Breakdown of the TEKS- edited
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South Texas College *
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Subject
Linguistics
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by cantudiana98
Breakdown of the TEKS
TEA requires that teachers indicate all applicable TEKS in lesson
plans, this includes identifying each TEKS with its specific
numerical and letter indicators.
This document explains how the TEKS are broke down into
Introduction, Strands, Knowledge and Skills Statements and
Student Expectations; and also shows you how to identify each
TEKS using the grade level and the specific numerical or letter
indicator for each TEKS.
Listing and identifying the TEKS correctly is something you
will need to include in all INSPIRE TEXAS assignments that
utilize any part of the TEKS, including the ELPS.
TEKS BREAKDOWN
Using the 3
rd
grade ELAR TEKS identify the parts
using the color coding:
The ‘Strand’ is blue.
The ‘Knowledge and Skills Statement’ is green-
immediately follows the
strand.
The ‘Student Expectations’ is orange-
immediately follows the Knowledge
and Skills statement. There are 5 student expectations for the Knowledge
and Skills statement.
§110.5. English Language Arts and Reading, Grade 3, Adopted 2017.
(a)
Introduction.
(1)
The English language arts and reading Texas Essential Knowledge and
Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing,
and thinking through the
seven integrated
strands
of
developing and sustaining
foundational language skills
;
comprehension
;
response
;
multiple genres
;
author's purpose and craft
;
composition
; and
inquiry and research
.
The strands
focus on academic oracy (proficiency in oral expression and comprehension), authentic
reading, and reflective writing to ensure a literate Texas. The strands are integrated
and progressive with students continuing to develop knowledge and skills with
increased complexity and nuance in order to think critically and adapt to the ever-
evolving nature of language and literacy
(2)
(3)
(4)
(5)
(6)
(7)
(b)
Knowledge and skills
.
(1)
Developing and sustaining foundational language skills
: listening,
speaking, discussion, and thinking--oral language.
The student develops oral
language through listening, speaking, and discussion.
The student is expected to:
(A) listen actively, ask relevant questions to clarify information, and
make
pertinent comments;
(B) follow, restate, and give oral instructions that involve a series of related
sequences of action;
(C) speak coherently about the topic under discussion, employing eye
contact, speaking rate, volume, enunciation, and the conventions of language to
communicate ideas effectively;
(D) work collaboratively with others by following agreed-upon rules, norms,
and protocols; and
(E) develop social communication such as conversing politely in all
situations.
Now, look at how to correctly identify a TEKS:
TEKS are identified using the numerical and letter indicators for Grade Level,
Knowledge and Skills Statements, and Student Expectations.
For example,
The numbers 1-7 indicate the components of the Introduction for 3
rd
grade ELAR.
I have copied (1) because the strands were listed. The strands will be listed in the introduction
and are also listed at the beginning of each Knowledge and Skills Statement.
The Introduction is not something you will be referring to often while writing lesson plans.
3.1E The student is expected to develop social communication
such as conversing politely in all situations.
3.1E
3 (grade level)
.
1(Knowledge and Skills statement)E
(Student Expectation)
Occasionally, you will see Roman Numerals being
used which identify more specific details pertaining
to the Student Expectation that that they follow. For
example, here is a 1
st
Grade ELAR TEKS:
(2)
Developing and sustaining foundational language skills: listening, speaking,
reading, writing, and thinking--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:
(C) demonstrate and apply spelling knowledge by:
(i) spelling words with closed syllables, open syllables, VCe
syllables, vowel teams, and r-controlled syllables;
(ii) spelling words with initial and final consonant blends,
digraphs, and trigraphs;
(iii) spelling words using sound-spelling patterns; and (iv)
spelling high-frequency words from a research-based list;
The above Student Expectations would be indicated as shown below:
1.2C(i)
The student is expected to demonstrate and apply spelling knowledge by
spelling words with closed syllables, open syllables, VCe
syllables, vowel teams, and
r-controlled syllables.
1.2C(ii) The student is expected to demonstrate and apply spelling knowledge by
spelling words with initial and final consonant blends, digraphs, and trigraphs;
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1.2C(iii) The student is expected to demonstrate and apply spelling knowledge by
spelling words using sound-spelling patterns; and (iv) spelling high-frequency words
from a research-based list;
Please let me know if you have questions, or just
want more clarification...I know this is a lot of
brand-new information and it can be confusing