But before you can dive into lesson planning, it’s important that you have a strong understanding of the literacy principles upon which these standards were written. The importance of the reciprocal nature of, write, read, engage in academic conversations, and be read to on a daily basis, to become self-directed, critical learners who work collaboratively while continuously using metacognitive skills, In the 2009 TEKS for ELAR, vertical alignment of the TEKS was weak. There is horizontal alignment between the English language arts and Spanish language arts TEKS, but due to the different conventions of the languages, there are small but noteworthy differences between the two sets of standards that influence the teaching and learning of each language. 6. TEA has developed side-by-side documents to help you in this process, and though they have recently been removed from their website to update/clarify language, you can still access the previous versions here (be sure to sign up for the ELAR listserv to get updates and announcements). This enables teachers to prepare the type of lesson/activity that will help students reach the learning target.

To further help educators across the state understand the new TEKS, TEA has developed an awesome resource for ELAR for the first time ever this year.

(11)(D)(iii) singular, plural, common, and proper nouns; (11)(D)(iii) singular, plural, common, and proper nouns, (11)(D)(xi) correct spelling of words with grade-appropriate orthographic patterns and rules. I first recommend reading the introduction to the new TEKS as it gives a thorough and easy-to-understand overview of the intention of the new standards. For school years 2019-20 and 2020-21, students will only be assessed on overlap standards (those standards that are included in both the 2009 TEKS and 2017 TEKS) per TEA; this reso To the print the PDF of TEKS introduction, please click here.

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Home. ELAR/SLAR TEKS Update 2019-2020 The following are side-by-side comparison documents for the 2017 revised English and Spanish language arts and reading Texas Essential Knowledge and Skills (TEKS) to be implemented in the 2019–2020 school year in kindergarten through grade 8. K-12 English language arts and reading TEKS review committees (PDF, 99.6KB) SBOE English Language Arts and Reading TEKS Expert Reviewers. In 2017, the K-8 English Language Arts and Reading (ELAR) TEKS were adopted by the Texas State Board of Education. With the implementation of the new ELAR TEKS this year, you need a resource to help your students prepare for the test. **"N/E" means “no equivalent” and indicates that there is no matching student expectation. Then, I hope you’ll also join us in our upcoming email series, where we will dig deeper into the strands and ask critical questions to help guide our planning and delivery instruction this school year and in the years to come. (11)(D)(vi) subordinating conjunctions to form complex sentences and correlative conjunctions; (10)(D)(ix) correct spelling, including commonly confused terms. I definitely recommend consulting these documents throughout the year when planning lessons, preparing for benchmark assessments, and later on as you begin STAAR prep. In that case, the sequential numbering appears in the ELAR SEs, and the SLAR SEs are matched to them. K-8 Big Sheets.pdf 264.31 KB (Last Modified on October 4, 2019) The new structure is coherent, purposeful, and appropriately scaffolded from grade to grade. She also explains the difference in difficulty and rigor, the impact of learning progressions, and lays out how we will need to change teaching and practice to align with the outcomes in the new TEKS. Also, SEs that are similar for revised English and Spanish language arts and reading may not have the same number or may be in a different order.

The end goal is for students “to become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.” Often referred to as “thinking about thinking,” metacognitive skills enable students to take charge of their own learning to develop strategies for meeting their own learning needs.

This document is intended to be printed on one page for easy access to all standards in that grade level in one place. (The overlap standards are those that are included in both the 2009 TEKS and the 2017 TEKS for ELAR.) The ones adopted in 2017 will be implemented in 2019 for K-8. There is horizontal alignment between the English language arts and Spanish language arts TEKS, but due to the different conventions of the languages, there are small but noteworthy differences between the two sets of standards that influence the teaching and learning of each language. While the English and Spanish language arts TEKS contain substantively similar and equally rigorous expectations for students who are learning English or Spanish, these side-by-side documents point out the minor differences in student expectations (SEs).

That can feel more than a little overwhelming, especially since new standards also bring with them new curriculum resources and a new scope & sequence, as well.

Also, SEs that are similar for ELAR and SLAR may not have the same number or may be in a different order. (2)(A)(ii) decoding 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)(A)(iii) decoding words with hiatus and diphthongs; (2)(A)(iv) using knowledge of syllable division patterns and morphemes to decode multisyllabic words; (2)(B)(i) 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)(ii) marking accents appropriately when conjugating verbs in simple and imperfect past, perfect conditional, and future tenses; (2)(B)(iii) spelling words with diphthongs and hiatus; Developing and sustaining foundational language skills—vocabulary, (2)(C) determine the meaning and usage of grade-level academic, (3)(C) determine the meaning and usage of grade-level academic, (3)(D) differentiate between and use homographs, homophones, and commonly confused terms such as, Developing and sustaining foundational language skills—fluency, Developing and sustaining foundational language skills—self-sustained reading, (10)(D)(vi) subordinating conjunctions to form complex sentences and correlative conjunctions.

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