Source: http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html
Timestamp: 2020-04-07 22:39:52
Document Index: 317245962

Matched Legal Cases: ['§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110', '§110']

(a) The provisions of this section and §§110.2-110.7 of this title shall be implemented by school districts.
(b) No later than August 31, 2018, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills for English language arts and reading as adopted in §§110.2-110.7 of this title.
(c) If the commissioner makes the determination that instructional materials funding has been made available under subsection (b) of this section, §§110.2-110.7 of this title shall be implemented beginning with the 2019-2020 school year and apply to the 2019-2020 and subsequent school years.
(d) If the commissioner does not make the determination that instructional materials funding has been made available under subsection (b) of this section, the commissioner shall determine no later than August 31 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that §§110.2-110.7 of this title shall be implemented for the following school year.
Source: The provisions of this §110.1 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
§110.2. English Language Arts and Reading, Kindergarten, Adopted 2017.
(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 and ask questions to understand information and answer questions using multi-word responses;
(B) restate and follow oral directions that involve a short, related sequence of actions;
(C) share information and ideas by speaking audibly and clearly using the conventions of language;
(D) work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and
(E) develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.
(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 phonological awareness by:
(i) identifying and producing rhyming words;
(ii) recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;
(iii) identifying the individual words in a spoken sentence;
(iv) identifying syllables in spoken words;
(ix) manipulating syllables within a multisyllabic word; and
(x) segmenting spoken one-syllable words into individual phonemes;
(B) demonstrate and apply phonetic knowledge by:
(i) identifying and matching the common sounds that letters represent;
(ii) using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;
(iii) recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and
(iv) identifying and reading at least 25 high-frequency words from a research-based list;
(C) demonstrate and apply spelling knowledge by:
(i) spelling words with VC, CVC, and CCVC;
(D) demonstrate print awareness by:
(i) identifying the front cover, back cover, and title page of a book;
(ii) holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
(iii) recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
(iv) recognizing the difference between a letter and a printed word; and
(v) identifying all uppercase and lowercase letters; and
(E) develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
(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 a resource such as a picture dictionary or digital resource to find words;
(B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
(C) identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
(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 interact independently with text for increasing periods of time.
(A) establish purpose for reading assigned and self-selected texts with adult assistance;
(B) generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;
(C) make and confirm predictions using text features and structures with adult assistance;
(D) create mental images to deepen understanding with adult assistance;
(E) make connections to personal experiences, ideas in other texts, and society with adult assistance;
(F) make inferences and use evidence to support understanding with adult assistance;
(G) evaluate details to determine what is most important with adult assistance;
(H) synthesize information to create new understanding with adult assistance; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.
(B) provide an oral, pictorial, or written response to a text;
(A) discuss topics and determine the basic theme using text evidence with adult assistance;
(B) identify and describe the main character(s);
(C) describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and
(D) describe the setting.
(A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;
(B) discuss rhyme and rhythm in nursery rhymes and a variety of poems;
(C) discuss main characters in drama;
(i) the central idea and supporting evidence with adult assistance;
(ii) titles and simple graphics to gain information; and
(iii) the steps in a sequence with adult assistance;
(E) recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and
(A) discuss with adult assistance the author's purpose for writing text;
(B) discuss with adult assistance how the use of text structure contributes to the author's purpose;
(C) discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;
(D) discuss with adult assistance how the author uses words that help the reader visualize; and
(E) listen to and experience first- and third-person texts.
(A) plan by generating ideas for writing through class discussions and drawings;
(B) develop drafts in oral, pictorial, or written form by organizing ideas;
(C) revise drafts by adding details in pictures or words;
(D) edit drafts with adult assistance using standard English conventions, including:
(i) complete sentences;
(ii) verbs;
(iii) singular and plural nouns;
(iv) adjectives, including articles ;
(ix) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
(E) share writing.
(A) dictate or compose literary texts, including personal narratives; and
(B) dictate or compose informational texts.
(A) generate questions for formal and informal inquiry with adult assistance;
(C) gather information from a variety of sources with adult assistance;
(D) demonstrate understanding of information gathered with adult assistance; and
(E) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Source: The provisions of this §110.2 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
(A) listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
(B) follow, restate, and give oral instructions that involve a short, related sequence of actions;
(C) share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and
(E) develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.
(i) producing a series of rhyming words;
(iii) distinguishing between long and short vowel sounds in one-syllable words;
(iv) recognizing the change in spoken word when a specified phoneme is added, changed, or removed;
(v) blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;
(vi) manipulating phonemes within base words; and
(vii) segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;
(i) decoding words in isolation and in context by applying common letter sound correspondences;
(ii) decoding words with initial and final consonant blends, digraphs, and trigraphs;
(iii) decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;
(iv) using knowledge of base words to decode common compound words and contractions;
(v) decoding words with inflectional endings, including -ed, -s, and -es; and
(vi) identifying and reading at least 100 high-frequency words from a research-based list;
(i) spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;
(ii) spelling words with initial and final consonant blends, digraphs, and trigraphs;
(iii) spelling words using sound-spelling patterns; and
(iv) spelling high-frequency words from a research-based list;
(D) demonstrate print awareness by identifying the information that different parts of a book provide;
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words; and
(F) develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.
(B) use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
(C) identify the meaning of words with the affixes -s, -ed, and -ing; and
(D) identify and use words that name actions, directions, positions, sequences, categories, and locations.
(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 interact independently with text for increasing periods of time.
(C) make and correct or confirm predictions using text features, characteristics of genre, and structures with adult assistance;
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
(A) discuss topics and determine theme using text evidence with adult assistance;
(B) describe the main character(s) and the reason(s) for their actions;
(C) describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and
(B) discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;
(C) discuss elements of drama such as characters and setting;
(ii) features and simple graphics to locate or gain information; and
(iii) organizational patterns such as chronological order and description with adult assistance;
(A) discuss the author's purpose for writing text;
(B) discuss how the use of text structure contributes to the author's purpose;
(D) discuss how the author uses words that help the reader visualize; and
(A) plan a first draft by generating ideas for writing such as by drawing and brainstorming;
(B) develop drafts in oral, pictorial, or written form by:
(i) organizing with structure; and
(ii) developing an idea with specific and relevant details;
(i) complete sentences with subject-verb agreement;
(ii) past and present verb tense ;
(iv) adjectives, including articles;
(ix) punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and
(x) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and
(E) publish and share writing.
(A) dictate or compose literary texts, including personal narratives and poetry;
(B) dictate or compose informational texts, including procedural texts; and
(C) dictate or compose correspondence such as thank you notes or letters .
(C) identify and gather relevant sources and information to answer the questions with adult assistance;
Source: The provisions of this §110.3 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
(C) share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;
(D) work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and
(E) develop social communication such as distinguishing between asking and telling.
(ii) distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
(iii) recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
(iv) manipulating phonemes within base words;
(i) decoding words with short, long, or variant vowels, trigraphs, and blends;
(ii) decoding words with silent letters such as knife and gnat;
(iii) decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(iv) decoding compound words, contractions, and common abbreviations;
(v) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
(vi) decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
(vii) identifying and reading high-frequency words from a research-based list;
(i) spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(ii) spelling words with silent letters such as knife and gnat;
(iii) spelling compound words, contractions, and common abbreviations;
(iv) spelling multisyllabic words with multiple sound-spelling patterns;
(v) spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
(vi) spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
(D) alphabetize a series of words and use a dictionary or glossary to find words; and
(E) develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.
(A) use print or digital resources to determine meaning and pronunciation of unknown words;
(B) use context within and beyond a sentence to determine the meaning of unfamiliar words;
(C) identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
(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.
(B) write brief comments on literary or informational texts that demonstrate an understanding of the text ;
(B) describe the main character's (characters') internal and external traits;
(C) describe and understand plot elements, including the main events, the conflict , and the resolution, for texts read aloud and independently; and
(D) describe the importance of the setting.
(A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
(B) explain visual patterns and structures in a variety of poems;
(C) discuss elements of drama such as characters, dialogue, and setting;
(ii) features and graphics to locate and gain information; and
(iii) organizational patterns such as chronological order and cause and effect stated explicitly;
(E) recognize characteristics of persuasive text, including:
(i) stating what the author is trying to persuade the reader to think or do; and
(ii) distinguishing facts from opinion; and
(C) discuss the author's use of print and graphic features to achieve specific purposes;
(D) discuss the use of descriptive, literal, and figurative language;
(E) identify the use of first or third person in a text; and
(F) identify and explain the use of repetition.
(A) plan a first draft by generating ideas for writing such as drawing and brainstorming;
(B) develop drafts into a focused piece of writing by:
(C) revise drafts by adding, deleting, or rearranging words, phrases, or sentences;
(ii) past, present, and future verb tense ;
(v) adverbs that convey time and adverbs that convey place ;
(vii) pronouns, including subjective, objective, and possessive cases ;
(ix) capitalization of months, days of the week, and the salutation and conclusion of a letter;
(x) end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
(A) compose literary texts, including personal narratives and poetry;
(B) compose informational texts, including procedural texts and reports; and
(C) compose correspondence such as thank you notes or letters .
(C) identify and gather relevant sources and information to answer the questions;
(F) cite sources appropriately; and
Source: The provisions of this §110.4 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
§110.5. English Language Arts and Reading, Grade 3, Adopted 2017.
(C) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
(D) work collaboratively with others by following agreed-upon rules, norms, and protocols; and
(E) develop social communication such as conversing politely in all situations.
(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:
(i) decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;
(iii) decoding compound words, contractions, and abbreviations;
(iv) decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;
(v) decoding words using knowledge of prefixes;
(vi) decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
(iii) spelling compound words, contractions, and abbreviations;
(v) spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
(vi) spelling words using knowledge of prefixes; and
(vii) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;
(C) alphabetize a series of words to the third letter; and
(D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.
(B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
(C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and
(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
(A) infer the theme of a work, distinguishing theme from topic;
(B) explain the relationships among the major and minor characters;
(C) analyze plot elements, including the sequence of events, the conflict , and the resolution; and
(D) explain the influence of the setting on the plot.
(C) explain 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 sound devices such as onomatopoeia achieves specific purposes;
(E) identify the use of literary devices, including first- or third-person point of view;
(G) identify and explain the use of hyperbole .
(i) organizing with purposeful structure, including an introduction and a conclusion; and
(i) complete simple and compound sentences with subject-verb agreement;
(v) adverbs that convey time and adverbs that convey manner;
(ix) capitalization of official titles of people, holidays, and geographical names and places;
(x) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series ; and
(A) compose literary texts, including personal narratives and poetry, using genre characteristics and craft ;
(D) compose correspondence such as thank you notes or letters.
(A) generate questions on a topic for formal and informal inquiry;
(G) create a works cited page; and
Source: The provisions of this §110.5 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
(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:
(G) identify and explain the use of anecdote .
(i) complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments ;
(v) adverbs that convey frequency and adverbs that convey degree ;
(vii) pronouns, including reflexive ;
(A) compose literary texts such as personal narratives and poetry using genre characteristics and craft ;
Source: The provisions of this §110.6 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.
§110.7. English Language Arts and Reading, Grade 5, Adopted 2017.
(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
(i) decoding words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
(ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(iii) decoding words using advanced knowledge of syllable division patterns;
(iv) decoding words using advanced knowledge of the influence of prefixes and suffixes on base words; and
(A) use print or digital resources to determine meaning, syllabication, pronunciation, and word origin;
(C) identify the meaning of and use words with affixes such as trans-, super-, -ive, and -logy and roots such as geo and photo; and
(D) identify, use, and explain the meaning of adages and puns.
(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.
(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;
(ii) explaining how the author has used facts for or against an argument; and
(D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices achieves specific purposes;
(F) examine how the author's use of language contributes to voice; and
(G) explain the purpose of hyperbole, stereotyping, and anecdote .
(vii) pronouns, including indefinite ;
(viii) subordinating conjunctions to form complex sentences ;
(x) italics and underlining for titles and emphasis and punctuation marks, including quotation marks in dialogue and commas in compound and complex sentences; and
(A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft ;
(D) understand credibility of primary and secondary sources;
(F) differentiate between paraphrasing and plagiarism when using source materials;
Source: The provisions of this §110.7 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3835.