Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 110 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING › Subchapter A - ELEMENTARY › Section 110.6 - English Language Arts and Reading, Grade 4, Adopted 2017

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) The English language arts and reading
				  Texas Essential Knowledge and Skills (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 andcraft;
				  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. The strands 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 English 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, 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) 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.
(4) English
				  language learners (ELLs) are expected to meet standards in a second language;
				  however, their proficiency in English influences the ability to meet these
				  standards. To demonstrate this knowledge throughout the stages of English
				  language acquisition, comprehension of text requires additional scaffolds such
				  as adapted text, translations, native language support, cognates, summaries,
				  pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes
				  of comprehensible input. 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 discourse so that it is meaningful. Strategic use
				  of the student's first language is important to ensure linguistic, affective,
				  cognitive, and academic development in English.
(5) 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).
(6) 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).
(7) 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.