19 0110 0010-1 - Texas Education Agency

1 Figure: 19 TAC (b). 19 TAC Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter A. Elementary Reading/Comprehension Skills - Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade ( English ( English ( English ( English ( English ( English Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Reading) Reading) Reading) Reading) Reading) Reading). Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension Reading/Comprehension Skills.

2 Students use a Skills. Students use a Skills. Students use a Skills. Students use a Skills. Students use a Skills. Students use a flexible range of flexible range of flexible range of flexible range of flexible range of flexible range of metacognitive reading metacognitive reading metacognitive reading metacognitive reading metacognitive reading metacognitive reading skills in both assigned skills in both assigned and skills in both assigned skills in both assigned skills in both assigned skills in both assigned and independent reading independent reading to and independent reading and independent reading and independent reading and independent reading to understand an author's understand an author's to

3 Understand an author's to understand an author's to understand an author's to understand an author's message. Students will message. Students will message. Students will message. Students will message. Students will message. Students will continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier continue to apply earlier standards with greater standards with greater standards with greater standards with greater standards with greater standards with greater depth in increasingly depth in increasingly depth in increasingly depth in increasingly depth in increasingly depth in increasingly more complex texts as more complex texts as more complex texts as more complex texts as more complex texts as more complex texts as they become self- they become

4 Self- they become self- they become self- they become self- they become self- directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers. directed, critical readers. The student is expected The student is expected The student is expected The student is expected The student is expected The student is expected to: to: to: to: to: to: (A) discuss the purposes (A) establish purposes for (A) establish purposes (A) establish purposes for (A) establish purposes for (A) establish purposes for for reading and listening reading selected texts for reading selected texts reading selected texts reading selected texts reading selected texts to various texts ( , to based upon desired based upon content to based upon own or based upon own or based upon own or become involved in real outcome to enhance enhance comprehension; others' desired outcome others' desired outcome others' desired outcome and imagined events, comprehension.)

5 To enhance to enhance to enhance settings, actions, and to comprehension; comprehension; comprehension;. enjoy language);. (B) ask and respond to (B) ask literal questions (B) ask literal questions (B) ask literal, (B) ask literal, (B) ask literal, questions about text; of text; of text; interpretive, and interpretive, and interpretive, evaluative, evaluative questions of evaluative questions of and universal questions text; text; of text;. Figure: 19 TAC (b). 19 TAC Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter A. Elementary Reading/Comprehension Skills - Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade ( English ( English ( English ( English ( English ( English Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Language Arts and Reading) Reading) Reading) Reading) Reading) Reading).

6 (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust (C) monitor and adjust comprehension ( , comprehension ( , comprehension ( , comprehension ( , comprehension ( , comprehension ( , using background using background using background using background using background using background knowledge, creating knowledge, creating knowledge, creating knowledge, creating knowledge, creating knowledge, creating sensory images, re- sensory images, re- sensory images, re- sensory images, re- sensory images, re- sensory images, re- reading a portion aloud); reading a portion aloud).))))

7 Reading a portion aloud, reading a portion aloud, reading a portion aloud, reading a portion aloud, generating questions); generating questions); generating questions); generating questions);. (D) make inferences (D) make inferences (D) make inferences (D) make inferences (D) make inferences (D) make inferences based on the cover, title, about text and use textual about text using textual about text and use textual about text and use textual about text and use textual illustrations, and plot; evidence to support evidence to support evidence to support evidence to support evidence to support understanding; understanding; understanding; understanding; understanding.

8 (E) retell or act out (E) retell or act out (E) retell important (E) summarize (E) summarize (E) summarize and important events in important events in events in stories in information in text, information in text, paraphrase texts in ways stories; and stories in logical order; logical order; and maintaining meaning and maintaining meaning and that maintain meaning and logical order; and logical order; and and logical order within a text and across texts; and (F) make connections to (F) make connections to (F) make connections to (F) make connections (F) make connections (F) make connections own experiences, to ideas own experiences, to ideas own experiences, to ideas ( , thematic links, ( , thematic links, ( , thematic links, in other texts, and to the in other texts, and to the in other texts, and to the author analysis) between author analysis) between author analysis) between larger community and larger community and larger community and literary and informational literary and informational and across multiple texts discuss textual evidence.

9 Discuss textual evidence. discuss textual evidence. texts with similar ideas texts with similar ideas of various genres and and provide textual and provide textual provide textual evidence. evidence. evidence.