English Language Arts, grade 1

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

19 TAC §110.3

Part of the speaking and listening topic

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

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share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

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Part of the speaking and listening topic

work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

19 TAC §110.3

Part of the speaking and listening topic

develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

19 TAC §110.3

demonstrate phonological awareness by:

1. producing a series of rhyming words;
2. recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
3. distinguishing between long and short vowel sounds in one-syllable words;
4. recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
5. blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
6. manipulating phonemes within base words; and
7. segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

19 TAC §110.3

Part of the phonics and sounds topic

demonstrate and apply phonetic knowledge by:

1. decoding words in isolation and in context by applying common letter sound correspondences;
2. decoding words with initial and final consonant blends, digraphs, and trigraphs;
3. decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
4. using knowledge of base words to decode common compound words and contractions;
5. decoding words with inflectional endings, including -ed, -s, and -es; and
6. identifying and reading at least 100 high-frequency words from a research-based list;

19 TAC §110.3

Part of the phonics and sounds topic

demonstrate and apply spelling knowledge by:

1. spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
2. spelling words with initial and final consonant blends, digraphs, and trigraphs;
3. spelling words using sound-spelling patterns; and
4. spelling high-frequency words from a research-based list;

19 TAC §110.3

Part of the phonics and sounds topic

what we did

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

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

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develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

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Part of the handwriting topic

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

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

19 TAC §110.3

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

19 TAC §110.3

Part of the vocabulary topic

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

19 TAC §110.3

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

19 TAC §110.3

Part of the comprehension topic

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

19 TAC §110.3

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

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

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

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Part of the comprehension topic

create mental images to deepen understanding with adult assistance;

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

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

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Part of the comprehension topic

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

19 TAC §110.3

synthesize information to create new understanding with adult assistance; and

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

19 TAC §110.3

Part of the comprehension topic

describe personal connections to a variety of sources;

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Part of the research topic

write brief comments on literary or informational texts;

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Part of the informational text topic

use text evidence to support an appropriate response;

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retell texts in ways that maintain meaning;

19 TAC §110.3

Part of the comprehension topic

interact with sources in meaningful ways such as illustrating or writing; and

19 TAC §110.3

Part of the research topic

respond using newly acquired vocabulary as appropriate.

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Part of the vocabulary topic

what we did

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

19 TAC §110.3

Part of the characters and plot topic

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

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Part of the characters and plot topic

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

19 TAC §110.3

Part of the characters and plot topic

describe the setting.

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Part of the characters and plot topic

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

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Part of the poetry topic

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

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Part of the poetry topic

discuss elements of drama such as characters and setting;

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Part of the characters and plot topic

recognize characteristics and structures of informational text, including:

1. the central idea and supporting evidence with adult assistance;
2. features and simple graphics to locate or gain information; and
3. organizational patterns such as chronological order and description with adult assistance;

19 TAC §110.3

Part of the informational text topic

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

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Part of the persuasive writing topic

recognize characteristics of multimodal and digital texts.

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discuss the author's purpose for writing text;

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discuss how the use of text structure contributes to the author's purpose;

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discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

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discuss how the author uses words that help the reader visualize; and

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listen to and experience first- and third-person texts.

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plan a first draft by generating ideas for writing such as by drawing and brainstorming;

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Part of the writing a draft topic

develop drafts in oral, pictorial, or written form by:

1. organizing with structure; and
2. developing an idea with specific and relevant details;

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Part of the writing a draft topic

revise drafts by adding details in pictures or words;

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Part of the writing a draft topic

edit drafts using standard English conventions, including:

1. complete sentences with subject-verb agreement;
2. past and present verb tense;
3. singular, plural, common, and proper nouns;
4. adjectives, including articles;
5. adverbs that convey time;
6. prepositions;
7. pronouns, including subjective, objective, and possessive cases;
8. capitalization for the beginning of sentences and the pronoun "I";
9. punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
10. correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

19 TAC §110.3

Part of the grammar and punctuation topic

publish and share writing.

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Part of the writing a draft topic

dictate or compose literary texts, including personal narratives and poetry;

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Part of the poetry topic

dictate or compose informational texts, including procedural texts; and

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Part of the informational text topic

dictate or compose correspondence such as thank you notes or letters.

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generate questions for formal and informal inquiry with adult assistance;

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Part of the research topic

develop and follow a research plan with adult assistance;

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Part of the research topic

identify and gather relevant sources and information to answer the questions with adult assistance;

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Part of the research topic

demonstrate understanding of information gathered with adult assistance; and

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use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

19 TAC §110.3