Texas Alignment 110.11. Kindergarten through 110.34. English IV

110 Pages·2013·1.11 MB·English

Texas Alignment
2008 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency
110.11. Kindergarten through 110.34. English IV

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Texas Alignment
2008 Texas Essential Knowledge and Skills (TEKS), produced by the Texas Education Agency
Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document
showing the entire list of standards for the subject and grade and the product skills aligned to
those standards. This alignment report shows the breadth of standards coverage for the purpose
and focus of this product.

Note to Educator ................................................................................................... iii
110.11. Kindergarten ............................................................................................... 1
110.12. First Grade ................................................................................................ 8
110.13. Second Grade ............................................................................................... 17
110.14. Third Grade ................................................................................................ 25
110.15. Fourth Grade ............................................................................................... 34
110.16. Fifth Grade ................................................................................................ 42
110.18. Sixth Grade ................................................................................................ 51
110.19. Seventh Grade .............................................................................................. 59
110.20. Eighth Grade ............................................................................................... 67
110.31. English I .................................................................................................. 75
110.32. English II ................................................................................................. 83
110.33. English III ................................................................................................ 91
110.34. English IV ................................................................................................. 99
© 2013 by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the
express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

ii
P.O. Box 8036
Wisconsin Rapids, WI 54495-8036
Phone: [phone]
Fax: [phone]
www.renlearn.com

Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance
Learning, we recognize the impact that standards and assessment reform have on schools.
We share the concerns of educators and administrators that students perform well and
that teachers have the resources they need to support their efforts to address standards and
assessments.

Renaissance Learning provides alignment reports to customers to show how the skills
within each product align to the skills within academic standards. The alignment report
presents all of the academic standards for a specific state/agency with the aligned
Renaissance Learning product skills indented below each standard.

Renaissance Learning recognizes that academic standards encompass the entire set of
learning and expectations that teachers are responsible for and that teachers are the key to
using products to address the entire set of standards. The Renaissance Learning alignment
report supports teachers in this role by clearly identifying product skills that are aligned
to the skills in the standards. The Renaissance Learning alignment reports for Accelerated
iii
Reader™ reflect the use of a strict alignment strategy. Contact Customer Assistance
[email protected] or call [phone] to request a copy of the complete alignment
strategy (KMNet document R41078).

Accelerated Reader (AR) is an extremely popular and successful reading product that has
been in use for over 25 years. AR’s advanced technology helps you:
 Make essential reading practice more effective for every student.
 Personalize reading practice to each student’s current level.
 Manage all reading activities including read to, read with, and read
independently.
 Assess students’ reading with four types of quizzes: Reading Practice, Vocabulary
Practice, Literacy Skills, and Textbook Quizzes.
 Build a lifelong love of reading and learning.

In total, 165 research studies and reviews support the effectiveness of Accelerated
Reader. There is consensus among key federally funded organizations charged with
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scientifically based research. Moreover, these organizations agree that AR is effective in
improving students’ reading achievement. Read more on Accelerated Reader at this
location http://www.renlearn.com/ar/research.aspx

By nature, some of the expectations in standards require either teachers or students to
perform tasks outside of this product. A standard set may be more fully met by multiple
products that each contribute differently to supporting the standards.

In the alignment report, you will notice a product domain “Overall Product Skills (OP)”.
These skills are designated Overall Product Skills because they are skills that all students
gain through use of the product.

We hope this report answers your questions regarding the alignment of Renaissance
Learning product skills to standards. If you have any questions about the alignment
report, please feel free to call us at [phone].

Sincerely,

Renaissance Learning
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
110.11. Kindergarten
TX RC - Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author's message. Students will continue to apply earlier standards with greater
depth in increasingly more complex texts as they become self-directed, critical readers.
TX RC.A - Students are expected to: discuss the purposes for reading and listening to various texts (e.g.,
to become involved in real and imagined events, settings, actions, and to enjoy language);
TX RC.B - Students are expected to: ask and respond to questions about text;
Reading Practice Quizzes Answering clarifying questions about what was read (Who,
what, when, where, why, and how)
Demonstrating comprehension by identifying answers from
a selection of possible answers
Other Reading Quizzes Answering clarifying questions about what was read (Who,
what, when, where, why, and how)
Demonstrating comprehension by identifying answers from
a selection of possible answers
TX RC.C - Students are expected to: monitor and adjust comprehension (e.g., using background
knowledge, creating sensory images, re-reading a portion aloud);
Overall Product Building comprehension
Setting individual goals to increase reading comprehension
TX RC.D - Students are expected to: make inferences based on the cover, title, illustrations, and plot;
Literacy Skills Quizzes - Inferential Making Inferences
Comprehension
TX RC.E - Students are expected to: retell or act out important events in stories; and
TX RC.F - Students are expected to: make connections to own experiences, to ideas in other texts, and to
the larger community and discuss textual evidence.
TX 1 - Students understand how English is written and printed.
TX 1.A - Students are expected to: recognize that spoken words can be represented by print for
communication;
Overall Product Developing concepts of print (for early readers)
TX 1.B - Students are expected to: identify upper- and lower-case letters;
TX 1.C - Students are expected to: demonstrate the one-to-one correspondence between a spoken word
and a printed word in text;
TX 1.D - Students are expected to: recognize the difference between a letter and a printed word;
TX 1.E - Students are expected to: recognize that sentences are comprised of words separated by spaces
and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as
clapping and jumping);
3/7/2013 * Assessed standard - 1 of 106 -
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 1.F - Students are expected to: hold a book right side up, turn its pages correctly, and know that
reading moves from top to bottom and left to right; and
Overall Product Developing concepts of print (for early readers)
TX 1.G - Students are expected to: identify different parts of a book (e.g., front and back covers, title
page).
Reading Practice Quizzes Identifying book title and author
Other Reading Quizzes Identifying book title and author
TX 2 - Students display phonological awareness.
TX 2.A - Students are expected to: identify a sentence made up of a group of words;
TX 2.B - Students are expected to: identify syllables in spoken words;
TX 2.C - Students are expected to: orally generate rhymes in response to spoken words (e.g., "What
rhymes with hat?");
TX 2.D - Students are expected to: distinguish orally presented rhyming pairs of words from non-
rhyming pairs;
TX 2.E - Students are expected to: recognize spoken alliteration or groups of words that begin with the
same spoken onset or initial sound (e.g., "baby boy bounces the ball");
TX 2.F - Students are expected to: blend spoken onsets and rimes to form simple words (e.g., onset /c/
and rime /at/ make cat);
TX 2.G - Students are expected to: blend spoken phonemes to form one-syllable words
(e.g., /m/ ... /a/ ... /n/ says man);
TX 2.H - Students are expected to: isolate the initial sound in one-syllable spoken words; and
TX 2.I - Students are expected to: segment spoken one-syllable words into two to three phonemes (e.g.,
dog: /d/ ... /o/ ... /g/).
TX 3 - Students use the relationships between letters and sounds, spelling patterns, and morphological
analysis to decode written English.
TX 3.A - Students are expected to: identify the common sounds that letters represent;
TX 3.B - Students are expected to: use knowledge of letter-sound relationships to decode regular words
in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
TX 3.C - Students are expected to: recognize that new words are created when letters are changed,
added, or deleted; and
TX 3.D - Students are expected to: identify and read at least 25 high-frequency words from a commonly
used list.
TX 4 - Students comprehend a variety of texts drawing on useful strategies as needed.
3/7/2013 * Assessed standard - 2 of 106 -
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 4.A - Students are expected to: predict what might happen next in text based on the cover, title, and
illustrations; and
Literacy Skills Quizzes - Inferential Making Predictions
Comprehension
TX 4.B - Students are expected to: ask and respond to questions about texts read aloud.
Reading Practice Quizzes Answering clarifying questions about what was read (Who,
what, when, where, why, and how)
Demonstrating comprehension by identifying answers from
a selection of possible answers
Other Reading Quizzes Answering clarifying questions about what was read (Who,
what, when, where, why, and how)
Demonstrating comprehension by identifying answers from
a selection of possible answers
TX 5 - Students understand new vocabulary and use it correctly when reading and writing.
TX 5.A - Students are expected to: identify and use words that name actions, directions, positions,
sequences, and locations;
Overall Product Building vocabulary knowledge
Reading Practice Quizzes Recognizing and reading words
Recalling word meaning
Other Reading Quizzes Recognizing and reading words
Recalling word meaning
Vocabulary Acquisition Recalling word meaning
Recognizing words
TX 5.B - Students are expected to: recognize that compound words are made up of shorter words;
Vocabulary Acquisition Recognizing Compound words
TX 5.C - Students are expected to: identify and sort pictures of objects into conceptual categories (e.g.,
colors, shapes, textures); and
TX 5.D - Students are expected to: use a picture dictionary to find words.
TX 6 - Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.
TX 6.A - Students are expected to: identify elements of a story including setting, character, and key
events;
Overall Product Acquiring understanding of literary features
Reading Practice Quizzes Recognizing setting
Recalling events
Identifying significant events
3/7/2013 * Assessed standard - 3 of 106 -
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
Recalling characters
Identifying characters
Other Reading Quizzes Recognizing setting
Recalling events
Identifying significant events
Recalling characters
Identifying characters
Literacy Skills Quizzes - Literary Analysis Recognizing Setting
Understanding Literary Features
TX 6.B - Students are expected to: discuss the big idea (theme) of a well-known folk tale or fable and
connect it to personal experience;
TX 6.C - Students are expected to: recognize sensory details; and
TX 6.D - Students are expected to: recognize recurring phrases and characters in traditional fairy tales,
lullabies, and folk tales from various cultures.
TX 7 - Students understand, make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding. Students are expected to respond to
rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.
Overall Product Acquiring understanding of literary types
Literacy Skills Quizzes - Literary Analysis Understanding the Author's Craft
TX 8 - Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
TX 8.A - Students are expected to: retell a main event from a story read aloud; and
Reading Practice Quizzes Identifying significant events
Other Reading Quizzes Identifying significant events
TX 8.B - Students are expected to: describe characters in a story and the reasons for their actions.
Reading Practice Quizzes Recalling characters
Identifying characters
Recognizing characters' feelings
Understanding characterization
Other Reading Quizzes Recalling characters
Identifying characters
Recognizing characters' feelings
Understanding characterization
Literacy Skills Quizzes - Initial Understanding Identifying Reasons
Literacy Skills Quizzes - Literary Analysis Understanding Characterization
3/7/2013 * Assessed standard - 4 of 106 -
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 9 - Students analyze, make inferences and draw conclusions about the author's purpose in cultural,
historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to identify the topic of an informational text heard.
Reading Practice Quizzes Understanding historical/cultural factors
Identifying the main idea
Other Reading Quizzes Understanding historical/cultural factors
Identifying the main idea
Literacy Skills Quizzes - Literary Analysis Understanding Historical/Cultural Factors
Understanding the Author's Craft
Literacy Skills Quizzes - Constructing Meaning Understanding the Main Idea
TX 10 - Students analyze, make inferences and draw conclusions about expository text, and provide
evidence from text to support their understanding.
TX 10.A - Students are expected to: identify the topic and details in expository text heard or read,
referring to the words and/or illustrations;
Reading Practice Quizzes Recalling details
Identifying the main idea
Other Reading Quizzes Recalling details
Identifying the main idea
Literacy Skills Quizzes - Initial Understanding Recognizing Details
Literacy Skills Quizzes - Constructing Meaning Understanding the Main Idea
TX 10.B - Students are expected to: retell important facts in a text, heard or read;
Reading Practice Quizzes Recalling details
Other Reading Quizzes Recalling details
Literacy Skills Quizzes - Initial Understanding Recognizing Details
TX 10.C - Students are expected to: discuss the ways authors group information in text; and
TX 10.D - Students are expected to: use titles and illustrations to make predictions about text.
Reading Practice Quizzes Identifying book title and author
Other Reading Quizzes Identifying book title and author
Literacy Skills Quizzes - Inferential Making Predictions
Comprehension
TX 11 - Students understand how to glean and use information in procedural texts and documents.
TX 11.A - Students are expected to: follow pictorial directions (e.g., recipes, science experiments); and
TX 11.B - Students are expected to: identify the meaning of specific signs (e.g., traffic signs, warning
signs).
3/7/2013 * Assessed standard - 5 of 106 -
Accelerated Reader
Texas 110.11. Kindergarten
EssentialÊKnowledgeÊandÊSkills
TX 12 - Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. Students continue to apply earlier standards with greater
depth in increasingly more complex texts.
TX 12.A - Students are expected to: identify different forms of media (e.g., advertisements, newspapers,
radio programs); and
TX 12.B - Students are expected to: identify techniques used in media (e.g., sound, movement).
TX 13 - Students use elements of the writing process (planning, drafting, revising, editing, and publishing)
to compose text.
TX 13.A - Students are expected to: plan a first draft by generating ideas for writing through class
discussion;
TX 13.B - Students are expected to: develop drafts by sequencing the action or details in the story;
TX 13.C - Students are expected to: revise drafts by adding details or sentences;
TX 13.D - Students are expected to: edit drafts by leaving spaces between letters and words; and
TX 13.E - Students are expected to: share writing with others.
TX 14 - Students write literary texts to express their ideas and feelings about real or imagined people,
events, and ideas.
TX 14.A - Students are expected to: dictate or write sentences to tell a story and put the sentences in
chronological sequence; and
TX 14.B - Students are expected to: write short poems.
TX 15 - Students write expository and procedural or work-related texts to communicate ideas and
information to specific audiences for specific purposes. Students are expected to dictate or write
information for lists, captions, or invitations.
TX 16 - Students understand the function of and use the conventions of academic language when speaking
and writing. Students continue to apply earlier standards with greater complexity.
TX 16.A - Students are expected to: understand and use the following parts of speech in the context of
reading, writing, and speaking (with adult assistance):
TX 16.A.i - past and future tenses when speaking;
TX 16.A.ii - nouns (singular/plural);
TX 16.A.iii - descriptive words;
TX 16.A.iv - prepositions and simple prepositional phrases appropriately when speaking or writing
(e.g., in, on, under, over); and
TX 16.A.v - pronouns (e.g., I, me);
TX 16.B - Students are expected to: speak in complete sentences to communicate; and
TX 16.C - Students are expected to: use complete simple sentences.
3/7/2013 * Assessed standard - 6 of 106 -