ELA.1.3.A | TEKS Guide

ENGLISH LANGUAGE ARTS AND READING.1.3.A — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

ELA.K.3.A

use a resource such as a picture dictionary or digital resource to find words;

ELA.1.3.A

use a resource such as a picture dictionary or digital resource to find words;

ELA.2.3.A

use print or digital resources to determine meaning and pronunciation of unknown words;

ELA.3.3.A

use print or digital resources to determine meaning, syllabication, and pronunciation;

ELA.4.3.A

use print or digital resources to determine meaning, syllabication, and pronunciation;

ELA.5.3.A

use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;

ELA.6.2.A

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

ELA.7.2.A

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

ELA.8.2.A

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;

ELA.E1.2.A

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

ELA.E2.2.A

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

ELA.E3.2.A

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

ELA.E4.2.A

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

Next grade

ENGLISH LANGUAGE ARTS AND READING.1.3.A — Focal Points

Foundational Skills

Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.

ELA.1.1.A

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

ELA.1.1.B

follow, restate, and give oral instructions that involve a short, related sequence of actions;

ELA.1.2.A.i

producing a series of rhyming words;

ELA.1.2.A.ii

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

ELA.1.2.A.iii

distinguishing between long and short vowel sounds in one-syllable words;

ELA.1.2.A.iv

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

ELA.1.2.A.v

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

ELA.1.2.A.vi

manipulating phonemes within base words; and

ELA.1.2.A.vii

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

ELA.1.2.B.i

decoding words in isolation and in context by applying common letter sound correspondences;

ELA.1.2.B.ii

decoding words with initial and final consonant blends, digraphs, and trigraphs;

ELA.1.2.B.iii

decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

ELA.1.2.B.iv

using knowledge of base words to decode common compound words and contractions;

ELA.1.2.B.v

decoding words with inflectional endings, including -ed, -s, and -es; and

ELA.1.2.B.vi

identifying and reading at least 100 high-frequency words from a research-based list;

ELA.1.2.C.i

spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

ELA.1.2.C.ii

spelling words with initial and final consonant blends, digraphs, and trigraphs;

ELA.1.2.C.iii

spelling words using sound-spelling patterns; and

ELA.1.2.C.iv

spelling high-frequency words from a research-based list;

ELA.1.2.D

demonstrate print awareness by identifying the information that different parts of a book provide;

ELA.1.2.E

alphabetize a series of words to the first or second letter and use a dictionary to find words; and

ELA.1.3.A

use a resource such as a picture dictionary or digital resource to find words;

ELA.1.3.C

identify the meaning of words with the affixes -s, -ed, and -ing; and

ELA.1.4

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

ELA.1.5

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

ELA.1.6.I

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

ELA.1.7.F

respond using newly acquired vocabulary as appropriate.

ELA.1.11.D.i

complete sentences with subject-verb agreement;

ELA.1.11.D.ii

past and present verb tense;

ELA.1.11.D.iii

singular, plural, common, and proper nouns;

ELA.1.11.D.iv

adjectives, including articles;

ELA.1.11.D.v

adverbs that convey time;

ELA.1.11.D.vi

prepositions;

ELA.1.11.D.vii

pronouns, including subjective, objective, and possessive cases;

ELA.1.11.D.viii

capitalization for the beginning of sentences and the pronoun "I";

ELA.1.11.D.ix

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

ELA.1.11.D.x

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

Oral and Written Comprehension

Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.

ELA.1.1.A

listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

ELA.1.1.B

follow, restate, and give oral instructions that involve a short, related sequence of actions;

ELA.1.2.A.i

producing a series of rhyming words;

ELA.1.2.A.ii

recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

ELA.1.2.A.iii

distinguishing between long and short vowel sounds in one-syllable words;

ELA.1.2.A.iv

recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

ELA.1.2.A.v

blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

ELA.1.2.A.vi

manipulating phonemes within base words; and

ELA.1.2.A.vii

segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

ELA.1.3.A

use a resource such as a picture dictionary or digital resource to find words;

ELA.1.3.B

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

ELA.1.3.C

identify the meaning of words with the affixes -s, -ed, and -ing; and

ELA.1.3.D

identify and use words that name actions, directions, positions, sequences, categories, and locations.

ELA.1.4

ELA.1.5

ELA.1.6.A

establish purpose for reading assigned and self-selected texts with adult assistance;

ELA.1.6.B

generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

ELA.1.6.C

make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

ELA.1.6.D

create mental images to deepen understanding with adult assistance;

ELA.1.6.E

make connections to personal experiences, ideas in other texts, and society with adult assistance;

ELA.1.6.F

make inferences and use evidence to support understanding with adult assistance;

ELA.1.6.G

evaluate details to determine what is most important with adult assistance;

ELA.1.6.H

synthesize information to create new understanding with adult assistance; and

ELA.1.6.I

monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

ELA.1.8.A

discuss topics and determine theme using text evidence with adult assistance;

ELA.1.8.B

describe the main character(s) and the reason(s) for their actions;

ELA.1.8.C

describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

ELA.1.8.D

describe the setting.

ELA.1.9.A

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

ELA.1.9.B

discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

ELA.1.9.C

discuss elements of drama such as characters and setting;

ELA.1.9.D.i

the central idea and supporting evidence with adult assistance;

ELA.1.9.D.ii

features and simple graphics to locate or gain information; and

ELA.1.9.D.iii

organizational patterns such as chronological order and description with adult assistance;

ELA.1.9.E

recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and