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TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SPANISH LANGUAGE ARTS AND READING AND ENGLISH AS A SECOND LANGUAGE

K–12 Standards

Grade 6
Other Texas Spanish Language Arts and Reading sets
Kindergarten
Dual Language 1st grade
Grade 2
Third Grade
Grade 4
Grade 5
Grade 7
Grade 8
High School - English I for Speakers of Other Languages
High School - English II for Speakers of Other Languages
High School - English Language Development and Acquisition (ELDA)

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:1

a
listen actively to interpret a message, ask clarifying questions, and respond appropriately;1.a
b
follow and give oral instructions that include multiple action steps;1.b
c
give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and1.c
d
participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.1.d

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:2

a
demonstrate and apply phonetic knowledge by:2.a
1. 1
  differentiating between commonly confused terms such as porque/porqué/por qué/por que, asimismo (adverbio)/así mismo (de la misma manera), sino/si no, and también/tan bien;2.a.1
2. 2
  decoding palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the last, penultimate, and antepenultimate syllable and words with the stress on the syllable before the antepenultimate);2.a.2
3. 3
  decoding words with hiatus and diphthongs; and2.a.3
4. 4
  using knowledge of syllable division patterns and morphemes to decode multisyllabic words;2.a.4
b
demonstrate and apply spelling knowledge by:2.b
1. 1
  spelling palabras agudas, graves, esdrújulas, and sobresdrújulas (words with the stress on the antepenultimate, penultimate, and ultimate/last syllable and words with the stress on the syllable before the antepenultimate);2.b.1
2. 2
  marking accents appropriately when conjugating verbs in simple and imperfect past, perfect conditional, and future tenses; and2.b.2
3. 3
  spelling words with diphthongs and hiatus; and2.b.3
c
write legibly in cursive.2.c

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:3

a
use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;3.a
b
use context such as definition, analogy, and examples to clarify the meaning of words;3.b
c
determine the meaning and usage of grade-level academic Spanish words derived from Greek and Latin roots, including metro-, grafo-, scrib-, and port-; and3.c
d
differentiate between and use homographs, homophones, and commonly confused terms such as porque/porqué/por qué/por que, sino/si no, and también/tan bien.3.d

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.4

4
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.4

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--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.5

5
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--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.5

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:6

a
establish purpose for reading assigned and self-selected text;6.a
b
generate questions about text before, during, and after reading to deepen understanding and gain information;6.b
c
make and correct or confirm predictions using text features, characteristics of genre, and structures;6.c
d
create mental images to deepen understanding;6.d
e
make connections to personal experiences, ideas in other texts, and society;6.e
f
make inferences and use evidence to support understanding;6.f
g
evaluate details read to determine key ideas;6.g
h
synthesize information to create new understanding; and6.h
i
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.6.i

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:7

a
describe personal connections to a variety of sources, including self-selected texts;7.a
b
write responses that demonstrate understanding of texts, including comparing sources within and across genres;7.b
c
use text evidence to support an appropriate response;7.c
d
paraphrase and summarize texts in ways that maintain meaning and logical order;7.d
e
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;7.e
f
respond using newly acquired vocabulary as appropriate;7.f
g
discuss and write about the explicit or implicit meanings of text;7.g
h
respond orally or in writing with appropriate register, vocabulary, tone, and voice; and7.h
i
reflect on and adjust responses as new evidence is presented.7.i

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--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:8

a
infer multiple themes within and across texts using text evidence;8.a
b
analyze how the characters' internal and external responses develop the plot;8.b
c
analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and8.c
d
analyze how the setting, including historical and cultural settings, influences character and plot development.8.d

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--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:9

a
demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;9.a
b
analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;9.b
c
analyze how playwrights develop characters through dialogue and staging;9.c
d
analyze characteristics and structural elements of informational text, including:9.d
1. 1
  the controlling idea or thesis with supporting evidence;9.d.1
2. 2
  features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and9.d.2
3. 3
  organizational patterns such as definition, classification, advantage, and disadvantage;9.d.3
e
analyze characteristics and structures of argumentative text by:9.e
1. 1
  identifying the claim;9.e.1
2. 2
  explaining how the author uses various types of evidence to support the argument; and9.e.2
3. 3
  identifying the intended audience or reader; and9.e.3
f
analyze characteristics of multimodal and digital texts.9.f

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. 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:10

a
explain the author's purpose and message within a text;10.a
b
analyze how the use of text structure contributes to the author's purpose;10.b
c
analyze the author's use of print and graphic features to achieve specific purposes;10.c
d
describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;10.d
e
identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;10.e
f
analyze how the author's use of language contributes to mood and voice; and10.f
g
explain the differences between rhetorical devices and logical fallacies.10.g

Composition: listening, speaking, reading, writing, and thinking using multiple texts--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:11

a
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;11.a
b
develop drafts into a focused, structured, and coherent piece of writing by:11.b
1. 1
  organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and11.b.1
2. 2
  developing an engaging idea reflecting depth of thought with specific facts and details;11.b.2
c
revise drafts for clarity, development, organization, style, word choice, and sentence variety;11.c
d
edit drafts using standard Spanish conventions, including:11.d
1. 1
  complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;11.d.1
2. 2
  consistent, appropriate use of verb tenses;11.d.2
3. 3
  conjunctive adverbs;11.d.3
4. 4
  prepositions and prepositional phrases and their influence on subject-verb agreement;11.d.4
5. 5
  pronouns, including personal, possessive, objective, reflexive, prepositional, indefinite, and relative;11.d.5
6. 6
  subordinating conjunctions to form complex sentences and correlative conjunctions;11.d.6
7. 7
  capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;11.d.7
8. 8
  punctuation marks, including commas in complex sentences, transitions, and introductory elements; and11.d.8
9. 9
  correct spelling, including commonly confused terms; and11.d.9
e
publish written work for appropriate audiences.11.e

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:12

a
compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;12.a
b
compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;12.b
c
compose multi-paragraph argumentative texts using genre characteristics and craft; and12.c
d
compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.12.d

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:13

a
generate student-selected and teacher-guided questions for formal and informal inquiry;13.a
b
develop and revise a plan;13.b
c
refine the major research question, if necessary, guided by the answers to a secondary set of questions;13.c
d
identify and gather relevant information from a variety of sources;13.d
e
differentiate between primary and secondary sources;13.e
f
synthesize information from a variety of sources;13.f
g
differentiate between paraphrasing and plagiarism when using source materials;13.g
h
examine sources for:13.h
1. 1
  reliability, credibility, and bias; and13.h.1
2. 2
  faulty reasoning such as hyperbole, emotional appeals, and stereotype;13.h.2
i
display academic citations and use source materials ethically; and13.i
j
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.13.j

Frequently asked questions

What grade levels do these standards cover?: Grade 6
Where can I read the official document?: TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SPANISH LANGUAGE ARTS AND READING AND ENGLISH AS A SECOND LANGUAGE

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