purpose controlling rhyme schemes (e.g., language,
regular beat poetry. create images how they stanzas, line ternal rhyme, phors, similes, capital letters, and charac- images, figura- scheme) end, internal, graphics,
and similari- in poetry. create imagery breaks) relate onomato- hyperbole) line length, teristics of dif- tive language, and graphic slant, eye), and dramatic
ties in word (e.g., narra- to form (e.g., poeia, rhyme contributes to word position) ferent poetic under- elements (e.g., and other structure in
sounds. tive poetry, lyrical poetry, scheme) to the meaning on the mean- forms (e.g., statement, line length, conventions poetry across
lyrical poetry, free verse). reinforce of a poem. ing of a poem. epic poetry, overstate- punctuation, in American literary time
humorous meaning in lyric poetry). ment, irony, word position) poetry. periods.
poetry, free poems. paradox) in in poetry.
verse). poetry.
READING
Reading/Comprehension of Literary Text/Drama.
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students
are expected to:
8(A) identify 7(A) explain 5(A) describe 5(A) analyze 5(A) explain 5(A) explain 5(A) analyze 4(A) explain 4(A) analyze 4(A) analyze 4(A) evalu-
the elements the elements the struc- the similarities the simi- a playwright’s how different how dramatic how arche- the themes ate how the
of dialogue of plot and tural elements and differ- larities and use of playwrights conventions types and mo- and charac- structure and
and use them character as particular ences between differences in dialogue and characterize (e.g., tifs in drama teristics in dif- elements of
in informal presented to dramatic an original the setting, stage direc- their pro- monologues, affect the plot ferent periods drama change
plays. through literature. text and its characters, tions. tagonists and soliloquies, of plays. of modern in the works
dialogue in dramatic and plot of a antagonists dramatic iro- American of British
scripts that are adaptation. play and those through the ny) enhance drama. dramatists
read, viewed, in a film based dialogue and dramatic text. across literary
written, or upon the same staging of periods.
performed. story line. their plays.
Reading/Comprehension of Literary Text/Fiction.

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students
are expected to:
8(A) retell a 9(A) describe 9(A) describe 8(A) 6(A) 6(A) describe 6(A) sum- 6(A) explain 6(A) analyze 5(A) analyze 5(A) analyze 5(A) evaluate 5(A) analyze
main event the plot similarities incidents that marize the ele- the influence linear plot non-linear isolated scenes how differ- how complex
sequence and summarize the
from a story (problem and and differenc- advance the ments of plot of the setting developments plot develop- and their ent literary plot structures
plot’s main events and explain
read aloud; solution) and es in the plots story or novel, development on plot devel- (e.g., conflict, ment (e.g., contribution elements (e.g., (e.g., subplots)
their influence on future events;
retell a story’s and settings of explaining (e.g., rising ac- opment; rising action, flashbacks, to the success figurative lan- and devices
beginning, several works how each tion, turning falling action, foreshadow- of the plot as a guage, point (e.g., fore-
middle, and by the same incident gives point, climax, resolution, ing, sub-plots, whole in a va- of view) shape shadowing,
end with at- author; rise to or falling action, subplots) to parallel plot riety of works the author’s flashbacks,
tention to the foreshadows denouement) determine structures) of fiction; portrayal of suspense)
sequence of future events; in various whether and and compare the plot and function and
events; works of fic- how conflicts it to linear plot setting in advance the
tion; are resolved; development; works of fic- action in a
tion; work of fic-
tion;
8(B) describe 9(B) describe 9(B) describe 8(B) 6(B) 6(B) explain 6(B) recognize 6(B) analyze 6(B) analyze 5(B) analyze 5(B) analyze 5(B) analyze 5(B) analyze
characters in a characters in a main charac- the roles and dialect and the develop- how the cen- how authors differences in the internal the moral
story and the story and the ters in works describe the interaction of functions of conversational ment of the tral characters’ develop the characters’ and external dilemmas and
reasons for reasons for of fiction, characters including their characters in voice and plot through qualities complex yet moral dilem- development quandaries
their actions. their actions including relationships and the changes various plots, explain how the internal influence the believable mas in works of characters presented
and feelings. their traits, they undergo; including their authors use and external theme of a characters in of fiction through a in works of
motivations, relationships dialect to con- responses of fictional work works of fic- across differ- range of liter- fiction as
and feelings. and conflicts; vey character; the characters, and resolution tion through a ent countries ary devices; revealed by
including their of the central range of liter- or cultures; the underlying
motivations conflict; ary devices, motivations
and conflicts; including and behaviors
character foils; of the charac-
ters;
READING
Reading/Comprehension of Literary Text/Fiction (cont.)
8(C) 6(C) 6(C) explain 6(C) describe 6(C) analyze 6(C) analyze 5(C) analyze 5(C) evaluate 5(C) analyze 5(C) compare
different different different different the way in the connec- the impact and contrast
identify whether the narrator
forms of forms of forms of forms of which a work tion between of narration the effects
or speaker of a story is first or
third-person point-of-view, point of view, point of view, of fiction is forms of when the nar- of different
third person.
points of view including including including shaped by narration (e.g., rator’s point forms of nar-
in stories. first- and first-person, limited versus the narrator’s unreliable, of view shifts ration across
third-person. third-person omniscient, point of view; omniscient) from one various genres
omniscient, subjective ver- and tone in character to of fiction;
and third-per- sus objective. works of fic- another;
son limited. tion;
5(D) dem- 5(D) dem- 5(D) demon- 5(D) demon-
onstrate onstrate strate familiar- strate familiar-
familiarity familiarity ity with works ity with works
with works by with works by by authors in of fiction by
authors from authors from American fic- British authors
non-English- non-English- tion from each from each
speaking liter- speaking liter- major literary major literary
ary traditions ary traditions period. period.
with emphasis with emphasis
on classical on 20th cen-
literature. tury world
literature.
Reading/Comprehension of Literary Text/Literary Nonfiction.

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to
support their understanding. Students are expected to:
10(A) deter- 10(A) distin- 9(A) explain 7(A) identify 7(A) identify 7(A) identify 7(A) describe 7(A) analyze 6(A) analyze 6(A) evaluate 6(A) analyze 6(A) analyze
mine whether guish between the difference similarities the literary the literary the structural passages in how liter- the role of how rhetorical the effect of
a story is true fiction and in point of and differ- language and language and and substan- well-known ary essays syntax and techniques ambiguity,
or a fantasy nonfiction. view between ences between devices used devices used tive differ- speeches for interweave diction and (e.g., repeti- contradiction,
and explain a biography the events and in biographies in memoirs ences between the author’s personal the effect of tion, parallel subtlety, para-
why. and autobiog- characters’ ex- and autobi- and personal an autobiogra- use of liter- examples and voice, tone, structure, dox, irony,
raphy. periences in a ographies, narratives and phy or a diary ary devices ideas with and imagery understate- sarcasm, and
fictional work including compare their and a fictional and word factual infor- on a speech, ment, over- overstatement
and the actual how authors characteristics adaptation and phrase mation to ex- literary essay, statement) in in literary es-
events and present major with those of of it. choice (e.g., plain, present or other forms literary essays, says, speeches,
experiences events in a an autobiog- aphorisms, a perspective, of literary true life ad- and other
described in person’s life. raphy. epigraphs) to or describe a nonfiction. ventures, and forms of liter-
an author’s appeal to the situation or historically ary nonfiction.
biography or audience. event. important
autobiography. speeches
influence the
reader, evoke
emotions, and
create mean-
ing.
READING
Reading/Comprehension of Literary Text/Sensory Language.
Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support
their understanding. Students are expected to:
11(A) recog- 11(A) recog- 10(A) identify 8(A) identify 8(A) evaluate 8(A) explain 8(A) deter- 8(A) explain 7(A) explain 7(A) explain 7(A) analyze 7(A) analyze
nize sensory nize that some language that the author’s the impact of how authors mine the the effect of the role of the function the meaning how the au-
details in liter- words and creates a use of similes sensory de- create mean- figurative similes and irony, sarcasm, of symbolism, of classical, thor’s patterns
ary text. phrases have graphic, visual and meta- tails, imagery, ing through meaning of extended and paradox allegory, and mythological, of imagery,
literal and experience phors to pro- and figurative stylistic phrases and metaphors in in literary allusions in and biblical literary al-
non-literal and appeals to duce imagery. language in elements and analyze how literary text. works. literary works. allusions in lusions, and
meanings the senses. literary text. figurative an author’s use words, phras- conceits reveal
(e.g., take language of language es, passages, theme, set
steps). emphasizing creates imag- and literary tone, and cre-
the use of per- ery, appeals works. ate meaning
sonification, to the senses, in metaphors,
hyperbole, and suggests passages, and
and refrains. mood. literary works.
Reading/Comprehension of Text/Independent Reading.

Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:
12(A) read 12(A) read 11(A) 9(A) 9(A) read
independently independently independently
read independently for a
for a sustained for a sustained for a sustained
sustained period of time and
period of time. period of period of
paraphrase what the reading
time and time and
was about, maintaining mean-
paraphrase summarize
ing and logical order (e.g., gen-
what the read- or paraphrase
erate a reading log or journal;
ing was about, what the read-
participate in book talks).
maintaining ing was about,
meaning. maintaining
meaning and
logical order
(e.g., generate
a reading log
or journal;
participate in
book talks).
READING
Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to sup-
port their understanding. Students are expected to:
9(A) identify 13(A) identify 13(A) identify 12(A) identify 10(A) explain 10(A) draw 9(A) compare 9(A) explain 9(A) analyze 8(A) explain 8(A) analyze 8(A) analyze 8(A) analyze
the topic of an the topic and the topic and the topic and the differ- conclusions and contrast the difference works written the controlling the controlling how the style, the consis-
informational explain the explain the au- locate the ence between from the the stated or between the on the same idea and spe- idea and spe- tone, and tency and
text heard. author’s pur- thor’s purpose author’s stated a stated and information implied pur- theme of a lit- topic and cific purpose cific purpose diction of a clarity of the
pose in writing in writing the purposes in an implied presented by poses of dif- erary work and compare how of an exposi- of a passage text advance expression of
about the text. text. writing the purpose for an author and ferent authors the author’s the authors tory text and and the textual the author’s the controlling
text. an expository evaluate how writing on the purpose in achieved simi- distinguish the elements that purpose and idea and the
text. well the au- same topic. an expository lar or different most impor- support and perspective or ways in which
thor’s purpose text. purposes. tant from the elaborate it, stance. the organiza-
was achieved. less important including tional and rhe-
details that both the most torical patterns
support the important of text support
author’s pur- details and the or confound
pose. less important the author’s
details. meaning or
purpose.
Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
10(A) identify 14(A) restate 14(A) identify 13(A) identify 11(A) summa- 11(A) sum- 10(A) sum- 10(A) evaluate 10(A) summa- 9(A) summa- 9(A) summa- 9(A) 9(A)
the topic and the main idea, the main idea the details or rize the main marize the marize the a summary of rize the main rize text and rize text and
summarize a text in a man-
details in heard or read; in a text and facts that sup- idea and sup- main ideas and main ideas and the original ideas, support- distinguish distinguish
ner that captures the author’s
expository text distinguish it port the main porting details supporting supporting text for ac- ing details, and between a between a
viewpoint, its main ideas, and its
heard or read, from the topic; idea; in text in ways details in a details in text, curacy of the relationships summary that summary and
elements without taking a posi-
referring to the that maintain text in ways demonstrating main ideas, among ideas in captures the a critique and
tion or expressing an opinion;
words and/or meaning; that maintain an under- supporting text succinctly main ideas and identify non-
illustrations; meaning and standing that a details, and in ways that elements of a essential in-
logical order; summary does overall mean- maintain text and a cri- formation in a
not include ing; meaning and tique that takes summary and
opinions; logical order; a position and unsubstanti-
expresses an ated opinions
opinion; in a critique;
10(B) retell 14(B) iden- 14(B) locate 13(B) draw 11(B) dis- 11(B) de- 10(B) explain 10(B) distin- 10(B) distin- 9(B) differenti- 9(B) distin- 9(B) distin- 9(B) explain
important tify important the facts that conclusions tinguish fact termine the whether facts guish factual guish factual ate between guish among guish between how authors
facts in a text, facts or details are clearly from the facts from opinion facts in text included in claims from claims from opinions that different kinds inductive and writing on
heard or read; in text, heard stated in a text; presented in a text and and verify an argument commonplace commonplace are substanti- of evidence deductive the same
or read; in text and explain how to them through are used for assertions and assertions and ated and un- (e.g., logical, reasoning and issue reached
support those verify what is established or against an opinions; opinions and substantiated empirical, an- analyze the different
assertions a fact; methods; issue; evaluate infer- in the text; ecdotal) used elements of conclusions
with textual ences from to support deductively because of
evidence; their logic in conclusions and induc- differences in
text; and arguments tively reasoned assumptions,
in texts; texts and the evidence,
different ways reasoning, and
conclusions viewpoints;
are supported;
READING
Reading/Comprehension of Informational Text/Expository Text (cont.)
10(C) discuss 14(C) retell 14(C) describe 13(C) identify 11(C) describe 11(C) analyze 10(C) explain 10(C) use 10(C) 9(C) 9(C) 9(C) 9(C)
the ways the order of the order of explicit cause explicit and how the orga- how different different
make subtle inferences and make and defend subtle inferences and complex
authors group events in a events or ideas and effect implicit nizational pat- organizational organizational
draw complex conclusions conclusions about the ideas in text and their
information in text by refer- in a text; relationships relation- tern of a text patterns (e.g., patterns as
about the ideas in text and their organizational patterns;
text; ring to the among ideas ships among (e.g., cause- proposition- guides for
organizational patterns;
words and/or in texts; ideas in texts and-effect, and-support, summarizing
illustrations; organized compare-and- problem- and forming
by cause- contrast, se- and-solution) an overview of
and-effect, quential order, develop the different kinds
sequence, or logical order, main idea and of expository
comparison; classification the author’s text;
schemes) viewpoint;
influences the
relationships
among the
ideas;
10(D) use 14(D) use text 14(D) use text 13(D) use text 11(D) use 11(D) use
titles and features (e.g., features (e.g., features (e.g., multiple text multiple text
illustrations to title, tables of tables of con- bold print, features (e.g., features and
make predic- contents, il- tents, index, captions, key guide words, graphics
tions about lustrations) to headings) to words, ital- topic and to gain an
text. locate specific locate specific ics) to locate concluding overview of
information in information in information sentences) the contents
text. text. and make and to gain an of text and to
verify predic- overview of locate infor-
tions about the contents mation;
contents of of text and to
text. locate infor-
mation.
11(E) 10(D) 10(D) 10(D) 9(D) 9(D) 9(D) synthe- 9(D) synthe-
size ideas and size ideas and
synthesize and make logical synthesize and make logical synthesize and make logical make logical make logical
connections between ideas connections between ideas connections between ideas and connections connections
within a text and across two or within a text and across two or details in several texts selected (e.g., thematic (e.g., thematic
three texts representing similar three texts representing similar to reflect a range of viewpoints links, author links, author
or different genres. or different genres, and support on the same topic and support analyses) analysis)
those findings with textual those findings with textual between among
evidence. evidence. and among multiple texts
multiple texts representing
representing similar or dif-
similar or different genres
ferent genres and technical
and technical sources and
sources and support those
support those findings
findings with textual
with textual evidence.
evidence.
READING
Reading/Comprehension of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
14(A) identify 12(A) explain 12(A) identify 11(A) 11(A) analyze 11(A) 10(A) analyze 10(A) explain 10(A) evaluate 10(A) evaluate
what the au- how an author the author’s compare and the structure compare and the relevance, shifts in how the au- the merits of
thor is trying uses language viewpoint or contrast the of the central contrast per- quality, and perspective thor’s purpose an argument,
to persuade to present position and structure and argument in suasive texts credibility of in arguments and stated action, or
the reader to information to explain the viewpoints of contempo- that reached evidence given about the or perceived policy by
think or do. influence what basic relation- two different rary policy different con- to support same topic audience analyzing the
the reader ships among authors writ- speeches (e.g., clusions about or oppose an and evaluate affect the tone relationships
thinks or does. ideas (e.g., ing for the argument by the same issue argument for a the accu- of persuasive (e.g., implica-
parallelism, same purpose, cause and and explain specific audi- racy of the texts; tion, necessity,
comparison, noting the effect, analogy, how the au- ence; evidence used sufficiency)
causality) in stated claim authority) thors reached to support among evi-
the argument. and support- and identify their conclu- the different dence,
ing evidence; the differ- sions through viewpoints inferences,
ent types of analyzing the within those assumptions,
evidence used evidence each arguments; and claims in
to support the presents; text;
argument;
12(B) 11(B) identify 11(B) identify 11(B) analyze 10(B) analyze 10(B) analyze 10(B) analyze 10(B) draw
recognize simply faulty such rhetori- the use of such famous contemporary historical and conclusions
exaggerated, reasoning cal fallacies as rhetorical speeches for political de- contempo- about the
contradictory, used in per- ad hominem, and logical the rhetorical bates for such rary political credibility of
or misleading suasive texts. exaggeration, fallacies as structures and rhetorical and debates for persuasive text
statements in stereotyping, loaded terms, devices used logical falla- such logical by examining
text. or categori- caricatures, to convince cies as appeals fallacies as its implicit
cal claims in leading ques- the reader of to commonly non-sequiturs, and stated
persuasive tions, false the authors’ held opinions, circular logic, assumptions
texts. assumptions, propositions. false dilem- and hasty gen- about an issue
and incorrect mas, appeals eralizations. as conveyed
premises in to pity, and by the specific
persuasive personal at- use of lan-
texts. tacks. guage.
Reading/Comprehension of Informational Text/Procedural Text.

Students understand how to glean and use information in procedural texts and documents. Students are expected to:
11(A) follow 15(A) follow 15(A) fol- 15(A) follow 13(A) 13(A) inter- 12(A) follow 12(A) follow 12(A) analyze 11(A) analyze 11(A) evaluate 11(A) evaluate 11(A) draw
pictorial direc- written multi- low written and explain a determine pret details multi-tasked multi-dimen- text for the clar- text for the the logic of conclusions
tions (e.g., rec- step directions multi-step set of written the sequence from pro- instructions sional instruc- missing or ity of the clarity of its the sequence about how the
ipes, science with picture directions; multi-step of activities cedural text to complete tions from text extraneous objective(s) graphics and of informa- patterns of
experiments); cues to assist directions; needed to to complete a task, solve to complete information of procedural its visual ap- tion presented organization
with under- carry out a a task, solve a problem, a task, solve in multi-step text (e.g., con- peal; in text (e.g., and hierarchic
standing; procedure a problem, or perform a problem, directions or sider reading product sup- structures
(e.g., following or perform procedures; or perform legends for instructions port material, support the
a recipe); procedures; procedures; diagrams; for software, contracts); understand-
warranties, ability of text;
consumer
publications);
READING
Reading/Comprehension of Informational Text/Procedural Text (cont.)
11(B) identify 15(B) explain 15(B) use 15(B) locate 13(B) explain 13(B) inter- 12(B) inter- 12(B) explain 12(B) evaluate 11(B) analyze 11(B) 11(B) translate 11(B) evaluate
the meaning the meaning common and use specif- factual pret factual or pret factual, the function of graphics for factual, synthesize (from text to the structures
of specific of spe- graphic ic information information quantitative quantitative, the graphical their clarity in quantitative, information graphic or of text (e.g.,
signs (e.g., cific signs and features to in graphic presented information or technical components communicat- or technical from mul- from graphic format, head-
traffic signs, symbols (e.g., assist in the features of graphically presented in information of a text. ing meaning data presented tiple graphical to text) com- ers) for their
warning map features). interpretation text. (e.g., charts, maps, charts, presented in or achieving in multiple sources to plex, factual, clarity and
signs). of text (e.g., diagrams, illustrations, maps, charts, a specific graphical draw conclu- quantitative, organizational
captions, il- graphs, illus- graphs, time- illustrations, purpose. sources. sions about or technical coherence
lustrations). trations). lines, tables, graphs, time- the ideas pre- information and for the ef-
and diagrams. lines, tables, sented (e.g., presented in fectiveness of
and diagrams. maps, charts, maps, charts, their graphic
schematics). illustrations, representa-
graphs, time- tions.
lines, tables,
and diagrams.
Reading/Media Literacy.
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts. Students are expected to:
12(A) identify 16(A) recog- 16(A) recog- 16(A) under- 14(A) explain 14(A) explain 13(A) explain 13(A) 13(A) evaluate 12(A) 12(A) 12(A) 12(A)
different forms nize different nize different stand how the positive how messages messages interpret the role of me- compare and
evaluate how messages presented in media reflect
of media (e.g., purposes of purposes of communica- and negative conveyed in conveyed in both explicit dia in focusing contrast how
social and cultural views in ways different from
advertise- media (e.g., media (e.g., tion changes impacts of various forms various forms and implicit attention on events are
traditional texts;
ments, news- to inform, informational, when moving advertisement of media are of media; messages in events and presented and
papers, radio to entertain) entertain- from one techniques presented dif- various forms informing information
programs) (with adult ment); genre of media used in vari- ferently (e.g., of media; opinion on is communi-
(with adult assistance); to another; ous genres of documenta- issues; cated by visual
assistance); media to im- ries, online images (e.g.,
pact consumer information, graphic art,
behavior; televised illustrations,
news); news photo-
graphs) versus
non-visual
texts;
12(B) iden- 16(B) iden- 16(B) describe 16(B) explain 14(B) explain 14(B) consider 13(C) critique 13(B) 13(B) 12(B) 12(B) 12(B) 12(B)
tify techniques tify techniques techniques how various how various the difference persuasive
interpret how visual and sound analyze how messages in media evaluate the interactions of dif-
used in media used in media used to create design tech- design tech- in techniques techniques
techniques (e.g., special effects, are conveyed through visual ferent techniques (e.g., layout,
(e.g., sound, (e.g., sound, media messag- niques used niques used used in (e.g., testimo-
camera angles, lighting, music) and sound techniques (e.g., ed- pictures, typeface in print
movement) movement). es (e.g., sound, in media in media media (e.g., nials, band-
influence the message; iting, reaction shots, sequenc- media, images, text, sound in
(with adult graphics); influence the influence the commercials, wagon appeal)
ing, background music); electronic journalism) used in
assistance). message (e.g., message (e.g., documenta- used in media
multi-layered media;
shape, color, pacing, close- ries, news); messages;
sound); ups, sound
effects);
READING
Reading/Media Literacy (cont.)
14(C) identify 13(B) recog- 13(C) evalu- 13(C) evalu- 12(C) 12(C) examine 12(C) evaluate 12(C) evaluate
the point of nize how vari- ate various ate various compare how indi- the objectivity how one issue
view of media ous techniques ways media techniques and contrast vidual percep- of coverage or event is
presentations; influence influences and used to create coverage of tion or bias of the same represented
viewers’ emo- informs audi- a point of view the same event in coverage of event in vari- across various
tions; ences; in media and in various the same event ous types of media to
the impact on media (e.g., influences the media; understand
audience; newspapers, audience; the notions of
television, bias, audience,
documenta- and purpose;
ries, blogs,
Internet);
16(C) identify 16(C) 14(C) 14(D) 13(D) 13(D) 13(D) 12(D) 12(D) 12(D) 12(D)
various writ-
compare various written con- analyze various digital media assess the correct level of for- evaluate changes in formal- evaluate changes in formality
ten conven-
ventions used for digital media venues for levels of formality mality and tone for successful ity and tone within the same and tone across various media
tions for using
(e.g., language in an informal and informality. participation in various digital medium for specific audiences for different audiences and
digital media
e-mail vs. language in a web- media. and purposes. purposes.
(e.g., e-mail,
based news article).
website, video
game).
READING
ELAR TEKS Figure 19
Subchapter A: Elementary
Subchapter B: Middle School
Subchapter C: High School
Subchapter D: High School English as a Second
Language
ELAR ELAR ELAR ESOL I–II

ELEMENTARY MIDDLE SCHOOL HIGH SCHOOL
©2009 University of Texas System/Texas Education Agency ELAR TEKS Figure 19 | 25

Figure: 19 TAC §110.10(b)
19 TAC Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
Subchapter A. Elementary
Reading/Comprehension Skills §110.11 - §110.16
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
(§110.11 English (§110.12 English (§110.13 English (§110.14 English (§110.15 English (§110.16 English
Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and
Reading) Reading) Reading) Reading) Reading) Reading)
Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension
Skills. Students use a Skills. Students use a Skills. Students use a Skills. Students use a Skills. Students use a Skills. Students use a
flexible range of flexible range of flexible range of flexible range of flexible range of flexible range of
metacognitive reading metacognitive reading metacognitive reading metacognitive reading metacognitive reading metacognitive reading
skills in both assigned skills in both assigned and skills in both assigned skills in both assigned skills in both assigned skills in both assigned
and independent reading independent reading to and independent reading and independent reading and independent reading and independent reading
to understand an author’s understand an author’s to understand an author’s to understand an author’s to understand an author’s to understand an author’s
message. Students will message. Students will message. Students will message. Students will message. Students will message. Students will
continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier
standards with greater standards with greater standards with greater standards with greater standards with greater standards with greater
depth in increasingly depth in increasingly depth in increasingly depth in increasingly depth in increasingly depth in increasingly
more complex texts as more complex texts as more complex texts as more complex texts as more complex texts as more complex texts as
they become self- they become self- they become self- they become self- they become self- they become self-
directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers.
The student is expected The student is expected The student is expected The student is expected The student is expected The student is expected
to: to: to: to: to: to:
(A) discuss the purposes (A) establish purposes for (A) establish purposes (A) establish purposes for (A) establish purposes for (A) establish purposes for
for reading and listening reading selected texts for reading selected texts reading selected texts reading selected texts reading selected texts
to various texts (e.g., to based upon desired based upon content to based upon own or based upon own or based upon own or
become involved in real outcome to enhance enhance comprehension; others’ desired outcome others’ desired outcome others’ desired outcome
and imagined events, comprehension; to enhance to enhance to enhance
settings, actions, and to comprehension; comprehension; comprehension;
enjoy language);
(B) ask and respond to (B) ask literal questions (B) ask literal questions (B) ask literal, (B) ask literal, (B) ask literal,
questions about text; of text; of text; interpretive, and interpretive, and interpretive, evaluative,
evaluative questions of evaluative questions of and universal questions
text; text; of text;
ELAR
ELEMENTARY ©2009 University of Texas System/Texas Education Agency ELAR TEKS Figure 19 | 26
Subchapter A. Elementary
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
(§110.11 English (§110.12 English (§110.13 English (§110.14 English (§110.15 English (§110.16 English
Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and
Reading) Reading) Reading) Reading) Reading) Reading)
(C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust
comprehension (e.g., comprehension (e.g., comprehension (e.g., comprehension (e.g., comprehension (e.g., comprehension (e.g.,
using background using background using background using background using background using background
knowledge, creating knowledge, creating knowledge, creating knowledge, creating knowledge, creating knowledge, creating
sensory images, re- sensory images, re- sensory images, re- sensory images, re- sensory images, re- sensory images, re-
reading a portion aloud); reading a portion aloud); reading a portion aloud, reading a portion aloud, reading a portion aloud, reading a portion aloud,
generating questions); generating questions); generating questions); generating questions);
(D) make inferences (D) make inferences (D) make inferences (D) make inferences (D) make inferences (D) make inferences
based on the cover, title, about text and use textual about text using textual about text and use textual about text and use textual about text and use textual
illustrations, and plot; evidence to support evidence to support evidence to support evidence to support evidence to support
understanding; understanding; understanding; understanding; understanding;
(E) retell or act out (E) retell or act out (E) retell important (E) summarize (E) summarize (E) summarize and
important events in important events in events in stories in information in text, information in text, paraphrase texts in ways
stories; and stories in logical order; logical order; and maintaining meaning and maintaining meaning and that maintain meaning
and logical order; and logical order; and and logical order within a
text and across texts; and
(F) make connections to (F) make connections to (F) make connections to (F) make connections (F) make connections (F) make connections
own experiences, to ideas own experiences, to ideas own experiences, to ideas (e.g., thematic links, (e.g., thematic links, (e.g., thematic links,
in other texts, and to the in other texts, and to the in other texts, and to the author analysis) between author analysis) between author analysis) between
larger community and larger community and larger community and literary and informational literary and informational and across multiple texts
discuss textual evidence. discuss textual evidence. discuss textual evidence. texts with similar ideas texts with similar ideas of various genres and
and provide textual and provide textual provide textual evidence.
evidence. evidence.
ELAR
ELEMENTARY ©2009 University of Texas System/Texas Education Agency ELAR TEKS Figure 19 | 27
Subchapter B. Middle School
Sixth Grade Seventh Grade Eighth Grade

(§110.18 English Language Arts and Reading) (§110.19 English Language Arts and Reading) (§110.20 English Language Arts and Reading)
Reading/Comprehension Skills. Students use a Reading/Comprehension Skills. Students use a Reading/Comprehension Skills. Students use a
flexible range of metacognitive reading skills in both flexible range of metacognitive reading skills in both flexible range of metacognitive reading skills in both
assigned and independent reading to understand an assigned and independent reading to understand an assigned and independent reading to understand an
author’s message. Students will continue to apply author’s message. Students will continue to apply author’s message. Students will continue to apply
earlier standards with greater depth in increasingly earlier standards with greater depth in increasingly earlier standards with greater depth in increasingly
more complex texts as they become self-directed, more complex texts as they become self-directed, more complex texts as they become self-directed,
critical readers. The student is expected to: critical readers. The student is expected to: critical readers. The student is expected to:
(A) establish purposes for reading selected texts (A) establish purposes for reading selected texts (A) establish purposes for reading selected texts
based upon own or others’ desired outcome based upon own or others’ desired outcome to based upon own or others’ desired outcome
to enhance comprehension; enhance comprehension; to enhance comprehension;
(B) ask literal, interpretive, evaluative, and (B) ask literal, interpretive, evaluative, and (B) ask literal, interpretive, evaluative, and
universal questions of text; universal questions of text; universal questions of text;
(C) monitor and adjust comprehension (e.g., (C) reflect on understanding to monitor (C) reflect on understanding to monitor
using background knowledge; creating comprehension (e.g., summarizing and comprehension (e.g., summarizing and
sensory images; rereading a portion aloud; synthesizing; making textual, personal, and synthesizing; making textual, personal, and
generating questions); world connections; creating sensory images); world connections; creating sensory images);
(D) make inferences about text and use textual (D) make complex inferences about text and use (D) make complex inferences about text and use
evidence to support understanding; textual evidence to support understanding; textual evidence to support understanding;
(E) summarize, paraphrase, and synthesize texts (E) summarize, paraphrase, and synthesize texts (E) summarize, paraphrase, and synthesize texts
in ways that maintain meaning and logical in ways that maintain meaning and logical in ways that maintain meaning and logical
order within a text and across texts; and order within a text and across texts; and order within a text and across texts; and
(F) make connections (e.g., thematic links, (F) make connections between and across texts, (F) make intertextual links among and across
author analysis) between and across multiple including other media (e.g., film, play), and texts, including other media (e.g., film, play),
texts of various genres, and provide textual provide textual evidence. and provide textual evidence.
evidence.
ELAR
MIDDLE SCHOOL ©2009 University of Texas System/Texas Education Agency ELAR TEKS Figure 19 | 28
Subchapter C. High School
English I English II English III English IV

(§110.31 English Language Arts and (§110.32 English Language Arts and (§110.33 English Language Arts and (§110.34 English Language Arts and
Reading) Reading) Reading) Reading)
Reading/Comprehension Skills. Reading/Comprehension Skills. Reading/Comprehension Skills. Reading/Comprehension Skills.

Students use a flexible range of Students use a flexible range of Students use a flexible range of Students use a flexible range of
metacognitive reading skills in both metacognitive reading skills in both metacognitive reading skills in both metacognitive reading skills in both
assigned and independent reading to assigned and independent reading to assigned and independent reading to assigned and independent reading to
understand an author’s message. understand an author’s message. understand an author’s message. understand an author’s message.
Students will continue to apply Students will continue to apply Students will continue to apply Students will continue to apply
earlier standards with greater depth earlier standards with greater depth earlier standards with greater depth in earlier standards with greater depth
in increasingly more complex texts in increasingly more complex texts increasingly more complex texts as in increasingly more complex texts
as they become self-directed, critical as they become self-directed, critical they become self-directed, critical as they become self-directed, critical
readers. The student is expected to: readers. The student is expected to: readers. The student is expected to: readers. The student is expected to:
(A) reflect on understanding to (A) reflect on understanding to (A) reflect on understanding to (A) reflect on understanding to
monitor comprehension (e. monitor comprehension monitor comprehension (e.g., monitor comprehension
g., asking questions, (e.g., asking questions, asking questions, (e.g., asking questions,
summarizing and summarizing and summarizing and summarizing and
synthesizing, making synthesizing, making synthesizing, making synthesizing, making
connections, creating connections, creating connections, creating sensory connections, creating
sensory images); and sensory images); and images); and sensory images); and
(B) make complex inferences (B) make complex inferences (B) make complex inferences (B) make complex inferences
about text and use textual about text and use textual (e.g., inductive and deductive) (e.g., inductive and
evidence to support evidence to support about text and use textual deductive) about text and use
understanding. understanding. evidence to support textual evidence to support
understanding. understanding.
ELAR
©2009 University of Texas System/Texas Education Agency HIGH SCHOOL ELAR TEKS Figure 19 | 29
19 TAC Chapter 128. Texas Essential Knowledge and Skills for Spanish Language Arts and Reading and English as a Second Language
Subchapter C. High School
English I for Speakers of Other Languages English II for Speakers of Other Languages
(§128.31. English I for Speakers of Other (§128.32. English II for Speakers of Other
Languages) Languages)
Reading/Comprehension Skills. Students use a Reading/Comprehension Skills. Students use a

flexible range of metacognitive reading skills flexible range of metacognitive reading skills in
in both assigned and independent reading to both assigned and independent reading to
understand an author’s message. Students will understand an author’s message. Students will
continue to apply earlier standards with greater continue to apply earlier standards with greater
depth in increasingly more complex texts as depth in increasingly more complex texts as they
they become self-directed, critical readers. The become self-directed, critical readers. The student
student is expected to: is expected to:
(A) reflect on understanding to monitor (A) reflect on understanding to monitor
comprehension (e. g., asking comprehension (e.g., asking questions,
questions, summarizing and summarizing and synthesizing, making
synthesizing, making connections, connections, creating sensory images);
creating sensory images); and and
(B) make complex inferences about text (B) make complex inferences about text and
and use textual evidence to support use textual evidence to support
understanding. understanding.
©2009 University of Texas System/Texas Education Agency ESOL I–II ELAR TEKS Figure 19 | 30
WRITING

WRITING
Students compose a variety of written texts with a clear controlling idea, coherent
organization, and sufficient detail.
WRITING
Guide to the ELAR TEKS Writing Strand Across
Grade Levels
Writing Process Students use elements of the writing process E/LAS (English/Language Arts Standards):
(planning, drafting, revising, editing, and pub- Writing: A. Compose a variety of texts that
lishing) to compose text. demonstrate clear focus, the logical develop-
ment of ideas in well-organized paragraphs,
and the use of appropriate language that
advances the author’s purpose.
K 1 2 3 4 5 6 7 8 9 10 11 12
CDS (Cross-Disciplinary Standards): II.
Foundational Skills. B. Writing across the
curriculum
Literary Texts Students write literary texts to express their E/LAS: Writing: A. Compose a variety of
ideas and feelings about real or imagined texts that demonstrate clear focus, the logical
people, events, and ideas. (Courses Eng. I–IV) development of ideas in well-organized para-
Students are responsible for at least two forms graphs, and the use of appropriate language
of literary writing. that advances the author’s purpose.
K 1 2 3 4 5 6 7 8 9 10 11 12
CDS: II. Foundational Skills. B. Writing
across the curriculum
Personal (unofficial tag line) Students write about their own experiences. E/LAS: Writing: A. Compose a variety of
texts that demonstrate clear focus, the logical
development of ideas in well-organized para-
graphs, and the use of appropriate language
that advances the author’s purpose.
K 1 2 3 4 5 6 7 8 9 10 11 12
GUIDE: WRITING ©2009 University of Texas System/Texas Education Agency ELAR TEKS Vertical Alignment Grades K–English IV | 32
Expository and Procedural Texts Students write expository and procedural or E/LAS: Writing: A. Compose a variety of
work-related texts to communicate ideas and texts that demonstrate clear focus, the logical
information to specific audiences for specific development of ideas in well-organized para-
purposes. graphs, and the use of appropriate language
that advances the author’s purpose.
K 1 2 3 4 5 6 7 8 9 10 11 12
Persuasive Texts Grades 2–6: Students write persuasive texts to

influence the attitudes or actions of a specific
audience on specific issues.
Grades 7–8: Students write persuasive texts to

influence the attitudes or actions of a spe-
cific audience on specific issues. Students are
expected to write persuasive essays to the ap-
propriate audience.
Courses Eng. I–II: Students write persuasive

texts to influence the attitudes or actions of a
K 1 2 3 4 5 6 7 8 9 10 11 12
specific audience on specific issues. Students
are expected to write an argumentative essay to
the appropriate audience.
Courses Eng. III–IV: Students write persuasive

texts to influence the attitudes or actions of a
specific audience on specific issues. Students
are expected to write an argumentative essay
(e.g., evaluative essays, proposals) to the ap-
propriate audience.
GUIDE: WRITING ©2009 University of Texas System/Texas Education Agency ELAR TEKS Vertical Alignment Grades K–English IV | 33
ELAR TEKS Writing Strand Vertical Alignment
Writing/Writing Process.
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
13(A) plan 17(A) 17(A) 17(A) 15(A) 15(A) 14(A) 14(A) 14(A) 13(A) 13(A) 13(A) 13(A)
a first draft
plan a first draft by generating plan a first draft by selecting a plan a first draft by selecting a genre appropriate for conveying plan a first draft by selecting the correct genre for conveying the
by generat-
ideas for writing (e.g., drawing, genre appropriate for conveying the intended meaning to an audience, determining appropriate intended meaning to multiple audiences, determining appropriate
ing ideas
sharing ideas, listing key ideas); the intended meaning to an topics through a range of strategies (e.g., discussion, background topics through a range of strategies (e.g., discussion, background
for writing
audience and generating ideas reading, personal interests, interviews), and developing a thesis or reading, personal interests, interviews), and developing a thesis or
through class
through a range of strategies controlling idea; controlling idea;
discussion
(e.g., brainstorming, graphic
(with adult
organizers, logs, journals);
assistance);
13(B) de- 17(B) 17(B) 17(B) 15(B) 15(B) 14(B) 14(B) 14(B) 13(B) 13(B) 13(B) 13(B)
velop drafts
develop drafts by sequenc- develop drafts by categorizing develop drafts by choosing an appropriate organizational strategy structure ideas in a sustained and persuasive way (e.g., using out-
by sequencing
ing ideas through writing ideas and organizing them into (e.g., sequence of events, cause-effect, compare-contrast) and lines, note taking, graphic organizers, lists) and develop drafts in
the action or
sentences; paragraphs; building on ideas to create a focused, organized, and coherent timed and open-ended situations that include transitions and the
details in the
piece of writing; rhetorical devices used to convey meaning;
story (with
adult assis-
tance);
13(C) revise 17(C) revise 17(C) revise 17(C) 15(C) 15(C) 14(C) 14(C) 14(C) 13(C) 13(C) 13(C) 13(C)
drafts by drafts by drafts by
revise drafts for coherence, revise drafts to clarify meaning, revise drafts to ensure precise revise drafts to improve revise drafts to clarify meaning
adding details adding or adding or de-
organization, use of simple enhance style, include simple word choice and vivid images; style, word choice, figurative and achieve specific rhetorical
or sentences deleting a leting words,
and compound sentences, and and compound sentences, and consistent point of view; use language, sentence variety, purposes, consistency of tone,
(with adult word, phrase, phrases, or
audience; improve transitions by add- of simple, compound, and and subtlety of meaning after and logical organization
assistance); or sentence; sentences;
ing, deleting, combining, and complex sentences; internal rethinking how well questions by rearranging the words,
rearranging sentences or larger and external coherence; and the of purpose, audience, and genre sentences, and paragraphs to
units of text after rethinking use of effective transitions after have been addressed; employ tropes (e.g., metaphors,
how well questions of purpose, rethinking how well questions similes, analogies, hyperbole,
audience, and genre have been of purpose, audience, and genre understatement, rhetorical
addressed; have been addressed; questions, irony), schemes (e.g.,
parallelism, antithesis, inverted
word order, repetition, reversed
structures), and by adding tran-
sitional words and phrases;
13(D) edit 17(D) 17(D) 17(D) 15(D) 15(D) 14(D) 14(D) 14(D) 13(D) 13(D) 13(D) 13(D)
drafts by
edit drafts for grammar, punc- edit drafts for grammar, me- edit drafts for grammar, mechanics, and spelling;
leaving spaces
tuation, and spelling using a chanics, and spelling using a
between let-
teacher-developed rubric; teacher-developed rubric;
ters and words
(with adult
assistance);
WRITING
Writing/Writing Process (cont.)
13(E) share 17(E) 17(E) 17(E) publish 15(E) revise 15(E) 14(E) 14(E) 14(E) 13(E) 13(E) 13(E) 13(E)
writing with written work final draft
publish and share writing with revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
others (with for a specific in response
others.
adult assis- audience. to feedback
tance). from peers
and teacher
and publish
written work
for a specific
audience.
Writing/Literary Texts.
(Grades K–8) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(Courses Eng I–IV) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms
of literary writing. Students are expected to:
14(A) dictate 18(A) 18(A) 18(A) 16(A) 16(A) 15(A) 15(A) 15(A) 14(A) write an 14(A) write an 14(A) write an 14(A) write an
or write sen- engaging story engaging story engaging story engaging story
write brief stories that include a write imaginative stories that write imaginative stories that write an imaginative story that:
tences to tell a with a well- with a well- with a well- with a well-
beginning, middle, and end; build the plot to a climax and include:
story and put developed developed developed developed
contain details about the char-
the sentences conflict and conflict and conflict and conflict and
acters and setting;
in chronologi- resolution, resolution, resolution, resolution, a
cal sequence; interesting interesting complex clear theme,
and believable and believable and non- complex
characters, characters, a stereotypical and non-
and a range range of liter- characters, a stereotypical
of literary ary strategies range of liter- characters, a
strategies (e.g., dialogue, ary strategies range of liter-
(e.g., dialogue, suspense) (e.g., dialogue, ary strategies
suspense) and and devices suspense) (e.g., dialogue,
devices to to enhance and devices suspense),
enhance the the plot, and to enhance devices to
plot; sensory details the plot, and enhance the
that define the sensory details plot, and
mood or tone; that define the sensory details
mood or tone; that define the
mood or tone;
(i) (i)
a clearly defined focus, plot, and
point of view;
(i) (i)
sustains reader interest;
(ii) (ii)
includes well-paced action and
an engaging story line;
WRITING
Writing/Literary Texts (cont.)
16(A)(ii) 15(A)(ii) 15(A)(iii) cre- 15(A)(iii) cre-
a specific, a specific, ates a specific, ates a specific,
believable believable believable set- believable set-
setting created setting created ting through ting through
through the through the the use of sen- the use of sen-
use of sensory use of sensory sory details; sory details;
details; details;
(iii) dialogue (iii) dialogue
that develops that develops
the story; the story;
(iv) develops (iv) develops
interesting interesting
characters; characters;
(v) uses a (v) uses a
range of liter- range of liter-
ary strategies ary strategies
and devices to and devices to
enhance the enhance the
style and tone; style and tone;
14(B) write 18(B) 18(B) 18(B) 16(B) 16(B) 15(B) 15(B) 15(B) 14(B) 14(B) 14(B) 14(B)
short poems.
write short poems that convey write poems that convey senso- write poems using: write a poem using: write a poem using a variety of write a poem that reflects an
sensory details. ry details using the conventions poetic techniques (e.g., struc- awareness of poetic conventions
of poetry (e.g., rhyme, meter, tural elements, figurative lan- and traditions within different
patterns of verse). guage) and a variety of poetic forms (e.g., sonnets, ballads,
forms (e.g., sonnets, ballads); free verse);
(i) poetic tech- (i) poetic tech- (i) poetic (i) poetic
niques (e.g., niques (e.g., techniques techniques
alliteration, alliteration, (e.g., rhyme (e.g., rhyme
onomato- onomato- scheme, scheme,
poeia); poeia); meter); meter);
(ii) figura- (ii) figura- (ii) figurative (ii) figurative
tive language tive language language (e.g., language (e.g.,
(e.g., similes, (e.g., similes, personifica- personifica-
metaphors); metaphors); tion, idioms, tion, idioms,
hyperbole); hyperbole);
(iii) graphic (iii) graphic (iii) graphic (iii) graphic
elements (e.g., elements (e.g., elements (e.g., elements (e.g.,
capital letters, capital letters, word posi- word posi-
line length). line length). tion). tion).
14(C) 14(C) 14(C) 14(C)
write a script with an explicit or write a script with an explicit or
implicit theme and details that implicit theme, using a variety
contribute to a definite mood of literary techniques.
or tone.
WRITING
Writing.
Students write about their own experiences. Students are expected to:
19(A) 17(A) 17(A) write 16(A) 16(A) 16(A) write
a personal a personal
write about important personal write a personal narrative that
narrative narrative that
experiences. has a clearly defined focus and
that conveys has a clearly
communicates the importance
thoughts and defined focus
of or reasons for actions and/or
feelings about and includes
consequences.
an experience. reflections on
decisions, ac-
tions, and/or
consequences.
Writing/Expository and Procedural Texts.

Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
15(A) dictate 19(A) 19(A) 20(A) 18(A) 18(A) 17(A) 17(A) 17(A) 15(A) 15(A) 15(A) 15(A)
or write in-
write brief compositions about create brief compositions that: create multi-paragraph essays to write a multi-paragraph essay write an analytical essay of sufficient length that includes:
formation for
topics of interest to the student; convey information about the to convey information about a
lists, captions,
topic that: topic that:
or invitations.
(i) establish a (i) establish a

central idea central idea
in a topic in a topic
sentence; sentence;
(iii) contain (iii) contain (i) present (i) present (i) presents (i) presents (i) effective (i) effective (i) effective (i) effective
a concluding a concluding effective intro- effective intro- effective intro- effective intro- introductory introductory introductory introductory
statement; statement; ductions and ductions and ductions and ductions and and conclud- and conclud- and conclud- and conclud-
concluding concluding concluding concluding ing paragraphs ing paragraphs ing paragraphs ing paragraphs
paragraphs; paragraphs; paragraphs; paragraphs; and a variety and a variety and a variety and a variety
of sentence of sentence of sentence of sentence
structures; structures; structures; structures;
(ii) guide and (ii) guide and (ii) contains a (ii) contains a (iii) a control- (iii) a thesis (iii) a clear (iii) a clear
inform the inform the clearly stated clearly stated ling idea or or controlling thesis state- thesis state-
reader’s un- reader’s un- purpose or purpose or thesis idea ment or con- ment or con-
derstanding of derstanding of controlling controlling trolling idea trolling idea
key ideas and key ideas and idea; idea;
evidence; evidence;
(ii) include (ii) include (iii) include (iii) include (iii) is logically (iii) is logically (iv) an (iv) an (iv) a clear (iv) a clear
supporting supporting specific facts, specific facts, organized organized organizing organizing organizational organizational
sentences with sentences with details, and details, and with appropri- with appropri- structure structure schema for schema for
simple facts, simple facts, examples in an examples in an ate facts and ate facts and appropriate appropriate conveying conveying
details, and details, and appropriately appropriately details and details and to purpose, to purpose, ideas; ideas;
explanations; explanations; organized organized includes no includes no audience, and audience, and
structure; structure; extraneous extraneous context; context;
information or information or
inconsisten- inconsisten-
cies; cies;
WRITING
Writing/Expository and Procedural Texts (cont.)
18(A)(iv) 17(A)(iv) 17(A)(v) 17(A)(v) 15(A)(ii) rhe- 15(A)(ii) rhe- 15(A)(ii) rhe- 15(A)(ii) rhe-
use a variety use a variety uses a variety uses a variety torical devices, torical devices, torical devices, torical devices,
of sentence of sentence of sentence of sentence and transi- and transi- and transi- and transi-
structures and structures and structures, structures, tions between tions between tions between tions between
transitions transitions rhetorical rhetorical paragraphs; paragraphs; paragraphs; paragraphs;
to link para- to link para- devices, and devices, and
graphs; graphs; transitions transitions
to link para- to link para-
graphs; graphs;
(iv) accurately (iv) accurately
synthesizes synthesizes
ideas from ideas from
several several
sources; sources;
(v) relevant (v) relevant (v) rel- (v) rel-
information evidence and evant and evant and
and valid well-chosen substantial substantial
inferences; details; evidence and evidence and
well-chosen well-chosen
details; details;
(vi) distinc- (vi) informa- (vi) informa-
tions about tion on mul- tion on all
the relative tiple relevant relevant per-
value of perspectives spectives and
specific data, and a con- consideration
facts, and sideration of of the validity,
ideas that sup- the validity, reliability, and
port the thesis reliability, and relevance of
statement; relevance of primary and
primary and secondary
secondary sources;
sources;
(vii) an
analysis of
views and
information
that contradict
the thesis
statement and
the evidence
presented
for it;
WRITING
19(B) 19(B) 20(B) 18(B) 18(B) write 17(B) write 17(B) 17(B) 15(B) 15(B) 15(B) 15(B)
formal and in- informal
write short letters that put ideas write letters whose language write a letter that reflects an write procedural or work-relat- write procedural or work-relat-
formal letters letters that
in a chronological or logical is tailored to the audience and opinion, registers a complaint, ed documents (e.g., instruc- ed documents (e.g., résumés,
that convey convey ideas,
sequence and use appropriate purpose (e.g., a thank you note or requests information in a tions, e-mails, correspondence, proposals, college applications,
ideas, include include
conventions (e.g., date, saluta- to a friend) and that use ap- business or friendly context; memos, project plans) that operation manuals) that include:
important important
tion, closing); propriate conventions (e.g., date, include:
information, information,
salutation, closing);
demonstrate demonstrate
a sense of clo- a sense of clo-
sure, and use sure, and use
appropriate appropriate
conventions conventions
(e.g., date, (e.g., date,
salutation, salutation,
closing); closing);
(i) organized (i) organized (v) appropriate (v) appropriate
and accurately and accurately organizational organizational
conveyed conveyed structures sup- structures sup-
information; information; ported by facts ported by facts
and details and details
(documented (documented
if appropriate); if appropriate);
(i) a clearly (i) a clearly
stated purpose stated purpose
combined combined
with a well- with a well-
supported supported
viewpoint on viewpoint on
the topic; the topic;
(ii) reader- (ii) reader- (ii) appropri- (ii) appropri-
friendly friendly ate formatting ate formatting
formatting formatting structures structures
techniques; techniques; (e.g., headings, (e.g., headings,
graphics, graphics,
white space); white space);
(iii) anticipa- (iii) relevant (iii) relevant
tion of readers’ questions that questions that
questions; engage readers engage readers
and consider and address
their needs; their potential
problems and
misunder-
standings;
(iv) accurate (iv) accurate
technical technical
information information
in accessible in accessible
language; language;
WRITING
19(C) 19(C) 20(C) write 18(C) 18(C) 17(C) 17(C) 17(C) 15(C) 15(C) 15(C) 15(C)
responses to
write brief comments on liter- write responses to literary or expository texts and write responses to literary or write an interpretative response write an interpretation of an
literary or ex-
ary or informational texts. provide evidence from the text to demonstrate expository texts that dem- to an expository or a literary expository or a literary text that:
pository texts
understanding. onstrate the writing skills for text (e.g., essay or review) that:
that dem-
multi-paragraph essays and
onstrate an
provide sustained evidence
understanding
from the text using quotations
of the text.
when appropriate;
(i) extends (i) extends
beyond a beyond a
summary and summary and
literal analysis; literal analysis;
(i) advances (i) advances
a clear thesis a clear thesis
statement; statement;
(ii) addresses (ii) addresses (ii) addresses (ii) addresses
the writing the writing the writing the writing
skills for an skills for an skills for an skills for an
analytical analytical analytical es- analytical es-
essay and essay and say, including say including
provides provides references references
evidence from evidence from to and com- to and com-
the text using the text using mentary on mentary on
embedded embedded quotations quotations
quotations; quotations; from the text; from the text;
(iii) analyzes (iii) analyzes (iii) analyzes (iii) analyzes
the aesthetic the aesthetic the aesthetic the aesthetic
effects of an effects of an effects of an effects of an
author’s use author’s use author’s use author’s use
of stylistic of stylistic of stylistic of stylistic
or rhetorical and rhetorical or rhetorical or rhetorical
devices; devices; devices; devices;
(iv) identifies (iv) identifies
and analyzes and analyzes
the ambigui- ambiguities,
ties, nuances, nuances, and
and complexi- complexities
ties within the within the
text; text;
(v) anticipates (v) anticipates
and responds and responds
to readers’ to readers’
questions or questions and
contradictory contradictory
information, information;
WRITING
17(D) 17(D) 17(D) produce 15(D) 15(D) 15(D) 15(D)
a multimedia
produce a multimedia presenta- produce a multimedia pre- produce a multimedia pre-
presentation
tion involving text and graphics sentation (e.g., documentary, sentation (e.g., documentary,
involving
using available technology. class newspaper, docudrama, class newspaper, docudrama,
text, graphics,
infomercial, visual or textual infomercial, visual or textual
images, and
parodies, theatrical produc- parodies, theatrical produc-
sound using
tion) with graphics, images, and tion) with graphics, images, and
available
sound that conveys a distinctive sound that appeals to a specific
technology.
point of view and appeals to a audience and synthesizes in-
specific audience. formation from multiple points
of view.
Writing/Persuasive Texts.
(Grades 2–6) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
(Grades 7–8) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the
appropriate audience that:
(Courses Eng. I–II) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative
essay to the appropriate audience that includes:
(Courses Eng. III–IV) Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative
essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:
20(A) write 21(A) 19(A) 19(A) 18(A) 18(A) 18(A) 16(A) 16(A) 16(A) a clear 16(A) a clear
persuasive thesis or posi- thesis or posi-
write persuasive essays for write persuasive essays for establishes a clear thesis or a clear thesis or position based
statements tion based on tion based on
appropriate audiences that appropriate audiences that position; on logical reasons supported by
about issues logical reasons logical reasons
establish a position and use establish a position and include precise and relevant evidence;
that are supported with various
supporting details. sound reasoning, detailed and
important to by precise forms of sup-
relevant evidence, and consid-
the student for and relevant port (e.g., hard
eration of alternatives.
the appropri- evidence, evidence, rea-
ate audience including son, common
in the school, facts, expert sense, cultural
home, or local opinions, quo- assumptions);
community. tations, and/or
expressions of
commonly ac-
cepted beliefs;
WRITING
Writing/Persuasive Texts (cont.)
18(B) 18(B) 16(B) consid- 16(B) consid- 16(B) 16(B)
eration of the eration of the
considers and responds to the accurate and honest representa-
whole range whole range
views of others and anticipates tion of divergent views (i.e., in
of information of informa-
and answers reader concerns the author’s own words and not
and views on tion and views
and counter-arguments; out of context);
the topic and on the topic
accurate and and accurate
honest repre- and honest
sentation of representa-
these views; tion of these
views (i.e., in
the author’s
own words
and not out of
context);
16(C) 16(C) 16(D) 16(D)
counter-arguments based on information on the complete
evidence to anticipate and ad- range of relevant perspectives;
dress objections;
18(C) 18(C) 16(D) 16(D) 16(C) 16(C)
includes evidence that is logi- an organizing structure appro- an organizing structure appro-
cally organized to support the priate to the purpose, audience, priate to the purpose, audience,
author’s viewpoint and that and context; and context;
differentiates between fact and
opinion.
16(E) 16(E) 16(E) 16(E)
an analysis of the relative value demonstrated consideration of
of specific data, facts, and ideas. the validity and reliability of all
primary and secondary sources
used;
16(F) a range 16(F) 16(F)
of appropriate
language attentively crafted to
appeals (e.g.,
move a disinterested or opposed
descriptions,
audience, using specific rhetori-
anecdotes,
cal devices to back up assertions
case studies,
(e.g., appeals to logic, emotions,
analogies, il-
ethical beliefs).
lustrations).
16(G) an
awareness and
anticipation
of audience
response that
is reflected in
different levels
of formality,
style, and tone.
WRITING
ORAL AND WRITTEN CONVENTIONS

ORAL AND WRITTEN CONVENTIONS

Students learn how to use the oral and written conventions of the English language
in speaking and writing.
ORAL AND WRITTEN

CONVENTIONS
Guide to the ELAR TEKS Oral and Written Conventions
Strand Across Grade Levels
Conventions Students understand the function of and use E/LAS (English/Language Arts Standards):
the conventions of academic language when Writing: A.5. Edit writing for proper voice,
speaking and writing. Students will continue tense, and syntax, assuring that it conforms to
to apply earlier standards with greater com- standard English, when appropriate.
plexity.
K 1 2 3 4 5 6 7 8 9 10 11 12 CDS (Cross-Disciplinary Standards): II.
Foundational Skills. B. Writing across the
curriculum 1. Write clearly and coherently us-
ing standard writing conventions.
Handwriting/Capitalization/Punctuation Students write legibly and use appropriate

capitalization and punctuation conventions
in their compositions. (Grade 8) Students
K 1 2 3 4 5 6 7 8 9 10 11 12 will continue to apply earlier standards with
greater complexity.
Spelling Students spell correctly.
K 1 2 3 4 5 6 7 8 9 10 11 12
GUIDE: ORAL AND WRITTEN

©2009 University of Texas System/Texas Education Agency CONVENTIONS ELAR TEKS Vertical Alignment Grades K–English IV | 44
ELAR TEKS Oral and Written Conventions Strand
Vertical Alignment
Oral and Written Conventions/Conventions.
Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
16(A) under- 20(A) 21(A) 22(A) 20(A) 20(A) 19(A) 19(A) identify, 19(A) 17(A) 17(A) 17(A) 17(A)
stand and use use, and un-
understand and use the fol- use and understand the function of the following parts of speech use and understand the function of the following use and understand the func-
the follow- derstand the
lowing parts of speech in the in the context of reading, writing, and speaking: parts of speech in the context of reading, writing, tion of different types of clauses
ing parts of function of
context of reading, writing, and and speaking: and phrases (e.g., adjectival,
speech in the follow-
speaking: noun, adverbial clauses and
the context ing parts of
phrases);
of reading, speech in
writing, and the context
speaking of reading,
(with adult writing, and
assistance): speaking:
(i) past and (i) verbs (past, (i) verbs (past, (i) verbs (past, (i) verbs (ir- (i) verbs (ir- (i) verbs (ir- (i) verbs (i) verbs (i) more com- (i) more com-
future tenses present, and present, and present, and regular verbs); regular verbs regular verbs (perfect and (perfect and plex active and plex active and
when speak- future); future); future); and active and active and progressive progressive passive tenses passive tenses
ing; voice); passive voice); tenses) and tenses) and and verbals and verbals
participles; participles; (gerunds, (gerunds,
infinitives, infinitives,
participles); participles);
(ii) nouns (ii) nouns (ii) nouns (ii) nouns (ii) nouns (ii) collective (ii) non-count
(singular/ (singular/plu- (singular/plu- (singular/plu- (singular/plu- nouns (e.g., nouns (e.g.,
plural); ral, common/ ral, common/ ral, common/ ral, common/ class, public); rice, paper);
proper); proper); proper); proper);
(iii) descrip- (iii) adjectives (iii) adjectives (iii) adjectives (iii) adjectives (iii) adjec- (iii) predicate
tive words; (e.g., descrip- (e.g., descrip- (e.g., descrip- (e.g., descrip- tives (e.g., adjectives (She
tive: green, tive: old, tive: wooden, tive, including descriptive, is intelligent.)
tall); wonderful; rectangular; purpose: including ori- and their com-
articles: a, an, limiting: this, sleeping bag, gins: French parative and
the); that; articles: frying pan) windows, superlative
a, an, the); and their com- American forms (e.g.,
parative and cars) and their many, more,
superlative comparative most);
forms (e.g., and superla-
fast, faster, tive forms
fastest); (e.g., good,
better, best);
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Conventions (cont.)
20(A)(iv) 21(A)(iv) 22(A)(iv) 20(A)(iv) 20(A)(iv) 19(A)(iv) 19(A)(iv)
adverbs (e.g., adverbs (e.g., adverbs (e.g., adverbs (e.g., adverbs (e.g., conjunctive conjunctive
time: before, time: before, time: before, frequency: frequency: adverbs (e.g., adverbs (e.g.,
next); next; manner: next; manner: usually, usually, consequently, consequently,
carefully, carefully, sometimes; sometimes; furthermore, furthermore,
beautifully); beautifully); intensity: intensity: indeed); indeed);
almost, a lot); almost, a lot);
(iv) preposi- (v) preposi- (v) preposi- (v) preposi- (v) preposi- (v) preposi- (v) preposi- (v) preposi-
tions and tions and tions and tions and tions and tions and tions and tions and
simple prepositional prepositional prepositional prepositional prepositional prepositional prepositional
prepositional phrases; phrases; phrases; phrases to phrases to phrases to phrases and
phrases appro- convey convey convey their influence
priately when location, time, location, time, location, time, on subject-
speaking or direction, or direction, or direction, or verb agree-
writing (e.g., to provide to provide to provide ment;
in, on, under, details; details; details;
over);
(v) pronouns (vi) pronouns (vi) pronouns (vi) possessive (vi) reflexive (vi) indefinite (vi) indefinite (vi) relative (iv) relative (ii) restrictive (ii) restrictive
(e.g., I, me); (e.g., I, me); (e.g., he, him); pronouns pronouns pronouns pronouns pronouns pronouns and nonre- and nonre-
(e.g., his, hers, (e.g., myself, (e.g., all, both, (e.g., all, both, (e.g., whose, (e.g., whose, strictive rela- strictive rela-
theirs); ourselves); nothing, nothing, that, which); that, which); tive clauses; tive clauses;
anything); anything);
(iii) reciprocal (iii) reciprocal
pronouns pronouns
(e.g., each (e.g., each
other, one other, one
another); another);
(vii) coor- (vii) cor- (vii) sub- (vii) sub- (vii) sub- (v) subor-
dinating relative ordinating ordinating ordinating dinating
conjunctions conjunctions conjunctions conjunctions conjunctions conjunctions
(e.g., and, or, (e.g., either/or, (e.g., while, (e.g., while, (e.g., because, (e.g., because,
but); neither/nor); because, because, since); since);
although, if); although, if);
(vii) time- (vii) time- (viii) time-or- (viii) use (viii) transi- (viii) transi- (viii) transi-
order transi- order transi- der transition time-order tional words tional words tions for
tion words; tion words; words and transition (e.g., also, and phrases sentence to
transitions words and therefore); that demon- sentence or
that indicate a transitions strate an un- paragraph to
conclusion; that indicate a derstanding of paragraph
conclusion; the function of coherence;
the transition
related to the
organization
of the writing
(e.g., on the
contrary, in
addition to);
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Conventions (cont.)
19(A)(ii) 19(A)(ii)
appositive appositive
phrases; phrases;
(iii) adverbial (iii) adverbial
and adjectival and adjectival
phrases and phrases and
clauses; clauses;
19(B) differen-
tiate between
the active and
passive voice
and know how
to use them
both;
16(B) speak 20(B) speak 21(B) use 22(B) 20(B) 20(B) 19(B) 19(B)
in complete in complete complete
sentences to sentences sentences use the complete subject and the complete predi- write complex sentences and
communicate; with correct with correct cate in a sentence; differentiate between main
subject-verb subject-verb versus subordinate clauses;
agreement; agreement;
20(C) ask 21(C) distin-
questions with guish among
appropriate declarative
subject-verb and interroga-
inversion. tive sentences.
17(B) 17(B)
identify and use the subjunctive
mood to express doubts, wishes,
and possibilities;
16(C) use 22(C) 20(C) 20(C) 19(C) 19(C) 19(C) 17(C) 17(C) 17(B) 17(B)
complete
use complete simple and compound sentences with correct use a variety of complete sen- use a variety of correctly use a variety of correctly
simple sen-
subject-verb agreement. tences (e.g., simple, compound, structured sentences (e.g., com- structured sentences (e.g., com-
tences.
complex) that include properly pound, complex, compound- pound, complex, compound-
placed modifiers, correctly complex). complex).
identified antecedents, paral-
lel structures, and consistent
tenses.
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
(Grades 6–7 and Courses Eng. I–IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(Grade 8) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
17(A) form 21(A) form 22(A) write 23(A) write 21(A) write
upper- and upper- and legibly leaving legibly in legibly by
lower-case lower-case appropriate cursive script selecting
letters legibly letters legibly margins for with spacing cursive script
using the basic in text, using readability; between or manuscript
conventions the basic words in a printing as
of print (left- conventions sentence; appropriate;
to-right and of print (left-
top-to-bottom to-right and
progression); top-to-bottom
progression),
including
spacing be-
tween words
and sentences;
17(B) capital- 21(B) recog- 22(B) 23(B) 21(B) 21(A) 20(A) 20(A) 20(A) 18(A) 18(A) 18(A) 18(A)
ize the first nize and use
use capitalization for: use conventions of capitalization; correctly and consistently use
letter in a basic capital-
conventions of punctuation and
sentence; ization for:
capitalization.
(i) the
beginning of
sentences;
(ii) the pro-
noun “I”;
(iii) names of (i) proper (iii) of-
people; nouns; ficial titles of
people;
(ii) months
and days of
the week;
(i) geographi-
cal names and
places;
(ii) historical (i) historical
periods; events and
documents;
(iii) the
salutation and
closing of a
letter;
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation (cont.)
21(B)(ii) 21(A) 20(A)
titles of books,
stories, and
essays;
(iii) languag-
es, races, and
nationalities;
(i) abbrevia- (i) abbrevia-
tions; tions;
(ii) initials and (ii) initials and
acronyms; acronyms;
(iii) organiza- (iii) organiza-
tions. tions;
17(C) use 21(C) recog- 22(C) 23(C) 21(C) 21(B) 20(B) 20(B) 20(B) 18(B) 18(B)
punctuation nize and use
recognize and use punctuation marks, including: use correct punctuation marks, including:
at the end of a punctuation
sentence. marks at
the end of
declarative,
exclamatory,
and interroga-
tive sentences.
(i) ending
punctuation in
sentences;
(ii) apos- (i) apostro-
trophes and phes in con-
contractions; tractions and
possessives;
(iii) apos-
trophes and
possessives.
(ii) commas (i) commas (i) commas (i) commas (i) commas (i) commas (ii) comma (i) comma
in series and in compound in compound in compound after introduc- after introduc- placement in placement in
dates; sentences; sentences; sentences; tory words, tory structures nonrestric- nonrestric-
phrases, and and depen- tive phrases, tive phrases,
clauses; dent adverbial clauses, and clauses, and
clauses, and contrasting contrasting
correct expressions; expressions;
punctuation
of complex
sentences;
(ii) quotation (ii) proper (ii) proper (i) quotation (ii) quotation
marks. punctuation punctuation marks to indi- marks to indi-
and spacing and spacing cate sarcasm cate sarcasm
for quotations; for quotations; or irony; or irony; and
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation (cont.)
(iii) parenthe- (ii) semico- (ii) semico- (iii) dashes (iii) dashes
ses, brackets, lons, colons, lons, colons, to emphasize to emphasize
and ellipses and hyphens. hyphens, parenthetical parenthetical
(to indicate parentheses, information. information.
omissions and brackets, and
interruptions ellipses.
or incomplete
statements);
23(D) use cor- 21(C) use 20(C) use
rect mechan- proper proper
ics including mechanics mechanics in-
paragraph including cluding italics
indentations. italics and and underlin-
underlining ing for titles of
for titles and books.
emphasis.
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Spelling.
Students spell correctly. Students are expected to:
18(A) use 22(A) use 23(A) use 24(A) use
phonological phonological phonological knowledge of
knowledge to knowledge to knowledge to letter sounds,
match sounds match sounds match sounds word parts,
to letters; to letters to to letters to word segmen-
construct construct tation, and
known words; unknown syllabication
words; to spell;
18(B) use 22(B) use 23(B) spell 24(B) 22(A) 22(A)
letter-sound letter-sound words with
spell words with more advanced orthographic
correspon- patterns to common
patterns and rules:
dences to spell spell: orthographic
consonant- patterns and
vowel-conso- rules:
nant (CVC)
words (e.g.,
cut);
(i) consonant- (i) complex (v) complex (i) consonant
vowel-conso- consonants consonants changes (e.g.,
nant (CVC) (e.g., hard and (e.g., scr-, /t/ to /sh/ in
words; soft c and g, -dge, -tch); select, selec-
ck); tion; /k/ to /
sh/ in music,
musician);
(i) consonant
doubling
when adding
an ending;
(iv) double (iii) double
consonants consonants
in middle of in middle of
words; words;
(ii) consonant- (iii) long (ii) dropping (ii) vowel
vowel-conso- vowels (e.g., final “e” when changes (e.g.,
nant-silent e VCe-hope); endings are long to short
(CVCe) words added (e.g., in crime,
(e.g., “hope”); -ing, -ed); criminal; long
to schwa in
define, defini-
tion; short to
schwa in legal-
ity, legal);
ORAL AND WRITTEN

CONVENTIONS
Oral and Written Conventions/Spelling (cont.)
22(B) 23(B) 24(B)(iii) 22(A) 22(A)
changing y to i
before adding
an ending;
(iii) one-sylla-
ble words with
consonant
blends (e.g.,
“drop”);
(ii) r-con-
trolled vowels;
(iv) vowel (vi) abstract
digraphs (e.g., vowels (e.g.,
oo-book, ou as in
fool, ee-feet), could, touch,
diphthongs through,
(e.g., ou-out, bought);
ow-cow, oi-
coil, oy-toy);
(i) plural rules
(e.g., words
ending in f as
in leaf, leaves;
adding -es);
(ii) irregular
plurals (e.g.,
man/men,
foot/feet,
child/chil-
dren);
(iv) other
ways to spell
sh (e.g., -sion,
-tion, -cian);
(v) silent (iii) silent and
letters (e.g., sounded con-
knee, wring); sonants (e.g.,
haste, hasten;
sign, signal;
condemn,
condemna-
tion);
ORAL AND WRITTEN

CONVENTIONS
18(C) write
one’s own
name.
22(C) 23(C) 24(C) spell
high-fre-
spell high-frequency words
quency and
from a commonly used list;
compound
words from
a commonly
used list;
22(D) spell 23(D) spell 22(B) spell 22(B) spell
base words base words base words words with:
with inflec- with inflec- and roots with
tional endings tional endings affixes (e.g., (i) Greek roots
(e.g., adding (e.g., -ing and -ion, -ment, (e.g., tele,
“s” to make -ed); -ly, dis-, pre-); photo, graph,
words plural); meter);
(ii) Latin roots

(e.g., spec,
scrib, rupt,
port, ject,
dict);
(iii) Greek suf-

fixes (e.g., -ol-
ogy, -phobia,
-ism, -ist);
(iv) Latin de-

rived suffixes
(e.g., -able,
-ible; -ance,
-ence);
24(D) spell
words with
common syl-
lable construc-
tions (e.g.,
closed, open,
final stable
syllable);
ORAL AND WRITTEN

CONVENTIONS
24(E) spell 22(C) spell 22(C) 21(A)
single syllable commonly
differentiate between com-
homophones used homo-
monly confused terms (e.g., its,
(e.g., bear/ phones (e.g.,
it’s; affect, effect);
bare; week/ there, they’re,
weak; road/ their; two, too,
rode); to);
23(E) spell 24(F) spell
simple con- complex con-
tractions (e.g., tractions (e.g.,
isn’t, aren’t, should’ve,
can’t); won’t);
22(E) 23(F) 24(G) use 22(D) 22(D) 21(B) 21(A) 21(A) 19(A) 19(A) 19(A) 19(A)
print and
use resources to find correct use spelling patterns and rules and print and spell correctly, including using various resources to determine and check correct spellings.
electronic
spellings. electronic resources to determine and check cor-
resources to
rect spellings.
find and check
correct spell-
ings.
22(E) 21(C)
know how to use the spell-
check function in word process-
ing while understanding its
limitations.
ORAL AND WRITTEN

CONVENTIONS
RESEARCH

RESEARCH
Students are expected to know how to locate a range of relevant sources and
evaluate, synthesize, and present ideas and information.
RESEARCH
Guide to the ELAR TEKS Research Strand Across Grade
Levels
Research Plan Students ask open-ended research questions E/LAS (English/Language Arts Standards):
and develop a plan for answering them. V. Research: A. Formulate topic and ques-
tions.
CDS (Cross-Disciplinary Standards): II.

K 1 2 3 4 5 6 7 8 9 10 11 12 Foundational Skills. C. Research across the
curriculum 3. Refine research topic based on
preliminary research and devise a timeline for
completing work.
Gathering Sources Students determine, locate, and explore the full E/LAS: V. Research: B. Select information
range of relevant sources addressing a research from a variety of sources.
question and systematically record the infor- B.1. Gather relevant sources.
K 1 2 3 4 5 6 7 8 9 10 11 12
mation they gather. B.4. Use source material ethically.
Synthesizing Information Students clarify research questions and evalu- E/LAS: V. Research: B.2. Evaluate the validity
ate and synthesize collected information. and reliability of sources.
B.3. Synthesize and organize information ef-
K 1 2 3 4 5 6 7 8 9 10 11 12
fectively.
Organizing and Presenting Ideas Grades 1–4: Students organize and present E/LAS: V. Research: C. Produce and design a
their ideas and information according to the document.
purpose of the research and their audience.
Grades 5–8 and Courses Eng. I–IV: Students

organize and present their ideas and informa-
K 1 2 3 4 5 6 7 8 9 10 11 12
tion according to the purpose of the research
and their audience. Students are expected to
synthesize the research into a written or oral
presentation.
©2009 University of Texas System/Texas Education Agency GUIDE: RESEARCH ELAR TEKS Vertical Alignment Grades K–English IV | 56
ELAR TEKS Research Strand Vertical Alignment
Research/Research Plan.
Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
19(A) ask 23(A) generate 24(A) generate 25(A) 23(A) 23(A) 22(A) 22(A) 22(A) 20(A) 20(A) 20(A) 20(A)
questions a list of topics a list of topics
generate research topics from brainstorm, consult with others, brainstorm, consult with others, decide upon a topic, and formulate a major research question to ad-
about topics of class-wide of class-wide
personal interests or by brain- decide upon a topic, and for- dress the major research topic;
of class-wide interest and interest and
storming with others, narrow mulate open-ended questions
interest (with formulate formulate
to one topic, and formulate to address the major research
adult assis- open-ended open-ended
open-ended questions about the topic;
tance); questions questions
major research topic;
about one or about one or
two of the top- two of the
ics (with adult topics;
assistance);
19(B) decide 23(B) decide 24(B) decide 25(B) 23(B) 23(B) 22(B) 22(B) 22(B) 20(B) 20(B) 20(B) 20(B)
what sources what sources what sources
generate a research plan for generate a research plan for apply steps for obtaining and formulate a plan for engaging in formulate a plan for engaging in
or people in of informa- of informa-
gathering relevant informa- gathering relevant informa- evaluating information from research on a complex, multi- in-depth research on a complex,
the classroom, tion might tion might
tion (e.g., surveys, interviews, tion about the major research a wide variety of sources and faceted topic. multi-faceted topic.
school, library, be relevant to be relevant to
encyclopedias) about the major question. create a written plan after
or home can answer these answer these
research question. preliminary research in refer-
answer these questions questions.
ence works and additional text
questions (with adult
searches.
(with adult assistance).
assistance).
Research/Gathering Sources.
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are ex-
pected to:
20(A) gather 24(A) gather 25(A) gather 26(A) 24(A) 24(A) 23(A) 23(A) 23(A 21(A) 21(A) 21(A) 21(A)
evidence from evidence evidence
follow the research plan to col- follow the research plan to col- follow the research plan to gath- follow the research plan to follow the research plan to
provided from avail- from avail-
lect information from multiple lect data from a range of print er information from a range of compile data from authorita- gather evidence from experts
text sources able sources able sources
sources of information, both and electronic resources (e.g., relevant print and electronic tive sources in a manner that on the topic and texts written
(with adult (natural and (natural and
oral and written, including: reference texts, periodicals, web sources using advanced search identifies the major issues and for informed audiences in the
assistance); personal) as personal) as
pages, online sources) and data strategies; debates within the field of field, distinguishing between
well as from well as from (i) student-initiated surveys, from experts; inquiry; reliable and unreliable sources
interviews interviews on-site inspections, and inter- and avoiding over-reliance on
with local with local views; one source;
experts (with experts;
adult assis- (ii) data from experts, reference
tance); texts, and online searches;
(iii) visual sources of informa-

tion (e.g., maps, timelines,
graphs) where appropriate;
RESEARCH
Research/Gathering Sources (cont.)
20(B) use pic- 24(B) use 25(B) use text 26(B) use 24(B) use
tures in context features features (e.g., skimming skimming
junction with (e.g., table table of con- and scanning and scanning
writing when of contents, tents, alpha- techniques to techniques to
document- alphabetized betized index, identify data identify data
ing research index) in age- headings) in by look- by looking at
(with adult appropriate age-appropri- ing at text text features
assistance). reference ate refer- features (e.g., (e.g., bold
works (e.g., ence works bold print, print, italics);
picture (e.g., picture captions, key
dictionar- dictionaries) words, italics);
ies) to locate to locate infor-
information mation;
(with adult
assistance);
24(B) 23(B)
differentiate between primary
and secondary sources;
24(C) record 25(C) record 26(C) 24(C) 24(C) 23(C) 23(B) 23(B) 21(B) 21(B) 21(B) 21(B)
basic informa- basic informa-
take simple notes and sort evi- record data, utilizing avail- categorize information the- organize information gathered systematically organize relevant
tion in simple tion in simple
dence into provided categories able technology (e.g., word matically in order to see the from multiple sources to create and accurate information to
visual formats visual formats
or an organizer; processors) in order to see the larger constructs inherent in the a variety of graphics and forms support central ideas, concepts,
(e.g., notes, (e.g., notes,
relationships between ideas, information; (e.g., notes, learning logs); and themes, outline ideas into
charts, picture charts, picture
and convert graphic/visual data conceptual maps/timelines,
graphs, graphs, dia-
(e.g., charts, diagrams, time- and separate factual data from
diagrams) grams).
lines) into written notes; complex inferences;
(with adult
assistance).
26(D) 24(D) 24(D) 23(D) 23(C) 23(C) 21(C) 21(C) 21(C) 21(C)
identify the author, title, pub- identify the source of notes record bibliographic informa- paraphrase, summarize, paraphrase, summarize,
lisher, and publication year of (e.g., author, title, page number) tion (e.g., author, title, page quote, and accurately cite all quote, and accurately cite all
sources; and record bibliographic number) for all notes and researched information accord- researched information accord-
information concerning those sources according to a standard ing to a standard format (e.g., ing to a standard format (e.g.,
sources according to a standard format; author, title, page number) author, title, page number),
format; differentiating among primary,
secondary, and other sources.
26(E) 24(E) 24(E) 23(E) 23(D) 23(D)
differentiate between paraphrasing and plagiarism and identify the importance of citing valid and
reliable sources.
RESEARCH
Research/Synthesizing Information.
Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
25(A) revise 26(A) revise 27(A) 25(A) 25(A) 24(A) 24(A) 24(A) 22(A) 22(A) 22(A) 22(A)
the topic as the topic as
improve the focus of research refine the major research ques- narrow or broaden the major modify the major research question as necessary to refocus the
a result of a result of
as a result of consulting expert tion, if necessary, guided by the research question, if necessary, research plan;
answers to answers to
sources (e.g., reference librar- answers to a secondary set of based on further research and
initial research initial research
ians and local experts on the questions; investigation;
questions questions.
topic).
(with adult
assistance).
25(B) evaluate 24(B) evaluate 24(B) 24(B) 22(B) 22(B) 22(B) 22(B)
the relevance, the relevance
utilize utilize evaluate the relevance of differentiate between theories
validity, and and reliability
elements that elements that information to the topic and and the evidence that supports
reliability of of sources for
demonstrate demonstrate determine the reliability, valid- them and determine whether
sources for the the research.
the reliability the reliability ity, and accuracy of sources the evidence found is weak or
research.
and validity and validity (including Internet sources) by strong and how that evidence
of the sources of the sources examining their authority and helps create a cogent argument;
used (e.g., used (e.g., objectivity;
publication publication
date, coverage, date, coverage,
language, language,
point of view) point of view)
and explain and explain
why one why one
source is more source is more
useful than useful and
another. relevant than
another.
22(C) 22(C) 22(C) 22(C)
critique the research process at each step to implement changes as
the need occurs and is identified.
RESEARCH
Research/Organizing and Presenting Ideas.
(Grades 1–4) Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to:
(Grades 5–8 and Courses Eng. I–IV) Students organize and present their ideas and information according to the purpose of the research and their audience.
Students are expected to synthesize the research into a written or an oral presentation that:
26(A) 25(A)
compiles important informa-
tion from multiple sources;
26(B) 25(B) 25(B) 25(B) 23(A) 23(A) 23(C) 23(C)
develops a topic sentence, marshals evidence to explain marshals evidence in support develops an argument that
summarizes findings, and uses the topic and gives relevant of a clear thesis statement and incorporates the complexities of
evidence to support conclu- reasons for conclusions; related claims; and discrepancies in informa-
sions; tion from multiple sources and
perspectives while anticipating
and refuting counter-argu-
ments;
26(A) 27(A) 28(A) 26(A) 25(A) 25(A) 23(B) 23(B) 23(A) 23(A)
create a visual display or drama- draw conclusions through a draws conclusions and sum- provides an analysis for the provides an analysis that sup-
tization to convey the results brief written explanation and marizes or paraphrases the audience that reflects a logical ports and develops personal
of the research (with adult create a works-cited page from findings in a systematic way; progression of ideas and a opinions, as opposed to simply
assistance). notes, including the author, clearly stated point of view; restating existing information;
title, publisher, and publication
year for each source used.
26(C) 25(C) 25(C) 25(C) 23(C) 23(C) 23(B) 23(B)
presents the findings in a con- presents the findings in a mean- uses graphics and illustrations uses a variety of formats and
sistent format; ingful format; to help explain concepts where rhetorical strategies to argue for
appropriate; the thesis;
23(D) 23(D)
uses a variety of evaluative tools
(e.g., self-made rubrics, peer
reviews, teacher and expert
evaluations) to examine the
quality of the research; and
26(D) 25(D) 25(D) 25(D) 23(E) 23(E) 23(D) 23(D)
uses quotations to support ideas follows accepted formats for uses a style manual (e.g., Modern Language Association, Chicago
and an appropriate form of integrating quotations and Manual of Style) to document sources and format written materi-
documentation to acknowledge citations into the written text to als;
sources. (e.g., bibliography, maintain a flow of ideas.
works cited).
23(E) 23(E)
is of sufficient length and com-
plexity to address the topic.
RESEARCH
LISTENING AND SPEAKING

LISTENING AND SPEAKING

Students listen and respond to the ideas of others while contributing their own
ideas in conversations and in groups.
LISTENING
AND SPEAKING
Guide to the ELAR TEKS Listening and Speaking Strand
Across Grade Levels
Listening Students use comprehension skills to listen E/LAS (English/Language Arts Standards)
attentively to others in formal and informal IV. Listening: B. Listen effectively in informal
settings. Students will continue to apply earlier and formal situations.
K 1 2 3 4 5 6 7 8 9 10 11 12
standards with greater complexity.
Speaking Students speak clearly and to the point, using E/LAS III. Speaking: B. Develop effective
the conventions of language. Students will con- speaking styles for both group and one-on-
tinue to apply earlier standards with greater one situations.*
K 1 2 3 4 5 6 7 8 9 10 11 12
complexity.
Teamwork Students work productively with others in E/LAS III. Speaking: A. Understand the
teams. Students will continue to apply earlier elements of communication both in informal
standards with greater complexity. group discussions and formal presentations
(e.g., accuracy, relevance, rhetorical features,
organization of information).
E/LAS IV. Listening: A. Apply listening skills

as an individual and as a member of a group
K 1 2 3 4 5 6 7 8 9 10 11 12
in a variety of settings (e.g., lectures, discus-
sions, conversations, team projects, presenta-
tions, interviews).
CDS (Cross-Disciplinary Standards): I. Key

Cognitive Skills. E. Work habits
*There is no one-on-one speaking correlation in TEKS.
GUIDE: LISTENING AND

©2009 University of Texas System/Texas Education Agency SPEAKING ELAR TEKS Vertical Alignment Grades K–English IV | 62
ELAR TEKS Listening and Speaking Strand
Vertical Alignment
Listening and Speaking/Listening.
Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
21(A) listen 27(A) 28(A) 29(A) 27(A) 27(A) listen to 26(A) listen to 26(A) listen to and interpret a 24(A) listen responsively to a 24(A) listen responsively to a
attentively by and interpret a and interpret a speaker’s purpose by explain- speaker by taking notes that speaker by framing inquiries
listen attentively to speakers listen attentively to speakers,
facing speak- speaker’s mes- speaker’s mes- ing the content, evaluating the summarize, synthesize, or that reflect an understanding of
and ask relevant questions to ask relevant questions, and
ers and asking sages (both sages (both delivery of the presentation, highlight the speaker’s ideas for the content and by identifying
clarify information; make pertinent comments;
questions to verbal and verbal and and asking questions or making critical reflection and by asking the positions taken and the
clarify infor- nonverbal) nonverbal) comments about the evidence questions related to the content evidence in support of those
mation; and ask ques- and ask ques- that supports a speaker’s claims; for clarification and elaboration; positions;
tions to clarify tions to clarify
the speaker’s the speaker’s
purpose or purpose and
perspective; perspective;
21(B) follow 27(B) 28(B) 29(B) 27(B) 27(B) follow, 26(B) follow 26(B) 26(B) 24(B) 24(B) 24(B) evaluate 24(B) assess
oral directions restate, and and give oral the clarity and the persua-
follow, restate, and give oral follow, restate, and give oral follow and give complex oral follow and give complex oral
that involve a give oral instructions coherence of siveness of a
instructions that involve a short instructions that involve a series instructions to perform specific instructions to perform specific
short related instructions that include a speaker’s presentation
related sequence of actions. of related sequences of action. tasks, answer questions, or solve tasks, answer questions, solve
sequence of that include multiple ac- message and based on con-
problems; problems, and complete pro-
actions. multiple action steps; critique the tent, diction,
cesses;
tion steps; impact of rhetorical
a speaker’s strategies, and
diction and delivery.
syntax on an
audience.
27(C) deter- 26(C) para- 26(C) draw 26(C) sum- 24(C) evaluate 24(C) evaluate
mine both phrase the conclusions marize formal the effective- how the style
main and major ideas about the and informal ness of a and structure
supporting and support- speaker’s presentations, speaker’s main of a speech
ideas in the ing evidence message by distinguish and support- support or
speaker’s mes- in formal and considering between ing ideas. undermine
sage. informal pre- verbal com- facts and its purpose or
sentations. munication opinions, and meaning.
(e.g., word determine the
choice, tone) effectiveness
and nonverbal of rhetorical
cues (e.g., devices.
posture,
gestures, facial
expressions).
LISTENING AND
SPEAKING
Listening and Speaking/Speaking.
Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to:
22(A) share 28(A) share 29(A) share 30(A) speak 28(A) express 28(A) give 27(A) give 27(A) present 27(A) 25(A) give 25(A) advance 25(A) give a 25(A) formu-
information information information coherently an opinion organized an organized a critique advocate a presentations a coherent formal pre- late sound
and ideas by and ideas and ideas that about the supported presentations presentation of a literary position using using infor- argument that sentation that arguments by
speaking audi- about the focus on the topic under by accurate employing with a specific work, film, anecdotes, mal, formal, incorporates exhibits a logi- using elements
bly and clearly topic under topic under discussion, information, eye contact, point of view, or dramatic analogies, and technical a clear thesis cal structure, of classical
using the discussion, discussion, employing employing speaking employing production, and/or illus- language and a logical smooth transi- speeches (e.g.,
conventions of speaking speaking eye contact, eye contact, rate, volume, eye contact, employing trations, and effectively progression of tions, accurate introduc-
language. clearly at an clearly at an speaking speaking rate, enuncia- speaking eye contact, use eye con- to meet the valid evidence evidence, well- tion, first and
appropriate appropriate rate, volume, volume, and tion, natural rate, volume, speaking rate, tact, speaking needs of audi- from reliable chosen details, second transi-
pace, using the pace, using the enuncia- enuncia- gestures, and enuncia- volume, enun- rate, volume, ence, purpose, sources and and rhetorical tions, body,
conventions of conventions of tion, and the tion, and the conventions tion, natural ciation, a vari- enunciation, and occasion, that employs devices, and and conclu-
language. language. conventions conventions of language gestures, and ety of natural a variety employing eye contact, that employs sion), the art
of language of language to commu- conventions gestures, and of natural eye contact, speaking rate eye contact, of persuasion,
to commu- to communicate ideas of language conventions gestures, and speaking rate (e.g., pauses speaking rate rhetorical
nicate ideas nicate ideas effectively. to commu- of language conventions (e.g., pauses for effect), (e.g., pauses devices, eye
effectively. effectively. nicate ideas to commu- of language for effect), volume, for effect), contact,
effectively. nicate ideas to commu- volume, enunciation, volume, speaking rate
effectively. nicate ideas enunciation, purposeful enunciation, (e.g., pauses
effectively. purposeful gestures, and purposeful for effect),
gestures, and conventions gestures, and volume,
conventions of language conventions enunciation,
of language to commu- of language purposeful
to communicate ideas to commu- gestures, and
nicate ideas effectively. nicate ideas conventions
effectively. effectively. of language
to commu-
nicate ideas
effectively.
LISTENING AND
SPEAKING
Listening and Speaking/Teamwork.
Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to:
23(A) follow 29(A) 30(A) 31(A) 29(A) 29(A) 28(A) 28(A) 28(A) 26(A) 26(A) 26(A) 26(A)
agreed-
follow agreed-upon rules for participate in teacher- and participate in student-led participate productively in participate productively in participate productively in
upon rules for
discussion, including listening student-led discussions by discussions by eliciting and discussions, plan agendas with teams, building on the ideas of teams, offering ideas or judg-
discussion,
to others, speaking when recog- posing and answering questions considering suggestions from clear goals and deadlines, set others, contributing relevant ments that are purposeful in
including tak-
nized, and making appropriate with appropriate detail and by other group members and by time limits for speakers, take information, developing a plan moving the team towards goals,
ing turns and
contributions. providing suggestions that build identifying points of agreement notes, and vote on key issues. for consensus-building, and set- asking relevant and insightful
speaking one
upon the ideas of others. and disagreement. ting ground rules for decision- questions, tolerating a range
at a time.
making. of positions and ambiguity in
decision-making, and evaluat-
ing the work of the group based
on agreed-upon criteria.
LISTENING AND
SPEAKING

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English Language Arts and Reading

Texas Essential Knowledge and Skills

©2009 University of Texas System/Texas Education Agency

For information, contact:

©2009 University of Texas System/Texas Education Agency

©2009 University of Texas System/Texas Education Agency ELAR TEKS Introduction | 1

©2009 University of Texas System/Texas Education Agency ELAR TEKS Introduction | 2

7 The statute number differs by grade level:

©2009 University of Texas System/Texas Education Agency ELAR TEKS Introduction | 3

12 Substitute the appropriate grade level.

©2009 University of Texas System/Texas Education Agency ELAR TEKS Introduction | 4

ELAR TEKS Vertical Alignment

Beginning Reading/Print Awareness Students understand how English is written

Beginning Reading/Phonological Awareness Students display phonological awareness.

Beginning Reading/Phonics Students use the relationships between letters

Beginning Reading/Strategies Students comprehend a variety of texts draw-

Fluency Students read grade level text with fluency

Comprehension of Literary Text/Sensory Language Students understand, make inferences and

Reading/Comprehension of Literary Text/Theme and Genre.

Reading/Comprehension of Literary Text/Poetry.

Reading/Comprehension of Literary Text/Fiction.

Reading/Comprehension of Literary Text/Literary Nonfiction.

Reading/Comprehension of Text/Independent Reading.

Reading/Comprehension of Informational Text/Expository Text.

Reading/Comprehension of Informational Text/Procedural Text.

ELAR ELAR ELAR ESOL I–II

©2009 University of Texas System/Texas Education Agency ELAR TEKS Figure 19 | 25

Reading/Comprehension Skills §110.11 - §110.16

Reading/Comprehension Skills §110.11 - §110.16

Subchapter B. Middle School

Reading/Comprehension Skills §110.18 - §110.20

Sixth Grade Seventh Grade Eighth Grade

Subchapter C. High School

Reading/Comprehension Skills §110.31 - §110.34

English I English II English III English IV

Reading/Comprehension Skills. Reading/Comprehension Skills. Reading/Comprehension Skills. Reading/Comprehension Skills.

Subchapter C. High School

Reading/Comprehension Skills §128.31 - §128.32

Reading/Comprehension Skills. Students use a Reading/Comprehension Skills. Students use a

ELAR TEKS Vertical Alignment

Persuasive Texts Grades 2–6: Students write persuasive texts to

Grades 7–8: Students write persuasive texts to

Courses Eng. I–II: Students write persuasive

Courses Eng. III–IV: Students write persuasive

Writing/Expository and Procedural Texts.

(i) establish a (i) establish a

ELAR TEKS Vertical Alignment

ORAL AND WRITTEN CONVENTIONS

ORAL AND WRITTEN

Handwriting/Capitalization/Punctuation Students write legibly and use appropriate

Spelling Students spell correctly.

GUIDE: ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

ORAL AND WRITTEN

(ii) Latin roots

(iii) Greek suf-

(iv) Latin de-