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Texas Essential Knowledge and Skills:
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Strand 1: Developing and Sustaining Foundational Language
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5.1 Foundational Language Skills: Oral Language
The student develops oral language through listening, speaking, and discussion. The student is expected to:
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5.1(A)listen actively to interpret verbal and non-verbal messages, ask relevant questions, and make pertinent comments
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5.1(B)follow, restate, and give oral instructions that include multiple action steps
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5.1(C)give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
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5.1(D)work collaboratively with others to develop a plan of shared responsibilities
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5.2 Foundational Language Skills: Beginning Reading and Writing
The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
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5.2(A)demonstrate and apply phonetic knowledge by:
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(i)decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician
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(ii)decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
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(iii)decoding words using advanced knowledge of syllable division patterns
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(iv)decoding words using advanced knowledge of the influence of prefixes and suffixes on base words
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(v)identifying and read high-frequency words from a research-based list
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5.2(B)demonstrate and apply spelling knowledge by:
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(i)spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables
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(ii)spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician
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(iii)spelling multisyllabic words with multiple sound-spellinging patterns
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(iv)spelling words using advanced knowledge of syllable division patterns
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(v)spelling words using knowledge of prefixes
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(vi)spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants
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5.2(C)write legibly in cursive
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5.3 Foundational Language Skills: Vocabulary
The student uses newly acquired vocabulary expressively. The student is expected to:
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5.3(A)use print or digital resources to determine meaning, syllabication, pronunciation, and word origin
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5.3(B)use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words
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5.3(C)identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo
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5.3(D)identify, use, and explain the meaning of adages and puns
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5.4 Foundational Language Skills: 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 gradelevel text.
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5.5 Foundational Language Skills: Self-Sustained Reading
The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
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Strand 2: Comprehension
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5.6 Comprehension Skills
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
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5.6(A)establish purpose for reading assigned and self-selected text
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5.6(B)generate questions about text before, during, and after reading to deepen understanding and gain information
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5.6(C)make and correct or confirm predictions using text features, characteristics of genre, and structures
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5.6(D)create mental images to deepen understanding
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5.6(E)make connections to personal experiences, ideas in other texts, and society
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5.6(F)make inferences and use evidence to support understanding
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5.6(G)evaluate details read to determine key ideas
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5.6(H)synthesize information to create new understanding
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5.6(I)monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
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Strand 3: Response
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5.7 Response Skills
The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
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5.7(A)describe personal connections to a variety of sources, including self-selected texts
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5.7(B)write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources
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5.7(C)use text evidence to support an appropriate response
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5.7(D)retell, paraphrase, or summarize texts in ways that maintain meaning and logical order
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5.7(E)interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
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5.7(F)respond using newly acquired vocabulary as appropriate
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5.7(G)discuss specific ideas in the text that are important to the meaning
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Strand 4: Multiple Genres
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5.8 Multiple Genres: Literary Elements
The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
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5.8(A)infer multiple themes within a text using text evidence
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5.8(B)analyze the relationships of and conflicts among the characters
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5.8(C)analyze plot elements, including rising action, climax, falling action, and resolution
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5.8(D)analyze the influence of the setting, including historical and cultural settings, on the plot
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5.9 Multiple Genres: Genres
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
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5.9(A)demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales
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5.9(B)explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms
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5.9(C)explain structure in drama such as character tags, acts, scenes, and stage directions
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5.9(D)recognize characteristics and structures of informational text, including:
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(i)the central idea with supporting evidence
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(ii)features such as insets, timelines, and sidebars to support understanding
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(iii)organizational patterns such as logical order and order of importance
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5.9(E)recognize characteristics and structures of argumentative text by:
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(i)identifying the claim
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(ii)explaining how the author has used facts for or against an argument
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(iii)identifying the intended audience or reader
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5.9(F)recognize characteristics of multimodal and digital texts
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Strand 5: Author's Purpose and Craft
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5.10 Author’s Purpose and Craft
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
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5.10(A)explain the author's purpose and message within a text
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5.10(B)analyze how the use of text structure contributes to the author's purpose
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5.10(C)analyze the author's use of print and graphic features to achieve specific purposes
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5.10(D)describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes
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5.10(E)identify and understand the use of literary devices, including first- or third-person point of view
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5.10(F)examine how the author's use of language contributes to voice
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5.10(G)explain the purpose of hyperbole, stereotyping, and anecdote
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Strand 6: Composition
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5.11 Composition: Writing Process
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
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5.11(A)plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping
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5.11(B)develop drafts into a focused, structured, and coherent piece of writing by:
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(i)organizing with purposeful structure, including an introduction, transitions, and a conclusion
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(ii)developing an engaging idea reflecting depth of thought with specific facts and details
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5.11(C)revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity
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5.11(D)edit drafts using standard English conventions, including:
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(i)complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
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(ii)past tense of irregular verbs
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(iii)collective nouns
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(iv)adjectives, including their comparative and superlative forms
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(v)conjunctive adverbs
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(vi)prepositions and prepositional phrases and their influence on subject-verb agreement
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(vii)pronouns, including indefinite
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(viii)subordinating conjunctions to form complex sentences
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(ix)capitalization of abbreviations, initials, acronyms, and organizations
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(x)italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences
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(xi)correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words
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5.11(E)publish written work for appropriate audiences
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5.12 Composition: Genres
The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
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5.12(A)compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft