Texas Alignment 2008 Texas Essential Knowledge and Skills ...doc.renlearn.com/KMNet/R00551989EE9FE92.pdf · ELA: 2008 Texas Essential Knowledge and Skills (TEKS), produced by Texas

Texas Alignment 2008 Texas Essential Knowledge and Skills (TEKS), produced by Texas Education Agency

ELA: 110.11. Kindergarten through 110.14 Grade 3 2005 Texas Essential Knowledge and Skills (TEKS), produced by Texas Education Agency

Math: 111.12. Kindergarten through 111.13 Grade 1

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express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

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Texas Alignment ELA: 2008 Texas Essential Knowledge and Skills (TEKS), produced by Texas Education Agency Math: 2003 Texas Essential Knowledge and Skills (TEKS), produced by Texas Education Agency

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document

showing the entire list of standards for the subject, discipline, and grade and the product skills

aligned to those standards. This alignment report shows the breadth of standards coverage for

the purpose and focus of this product.

Note to Educator ............... ........ ........ ........ . ............ ........ ........ ........ . ............ ........ .. iii

ELA: 110.11. Kindergarten ................... ....................................................................... 1

ELA: 110.12. First Grade ........................................................................................... 4

ELA: 110.13. Second Grade ........................... ............................................................... 9

ELA: 110.14. Third Grade ........................................................................................... 13

Math: 111.12 Kindergarten .................................. ........................................................ 16

Math: 111.13 Grade 1 ............................................................................................... 18

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Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance

Learning, we recognize the impact that standards and assessment reform have on schools.

We share the concerns of educators and administrators that students perform well and

that teachers have the resources they need to support their efforts to address standards and

assessments.

Renaissance Learning provides alignment reports to customers to show how the skills

within each product align to the skills within academic standards. The alignment report

presents the academic reading standards for a specific state/agency with the aligned

Renaissance Learning product skills indented below each standard.

Academic standards encompass the entire set of learning and expectations that teachers

are responsible for. Renaissance Learning recognizes that teachers are the key to using

products to address the entire set of standards. Renaissance Learning products are ideally

suited to support teachers and academic standards. The Renaissance Learning alignment

report supports teachers in this role by clearly identifying specific product skills that are

aligned to the multiple skills within the standards.

P.O. Box 8036

Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204

Fax: (715) 424-4242

www.renlearn.com

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On the alignment report you will see the words “Focus Skill” next to some of the skills.

Focus skills are the most critical reading skills for a student to learn at a grade level. They

are key building blocks in a student’s reading education. Students need to have

proficiency with focus skills to be successful in reading at their grade levels and to

progress in the grades that follow. Focus skills are indicated on Renaissance Learning’s

research-based and empirically validated Core Progress Reading learning progression.

Core Progress Reading identifies the continuum of concepts and skills needed for success

in reading. The continuum begins with early literacy and progresses to the level of

reading ability required for college and careers. Alignments for STAR Early Literacy

Enterprise are to the Common Core State Standards (CCSS) Reading Foundational Skills.

STAR Early Literacy Enterprise also assesses early numeracy. Alignments for these skills

are between the CCSS Mathematics Standards and Core Progress Math, Renaissance

Learning’s research-based and empirically validated math learning progression.

In the alignment report, you will notice that most skills have a grade-level indicator at the

end of the text. In addition to these grade-level skills, the report includes skills that are

not grade specific and do not have a grade-level indicator. These skills are designated

Overall Product Skills. They are skills that all students gain through use of the product.

We hope this report answers your questions regarding the alignment of Renaissance

Learning technology and materials to standards. The complete alignment strategy

document is available. The English Language Arts document is number R41078.

If you have any questions about the alignment report, please feel free to call us at

(800) 338-4204.

Sincerely,

Renaissance Learning

ELA: 110.11. KindergartenTexasEssential Knowledge and Skills

STAR Early Literacy Enterprise

- 1 of 18 -1/9/2013 * Assessed standard

Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill

TX 2.B - Students are expected to: identify syllables in spoken words;

Overall Product Skills Develop concepts of print

Word Knowledge and Skills Know that spaces separate words (e.g., recognize the difference between Thecatsleeps. and The cat sleeps.) [Kindergarten]

TX 2.A - Students are expected to: identify a sentence made up of a group of words;

TX 2 - Students display phonological awareness.

TX 1.G - Students are expected to: identify different parts of a book (e.g., front and back covers, title page).


TX 1.F - Students are expected to: hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and

Word Knowledge and Skills Know that spaces separate words (e.g., recognize the difference between Thecatsleeps. and The cat sleeps.) [Kindergarten]

TX 1.E - Students are expected to: recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping);

Word Knowledge and Skills Understand that words are specific sequences of letters that carry meaning (e.g., identify which is a word, not a letter from choices d, n, and; identify which is a letter, not a word from choices this, b, fox) [Kindergarten]

Focus Skill

TX 1.D - Students are expected to: recognize the difference between a letter and a printed word;

TX 1.C - Students are expected to: demonstrate the one-to-one correspondence between a spoken word and a printed word in text;

Word Knowledge and Skills Know all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., Pick another way to write the letter G from q, g, j.) [Kindergarten]

TX 1.B - Students are expected to: identify upper- and lower-case letters;

TX 1.A - Students are expected to: recognize that spoken words can be represented by print for communication;

TX 1 - Students understand how English is written and printed.

ELA: 110.11. Kindergarten




Identify initial consonant sounds with the letters that represent them (e.g., pick the word that begins with the sound /g/, get; pick the first letter you hear in mop, m) [Kindergarten]

Focus Skill

Word Knowledge and Skills Add or substitute initial or final phonemes in order to produce new words in spoken language (e.g., change the /k/ in cat to /h/ to make hat; change the /g/ in bug to /s/ to make bus) [Kindergarten]

Focus Skill

TX 2.H - Students are expected to: isolate the initial sound in one-syllable spoken words; and

Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

Word Knowledge and Skills Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]

TX 2.G - Students are expected to: blend spoken phonemes to form one-syllable words (e.g., /m/ ... /a/ ... /n/ says man);


TX 2.F - Students are expected to: blend spoken onsets and rimes to form simple words (e.g., onset /c/ and rime /at/ make cat);

TX 2.E - Students are expected to: recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball");

Word Knowledge and Skills Use knowledge of rhyme to distinguish between rhyming and nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

Focus Skill

TX 2.D - Students are expected to: distinguish orally presented rhyming pairs of words from non-rhyming pairs;

Use knowledge of rhyme to distinguish between rhyming and nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

Focus Skill

Word Knowledge and Skills Understand and identify rhyming sounds (e.g., The sound is /arn/. Look at pictures of a heart, a card, and a barn. Pick the picture that has the /arn/ sound.) [Pre-Kindergarten]

Focus Skill

TX 2.C - Students are expected to: orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");




Word Knowledge and Skills Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight [Kindergarten]

Focus Skill

TX 3.D - Students are expected to: identify and read at least 25 high-frequency words from a commonly used list.

Understand that changing the middle vowel sound creates a new word (e.g., pick which word you would have by changing the /a/ sound in mast to /u/, when reading the words mist, most, and must) [Grade 1]

Focus Skill

Word Knowledge and Skills Distinguish between words that have different letters (e.g., pick the word that is different from the others in: an, as, an) [Kindergarten]

TX 3.C - Students are expected to: recognize that new words are created when letters are changed, added, or deleted; and

Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill


TX 3.B - Students are expected to: use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);

Word Knowledge and Skills Know that letters are visual symbols that represent phonemes (e.g., recognize the sounds of all letters of the alphabet in lower- and uppercase forms) [Kindergarten]

Focus Skill

TX 3.A - Students are expected to: identify the common sounds that letters represent;

TX 3 - Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English.

Word Knowledge and Skills Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill

TX 2.I - Students are expected to: segment spoken one-syllable words into two to three phonemes (e.g., dog: /d/ ... /o/ ... /g/).

ELA: 110.12. First GradeTexasEssential Knowledge and Skills



Use knowledge of rhyme to distinguish between rhyming and nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

Focus Skill

Word Knowledge and Skills Understand and identify rhyming sounds (e.g., The sound is /arn/. Look at pictures of a heart, a card, and a barn. Pick the picture that has the /arn/ sound.) [Pre-Kindergarten]

Focus Skill

TX 2.A - Students are expected to: 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);

TX 2 - Students display phonological awareness.

TX 1.F - Students are expected to: identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents).


TX 1.E - Students are expected to: read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and

TX 1.D - Students are expected to: recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation);

Word Knowledge and Skills Know the order of the alphabet (e.g., identify letters that come before or after) [Kindergarten]

TX 1.C - Students are expected to: sequence the letters of the alphabet;

Word Knowledge and Skills Know all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., Pick another way to write the letter G from q, g, j.) [Kindergarten]

TX 1.B - Students are expected to: identify upper- and lower-case letters;

Word Knowledge and Skills Understand that words are specific sequences of letters that carry meaning (e.g., identify which is a word, not a letter from choices d, n, and; identify which is a letter, not a word from choices this, b, fox) [Kindergarten]

Focus Skill

TX 1.A - Students are expected to: recognize that spoken words are represented in written English by specific sequences of letters;

TX 1 - Students understand how English is written and printed.

ELA: 110.12. First Grade




TX 3.A - Students are expected to: decode words in context and in isolation by applying common letter-sound correspondences, including:

TX 3 - 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.

Word Knowledge and Skills Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

TX 2.F - Students are expected to: segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat = /s/p/l/a/t/).

Word Knowledge and Skills Identify initial and final phonemes in spoken words (e.g., heart has the same beginning sound as head; boot has a different ending sound than bean) [Kindergarten]

Focus Skill

TX 2.E - Students are expected to: isolate initial, medial, and final sounds in one-syllable spoken words; and

Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill

Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten]

TX 2.D - Students are expected to: blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g., spr);

Word Knowledge and Skills Add or substitute initial, final, or medial vowel phonemes in order to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen; change /a/ in race to /i/ to make rice) [Grade 1]

Focus Skill

TX 2.C - Students are expected to: 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/);

Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1]

Word Knowledge and Skills Identify short vowel sounds in spoken words (e.g., the middle vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten]

Focus Skill

TX 2.B - Students are expected to: distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);




Decode words by identifying the correctly spelled diphthong in a word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

Focus Skill

Word Knowledge and Skills Recognize diphthong vowel sounds in order to read single-syllable words (e.g., read the words prize, poor, and point and recognize that point has the /oi/ sound) [Grade 2]

TX 3.A.vi - vowel diphthongs including oy, oi, ou, and ow;

Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]


TX 3.A.v - vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay, ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

Word Knowledge and Skills Recognize and identify consonant digraphs in words (e.g., pick the word that has -sh from choices saw, wash, have) [Grade 1]

Focus Skill

TX 3.A.iv - consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;

Word Knowledge and Skills Recognize consonant-blend sounds by distinguishing between single-syllable spoken words (e.g., pick the picture whose name begins with /st/ from the pictures of stairs, soup, swing) [Kindergarten]

TX 3.A.iii - consonant blends (e.g., bl, st);


Word Knowledge and Skills Identify short vowel sounds in order to distinguish among single-syllable words (e.g., pick the letter that makes the middle sound you hear in had) [Kindergarten]

TX 3.A.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;

Word Knowledge and Skills Use knowledge of initial and final consonants to differentiate between written words (e.g., pick which word sounds like leak but ends with /d/ when reading the words lead, leap, and load) [Grade 1]

TX 3.A.i - single letters (consonants) including b, c=/k/, 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;




Word Knowledge and Skills Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1]

TX 3.C.iv - vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);

Word Knowledge and Skills Use knowledge of syllable patterns to decode words (e.g., read a word such as animal and pick how many syllables the word has) [Grade 2]

Focus Skill

TX 3.C.iii - final stable syllable (e.g., ap-ple, a-ble);

Word Knowledge and Skills Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

TX 3.C.ii - open syllable (CV) (e.g., he, ba-by);



TX 3.C.i - closed syllable (CVC) (e.g., mat, rab-bit);

TX 3.C - Students are expected to: use common syllabication patterns to decode words, including:

Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Word Knowledge and Skills Recognize consonant-blend sounds by distinguishing between single-syllable spoken words (e.g., pick the picture whose name begins with /st/ from the pictures of stairs, soup, swing) [Kindergarten]

Recognize spelling patterns in words with initial consonant blends of 2 or 3 letters (e.g., The word is strap. Pick the letters that make the sound at the beginning of strap. Pick from spl, spr, str.) [Grade 2]

TX 3.B - Students are expected to: combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;




Overall Product Skills Monitor own performance

TX 3.I - Students are expected to: monitor accuracy of decoding.

Word Knowledge and Skills Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight [Kindergarten]

Focus Skill

TX 3.H - Students are expected to: identify and read at least 100 high-frequency words from a commonly used list; and

TX 3.G - Students are expected to: identify and read contractions (e.g., isn't, can't);

Word Knowledge and Skills Understand that a compound word is a word whose parts are also words (e.g., everyone) [Grade 1]

Focus Skill

TX 3.F - Students are expected to: use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

TX 3.E - Students are expected to: read base words with inflectional endings (e.g., plurals, past tenses);

Word Knowledge and Skills Recognize spelling patterns in words with final consonant blends (e.g., The word is bent. Pick the letters that make the sound at the end of bent. Pick from nt, rt, nk.) [Grade 2]

Focus Skill

TX 3.D - Students are expected to: decode words with common spelling patterns (e.g., -ink, -onk, -ick);

Word Knowledge and Skills Recognize and decode r-controlled vowel sounds in words (e.g., of the word hard, bed, and bird, bird has the /ur/ sound) [Grade 2]

TX 3.C.vi - r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or;


Focus Skill

Recognize diphthong vowel sounds in order to read single-syllable words (e.g., read the words prize, poor, and point and recognize that point has the /oi/ sound) [Grade 2]



TX 3.C.v - vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and

ELA: 110.13. Second GradeTexasEssential Knowledge and Skills



Word Knowledge and Skills Recognize and identify consonant digraphs in words (e.g., pick the word that has -sh from choices saw, wash, have) [Grade 1]

Focus Skill

TX 2.A.iii - consonant digraphs (e.g., ng, ck, ph); and

Recognize spelling patterns in words with final consonant blends (e.g., The word is bent. Pick the letters that make the sound at the end of bent. Pick from nt, rt, nk.) [Grade 2]

Focus Skill

Recognize spelling patterns in words with initial consonant blends of 2 or 3 letters (e.g., The word is strap. Pick the letters that make the sound at the beginning of strap. Pick from spl, spr, str.) [Grade 2]

Word Knowledge and Skills Isolate and identify initial consonant blends in spoken and written words (e.g., pick the word that starts with /bl/ from choices block, brew, book) [Grade 1]

Focus Skill

TX 2.A.ii - consonant blends (e.g., thr, spl);

Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1]

Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

Read single-syllable words and identify short vowel sounds (e.g., read the words cup, nap, and man; cup has the same middle vowel sound as run) [Grade 1]

Word Knowledge and Skills Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill

Overall Product Skills Develop and build fluency

TX 2.A.i - single letters (consonants and vowels);

TX 2.A - Students are expected to: decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:

TX 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.


TX 1 - Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks).

ELA: 110.13. Second Grade





TX 2.B.iv - vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);


Focus Skill

TX 2.B.iii - final stable syllable (e.g., sta-tion, tum-ble);

Word Knowledge and Skills Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

TX 2.B.ii - open syllable (CV) (e.g., ti-ger);

Use knowledge of syllable patterns to decode words (e.g., read a word such as animal and pick how many syllables the word has) [Grade 2]

Focus Skill



TX 2.B.i - closed syllable (CVC) (e.g., pic-nic, mon-ster);

TX 2.B - Students are expected to: use common syllabication patterns to decode words including:





Focus Skill

TX 2.A.iv - vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);




Overall Product Skills Develop and build literacy

Word Knowledge and Skills Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to predict the meanings of unfamiliar words [Grade 2]

Focus Skill

TX 2.D - Students are expected to: read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

Decode words by identifying the correctly spelled r-controlled vowel pattern in a word from a spoken sentence (e.g., Read the words haurd, hard, and hawrd and recognize that hard is the correct spelling in the following: The nut has a hard shell.) [Grade 2]

Focus Skill

Word Knowledge and Skills Decode words by identifying the correctly spelled diphthong in a word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

Focus Skill

TX 2.C - Students are expected to: decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);


Focus Skill




TX 2.B.vi - vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);


Focus Skill


TX 2.B.v - r-controlled vowels (e.g., per-fect, cor-ner); and




Develop and build literacy


TX 4 - Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Overall Product Skills Apply comprehension strategies

Monitor own performance

TX 3.C - Students are expected to: establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Locate key details in text and determine what they describe or explain [Grade 2]

Comprehension Strategies and Constructing Meaning

Answer who, what, where, when, why, and how questions [Grade 1]

Focus Skill

TX 3.B - Students are expected to: ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

TX 3.A - Students are expected to: use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

TX 3 - Students comprehend a variety of texts drawing on useful strategies as needed.


TX 2.H - Students are expected to: monitor accuracy of decoding.


Word Knowledge and Skills Identify and understand synonyms for grade-appropriate high-frequency words (e.g., Dolch: big/large, yell/shout, start/begin; Fry: love/like) [Grade 2]

TX 2.G - Students are expected to: identify and read at least 300 high-frequency words from a commonly used list; and

Overall Product Skills Develop and build literacy

Word Knowledge and Skills Use knowledge of familiar grade-appropriate words (grade level 0-2) to form compounds (e.g., paintbrush, backyard) and contractions (e.g., weren't, couldn't) and predict their meanings [Grade 2]

TX 2.F - Students are expected to: identify and read contractions (e.g., haven't, it's);

TX 2.E - Students are expected to: identify and read abbreviations (e.g., Mr., Ave.);

ELA: 110.14. Third GradeTexasEssential Knowledge and Skills



Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]


TX 1.B.ii - open syllable (CV) (e.g., ve-to);



TX 1.B.i - closed syllable (CVC) (e.g., mag-net, splen-did);

TX 1.B - Students are expected to: use common syllabication patterns to decode words including:

TX 1.A.v - using knowledge of derivational affixes (e.g., -de, -ful, -able);

Word Knowledge and Skills Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to predict the meanings of unfamiliar words [Grade 2]

Focus Skill

TX 1.A.iv - using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

TX 1.A.iii - changing the final "y" to "i" (e.g., baby to babies);

TX 1.A.ii - doubling final consonants when adding an ending (e.g., hop to hopping);


TX 1.A.i - dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

TX 1.A - Students are expected to: decode multisyllabic words in context and independent of context by applying common spelling patterns including:

TX 1 - Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English.

ELA: 110.14. Third Grade




Word Knowledge and Skills Decode words by identifying the correctly spelled diphthong in a word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

Focus Skill


Focus Skill

TX 1.C - Students are expected to: decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);




Focus Skill


TX 1.B.v - vowel digraphs and diphthongs (e.g., ei-ther);


Focus Skill


TX 1.B.iv - r-controlled vowels (e.g., fer-ment, car-pool); and


Focus Skill

TX 1.B.iii - final stable syllable (e.g., puz-zle, con-trac-tion);





TX 1.E - Students are expected to: monitor accuracy in decoding.

Word Knowledge and Skills Use knowledge of familiar grade-appropriate words (grade level 0-2) to form compounds (e.g., paintbrush, backyard) and contractions (e.g., weren't, couldn't) and predict their meanings [Grade 2]

TX 1.D - Students are expected to: identify and read contractions (e.g., I'd, won't); and

Math: 111.12 KindergartenTexasEssential Knowledge and Skills



Geometry and Measurement Compare sizes, weights, and volumes [Early Numeracy]

TX 10.C - The student is expected to: compare two containers according to capacity (holds more, holds less, or holds the same);

Overall Product Skills Use strategies to derive solutions for problems

TX 10.B - The student is expected to: compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);

TX 10.A - The student is expected to: compare and order two or three concrete objects according to length (longer/shorter than, or the same);

TX 10 - The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions.

Measurement.

Numbers and Operations Count 1-20 [Early Numeracy]

TX 6.B - The student is expected to: count by ones to 100.

TX 6 - The student uses patterns to make predictions.

Patterns, relationships, and algebraic thinking.

Numbers and Operations Recognize ordinal numbers 1st - 10th [Early Numeracy]

TX 2.B - The student is expected to: name the ordinal positions in a sequence such as first, second, third, etc.

TX 2 - The student describes order of events or objects.

TX 1.C - The student is expected to: use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

TX 1.B - The student is expected to: use sets of concrete objects to represent quantities given in verbal or written form (through 20); and

Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

TX 1.A - The student is expected to: use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

TX 1 - The student uses numbers to name quantities.

Number, operation, and quantitative reasoning.

Math: 111.12 Kindergarten

Math: 111.12 KindergartenTexasEssential Knowledge and Skills




TX 10.D - The student is expected to: compare two objects according to weight/mass (heavier than, lighter than or equal to); and

Math: 111.13 Grade 1TexasEssential Knowledge and Skills




TX 7.F - The student is expected to: compare and order two or more objects according to weight/mass (from heaviest to lightest); and


TX 7.E - The student is expected to: compare and order two or more containers according to capacity (from holds the most to holds the least);


TX 7.D - The student is expected to: compare and order the area of two or more two-dimensional surfaces (from covers the most to covers the least);

TX 7.B - The student is expected to: compare and order two or more concrete objects according to length (from longest to shortest);

TX 7 - The student directly compares the attributes of length, area, weight/mass, capacity, and temperature. The student uses comparative language to solve problems and answer questions. The student selects and uses nonstandard units to describe length.

Measurement.

Algebra Complete a picture pattern [Early Numeracy]

TX 4.A - The student is expected to: The student is expected to identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems.

TX 4 - The student uses repeating patterns and additive patterns to make predictions.

Patterns, relationships, and algebraic thinking.

Math: 111.13 Grade 1

Documents

Texas Alignment 2008 Texas Essential Knowledge and Skills ...doc.renlearn.com/KMNet/R00551989EE9FE92.pdf · ELA: 2008 Texas Essential Knowledge and Skills (TEKS), produced by Texas