19 Tex. Admin. Code § 128.7 - Spanish Language Arts and Reading, Grade 5, Adopted 2017
(a) Introduction.
(1) The Spanish language arts and reading
Texas Essential Knowledge and Skills (TEKS) reflect language arts standards
that are authentic to the Spanish language and Spanish literacy; they are
neither translations nor modifications of the English language arts TEKS. The
Spanish language arts and reading 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. They 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) The seven strands of the essential
knowledge and skills for Spanish language arts and reading are intended to be
integrated for instructional purposes and are recursive in nature. Strands
include the four domains of language (listening, speaking, reading, and
writing) and their application in order to accelerate the acquisition of
language skills so that students develop high levels of social and academic
language proficiency. Although some strands may require more instructional
time, each strand is of equal value, may be presented in any order, and should
be integrated throughout the year. It is important to note that encoding
(spelling) and decoding (reading) are reciprocal skills. Decoding is
internalized when tactile and kinesthetic opportunities (encoding) are
provided. Additionally, students should engage in academic conversations,
write, read, and be read to on a daily basis with opportunities for
cross-curricular content and student choice.
(3) Spanish, as opposed to English, has a
closer letter-sound relationship and clearly defined syllable boundaries. The
syllable in Spanish is a more critical unit of phonological awareness than in
English because of the consistent phoneme-grapheme correspondence. Syllables
are important units for Spanish because of their strong effect in visual word
recognition (Carreiras et al., 1993) and their major role in predicting Spanish
reading success. In addition, Spanish presents a much higher level of
orthographic transparency than English and does not rely on sight words for
decoding. This orthographic transparency accelerates the decoding process, and
the focus quickly moves to fluency and comprehension. However, in English sight
words are used because of words that are not decodable such as "are" or "one."
In Spanish, decoding issues are not as prevalent as issues of comprehension.
These specific features of the Spanish language will influence reading
methodology and development.
(4)
Text complexity increases with challenging vocabulary, sophisticated sentence
structures, nuanced text features, cognitively demanding content, and subtle
relationships among ideas (Texas Education Agency, STAAR Performance Level
Descriptors, 2013). As skills and knowledge are obtained in each of the seven
strands, students will continue to apply earlier standards with greater depth
to increasingly complex texts in multiple genres as they become self-directed,
critical learners who work collaboratively while continuously using
metacognitive skills.
(5) Research
consistently shows that language and literacy development in the student's
native language not only facilitates learning English and English literacy, but
is foundational to cognitive development and learning (Cummins, 2001; Thomas
& Collier, 2002; Coelho, 2001). Emergent bilinguals (Sparrow et al., 2014;
Slavin & Cheving, 2013) are students who are in the process of acquiring
two or more linguistic codes, becoming bilingual, biliterate, and bicultural.
Emergent bilinguals are often defined by their perceived deficits
(semilinguals) (Escamilla, 2012). However, research has shown that bilinguals
develop a unique interdependent system (Escamilla et al. 2007; Grosjean, 1989;
Valdes and Figueroa, 1994) in which languages interconnect to increase
linguistic functionality. This linguistic interdependence of language
acquisition facilitates a transfer of literacy skills from the primary language
(L1) to the second language (L2) (August & Shanahan, 2006; Bialystok, 2007;
Miramontes, et al., 1997). The strength of learning through formal instruction
in Spanish determines the extent of transfer to English (August, Calderon,
& Carlo, 2002; Slavin & Calderon, 2001; Garcia, 2001). For transfer to
be maximized, cross-linguistic connections between the two languages must be
explicitly taught while students engage in a contrastive analysis of the
Spanish and English languages (Cummins, 2007). Continued strong literacy
development in Spanish provides the foundation and scaffold for literacy
development given that a Common Underlying Proficiency (CUP) exists between the
two languages (Cummins, 1991). Consequently, direct and systematic instruction
(Genesee et al., 2005) in the appropriate sequence of Spanish skills with early
English as a second language-based literacy instruction is critical to student
success. As a result of working within two language systems, students'
metalinguistic and metacognitive skills are enhanced when they learn about the
similarities and differences between languages (Escamilla et. al., 2014). The
extent to which English and Spanish are used is reliant on the type of
bilingual program model being used (see Texas Education Code, §
29.066).
(6) English language learners (ELLs) are
expected to meet standards in a second language, and their proficiency in
English directly impacts their ability to meet these standards. The
comprehension of text throughout the stages of English language acquisition
requires scaffolds such as adapted text, translations, native language support,
cognates, summaries, pictures, realia, glossaries, bilingual dictionaries,
thesauri, and other modes of comprehensible input. Strategic use of the
student's first language is important to ensure linguistic, affective,
cognitive, and academic development in English. ELLs can and should be
encouraged to use knowledge of their first language to enhance vocabulary
development; vocabulary needs to be in the context of connected oral and
written discourse so that it is meaningful.
(7) Current research stresses the importance
of effectively integrating second language acquisition with quality content
area education in order to ensure that ELLs acquire social and academic
language proficiency in English, learn the knowledge and skills, and reach
their full academic potential. Instruction must be linguistically accommodated
in accordance with the English Language Proficiency Standards (ELPS) and the
student's English language proficiency levels to ensure the mastery of
knowledge and skills in the required curriculum is accessible. For a further
understanding of second language acquisition needs, refer to the ELPS and
proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this
title (relating to Required Curriculum).
(8) Oral language proficiency holds a pivotal
role in school success; verbal engagement must be maximized across grade levels
(Kinsella, 2010). In order for students to become thinkers and proficient
speakers in science, social studies, mathematics, fine arts, language arts and
reading, and career and technical education, they must have multiple
opportunities to practice and apply the academic language of each discipline
(Fisher, Frey, & Rothenberg, 2008).
(9) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(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 to interpret verbal and non-verbal messages, ask relevant questions,
and make pertinent comments;
(B)
follow, restate, and give oral instructions that include multiple action
steps;
(C) give an organized
presentation employing eye contact, speaking rate, volume, enunciation, natural
gestures, and conventions of language to communicate ideas effectively;
and
(D) work collaboratively with
others to develop a plan of shared responsibilities.
(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:
(A) demonstrate and apply phonetic knowledge
by:
(i) 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);
(ii) using orthographic rules to segment and
combine syllables, including diphthongs and formal and accented
hiatus;
(iii) decoding and
differentiating meaning of word based on the diacritical accent; and
(iv) decoding words with prefixes and
suffixes;
(B)
demonstrate and apply spelling knowledge by:
(i) spelling words with more advanced
orthographic patterns and rules;
(ii) spelling palabras agudas, graves, and
esdrújulas (words with the stress on the antepenultimate, penultimate,
and last syllable) with a prosodic or orthographic accent;
(iii) spelling palabras sobresdrújulas
(words with the stress on the syllable before the antepenultimate syllable)
with a prosodic or orthographic accent;
(iv) spelling words with diphthongs and
hiatus; and
(v) marking accents
appropriately when conjugating verbs such as in simple and imperfect past, past
participle, perfect, conditional, and future tenses; and
(C) write legibly in cursive.
(3) 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:
(A) use print or
digital resources to determine meaning, syllabication, pronunciation, and word
origin;
(B) use context within and
beyond a sentence to determine the relevant meaning of unfamiliar words or
multiple-meaning words;
(C)
identify the meaning of and use words with affixes such as trans-, super-,
anti-, semi-, -logía, -ificar, -ismo, and -ista and roots, including
audi, crono, foto, geo, and terr;
(D) identify, use, and explain the meaning of
idioms, adages, and puns; and
(E)
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.
(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 use appropriate fluency (rate, accuracy, and prosody) when
reading grade-level text.
(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.
(6) 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:
(A) establish purpose for reading assigned
and self-selected texts;
(B)
generate questions about text before, during, and after reading to deepen
understanding and gain information;
(C) make and correct or confirm predictions
using text features, characteristics of genre, and structures;
(D) create mental images to deepen
understanding;
(E) make connections
to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to
support understanding;
(G) evaluate
details read to determine key ideas;
(H) synthesize information to create new
understanding; and
(I) monitor
comprehension and make adjustments such as re-reading, using background
knowledge, asking questions, and annotating when understanding breaks
down.
(7) 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:
(A) describe personal connections to a
variety of sources, including self-selected texts;
(B) write responses that demonstrate
understanding of texts, including comparing and contrasting ideas across a
variety of sources;
(C) use text
evidence to support an appropriate response;
(D) retell, paraphrase, or summarize texts in
ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways
such as notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary
as appropriate; and
(G) discuss
specific ideas in the text that are important to the meaning.
(8) 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:
(A) infer multiple themes within a text using
text evidence;
(B) analyze the
relationships of and conflicts among the characters;
(C) analyze plot elements, including rising
action, climax, falling action, and resolution; and
(D) analyze the influence of the setting,
including historical and cultural settings, on the plot.
(9) 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:
(A) demonstrate knowledge of distinguishing
characteristics of well-known children's literature such as folktales, fables,
legends, myths, and tall tales;
(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;
(C) explain structure in
drama such as character tags, acts, scenes, and stage directions;
(D) recognize characteristics and structures
of informational text, including:
(i) the
central idea with supporting evidence;
(ii) features such as insets, timelines, and
sidebars to support understanding; and
(iii) organizational patterns such as logical
order and order of importance;
(E) recognize characteristics and structures
of argumentative text by:
(i) identifying the
claim;
(ii) explaining how the
author has used facts for or against an argument; and
(iii) identifying the intended audience or
reader; and
(F)
recognize characteristics of multimodal and digital texts.
(10) 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:
(A)
explain the author's purpose and message within a text;
(B) analyze how the use of text structure
contributes to the author's purpose;
(C) analyze the author's use of print and
graphic features to achieve specific purposes;
(D) describe how the author's use of imagery,
literal and figurative language such as simile and metaphor, and sound devices
achieves specific purposes;
(E)
identify and understand the use of literary devices, including first- or
third-person point of view;
(F)
examine how the author's use of language contributes to voice; and
(G) explain the purpose of hyperbole,
stereotyping, and anecdote.
(11) 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:
(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;
(B) develop drafts into a focused,
structured, and coherent piece of writing by:
(i) organizing with purposeful structure,
including an introduction, transitions, and a conclusion; and
(ii) developing an engaging idea reflecting
depth of thought with specific facts and details;
(C) revise drafts to improve sentence
structure and word choice by adding, deleting, combining, and rearranging ideas
for coherence and clarity;
(D) edit
drafts using standard Spanish conventions, including:
(i) complete simple and compound sentences
with subject-verb agreement and avoidance of splices, run-ons, and
fragments;
(ii) irregular
verbs;
(iii) collective
nouns;
(iv) adjectives, including
those indicating origin, and their comparative and superlative forms;
(v) conjunctive adverbs;
(vi) prepositions and prepositional phrases
and their influence on subject-verb agreement;
(vii) pronouns, including personal,
possessive, objective, reflexive, prepositional, and indefinite;
(viii) subordinating conjunctions to form
complex sentences;
(ix)
capitalization of initials, acronyms, and organizations;
(x) italics and underlining for titles and
emphasis and punctuation marks, including commas in compound and complex
sentences, em dash for dialogue, and quotation marks for titles; and
(xi) correct spelling of words with
grade-appropriate orthographic patterns and rules; and
(E) publish written work for appropriate
audiences.
(12)
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:
(A) compose literary texts such as personal
narratives, fiction, and poetry using genre characteristics and
craft;
(B) compose informational
texts, including brief compositions that convey information about a topic,
using a clear central idea and genre characteristics and craft;
(C) compose argumentative texts, including
opinion essays, using genre characteristics and craft; and
(D) compose correspondence that requests
information.
(13)
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:
(A) generate and clarify questions on a topic
for formal and informal inquiry;
(B) develop and follow a research plan with
adult assistance;
(C) identify and
gather relevant information from a variety of sources;
(D) understand credibility of primary and
secondary sources;
(E) demonstrate
understanding of information gathered;
(F) differentiate between paraphrasing and
plagiarism when using source materials;
(G) develop a bibliography; and
(H) use an appropriate mode of delivery,
whether written, oral, or multimodal, to present results.
Notes
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