anthologies correlated to texas essential knowledge and...

Anthologies Correlated to Texas Essential Knowledge and Skills

(TEKS)

Level (1-4)


(TEKS)

Level 1

Descubre el español – Antología Grade 1

LEGENDB = BeginnerI = IntermediateA = Advanced

Scope and Sequence(Correlated to the Texas Essential Knowledge and Skills (TEKS) for Spanish Language Arts)

BEGINNER, INTERMEDIATE, ADVANCED -- INTEGRATEDUnidad 1 Unidad 2 Unidad 3 Unidad 4 Unidad 5 Unidad 6 Unidad 7 Unidad 8

READING: BEGINNING SKILLSTEKS §128.12.(b) (1) Print Awareness

A. recognize that spoken words are represented in written Spanish by specific sequences of lettersB. identify upper- and lower-case letters Así se dice: B

Así se escribe: BAsí se dice: BAsí se escribe: B

Así se dice: BAsí se escribe: B

Así se dice: BAsí se escribe: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B

C. sequence of letters of the alphabetD. recognize features of a sentence (e.g., capitalization of first word, beginning and ending punctuation, the em dath to indicate dialogue) Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: BE. read by moving from top to bottom and tracking words from left to right with return sweep Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, AF. identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents)

TEKS §128.12.(b) (2) Phonological AwarenessA. orally generate a series of rhyming words using a variety of phonograms (e.g., -ita, -osa, -ión)

Así se dice: B, AAsí se escribe: I Así se dice: A

Así se dice: B, IAsí se escribe: I Así se dice: B, I, A

B. recognize the change in a spoken word when a specified syllable or phoneme is added, changed or removed (e.g., “me-sa” to “ma-sa”; “to-mo” to “co-mo”) Así se escribe: IC. blend spoken phonemes to form syllables and words (e.g., sol, pato) Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B

D. distinguish orally represented rhyming pairs from non-rhyming pairsAsí se dice: B, AAsí se escribe: I Así se dice: A


E. identify syllables in spoken words, including diphthongs and hiatus (le-er, rí-o, quie-ro, na-die, ra-dio, sa-po) Así se dice: A Así se dice: BF. separate spoken multi-syllabic words into two to four syllables (e.g., ra-na, má-qui-na, te-lé-fo-no) Así se dice: I, A Así se dice: I, A Así se dice: B, I Así se dice: B, I Así se dice: B Así se dice: B, A Así se dice: B, I, A

Así se dice: B, IAsí se escribe: A

TEKS §128.12.(b) (3) PhonicsA. decode the vowel sounds Así se dice: B Así se dice: B Así se dice: BB. decode syllables Así se dice: I, A Así se dice: B, I, A Así se dice: B, I Así se dice: B, I Así se dice: B Así se dice: B, A Así se dice: B, I, A Así se dice: B, IC. use phonological knowledge to match sounds to individual letters and syllables including hard and soft consonants such as "r," "c," and "g" Así se dice: I Así se dice: I Así se dice: I Así se dice: I Así se escribe: A Así se dice: BD. decode written “y” when used as conjunctionE. decode words in context and in isolation by applying knowledge of letter-sound relationship in different structures, including: Así se dice: I Así se escribe: I Así se escribe: I

(i) open syllable (e.g., CV, la; VCV, ala; CVCV, toma)(ii) closed syllable (e.g., VC, un; CVC, mes)(iii) consonant blends (e.g., bra/bra-zo; glo/glo-bo) Así se escribe: I(iv) consonant digraphs (e.g., ch/chi-le; ll/lla-ve; rr/pe-rro); Así se escribe: A Así se dice: B

F. decode words with silent “h” Así se escribe: AG. decode words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and güe-, güi-, as in pingüino and agüitaH. decode words that have the same sounds represented by different letters:

–r/rr Así se dice: I Así se dice: I Así se dice: I Así se escribe: A Así se dice: B–ll/y Así se dice: I Así se dice: I–g/j Así se dice: I–c/k/q Así se dice: I Así se dice: I Así se dice: B–c/s/z Así se dice: I Así se dice: I Así se dice: I Así se dice: I–j/x–i/y–b/v

I. identify the stressed syllable (sílaba tónica) Así se escribe: A Así se escribe: I Así se escribe: IJ. decode words with an orthographic accent (e.g., "papá," "mamá") Así se escribe: A Así se escribe: A Así se escribe: I, A Así se escribe: AK. use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelata, salvavida) Así se dice: A Así se dice: A

TEKS §128.12.(b) (4) StrategiesA. confirm predictions about what will happen next in text by “reading the part that tells”

Reading Selection: B, I, AComprendo lo que leí: B, I, A








B. ask relevant questions, seek clarification, and locate facts and details about stories and other texts Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, AC. 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)

Antes de leer: B, I, AReading Selection: B, I, AComprendo lo que leí: B, I, A








READINGTEKS §128.12.(b) (5) Fluency

Student reads grade-level text with fluency and comprehension. Student is expected to read aloud grade-level appropriate text with accuracy, expression, appropriate phrasing, and comprehension. Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

TEKS §128.12.(b) (6) Vocabulary DevelopmentA. identify words that name actions (verbs) and words that name persons, places, or things (nouns) Así se escribe: I, A Así se escribe: B, I Así se escribe: B, A Así se escribe: B, A

Así se dice: AAsí se escribe: B, A

Así se dice: I, AAsí se escribe: I

Así se dice: I, AAsí se escribe: B, I

Así se dice: AAsí se escribe: B, I

B. determine the meaning of compound words using knowledge of their individual components words (e.g., paraguas) Así se dice: A Así se dice: AC. determine what words mean from how they are used in a sentence, either heard or read Así se dice: A Así se dice: A Así se dice: I Así se dice: I, AD. identify and sort words into conceptual categories (e.g., opposites, living things) Así se dice: A (synonyms)E. alphabetize a series of words to the first or second letter and use a dictionary to find words Así se escribe: A Así se escribe: A Así se dice: I Así se dice: I

READING: COMPREHENSION OF LITERARY TEXTTEKS §128.12.(b) (7) Theme and Genre

A. connect the meaning of a well-known story or fable to personal experiences


B. explain the function of recurring phrases (e.g., “Había una vez”, “Colorín colorado este cuento se ha acabado”, etc.) in traditional folk and fairy tales

Reading Selection: I, AComprendo lo que leí: I, A

TEKS §128.12.(b) (8) Poetry

respond to and use rhythm, rhyme, and alliterationReading Selection: B, I, AComprendo lo que leí: B, I, A

Reading Selection: B, I, AComprendo lo que leí: B, I, AAsí se dice: IAsí se escribe: I

Reading Selection: B, I, AComprendo lo que leí: B, I, AAsí se dice: I

Drama<Not applicable to Grade 1>

TEKS §128.12.(b) (9) Fiction

A. describe plot (problem and solution) and retell story’s beginning, middle, and end with attention to the sequence of events

Reading Selection: B, I, AComprendo lo que leí: B, I, AAsí se escribe: A Así se escribe: I

B. describe characters in a story and the reasons for their actions and

TEKS §128.12.(b) (10) Literary Non-Fiction

determine whether a story is true or a fantasy and explain whyReading Selection: BComprendo lo que leí: B

TEKS §128.12.(b) (11) Sensory Languagerecognize sensory details in literary text Reading Selection: A Reading Selection: B, I, A Reading Selection: I, A

TEKS §128.12.(b) (12) Independent Readingread independently for a sustained period of time Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

READING: COMPREHENSION OF INFORMATIONAL TEXTTEKS §128.12.(b) (13) Culture and History

identify the topic and explain the author’s purpose in writing the text Reading Selection: IComprendo lo que leí: I



TEKS §128.12.(b) (14) Expository Text

A. restate the main idea, heard or readReading Selection: IComprendo lo que leí: I

B. identify important facts or details in text, heard or readReading Selection: IComprendo lo que leí: I

C. retell the order of events in a text by referring to the words and/or illustrations

Reading Selection: IComprendo lo que leí: I

D. use text features (e.g., title, TOC, illustrations) to locate information in text


TEKS §128.12.(b) (15) Procedural TextsA. follow written multi-step directions with picture cues to assist with understandingB. explain the meaning of signs and symbols (e.g., map features)

TEKS §128.12.(b) (16) Media LiteracyA. recognize different purposes of media (e.g., informational, entertainment) with adult assistanceB. identify techniques used in media (e.g., sound, movement)

WRITINGTEKS §128.12.(b) (17) Writing Process

A. plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)B. develop drafts by sequencing ideas through writing sentencesC. revise drafts by adding or deleting a word, phrase, or sentenceD. edit drafts for grammar, punctuation, and spelling using a teacher-developed rubricE. publish and share writing with others

TEKS §128.12.(b) (18) Literary TextsA. write brief stories that include a beginning, middle and endB. short poems that convey sensory details A escribir: B A escribir: B

TEKS §128.12.(b) (19) Expository and Procedural TextsA. write brief compositions about topics of interest to the student A escribir: B, I, A A escribir: B, I, A A escribir: A A escribir: I, A A escribir: A A escribir: B, I A escribir: B, I, A A escribir: B, IB. write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing)

C. write brief comments on literary or informational texts Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, AComprendo lo que leí: B, I, AA escribir: I

Comprendo lo que leí: B, I, AA escribir: B

Comprendo lo que leí: B, I, AA escribir: I

Comprendo lo que leí: B, I, AA escribir: A Comprendo lo que leí: B, I, A

Comprendo lo que leí: B, I, AA escribir: A

Persuasive Texts<Not applicable to Grade 1>

ORAL AND WRITTEN CONVENTIONSTEKS §128.12.(b) (20) Conventions

A. understand and use the following parts of speech in the context of reading, writing, and speaking:

(i) verbs in the past, present, and future in the indicative mode (canto, canté) Así se escribe: A Así se escribe: B Así se escribe: B, A

Así se dice: AAsí se escribe: B, A

Así se dice: AAsí se escribe: I

Así se dice: IAsí se escribe: B, I Así se escribe: B, I

(ii) nouns (singular/plural, common/proper) Así se escribe: I Así se escribe: B, I Así se escribe: B, A Así se escribe: B, A Así se escribe: BAsí se dice: I, AAsí se escribe: B, I Así se dice: A

(iii) adjectives (e.g., descriptive: verde, alto) Así se escribe: A Así se dice: A Así se dice: A Así se dice: A(iv) adverbs (e.g., time: before, next)(v) prepositions and prepositional phrases (e.g., "por la mañana") Así se escribe: A(vi) personal pronouns (e.g., yo, ellos)(vii) time-order transition words (e.g., primero, luego, después) Así se escribe: A Así se escribe: I

B. speak in complete sentences with correct article-noun agreement (e.g., la pelota, el mapa, el agua, la mano, el águila) Así se escribe: I Así se dice: BC. identify and read abbreviations (e.g., Sr., Sra.)

TEKS §128.12.(b) (21) Handwriting, Capitalization, and PunctuationA. form upper- and lower-case letters, using basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, AB. recognize and use basic capitalization for:

(i) beginning of sentencesAsí se escribe: B, IA escribir: B, I, A A escribir: B, I, A

Así se escribe: BA escribir: B, I, A Así se escribe: B Así se escribe: B Así se escribe: B

(ii) names of peopleAsí se escribe: BA escribir: B, I, A A escribir: B, I, A

Así se escribe: BA escribir: B, I, A Así se escribe: B Así se escribe: B

C. recognize and use punctuation marks at the beginning and end of exclamatory and interrogative sentences and at the end of declarative sentences A escribir: B, I, A

Así se escribe: BA escribir: B, I, A A escribir: B, I, A

Así se escribe: BA escribir: B, I, A


Así se escribe: BA escribir: B, I, A A escribir: B, I, A


TEKS §128.12.(b) (22) SpellingA. use phonological knowledge to match sounds to letters and syllables to construct words Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: BB. use syllable-sounds patterns to generate a series of original rhyming words using a variety of ending patterns (e.g., -ción, -illa, -ita, -ito)

Así se dice: B, AAsí se escribe: I Así se dice: A


C. blend phonemes to form syllables and words (e.g., mismo, tarde) Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: B Así se dice: BD. become familiar with words using orthographic patterns including:

(i) words that use syllables with hard /r/ spelled as "r" or "rr," (e.g., ratón, carro) Así se dice: I Así se dice: I Así se escribe: A Así se dice: B(ii) words that use syllables with soft /r/ spelled as "r" and always between two vowels (e.g., pero, perro) Así se dice: B(iii) words that use syllables with silent "h," (e.g., hora, ahora) Así se escribe: A(iv) words that use syllables:

–que-, qui-, as in queso and quito–gue-, gui-, as in guiso and juguete–güe-, güi-, as in paragüero and agüita

(v) words that have the same sound represented by different letters: –"r" and "rr," as in ratón and perro Así se dice: I Así se dice: I Así se dice: I Así se escribe: A–"ll" and "y," as in llave and yate Así se dice: I Así se dice: I–"g" and "j," as in gigante and jirafa Así se dice: I–"c," "k," and "q," as in casa, kilo, and quince Así se dice: I Así se dice: I Así se dice: B–"c," "s," and "z," as in cereal, semilla, and zapato Así se dice: I Así se dice: I Así se dice: I Así se dice: I–"j" and "x," as in cojín and México–"i" and "y," as in imán and doy–"b" and "v," as in burro and vela

(vi) words using:–"n" before "v" (e.g., invitar)–"m" before "b" (e.g., cambiar) Así se escribe: A

–"m" before "p" (e.g., importante) Así se escribe: AE. become familiar with words with consonant blends (e.g., bra/bra-zo-, glo/glo-bo-) Así se escribe: IF. use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spellG. become familiar with words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., calor, ratón) Así se escribe: A Así se escribe: A Así se escribe: I, A Así se escribe: AH. become familiar with the appropriate use of accents on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo); Así se escribe: II. become familiar with creating the plural form of words ending in "z" by replacing the "z" with "c" before adding -es (e.g., lápiz, lápices, feliz, Así se escribe: IJ. use resources to find correct spellings.

RESEARCHTEKS §128.12.(b) (23) Reasearch Plan

A. generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topicsB. decide what sources of information might be relevant to answer these questions

TEKS §128.12.(b) (24) Gathering SourcesA. gather evidence from available sources (natural and personal) as well as from interviews with local expertsB. use text features (e.g., TOC, alphabetized index) in age-appropriate reference words (e.g., picture dictionaries) to locate informationC. record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams)

TEKS §128.12.(b) (25) Synthesizing Information(with adult supervision) revise the topic as a result of answers to initial research questions

TEKS §128.12.(b) (26) Organizing and Presenting Ideas(with adult supervision) create visual displays or dramatization to convey the results of the research with adult assistance

LISTENING AND SPEAKINGTEKS §128.12.(b) (27) Listening

A. listen attentively to speakers and ask relevant questions to clarify information Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, AB. follow, restate, and give oral instructions that involve a short related sequence of actions

TEKS §128.12.(b) (28) Speakingshare information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A

TEKS §128.12.(b) (29) Teamworkfollow agreed-upon rules for discussion, including:

–listening to others Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A–speaking when recognized Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A–making appropriate contributions Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A


(TEKS)

Level 2





READING: BEGINNING SKILLSTEKS §128.13.(b) (1) Print Awareness

Distinguish features of a sentence:– Capitalization of first word Así se escribe: B, A– Beginning and ending punctuation Así se escribe: B Así se escribe: B Así se escribe: B, A Así se escribe: B Así se escribe: B, A Así se escribe: B– Commas Así se escribe: A Así se escribe: B– Quotation marks– em dash to indicate dialogue

Phonological Awareness

<Not applicable to Grade 2>

Gr1 TEKS Phonological Awareness (not part of Gr2 TEKS)A. orally generate a series of rhyming words using a variety of phonograms (e.g., -ita, -osa, -ión) Así se dice: B, I

Gr1 TEKS Phonics (not part of Gr2 TEKS)A. decode the vowel sounds Así se dice: B Así se dice: B

TEKS §128.13.(b) (2) Phonics(A) decode words in context and in isolation by applying the knowledge of letter-sound relationships in different syllabic structures. including: Así se dice: B Así se dice: B, A Así se dice: B Así se dice: B

(i) open syllable (CV) (e.g., la/la-ta; to/to-ma);(ii) closed syllable (CVC) (e.g., mes, sol);(iii) diphthongs (e.g., viernes, pie, fui); Así se dice: A Así se dice: I(iv) hiatus (e.g., fideo, poeta);(v) consonant blends (e.g., bra/bra-zo; glo/glo-bo); and(vi) consonant digraphs (e.g., ch/chi-le; ll/lla-ve; rr/pe-rro); Así se dice: A Así se dice: B

(B) use orthographic rules to segment and combine syllables including vowel diphthongs (e.g., pue-de, sien-te, va-ca); Así se dice: A Así se dice: B Así se dice: B Así se dice: I(C) decode words with silent "h" with increasing accuracy; Así se dice: I Así se escribe: A(D) become familiar with words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and güe-, güi-, as in pingüino and agüita; Así se escribe: A Así se escribe: I Así se dice: A(E) decode words that have same sounds represented by different letters with increased accuracy:

– "r" and "rr," as in ratón and perro Así se dice: A Así se dice: B, I– "ll" and "y," as in llave and yate Así se dice: A Así se dice: I– "g" and "j," as in gigante and jirafa Así se dice: A– "c," "k," and "q," as in casa, kilo, and quince Así se escribe: I Así se dice: I– "c," "s," and "z," as in cereal, semilla, and zapato Así se dice: I Así se dice: A– "j" and "x," as in cojín and México– "i" and "y," as in imán and doy– "b" and "v," as in burro and vela Así se dice: A

(F) read words with common… Así se dice: B prefixes (e.g., in-, des-)

suffixes (e.g., -mente, -dad, -oso);Así se escribe: IAsí se dice: I (diminutives)

Así se dice: BAsí se dice: A (diminutives)

(G) identify and read abbreviations (e.g., Sr., Dra.);(H) identify the stressed syllable (sílaba tónica); Así se dice: I Así se dice: I(I) decode words with an orthographic accent (e.g., papá, avión); and Así se dice: I Así se dice: I Así se dice: I(J) use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, sobrecama). Así se dice: I Así se dice: A

TEKS §128.13.(b) (3) Strategies(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions









(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A(C) 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).










Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with accuracy, expression, appropriate phrasing, and comprehension. Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

TEKS §128.13.(b) (5) Vocabulary Development(A) use prefixes and suffixes to determine the meaning of words (e.g., componer/descomponer; obedecer/desobedecer);

Así se dice: I (diminutives)Así se escribe: I

Así se dice: BAsí se dice: A (diminutives)

(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words; Así se dice: I, A Así se dice: I, A Así se dice: I, A Así se dice: B, I, A Así se dice: I Así se dice: B, I, A Así se dice: I Así se dice: I, A(C) identify and use common words that are:– opposite (antonyms) Así se dice: B Así se dice: B, A Así se dice: B Así se dice: I– similar (synonyms) Así se dice: B Así se dice: B, A Así se dice: B, I(D) alphabetize a series of words and use a dictionary or a glossary to find words. Así se dice: I, A Así se dice: I, A Así se dice: I, A Así se dice: I Así se dice: B, I Así se dice: B, I, A Así se dice: B, I Así se dice: B, I, A


(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and


(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

TEKS §128.13.(b) (7) PoetryStudents 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 describe how rhyme, rhythm, and repetition interact to create images in poetry.

Así se dice: B, IReading Selection: B, I, AComprendo lo que leí: B, I, A

TEKS §128.13.(b) (8) DramaStudents 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 identify the elements of dialogue and use them in informal plays.

TEKS §128.13.(b) (9) Fiction(A) describe similarities and differences in the plots and settings of several works by the same author; and(B) describe main characters in works of fiction, including their traits, motivations, and feelings.



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 distinguish between fiction and nonfiction.


TEKS §128.13.(b) (11) Sensory LanguageStudents 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 recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). Reading Selection: B Reading Selection: B

TEKS §128.13.(b) (12) Independent ReadingStudents read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A


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 support their understanding. Students are expected to identify the topic and explain the author's purpose in writing the text.





TEKS §128.13.(b) (14) Expository Text(A) identify the main idea in a text and distinguish it from the topic;(B) locate the facts that are clearly stated in a text;(C) describe the order of events or ideas in a text(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.

TEKS §128.13.(b) (15) Procedural Texts(A) follow written multi-step directions(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

TEKS §128.13.(b) (16) Media Literacy(A) recognize different purposes of media (e.g., informational, (B) describe techniques used to create media messages (e.g., sound, graphics); and(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).


(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);(B) develop drafts by sequencing ideas through writing sentences;(C) revise drafts by adding or deleting words, phrases, or sentences;(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and(E) publish and share writing with others.

TEKS §128.13.(b) (18) Literary Texts(A) write brief stories that include a beginning, middle, and end; and(B) write short poems that convey sensory details. A escribir: I, A

TEKS §128.13.(b) (19) Expository and Procedural Texts(A) write brief compositions about topics of interest to the student; A escribr: B, I, A A escribr: B, I, A A escribr: B, I, A A escribr: B, I, A A escribir: B A escribr: B, I, A A escribr: B, I, A A escribr: B, I, A(B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and(C) write brief comments on literary or informational texts. Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A

TEKS §128.13.(b) (20) Persuasive TextsStudents write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.


(A) understand and use the following parts of speech in the context of reading, writing, and speaking:

(i) regular and irregular verbs (past, present, and future in the indicative mode) Así se escribe: I, A Así se escribe: I Así se escribe: I

Así se escribe: BAsí se escribe: A (irregular verbs) Así se escribe: B Así se escribe: B

(ii) nouns (singular/plural, common/proper)Así se dice: BAsí se escribe: I Así se dice: B Así se escribe: I, A

Así se escribe: BAsí se escribe: A (possessive nouns) Así se escribe: I (possessive nouns)

(iii) adjectives (e.g., descriptive: viejo, maravilloso)Así se escribe: BAsí se escribe: I Así se escribe: I, A Así se escribe: B Así se escribe: B Así se escribe: I

(iv) articles (e.g., un, una, la, el) Así se escribe: A(v) adverbs (e.g., time: antes, después; manner: cuidadosamente) Así se escribe: A Así se escribe: I(vi) prepositions and prepositional phrases Así se escribe: A(vii) pronouns (e.g., él, su) Así se escribe: I(viii) time-order transition words Así se escribe: B

(B) distinguish among: – declarative sentences Así se escribe: B– interrogative sentences Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B– exclamatory sentence Así se escribe: B Así se escribe: B Así se escribe: B Así se escribe: B– imperative sentences

TEKS §128.13.(b) (22) Handwriting, Capitalization, and Punctuation(A) write legibly leaving appropriate margins for readability; A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A(B) use capitalization for:

(i) proper nouns; and A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, AAsí se escribe: I, AA escribir: B, I, A A escribir: B, I, A A escribir: B, I, A

(ii) the salutation and closing of a letter;(C) understand that months and days of the week are not capitalized; Así se escribe: B Así se escribe: I(D) recognize and use punctuation marks, including beginning and ending punctuation in sentences; and




Así se escribe: BA escribir: B, I, A A escribir: B, I, A A escribir: B, I, A

Así se escribe: B, AA escribir: B, I, A


(E) identify, read, and write abbreviations (e.g., Srta., Dr.).

TEKS §128.13.(b) (23) Spelling(A) become familiar with words using orthographic patterns including:

(i) words that use syllables with hard /r/ spelled as "r" or "rr," as in ratón and carro; Así se dice: B(ii) words that use syllables with soft /r/ spelled as "r" and always between two vowels, as in loro and cara; Así se dice: B(iii) words that use syllables with silent "h," as in hora and hoy; Así se dice: I Así se escribe: A(iv) words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and güe-, güi-, as in paragüero and agüita; Así se escribe: A Así se escribe: I Así se dice: A(v) words that have the same sound represented by different letters:

– "r" and "rr," as in ratón and perro Así se dice: A Así se dice: B, I– "ll" and "y," as in llave and yate Así se dice: A Así se dice: I– "g" and "j," as in gigante and jirafa Así se dice: A– "c," "k," and "q," as in casa, kilo, and quince Así se escribe: I Así se dice: I– "c," "s," and "z," as in cereal, semilla, and zapato Así se dice: I Así se dice: A– "j" and "x," as in cojín and México– "i" and "y," as in imán and doy– "b" and "v," as in burro and vela Así se dice: A

(vi) words using "n" before "v" (e.g., invitación), "m" before "b" (e.g., cambiar), and "m" before "p" (e.g., comprar); Así se escribe: A

(B) spell words with consonant blends (e.g., bra/bra-zo-, glo/glo-bo-);(C) spell the plural form of words ending in "z" by replacing the "z" with "c" before adding -es (e.g., lápiz, lápices, feliz, felices); Así se escribe: A(D) use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spell;(E) spell words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción); Así se dice: I

Así se dice: IAsí se escribe: I Así se dice: A Así se dice: I

(F) become familiar with words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol); Así se dice: I Así se dice: I Así se dice: A(G) use accents appropriately on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo); Así se escribe: B(H) mark accents appropriately when conjugating verbs in the simple past in the indicative mode (e.g., corrió, jugó); Así se escribe: I, A Así se escribe: A Así se escribe: B(I) identify, read, and write abbreviations (e.g., Sr., Dra.); and(J) use resources to find correct spellings.


(A) generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and(B) decide what sources of information might be relevant to answer these questions.

TEKS §128.13.(b) (25) Gathering Sources(A) gather evidence from available sources (natural and personal) as well as from interviews with local experts;(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

TEKS §128.13.(b) (26) Synthesizing InformationStudents clarify research questions and evaluate and synthesize collected information. Students are expected to revise the topic as a result of answers to initial research questions.

TEKS §128.13.(b) (27) Organizing and Presenting IdeasStudents organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research.


(A) listen attentively to speakers and ask relevant questions to clarify information Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A(B) follow, restate, and give oral instructions that involve a short related sequence of actions

TEKS §128.13.(b) (29) Speakingshare information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A

TEKS §128.13.(b) (30) Teamworkfollow agreed-upon rules for discussion, including:

–listening to others Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A–speaking when recognized Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A–making appropriate contributions Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A


(TEKS)

Level 3





READING: BEGINNING SKILLSPrint Awareness<Not applicable to Grade 3>



Gr1 TEKS Phonological Awareness (not part of Gr3 TEKS)A. orally generate a series of rhyming words using a variety of phonograms (e.g., -ita, -osa, -ión) Así se dice: A Así se dice: B, A

Gr1 TEKS Phonics (not part of Gr3 TEKS)A. decode the vowel sounds Así se dice: B

Gr2 TEKS Handwriting, Capitalization, and Punctuation (not part of Gr3 TEKS)(C) understand that months and days of the week are not capitalized; Así se escribe: B

TEKS §128.14.(b) (1) Phonics

(A) use orthographic rules to segment and combine syllables Así se dice: B, I Así se dice: A Así se dice: I, A Así se dice: B, A Así se dice: B, A Así se dice: AAsí se dice: AAsí se escribe: I

– including diphthongs (e.g., na-die, ra-dio); Así se dice: I, A Así se dice: B, A(B) decode words with silent "h" with increasing accuracy; Así se escribe: A Así se dice: I(C) decode words that use…

– que-, qui-, as in queso and quito Así se dice: B– gue-, gui-, as in guiso and juguete Así se dice: A– güe-, güi-, as in paragüero and agüita Así se dice: A

(D) develop automatic recognition of words that have the same sounds represented by different letters with increased accuracy:

– "r" and "rr," as in ratón and perro Así se dice: A Así se dice: B, A Así se escribe: I Así se dice: A– "ll" and "y," as in llave and yate Así se dice: A Así se dice: B Así se dice: A– "g" and "j," as in gigante and jirafa Así se dice: B Así se dice: I– "c," "k," and "q," as in casa, kilo, and quince– "c," "s," and "z," as in cereal, semilla, and zapato Así se dice: A Así se escribe: A Así se dice: B– "j" and "x," as in cojín and México Así se dice: I– "i" and "y," as in imán and doy Así se dice: I– "b" and "v," as in burro and vela Así se dice: I Así se dice: B

(E) read words with common – prefixes (e.g., in-, des-) Así se escribe: A– suffixes (e.g., -mente, -dad, -oso) Así se dice: I Así se escribe: A (diminutives) Así se dice: A

(F) identify the syllable that is stressed (sílaba tónica); Así se dice: I Así se dice: A(G) decode words with an orthographic accent (e.g., día, también, después);(H) use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, salvavidas); and Así se dice: I(I) monitor accuracy in decoding words that have same sound represented by different letters.

TEKS §128.14.(b) (2) Strategies(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions









(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A(C) 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)










Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with accuracy, expression, appropriate phrasing, and comprehension. Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

TEKS §128.14.(b) (4) Vocabulary Development(A) identify the meaning of common prefixes (e.g., ex-, des-) and suffixes (e.g., -era, -oso), and know how they change the meaning of roots;

– prefixes Así se escribe: A– suffixes Así se dice: I Así se escribe: A (diminutives) Así se dice: A

(B) use context to determine the relevant meaning of unfamiliar words or Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A– distinguish among multiple meaning words and homographs (e.g., vino-la bebida; vino-del verbo venir); Así se dice: I

(C) identify and use– antonyms Así se dice: B, I Así se dice: I Así se dice: A Así se dice: B– synonyms Así se dice: I– homophones (e.g., tubo, tuvo) Así se escribe: A Así se dice: I

(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles)(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings and syllabication of unknown words. Así se escribe: B Así se dice: B, A Así se dice: I Así se dice: B, I, A Así se dice: I


(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and


(B) compare and contrast the settings in myths and traditional folktales.

TEKS §128.14.(b) (6) PoetryStudents 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 describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).


A escribir: BReading Selection: B, I, AComprendo lo que leí: B, I, A

TEKS §128.14.(b) (7) DramaStudents 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 explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

TEKS §128.14.(b) (8) Fiction(A) sequence and summarize the plot's main events and explain their influence on future events;


(B) describe the interaction of characters including their relationships and the changes they undergo; and


(C) identify whether the narrator or speaker of a story is first or third person.


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 explain the difference in point of view between a biography and

Reading Selection: BComprendo lo que leí: B

TEKS §128.14.(b) (10) Sensory LanguageStudents 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 identify language that creates a graphic visual experience and appeals to the senses.

TEKS §128.14.(b) (11) Independent ReadingStudents read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A


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 support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text.






TEKS §128.14.(b) (13) Expository Text

(A) identify the details or facts that support the main idea;Reading Selection: IComprendo lo que leí: I


Reading Selection: AComprendo lo que leí: A



(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;(C) identify explicit cause and effect relationships among ideas in texts; and(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.




TEKS §128.14.(b) (14) Pursuasive TextStudents analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

TEKS §128.14.(b) (15) Procedural Texts(A) follow written multi-step directions(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

TEKS §128.14.(b) (16) Media Literacy(A) understand how communication changes when moving from one genre of media to another;(B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); and(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).


(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);(B) develop drafts by categorizing ideas and organizing them into paragraphs;(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and(E) publish written work for a specific audience.

TEKS §128.14.(b) (18) Literary Texts(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

TEKS §128.14.(b) (19) Personal ExperiencesStudents write about their own experiences. Students are expected to write about important personal experiences. A escribr: B A escribr: B, I A escribr: B, I, A A escribr: B, I A escribr: B, I, A A escribr: B, I A escribr: B, I, A A escribr: B, I, A

TEKS §128.14.(b) (20) Expository and Procedural Texts(A) create brief compositions that:

(i) establish a central idea in a topic sentence;(ii) include supporting sentences with simple facts, details, and (iii) contain a concluding statement;

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and(C) write responses to literary or expository texts that demonstrate an understanding of the text.

Comprendo lo que leí: B, I, AA escribr: I, A





Comprendo lo que leí: B, I, AA escribir: A Comprendo lo que leí: B, I, A


TEKS §128.14.(b) (21) Persuasive TextsStudents write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.


(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) regular and irregular verbs (past, present, future, and perfect tenses in the indicative mode); Así se escribe: B Así se escribe: I Así se escribe: B Así se escribe: B, A Así se escribe: B

(ii) nouns (singular/plural, common/proper); Así se escribe: B, I, A Así se escribe: B, A Así se escribe: B, A Así se escribe: AAsí se dice: A (nouns with suffix -ero)

(iii) adjectives (e.g., descriptive: dorado, rectangular; limiting: este, ese, aquel); Así se escribe: B, A Así se escribe: B, I Así se escribe: A(iv) articles (e.g., un, una, lo, la, el, los, las); Así se escribe: I Así se escribe: B, A Así se escribe: B Así se escribe: A(v) adverbs (e.g., time: luego, antes; manner: cuidadosamente); Así se escribe: B Así se escribe: A Así se escribe: I(vi) prepositions and prepositional phrases; Así se escribe: I Así se escribe: A

(vii) possessive pronouns (e.g., su, sus, mi, mis, suyo); Así se escribe: IAsí se escribe: B (personal pronouns)

(viii) coordinating conjunctions (e.g., y, o, pero); and Así se dice: B Así se escribe: I(ix) time-order transition words and transitions that indicate a conclusion (e.g., finalmente, por último);

(B) use the complete subject and the complete predicate in a sentence; Así se escribe: B Así se escribe: B(C) use complete simple and compound sentences; and(D) identify, read, and write abbreviations (e.g., Ave, Dra., Atte.).

TEKS §128.14.(b) (23) Handwriting, Capitalization, and Punctuation(A) write legibly in cursive script with spacing between words in a sentence;(B) use capitalization for:

(i) geographical names and places;Así se escribe: B, IA escribir: I

Así se escribe: IA escribir: I

Así se escribe: BA escribir: B, I

Así se escribe: AA escribir: A

Así se escribe: B

(ii) historical periods; and(iii) official titles of people;

(C) recognize and use punctuation marks including commas; and A escribir: B, I, AAsí se escribe: AA escribir: B, I, A

Así se escribe: BA escribir: B, I, A A escribir: B, I, A A escribir: B, I, A

Así se escribe: IA escribir: B, I, A A escribir: B, I, A


(D) use correct mechanics including paragraph indentations or "sangrías."

TEKS §128.14.(b) (24) Spelling

(A) spell words with increased accuracy using orthographic rules, including:(i) words that use syllables with hard /r/ spelled as "r" or "rr," as in ratón and carro; Así se dice: A Así se dice: B, A Así se escribe: I(ii) words that use syllables with soft /r/ spelled as "r" and always between two vowels, as in pero and perro;(iii) words that use syllables with silent "h" (e.g., ahora, almohada); Así se escribe: A Así se dice: I(iv) words that use…

– que-, qui-, as in queso and quito Así se dice: B– gue-, gui-, as in guiso and juguete Así se dice: A– güe-, güi-, as in paragüero and agüita Así se dice: A

(v) words that have the same sound represented by different letters:– "r" and "rr," as in ratón and perro Así se dice: A Así se dice: B, A Así se escribe: I Así se dice: A– "ll" and "y," as in llave and yate Así se dice: A Así se dice: B Así se dice: A– "g" and "j," as in gigante and jirafa Así se dice: B, I– "c," "k," and "q," as in casa, kilo, and quince– "c," "s," and "z," as in cereal, semilla, and zapato Así se dice: A Así se escribe: A Así se dice: B– "j" and "x," as in cojín and México Así se dice: I– "i" and "y," as in imán and doy– "b" and "v," as in burro and vela Así se dice: I Así se dice: B

(vi) words using "n" before "v" (e.g., invitación), "m" before "b" (e.g., cambiar), and "m" before "p" (e.g., comprar); Así se escribe: I

(B) spell words with consonant blends with increased accuracy (e.g., bra/bra-zo-, glo/glo-bo-);(C) spell with increased accuracy the plural form of words ending in "z" by replacing the "z" with "c" before adding -es (e.g., capaz, capaces; raíz, raices); Así se escribe: A Así se escribe: A Así se escribe: I Así se escribe: B(D) use knowledge of syllabic sounds, word parts, word segmentation, and syllabication to spell;(E) write with increased accuracy using accent marks, including:

(i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción); and Así se dice: A(ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol); Así se dice: A Así se dice: A

(F) become familiar with words that have an orthographic accent on the third-to-last syllable (palabras esdrújulas) (e.g., último, cómico, mecánico); Así se escribe: I(G) become familiar with the concept of hiatus and diphthongs and the implications for orthographic accents (e.g., le-er, rí-o; quie-ro, vio); Así se dice: I, A Así se dice: B, A(H) use with increased accuracy accents on words commonly used in questions and exclamations (e.g., cuál, dónde, cómo);(I) differentiate the meaning or function of a word based on the diacritical accent (e.g., se/sé, el/él, mas/más); Así se escribe: I(J) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá) Así se escribe: I Así se escribe: B, A Así se escribe: B(K) use print and electronic resources to find and check correct spellings.


(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

TEKS §128.14.(b) (26) Gathering Sources(A) follow the research plan to collect information from multiple sources of information, both oral and written, including:

(i) student-initiated surveys, on-site inspections, and interviews;(ii) data from experts, reference texts, and online searches; and(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);(C) take simple notes and sort evidence into provided categories or an (D) identify the author, title, publisher, and publication year of sources; and(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

TEKS §128.14.(b) (27) Synthesizing InformationStudents clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

TEKS §128.14.(b) (28) Organizing and Presenting IdeasStudents organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.


(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

TEKS §128.14.(b) (30) SpeakingStudents speak clearly and to the point, using the conventions of language Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A

TEKS §128.14.(b) (31) TeamworkStudents work productively with others in teams. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A


(TEKS)

Level 4





READING: BEGINNING SKILLSPrint Awareness<Not applicable to Grade 4>



Phonics<Not applicable to Grade 4>

Strategies<Not applicable to Grade 4>

Gr1 TEKS Phonological Awareness (not part of Gr4 TEKS)A. orally generate a series of rhyming words using a variety of phonograms (e.g., -ita, -osa, -ión)F. separate spoken multi-syllabic words into two to four syllables (e.g., ra-na, má-qui-na, te-lé-fo-no) Así se dice: A Así se dice: B

Gr1 TEKS Phonics (not part of Gr4 TEKS)A. decode the vowel sounds Así se dice: B

Gr3 TEKS Strategies (not part of Gr4 TEKS)(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions









(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A(C) 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)









Gr3 TEKS Spelling and/or Phonics (not part of Gr4 TEKS)(A) spell words with increased accuracy using orthographic rules, including:

(i) words that use syllables with hard /r/ spelled as "r" or "rr," as in ratón and carro; Así se dice: B(ii) words that use syllables with soft /r/ spelled as "r" and always between two vowels, as in pero and perro; Así se dice: B(iv) words that use…

– que-, qui-, as in queso and quito– gue-, gui-, as in guiso and juguete– güe-, güi-, as in paragüero and agüita

(v) words that have the same sound represented by different letters:– "r" and "rr," as in ratón and perro Así se escribe: A Así se dice: B Así se dice: B– "ll" and "y," as in llave and yate Así se dice: B Así se dice: B Así se dice: B– "g" and "j," as in gigante and jirafa Así se dice: I Así se dice: B Así se dice: I Así se dice: I– "c," "k," and "q," as in casa, kilo, and quince Así se dice: I– "c," "s," and "z," as in cereal, semilla, and zapato Así se dice: I Así se dice: A Así se dice: B Así se dice: B Así se dice: B, I Así se dice: B– "j" and "x," as in cojín and México– "i" and "y," as in imán and doy– "b" and "v," as in burro and vela Así se dice: B

(E) read words with common– prefixes (e.g., in-, des-) Así se escribe: A Así se escribe: A– suffixes (e.g., -mente, -dad, -oso) Así se dice: A (diminutives)

(H) use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, salvavidas) Así se escribe: I

Gr3 TEKS Written Conventions (not part of Gr4 TEKS)(viii) coordinating conjunctions (e.g., y, o, pero); and Así se dice: B Así se escribe: I Así se escribe: B Así se escribe: I

(B) use capitalization for:(i) proper nouns Así se escribe: B

(iv) articles (e.g., un, una, lo, la, el, los, las)Así se dice: A (definite and indefinite articles)

Gr3 TEKS Vocabulary Development (not part of Gr4 TEKS)(C) identify and use

– antonyms– synonyms Así se dice: A

Non-TEKS itemsCognates Así se escribe: A Así se escribe: A Así se escribe: A

READINGTEKS §128.15.(b) (1)Fluency

Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with accuracy, expression, appropriate phrasing, and comprehension. Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

TEKS §128.15.(b) (2)Vocabulary Development(A) determine the meaning of grade-level academic Spanish words derived from Latin, Greek, or other linguistic roots and affixes;(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);(D) identify the meaning of common idioms; and Así se escribe: I Así se escribe: I Así se escribe: A(E) use a dictionary or glossary to determine the meanings, spelling, and syllabication of unknown words. Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A Así se dice: B, I, A

READING: COMPREHENSION OF LITERARY TEXTTEKS §128.15.(b) (3)Theme and Genre

(A) summarize and explain the lesson or message of a work of fiction as its theme; and



(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

TEKS §128.15.(b) (4)PoetryStudents 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 explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

TEKS §128.15.(b) (5)DramaStudents 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 describe the structural elements particular to dramatic literature.


TEKS §128.15.(b) (6)Fiction(A) sequence and summarize the plot's main events and explain their influence on future events;




(B) describe the interaction of characters including their relationships and the changes they undergo; and




(C) identify whether the narrator or speaker of a story is first or third person.

TEKS §128.15.(b) (7)Literary Non-FictionStudents understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.



TEKS §128.15.(b) (8)Sensory LanguageStudents 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 identify the author's use of similes and metaphors to produce imagery.


TEKS §128.15.(b) (9)Independent ReadingStudents read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A Reading Selection: B, I, A

READING: COMPREHENSION OF INFORMATIONAL TEXTTEKS §128.15.(b) (10)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 support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.





TEKS §128.15.(b) (11)Expository Text(A) summarize the main idea and supporting details in text in ways that maintain meaning;(B) distinguish fact from opinion in a text and explain how to verify what is a (C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.

TEKS §128.15.(b) (12)Pursuasive TextStudents analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader thinks or does.


TEKS §128.15.(b) (13)Procedural Texts(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and


(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).

TEKS §128.15.(b) (14)Media Literacy(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;(B) explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects); and(C) compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

WRITINGTEKS §128.15.(b) (15)Writing Process

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);(B) develop drafts by categorizing ideas and organizing them into paragraphs;(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience;(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and(E) revise final draft in response to feedback from peers and teacher and publish written work for a specific audience.

TEKS §128.15.(b) (16)Literary Texts(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; and(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

TEKS §128.15.(b) (17)Personal ExperiencesStudents write about their own experiences. Students are expected to write about important personal experiences. A escribir: B, I, A A escribir: B, A A escribir: B, I A escribir: B, I, A A escribir: I, A A escribir: B, I

TEKS §128.15.(b) (18)Expository and Procedural Texts(A) create brief compositions that:

(i) establish a central idea in a topic sentence;(ii) include supporting sentences with simple facts, details, and explanations; and(iii) contain a concluding statement;

(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and(C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. Comprendo lo que leí: B, I, A

A escribir: IComprendo lo que leí: B, I, A

A escribir: AComprendo lo que leí: B, I, A

A escribir: B, I, AComprendo lo que leí: B, I, A Comprendo lo que leí: B, I, A

A escribir: BComprendo lo que leí: B, I, A

A escribir: AComprendo lo que leí: B, I, A

A escribir: B, I, AComprendo lo que leí: B, I, A

TEKS §128.15.(b) (19)Persuasive TextsStudents write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

ORAL AND WRITTEN CONVENTIONS

TEKS §128.15.(b) (20)Conventions(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) regular and irregular verbs (past, present, future, and perfect tenses in the indicative mode); Así se escribe: B (verbo ser)

Así se escribe: B (verbo estar), I (tiempo del verbo), A (voy a + infinitivo)

Así se dice: I (verbos regulares e irregulares)

Así se dice: I (mandatos)Así se escribe: I (tiempo del verbo)

Así se escribe: I (verbos regulares e irregulares)

Así se escribe: B (tiempo del verbo), I (verbos regulares e irregulares)

Así se dice: B (tiempo del verbo) Así se escribe: I (tiempo del verbo), A (tiempo del verbo)

(ii) nouns (singular/plural, common/proper);Así se dice: B, AAsí se escribe: B Así se escribe: B Así se escribe: A (making plural)

(iii) adjectives (e.g., descriptive, including adjective phrases: vestido de domingo) and their comparative and superlative forms (e.g., más que, la más);

Así se dice: BAsí se escribe: I Así se escribe: I Así se escribe: I Así se escribe: B

(iv) adverbs (e.g., frequency: usualmente, a veces; intensity: casi, mucho); Así se escribe: I Así se escribe: B Así se escribe: BAsí se dice: IAsí se escribe: A Así se escribe: I

(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; Así se dice: B Así se escribe: A

(vi) reflexive pronouns (e.g., me, te, se, nos);Así se escribe: I (pronombres personales)

Así se dice: I (pronombres reflexivos)

Así se escribe: B (pronombres personales), Así se dice: I (pronombres reflexivos), A (pronombres reflexivos)

Así se dice: B (pronombre posesivo)

Así se escribe: B (pronombres personales)

Así se dice: B (pronombre posesivo)

(vii) correlative conjunctions (e.g., o/o, ni/ni); and(viii) time-order transition words and transitions that indicate a conclusion (e.g., finalmente, por último);

(B) use the complete subject and the complete predicate in a sentence; and Así se escribe: B Así se escribe: B(C) use complete simple and compound sentences with correct subject-verb agreement.

TEKS §128.15.(b) (21)Handwriting, Capitalization, and Punctuation(A) write legibly by selecting cursive script or manuscript printing as appropriate; A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A A escribir: B, I, A(B) use capitalization for:

(i) historical events and documents; and(ii) the first words of titles of books, stories, and essays;

(C) recognize and use punctuation marks including commas in compound sentences; colons, semi-colons, ellipses, the hyphen, and em dash; and A escribir: B, I, A A escribir: B, I, A

Así se escribe: B (questions and exclamations), A (ellipses)A escribir: B, I, A A escribir: B, I, A

Así se escribe: A (ellipses)A escribir: B, I, A A escribir: B, I, A

Así se escribe: B (questions and exclamations), A (colon)A escribir: B, I, A A escribir: B, I, A

(D) identify and read abbreviations (e.g., Sr., Atte.).

TEKS §128.15.(b) (22)Spelling(A) write with increasing accuracy using accent marks including: Así se escribe: B Así se escribe: B

(i) words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, canción); Así se dice: I, A Así se dice: A Así se dice: A Así se dice: I(ii) words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, árbol); and Así se dice: A Así se dice: I Así se dice: A(iii) words that have an orthographic accent on the third-to-last syllable (palabras esdrújulas) (e.g., último, cómico, mecánico); Así se dice: I Así se dice: I, A Así se escribe: I, A

(B) spell words with hiatus and diphthongs (e.g., le-er, rí-o, quie-ro, vio);Así se dice: B (diptongo), A (diptongo e hiato) Así se dice: A (hiato) Así se dice: B (diptongos)

(C) spell base words and roots with affixes (e.g., ex-, pre-, post-, -able);(D) spell words with:

(i) Greek roots (e.g., tele-, foto-, grafo-, metro-);(ii) Latin roots (e.g., spec, scrib, rupt, port, dict);(iii) Greek suffixes (e.g., -ología, -fobia, -ismo, -ista); and(iv) Latin derived suffixes (e.g., -able, -ible, -ancia);

(E) differentiate the meaning or function of a word based on the diacritical accent (e.g., dé, de; tú, tu); Así se escribe: A(F) mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrió, jugó, tenía, gustaría, vendrá); and(G) use spelling patterns, rules, and print and electronic resources to determine and check correct spellings.

RESEARCHTEKS §128.15.(b) (23)Reasearch Plan

(A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

TEKS §128.15.(b) (24)Gathering Sources(A) follow the research plan to collect information from multiple sources of information both oral and written, including:

(i) student-initiated surveys, on-site inspections, and interviews;(ii) data from experts, reference texts, and online searches; and(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;

(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics);

(C) take simple notes and sort evidence into provided categories or an organizer;(D) identify the author, title, publisher, and publication year of sources; and(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

TEKS §128.15.(b) (25)Synthesizing InformationStudents clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the

TEKS §128.15.(b) (26)Organizing and Presenting IdeasStudents organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each

LISTENING AND SPEAKINGTEKS §128.15.(b) (27)Listening

(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A(B) follow, restate, and give oral instructions that involve a series of related sequences of action.

TEKS §128.15.(b) (28)SpeakingStudents are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, and enunciation, and the conventions of language to communicate ideas effectively. Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A

TEKS §128.15.(b) (29)TeamworkStudents are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A Antes de leer: B, I, A

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