TEKS # |
Description |
AASL Standard Indicator #
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§110.14.
(2)
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Reading/Beginning Reading/Strategies. |
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(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; |
1.1.6 |
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(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; |
1.1.3 |
Link to Lesson Plan |
(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). |
1.1.2
1.1.3
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§110.14.
(3)
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Reading/Fluency. |
1.1.6
4.1.2
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§110.14.
(4)
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Reading/Vocabulary Development. |
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(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words. |
1.1.4 |
§110.14.
(5)
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Reading/Comprehension of Literary Text/Theme and Genre. |
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Lesson Plan Link |
(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; |
4.1.2
4.1.3
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(B) compare and contrast the settings in myths and traditional folktales. |
4.1.2
4.1.3
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§110.14.
(6)
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Reading/Comprehension of Literary Text/Poetry. |
4.1.2
4.1.3
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§110.14.
(7)
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Reading/Comprehension of Literary Text/Drama. |
4.1.2
4.1.3
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§110.14.
(8)
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Reading/Comprehension of Literary Text/Fiction. |
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A) sequence and summarize the plot's main events and explain their influence on future events; |
4.1.3 |
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(B) describe the interaction of characters including their relationships and the changes they undergo; |
4.1.2 |
§110.14.
(9)
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Reading/Comprehension of Literary Text/Literary Nonfiction. |
1.1.7
4.1.2
4.1.3
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§110.14.
(10)
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Reading/Comprehension of Literary Text/Sensory Language. |
4.1.2
4.1.3
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§110.14.
(11)
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Reading/Comprehension of Text/Independent Reading. |
4.1.1
4.1.2
4.1.8
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§110.14.
(12)
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Reading/Comprehension of Informational Text/Culture and History. |
4.1.2
4.1.3
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§110.14.
(13)
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Reading/Comprehension of Informational Text/Expository Text. |
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(A) identify the details or facts that support the main idea; |
1.1.5
2.1.3
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(B) draw conclusions from the facts presented in text and support those assertions with textual evidence;
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1.1.5
2.1.1
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(C) identify explicit cause and effect relationships among ideas in texts; |
2.1.1 |
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(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. |
1.1.4 |
§110.14.
(14)
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Reading/Comprehension of Informational Text/Persuasive Text. |
2.1.1 |
§110.14.
(15)
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Reading/Comprehension of Informational Text/Procedural Texts. |
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(A) follow and explain a set of written multi-step directions; |
2.1.1 |
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(B) locate and use specific information in graphic features of text. |
1.1.4 |
§110.14.
(17)
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Writing/Writing Process. |
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(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); |
2.1.6 |
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(B) develop drafts by categorizing ideas and organizing them into paragraphs; |
2.1.6 |
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(C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; |
2.1.6 |
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(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; |
2.1.6 |
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(E) publish written work for a specific audience. |
2.1.6 |
§110.14.
(18)
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Writing/Literary Texts. |
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(A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; |
4.1.3 |
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(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). |
4.1.3 |
§110.14.
(20)
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Writing/Expository and Procedural Texts. |
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(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; |
3.1.3 |
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(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); |
3.1.3 |
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(C) write responses to literary or expository texts that demonstrate an understanding of the text. |
3.1.3 |
§110.14.
(21)
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Writing/Persuasive Texts. |
3.1.3 |
§110.14.
(24)
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Oral and Written Conventions/Spelling. |
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(G) use print and electronic resources to find and check correct spellings. |
1.1.4 |
§110.14.
(25)
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Research/Research Plan. |
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(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; |
1.1.1
1.1.2
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(B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. |
1.1.1
1.1.4
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§110.14.
(26)
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Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: |
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(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; |
1.1.4
1.1.5
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(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); |
1.1.4 |
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(C) take simple notes and sort evidence into provided categories or an organizer; |
1.1.6
2.1.2
4.1.6
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(D) identify the author, title, publisher, and publication year of sources; |
3.1.6 |
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(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. |
3.1.6 |
§110.14.
(27)
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Research/Synthesizing Information. Students 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). |
2.1.1 |
§110.14.
(28)
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Research/Organizing and Presenting Ideas. Students 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.
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2.1.6
4.1.8
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§110.14.
(29)
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Listening and Speaking/Listening. |
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(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; |
1.1.9 |
§110.14.
(30)
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Listening and Speaking/Speaking. |
3.1.3 |
§110.14.
(31)
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Listening and Speaking/Teamwork. |
1.1.9
2.1.5
3.1.2
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