ELAR TEKS Strands

ELAR K-6 VERTICAL ALIGNMENT

STRAND 1: (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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

1 (A) listen actively and 1 (A) listen actively and 1 (A) listen actively and 1 (A) listen actively and 1(A) listen actively and 1 (A) listen actively to 1 (A) listen actively to

ask questions to ask questions to ask questions to ask questions to clarify ask questions to clarify interpret verbal and non- interpret a message, ask

understand and answer understand and answer understand and answer information and make information and make verbal messages, ask clarifying questions, and

questions using multi- questions using multi- questions using multi- pertinent comments pertinent comments relevant questions, and respond appropriately

word responses word responses word responses make pertinent

comments

1 (B) follow oral 1 (B) follow and give oral 1 (B) follow and give oral 1 (B) follow and give oral 1 (B) follow and give oral 1 (B) follow and give oral (B) follow and give oral

directions that involve a directions that involve a directions that involve a directions that involve a directions that involve a instructions that include directions that involve a

short, related sequence short, related sequence short, related sequence short, related sequence short, related sequence multiple action steps short, related sequence

of actions of actions of actions of actions of actions of actions

1 (C) share information and 1 (C) share information and 1 (C) share information and 1 (C) speak coherently 1 (C) express an opinion 1 (C) give an organized 1 (C) give an organized

ideas by speaking ideas about the topic under ideas that focus on the about the topic under supported by accurate presentation, employing presentation with a specific

audibly and clearly using discussion, speaking clearly topic under discussion, discussion, employing eye information, employing eye eye contact, speaking rate, stance and position,
the conventions of at an appropriate pace and speaking clearly at an contact, speaking rate, contact, speaking rate, volume, enunciation, employing eye contact,
language; using the conventions of appropriate pace and using volume, enunciation and volume, enunciation and natural gestures and using speaking rate, volume,
language; the conventions of using the conventions of using the conventions of the conventions of enunciation, natural

language; language to communicate language to communicate language to communicate gestures and using the

ideas effectively ideas effectively ideas effectively conventions of language to

communicate ideas

effectively

1 (D) work collaboratively 1 (D) work collaboratively 1 (D) work collaboratively 1 (D) work collaboratively 1 (D) work collaboratively 1 (D) work collaboratively 1 (D) participate in student-

with others by following with others by following with others by following with others by following with others to develop a with others to develop a led discussions by eliciting

agreed-upon rules for agreed-upon rules for agreed-upon rules for agreed-upon rules, norms plan or shared plan or shared and considering suggestions

discussion, including taking discussion, including discussion, including and protocols, and responsibilities responsibilities from other group members,

turns listening to each other, listening to each other, taking notes, and

speaking when recognized speaking when recognized identifying points of

and making appropriate and making appropriate agreement and

contributions contributions, and building disagreement

on the ideas of others, and

1 (E) develop social 1 (E) develop social 1 (E) develop social 1 (E) develop social

communication such as communication such as communications such a communication such as
introducing himself/herself, introducing himself/herself, distinguishing between conversing politely in all
using common and others, relating asking and telling. situations.

greetings, and expressing experiences to a classmate
needs and wants. and expressing needs and

feelings.

Alief ISD – p. 1

ELAR K-6 VERTICAL ALIGNMENT

STRAND 1 (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:

Strand 1: (2) A applies to grades K-3 only. Strand B includes K-6. Gr 6 N/A

Kindergarten Grade 1 Grade 2

STRAND 1 (2A) Demonstrate phonological awareness by:

(i) identifying and producing rhyming words (i) producing a series of rhyming words (i) producing a series of rhyming words

(ii) recognizing spoken alliteration or groups of words (ii) recognizing spoken alliteration or groups of words that begin with the same

that begin with the same onset of initial sound onset of initial sound

(iii) identify the individual words in a

spoken sentence

(iv) identifying syllable in spoken words (iii) distinguish between long and short vowel sounds in one -syllable words (ii) distinguish between long and short vowel sounds
(v) blending syllables to form multisyllabic words in one –syllable and multi-syllable words

(vi) segmenting multisyllabic words into syllables

(vii) blending onsets and rimes to form simple words (iv) recognizing the change in spoken word when a specific phoneme is added, (iii) recognizing the change in spoken word when a
changed or removed specific phoneme is added, changed or removed

(viii) blending spoken phonemes to form one-syllable (v) blending spoken phonemes to form one-syllable words, including initial and/or
words final consonant blends

(ix) manipulating syllables within a multi-syllabic word (vi) manipulating phonemes within base words and, (vi) manipulating phonemes within base words and,

(x) segmenting spoken one-syllable words into (vii) segmenting spoken one-syllable words of three to five phonemes into
individual phonemes individual phonemes, including words with initial and/or final consonant blends

STRAND 1 (2B) demonstrate and apply phonetic knowledge by:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 / N/A

(i) identifying and (i) decoding words in (i) decoding words (i) decoding (i) decoding words with (i) decoding words with consonant changes, including
matching the common isolation and in context by with short, long, or multisyllabic words specific orthographic /t/ to/sh/ such as in select and selection and /k/ to
sounds that letters applying common letter variant vowels, with multiple sound patterns and rules /sh/ as in music and musician
represent sound correspondences trigraphs and blends spelling patterns including regular and
such as eigh, ough, en irregular plurals
(ii) using letter-sound (ii) decoding words with (ii) decoding words
relationships to decode initial and final consonant with silent letters such
including VC, CVC, CCVC blends, digraphs and as knife and gnat
and CVCC words trigraphs

Alief ISD – p. 2

ELAR K-6 VERTICAL ALIGNMENT

STRAND1 (2B) cont’d: demonstrate and apply phonetic knowledge by:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 / N/A
(ii) decoding words with (ii) decoding words with
(iii) recognizing that new (iii) decoding words with (iii) decoding words closed syllables closed syllables (ii) decoding words with closed syllables
open syllables; open syllables;
words are created when closed syllables with closed syllables VCe syllables VCe syllables open syllables;
Vowel teams Vowel teams
letters are changed, open syllables; open syllables; Vowel digraphs and Vowel digraphs and VCe syllables
diphthongs diphthongs
added or deleted as in: VCe syllables VCe syllables r-controlled vowels r-controlled vowels Vowel teams
final stable syllables -le
it - pit-tip-tap Vowel teams Vowel teams final stable syllables -le Vowel digraphs and diphthongs
(iii) decodes words using
Vowel digraphs and Vowel digraphs and (iii) decodes compound advanced knowledge of r-controlled vowels
words, contractions syllable division patterns
diphthongs diphthongs and common such as V V final stable syllables -le
abbreviations
r-controlled vowels r-controlled vowels (iv) decodes words with
(iv) decodes words knowledge of prefixes
final stable syllables -le using knowledge of
syllable division (v) decodes words using
(iv) using knowledge of (iv) decodes compound patterns such as: VCCV, knowledge of suffixes
VCV and VCCCV with including how they
base words to decode words, contractions accent shifts change base words such
as:
common compound and common (v) decodes words with Dropping e
knowledge of prefixes Changing y to i
words and contractions abbreviations Doubling final consonants
(vi) decodes words
(v) decodes words using knowledge of (vi) identifies and reads (iii) decodes words using advanced knowledge of
suffixes including how high-frequency words syllable division patterns
using knowledge of they change base from a research-based list
words such as: (iv) decodes words using advanced knowledge of the
syllable division Dropping e influences of prefixes and suffixes on base words
Changing y to i
patterns such as: Doubling final
consonants
VCCV, VCV and VCCCV
(vii) identifies and
(v) decodes words with (vi) decodes words reads high-frequency
inflectional endings with prefixes including: words from a research-
including: -ed,-s, -es un-, re-, and dis and based list
Inflectional endings
including: -s, -es, -ed, -
ing, -er, -est

(iv) identifies and reads (vi) identifies and reads at (vii) identifies and (v) identifies and reads high-frequency words from a
at least 26 high- least 100 high-frequency reads high-frequency research-based list
frequency words from a words from a research- words from a research-
research-based list based list based list

Alief ISD – p. 3

ELAR K-6 VERTICAL ALIGNMENT

STRAND 1 (2C) demonstrate and apply spelling knowledge by:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 / N/A
(i) spell words with VC, (i) spell words with closed (i) spell one- syllable (i) spell multisyllabic (i) spell multisyllabic words
CVC, and CCVC syllables, open syllables, and multisyllabic words with closed with closed syllables; open (i) spell multisyllabic words with closed syllables;
VCe syllables, vowel words with closed syllables; open syllables; syllables; VCe syllables;
teams, and r- controlled syllables; open VCe syllables; vowel vowel teams, including open syllables; VCe syllables; vowel teams, including
syllables syllables; VCe syllables; teams, including digraphs and diphthongs;
digraphs and r- controlled syllables; and digraphs and diphthongs; r- controlled syllables; and
diphthongs; r- final stable syllables;
controlled syllables; and final stable syllables;
final stable syllables; (ii) spelling homophones
vowel teams, including
(ii) spelling
digraphs and homophones;

diphthongs; r-

controlled syllables;

and final stable

syllables;

(ii) spelling words with initial (ii) spelling words with Ii spell words with consonant changes, including /t/ to /sh/ as
and final consonant blends, silent letters such as in select and selections; an /k/ to/sh/as music to musician
digraphs, and trigraphs knife and gnat;

(ii) spelling words using (iiiI) spelling words using (iii) spelling compound (iii) spelling compound (iii) spells multisyllabic words (iii) spells multisyllabic words with multiple sound-spelling
sound-spelling patterns sound-spelling patterns words, contractions, and with multiple sound-spelling patterns
words, contractions, abbreviations; patterns (iv) spells words using advanced knowledge of syllable division
(iv) spelling high-frequency (iv) spelling high-frequency (iv) spells words using patterns
words from a research- words from a research-based and common (iv) spells multisyllabic advanced knowledge of
based list list words with multiple syllable division patterns (V) spells words using knowledge of prefix and
abbreviations; sound-spelling patterns
(v) spells words using (V) spells words using
(iv) spells multisyllabic knowledge of syllable knowledge of prefix and
words with multiple division patterns such as:
sound-spelling patterns VCCV, VCV, VCCCV(
(v) spells words using
knowledge of syllable (vi) spells words using
division patterns, knowledge of prefix and
including words with
double consonants in
the middle of the word
(v1)spells words with
prefixes including: un-,
re-, and dis- and
inflections endings
including: -s,-es,-ed,-ing,
-er,and -est

Alief ISD – p. 4

ELAR K-6 VERTICAL ALIGNMENT

STRAND 1 (2 D) demonstrates print awareness

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A
N/a
(i) identify the front cover, back cover, and title page of a book; N/A N/A N/a

(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) recognizes that sentences are comprised of words separated by spaces and recognizing word boundaries

(iv) recognizes the difference between a letter and a printed word

(v) identifies all uppercase and lowercase letters

STRAND 1 (2 E) Alphabetize a series of words to the first or second letter and uses a dictionary

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 6 Grade 6 N/A

Alphabetize to first or Alphabetize a series of alphabetize words to 3rd

second letter; use a words; use a dictionary letter

dictionary to find words or glossary to find

words

STRAND 1 (2 F) Develop handwriting and writes legibly

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A

Forms all uppercase and Develop handwriting by Develop handwriting by Writes complete words, Writes legibly in cursive to Writes legibly in
lowercase letters using printing words, sentences; accurately forming all thoughts, and answers complete assignments cursive
correct directionality answers legibly, leaves spaces cursive letters using legibly in cursive leaving
between words appropriate strokes when spaces between words
connecting letters

STRAND 1 (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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A

3 (A) use a resource such 3 (A) use a resource such 3 (A) use print or 3 (A) use print or digital 3 (A) use print or digital 3 (A) use print or 3 (A) use print or digital
as a picture dictionary or as a picture dictionary or digital resource to resource to determine resource to determine digital resource to resource to determine
digital resource to find digital resource to find determine meaning meaning syllabication meaning syllabication and determine meaning meaning syllabication and
words words and pronunciation of and pronunciation pronunciation syllabication and pronunciation, and word
unknown words pronunciation, and origin and part of speech
word origin

3 (B) use illustrations and 3 (B) use illustrations and 3 (B) use context within 3 (B) use context within 3 (B) use context within 3 (B) use context 3 (B) use context within and
texts the student is able texts the student is able to and beyond a sentence and beyond a sentence and beyond a sentence to within and beyond beyond a such as definition,
to read or hear to learn read or hear to learn or to determine the to determine the determine the relevant a sentence to analogy, and examples to
or clarify word meanings; clarify word meanings; and meaning of unfamiliar meaning of unfamiliar meaning of unfamiliar determine the clarify the meaning of words
and words words and multiple- words and multiple- relevant meaning and
meaning words meaning words of unfamiliar words

and multiple-

meaning words

Alief ISD – p. 5

ELAR K-6 VERTICAL ALIGNMENT

STRAND 1 (3): cont’d 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A

3 (C) identify the meaning 3 (C) identify the 3 (C) identify the 3 (C) determine the 3 (C) identify the 3 (C) determine the meaning
of words with the affixes - meaning of and use words meaning of and use and use of grade-level English
s,-ed, and –ing; and meaning of words with meaning of words with with affixes such as mis-, words with affixes words derived from Greek and

the affixes -un-, re-, -ly, the affixes such as im-

-er, and –est (into), non-, dis-, in- (not, sub-, -ment, -and –oty /ty such as trans-, Latin roots such as mis/mst,

(comparative and non), pre-, -ness, -y, and and roots such as auto, super-, -ive, and – bene, man, vac, scrib / script,

superlative) and- –ful; and graph and meter; and logy and roots such and just/jus

ion/tion/sion; and as geo and photo;

and

3 (C) ) identify and use 3 (D) identify and use 3 (D) identify and use 3 (D) identify and use 3 (D) identify and use and 3 (D) identify and
words that name actions; words that name actions, and explain the meaning and explain the meaning explain the meaning of use and explain the
directions; positions; directions, positions, of antonyms, synonyms, of anonyms, synonyms, homophones such as meaning of adages
sequences; categories sequences, categories, idioms, and homographs idioms, homophones reign/ rains, directions and puns
such as colors, shaped and locations. in connect, and homographs in a
and textures; an text
locations.

STRAND 1 (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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A

4 (A) use appropriate fluency 4 (A) use appropriate 4 (A) use appropriate 4 (A) use appropriate fluency 4 (A) use appropriate 4 (A) use appropriate fluency
(rate, accuracy, and prosody) fluency (rate, accuracy, fluency (rate, accuracy, and (rate, accuracy, and prosody) fluency (rate, (rate, accuracy, and prosody)
when reading grade-level text and prosody) when prosody) when reading when reading grade-level text accuracy, and when reading grade-level text
prosody) when

reading grade-level text grade-level text reading grade-level
text

STRAND 1 (5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-level text with fluency

and comprehension. The student is expected to:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 N/A

4 (A) self-select text and 4 (A) self-select text and 4 (A) self-select text 4 (A) self-select text and 4 (A) self-select text and 4 (A) self-select text 4 (A) self-select text and
inexact independently interact independently and inexact inexact independently inexact independently with and inexact inexact independently with the
with the text for with the text for increasing independently with the with the text for a the text for a sustained independently with text for a sustained period of
increasing periods of time periods of time text for a sustained sustained period of time period of time the text for a time
period of time sustained period of
time

Alief ISD – p. 6

ELAR K-6 VERTICAL ALIGNMENT

STRAND 2: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6 (A) establish purpose for 6 (A) establish purpose for 6 (A) establish purpose for 6 (A) establish purpose for 6 (A) establish purpose 6 (A) establish purpose for 6 (A) establish purpose for reading
reading assigned and self- reading assigned and self- reading assigned and self- reading assigned and self- for reading assigned and reading assigned and self- assigned and self-selected texts
selected texts with adult selected texts with adult selected texts selected texts self-selected texts selected texts

6(B) generate questions 6(B) generate questions 6 (B) generate questions 6 (B) generate questions 6(B) generate 6 (B) generate questions 6 (B) generate questions about
about text before, during, about text before, during, about text before, about text before, questions about text about text before, text before, during, and after
and after reading to and after reading to deepen during, and after reading during, and after reading before, during, and during, and after reading to deepen
deepen understanding and understanding and gain to deepen to deepen after reading to reading to deepen understanding and gain
gain information with adult information with adult understanding and gain understanding and gain deepen understanding understanding and gain information
assistance assistance information information and gain information information

6 (C) make and confirm 6 (C) make and confirm 6 (C) make and confirm 6 (C) make and confirm 6 (C) make and confirm 6 (C) make and confirm 5 (C) make and confirm predictions
predictions using text features predictions using text predictions using text predictions using text predictions using text predictions using text using text features, characteristics
and structures with adult features, characteristics of features, characteristics of features, characteristics of features, characteristics features, characteristics of of genre, and structures
assistance genre, and structures with genre, and structures genre, and structures of genre, and structures genre, and structures
adult assistance

6 (D) create mental images to 6 (D) create mental images 6 (D) create mental images 6 (D) create mental images 6 (D) create mental 6 (D) create mental images 5 (D) create mental images to
deepen understanding with to deepen understanding to deepen understanding to deepen understanding images to deepen to deepen understanding deepen understanding
adult assistance with adult assistance understanding

6 (E) make connections to 6 (E) make connections to 6 (E) make connections to 6 (E) make connections to 6 (E) make connections 6 (E) make connections to 5 (E) make connections to
personal experiences, ideas in personal experiences, ideas personal experiences, ideas personal experiences, ideas to personal experiences, personal experiences, personal experiences, ideas in
other tests, and society with in other tests, and society in other tests, and society in other tests, and society ideas in other tests, and ideas in other tests, and other tests, and society
adult assistance with adult assistance society society

6 (F) make inferences and use 6 (F) make inferences and 6 (F) make inferences and 6 (F) make inferences and 6 (F) make inferences and 6 (F) make inferences and 5 (F) make inferences and use
evidence to support use evidence to support use evidence to support use evidence to support use evidence to support use evidence to support evidence to support understanding
understanding with adult understanding with adult understanding understanding understanding understanding
assistance assistance

6 (G) evaluate details to 6 (G) evaluate details to 6 (G) evaluate details read 6 (G) evaluate details read 6 (G) evaluate details 6 (G) evaluate details read 5 (G) evaluate details read to
determine what is most determine what is most to determine key ideas to determine key ideas read to determine key
important with adult important with adult ideas to determine key ideas determine key ideas
assistance assistance

6 (H) synthesize information to 6 (H) synthesize information 6 (H) synthesize information 6 (H) synthesize information 6 (H) synthesize 6 (H) synthesize 5 (H) synthesize information to
create new understanding to create new to create new to create new information to create information to create new create new understanding
with adult assistance understanding with adult understanding understanding new understanding understanding
assistance

Alief ISD – p. 7

ELAR K-6 VERTICAL ALIGNMENT

STRAND 2: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6 (I) monitor comprehension 6 (I) monitor 6 (I) monitor 6 (I) monitor 6 (I) monitor 6 (I) monitor 5 (I) monitor comprehension and
and make adjustments such comprehension and make comprehension and make comprehension and make comprehension and comprehension and make make adjustments such as re-
as re-reading using adjustments such as re- adjustments such as re- adjustments such as re- make adjustments such adjustments such as re- reading using background
background knowledge, reading using background reading using background reading using background as re-reading using reading using background knowledge, checking for visual
checking for visual cues, and knowledge, checking for knowledge, checking for knowledge, checking for background knowledge, knowledge, checking for cues, and asking questions when
asking questions when visual cues, and asking visual cues, and asking visual cues, and asking checking for visual cues, visual cues, and asking understanding breaks down
understanding breaks down questions when questions when questions when and asking questions questions when
with adult assistance understanding breaks understanding breaks understanding breaks when understanding understanding breaks
down down down breaks down down

STRAND 3: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6 (A) describe personal 7 (A) describe personal 7 (A) describe personal 7 (A) describe personal 7 (A) describe personal 7 (A) describe personal 6 (A) describe personal
connections to a variety of connections to a variety connections to a variety connections to a variety connections to a connections to a variety connections to a variety of
sources of sources of sources of sources, including variety of sources, of sources, including self- sources, including self-selected
self-selected texts including self-selected selected texts texts
texts

6 (B) provide an oral, 7 (B) write brief 7 (B) write brief 7(B) write a response to 7(B) write responses 7(B) write responses that 6 (B)write responses that
pictorial, or written comments on literary or comments on literary or a literary or that demonstrate demonstrate demonstrate understanding of
response to a text; informational texts informational texts that informational text that understanding of the understanding of the the texts, including comparing
demonstrate an demonstrates an texts, including texts, including sources within and across
understanding of the text understanding of the comparing and comparing and genres;
text contrasting ideas contrasting ideas across a
across a variety of variety of sources;
sources;

6 (C) use text evidence 7 (C) use text evidence 7 (C) use text evidence 7 (C) use text evidence 7 (C) use text evidence 7 (C) use text evidence 6 (C) use text evidence
to support an to support an to support an to support an appropriate
to support an appropriate appropriate response to support an appropriate to support an appropriate response appropriate response response
response
response appropriate response

Alief ISD – p. 8

ELAR K-6 VERTICAL ALIGNMENT

STRAND 3: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

6 (D) retell texts in ways that 7 (D) retell texts in ways 7 (D) retell and 7 (D) retell and 7 (D) retell, 7 (D) retell, paraphrase, 6 (D) paraphrase, and
paraphrase texts in ways paraphrase texts in ways paraphrase, or or summarize texts in summarize texts in ways that
maintain meaning that maintain meaning that maintain meaning that maintain meaning summarize texts in ways that maintain maintain meaning and logical
and logical order and logical order ways that maintain meaning and logical order
6 (E) interact with sources in 7 (E) interact with meaning and logical order
meaningful ways such as sources in meaningful 7 (E) interact with sources 7 (E) interact with order 6 (E) interact with sources in
illustrating or writing ways such as illustrating in meaningful ways such sources in meaningful 7 (E) interact with meaningful ways such as
or writing as illustrating or writing ways such as notetaking, 7 (E) interact with sources in meaningful notetaking, annotating,
annotating, freewriting, sources in meaningful ways such as notetaking, freewriting, or illustrating
or illustrating ways such as annotating, freewriting,
notetaking, annotating, or illustrating
freewriting, or
illustrating

6 (F) respond using 7 (F) respond using 7 (F) respond using 7 (F) respond using 7 (F) respond using 7 (F) respond using 6 (F) respond using
newly acquired vocabulary newly acquired newly acquired newly acquired newly acquired newly acquired newly acquired vocabulary as
as appropriate vocabulary as vocabulary as appropriate vocabulary as vocabulary as vocabulary as appropriate
appropriate appropriate appropriate appropriate

7 (G) discuss specific 7 (G) discuss specific 7 (G) discuss specific 6 (G) discuss and write about
ideas in the text that are ideas in the text that
important to the are important to the ideas in the text that are the explicit or implicit
meaning meaning
important to the meaning meanings of text

6 (H) respond orally or in
writing with appropriate
register, vocabulary, tone, and
voice;

(I) reflect on and adjust
responses as new evidence is
presented

Alief ISD – p. 9

ELAR K-6 VERTICAL ALIGNMENT

STRAND 4 (1): 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

7 (A) discuss topics and 8 (A) discuss topics and 8 (A) discuss topics and 8 (A) infer the theme of 8 (A) infer basic 8 (A) infer multiple 7 (A) infer multiple themes
determine the basic theme determine theme using determine theme using a work, distinguishing themes supported by themes within a text within and across texts using
using text evidence with text evidence with adult text evidence with adult theme from topic text evidence using text evidence text evidence
adult assistance assistance assistance

7 (B) identify and describe 8 (B) describe the 8 (B) describe the main 8 (B) explain the 8 (B) explain the 8 (B) analyze the 7 (B) analyze how the
the main character(s main character(s) character's (characters') relationships among the interactions of the relationships of and characters' internal and
internal and external major and minor characters and the conflicts among the external responses develop
and the reason(s) for traits characters changes they undergo characters the plot
their actions

7 (C) describe the elements 8 (C) describe plot 8 (C) describe and 8 (C) analyze plot 8 (C) analyze plot 8 (C) analyze plot 7 (C) analyze plot elements,
of plot development, elements, including the understand plot elements, including the elements, including the elements, including rising including rising action, climax,
including the main events, main events, the elements, including the sequence of events, the rising action, climax, action, climax, falling falling action, resolution, and
the problem, and the problem, and the main events, the conflict, conflict, and the falling action, and action, and resolution non- linear elements such as
resolution for texts read resolution, for texts read and the resolution, for resolution resolution flashback
aloud with adult assistance aloud and texts read aloud and
independently independently

STRAND 4 (1) cont’d: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

7 (D) describe the 8 (D) describe the 8 (D) describe the 8 (D) explain the 8 (D) explain the 8 (D) analyze the 7 (D) analyze how the setting,
setting setting importance of the
influence of the setting influence of the setting , influence of the setting, including historical and

setting on the plot including historical and including historical and cultural settings, influences
cultural settings, on the cultural settings, on the character and plot

plot plot development.

Alief ISD – p. 10

ELAR K-6 VERTICAL ALIGNMENT

STRAND 4 (2): 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
8 (A) demonstrate 9 (A) demonstrate 9 (A) demonstrate 9 (A) demonstrate 9 (A) demonstrate 9 (A) demonstrate 8 (A) demonstrate
knowledge of knowledge of knowledge of knowledge of knowledge of knowledge of knowledge of literary genres
distinguishing distinguishing distinguishing distinguishing distinguishing distinguishing such as realistic fiction
characteristics of well- characteristics of well- characteristics of well- characteristics of well- characteristics of well- characteristics of well- adventure stories, historical
known children's known children's known children's known children's known children's known children's fiction, mysteries, humor,
literature such as literature such as literature such as literature such as literature such as literature such as and myths
folktales, fables, fairy folktales, fables, fairy folktales, fables, fairy folktales, fables, fairy folktales, fables, legends, folktales, fables, legends,
tales, and nursery tales, and nursery tales, and nursery tales, and nursery myths, and tall tales myths, and tall tales
rhymes rhymes rhymes rhymes

8 (B) discuss rhyme and 9 B) discuss rhyme, 9 (B) explain visual 9 (B) explain rhyme 9 (B) explain figurative 9 (B) explain the use of 8 (B) analyze the effect of
rhythm in nursery rhythm, repetition, and patterns and structures scheme, sound devices, language such as simile, sound devices and meter and structural
rhymes and a variety of alliteration in a variety in a variety of poems and structural elements metaphor, and figurative language and elements such as line breaks
poems of poems such as stanzas in a personification that the distinguish between the in poems across a variety of
variety of poems poet uses to create poet and the speaker in poetic forms
8 (C) discuss main 9 (C) discuss elements of images poems across a variety
characters in drama drama such as 9 (C) discuss elements of 9 (C) discuss elements of of poetic forms 8 (C) analyze how playwrights
characters and setting drama such as drama such as 9 (C) explain structure in 9 (C) explain structure in develop characters through
8 (D) recognize characters, dialogue, characters, dialogue, drama such as character dialogue and staging
characteristics and 9 (D) recognize and setting and setting, and acts tags, acts, scenes, and drama such as character
structures of characteristics and stage directions 8 (D) analyze characteristics
informational text, structures of 9 (D) recognize 9 (D) recognize tags, acts, scenes, and and structural elements of
including: informational text, characteristics and characteristics and 9 (D) recognize informational text, including:
(i) the central idea and including: structures of structures of characteristics and stage directions (i) the controlling idea or
supporting evidence (i) the central idea and informational text, informational text, structures of thesis with supporting
with adult assistance supporting evidence including: including: informational text, 9 (D) recognize evidence
(ii) titles and simple with adult assistance (i) the central idea and (i) the central idea and including: characteristics and ii) features such as
graphics to gain (ii) features and simple supporting evidence supporting evidence (i) the central idea and structures of introduction, foreword,
information; and graphics to locate or with adult assistance (ii) features such as supporting evidence informational text, preface, references, or
(iii) the steps in a gain information; and (ii) features and graphics sections, tables, graphs, ii) features such as including: acknowledgements to gain
sequence with adult (iii) organizational to locate and gain timelines, bullets, pronunciation guides and (i) the central idea and background information; and
assistance; chronological order and information; and numbers, and bold and diagrams to support supporting evidence iii) organizational patterns
description with adult (iii) organizational italicized font to support understanding; and ii) features such as insets, such as definition,
assistance chronological order and understanding; and (iii) organizational classification, advantage,
description with adult patterns such as compare timelines, and sidebars to and disadvantage
assistance (iii) organizational and contrast
patterns such as cause support understanding;
and effect and problem
and solution; and

Alief ISD – p. 11 iii) organizational

patterns such as logical

order and order of

importance

ELAR K-6 VERTICAL ALIGNMENT

STRAND 4 (2): 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

8 (E) recognize 9 (E) recognize 9 (E) recognize 9 (E) recognize 9 (E) recognize 9 (E) recognize 8 (E) recognize

characteristics of characteristics of characteristics of characteristics and characteristics and characteristics and characteristics and
persuasive text with persuasive text with persuasive text structures of structures of structures of structures of argumentative
adult assistance and adult assistance and including: argumentative text by: argumentative text by: argumentative text by: text by:

state what the author is state what the author is i) stating what the (i) identifying the claim; (i) identifying the claim; (i) identifying the claim; (i) identifying the claim;
trying to persuade the trying to persuade the author is trying to (ii) distinguishing facts (ii) explaining how the (ii) explaining how the (ii) explaining how the

reader to think or do reader to think or do persuade the reader to from opinion; and author has used facts author has used facts author uses various types of
8 (F) recognize 9 (F) recognize think or do; and for an argument; and for or against an evidence to support the
(ii) distinguishing facts (iii) identifying the (iii) identifying the argument; and argument;
from opinion intended audience or intended audience or (iii) identifying the intended
reader reader (iii) identifying the audience or reader
intended audience or
9 (F) recognize 9 (F) recognize 9 (F) recognize reader 8 (F) analyze characteristics of
9 (F) recognize

characteristics of characteristics of characteristics of characteristics of characteristics of characteristics of multimodal and digital texts.

multimodal and digital multimodal and digital multimodal and digital multimodal and digital multimodal and digital multimodal and digital

texts. texts. texts. texts. texts. texts.

Strand 5: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

9 (A) discuss with adult 10 (A) discuss the 10 (A) discuss the 10 (A) explain the 10 (A) explain the 10 (A) explain the 9 (A) explain the
assistance the author's author's purpose for author's purpose for author's purpose and author's purpose and author's purpose and author's purpose and
purpose for writing text writing text writing text message within a text message within a text message within a text message within a text

9 (B) discuss with adult 10 (B) discuss how the 10 (B) discuss how the 10 (B) discuss how the 10 (B) discuss how the 10 (B) discuss how the 9 (B) discuss how the
assistance how the use of use of text structure use of text structure use of text structure use of text structure use of text structure use of text structure
text structure contributes to the contributes to the contributes to the contributes to the contributes to the contributes to the
contributes to the author's purpose; author's purpose; author's purpose; author's purpose; author's purpose; author's purpose;
author's purpose;
10 (C) discuss with adult 10 (C) discuss the 10 (C) explain the 10 (C) analyze the 10 (C) analyze the 10 (C) analyze the
9 (C) discuss with adult assistance the author's author's use of print and author's use of print and author's use of print and author's use of print and author's use of print and
assistance the author's use of print and graphic graphic features to graphic features to graphic features to graphic features to graphic features to
use of print and graphic features to achieve achieve specific achieve specific achieve specific achieve specific achieve specific
features to achieve specific purposes purposes purposes purposes purposes purposes
specific purposes

Alief ISD – p. 12

ELAR K-6 VERTICAL ALIGNMENT

Strand 5: Cont’d: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

9 (D) discuss with adult 10 (D) discuss how the 10 (D) discuss the use of 10 (D) describe how the 10 (D) describe how the 10 (D) describe how the 9 (D) describe how the
assistance how the author uses words that descriptive, literal, and author's use of imagery, author's use of imagery, author's use of imagery, author's use of
author uses words that help the reader visualize figurative language literal and figurative literal and figurative literal and figurative figurative language such
help the reader visualize language such as simile, language such as simile, language such as simile, as metaphor and
and sound devices such and metaphor, and and metaphor, and personification achieves
as onomatopoeia sound devices such as sound devices achieves specific purposes
achieves specific alliteration and specific purposes
purposes assonance achieves
specific purposes

9 (E) listen to and 10 (E) listen to and 10 (E) identify the use of 10 (E) identify the use of 10 (E) identify and 10 (E) identify and 9 (E) identify the use of
experience first- and experience first- and first or third person in a literary devices, understand the use of understand the use of literary devices,
third-person texts third-person texts text including first- or third- literary devices, literary devices, including omniscient
person point of view including first- or third- including first- or third- and limited point of
10 (G) identify and person point of view person point of view view, to achieve a
explain the use of 10 (F) discuss how the specific purpose
repetition author's use of language 10 (F) discuss how the 10 (F) examine how the
contributes to voice author's use of language author's use of language 9 (F) analyze how the
contributes to voice contributes to voice author's use of
10 (G) identify and language contributes language contributes to
explain the use of 10 (G) identify and 10 (G) explain the mood and voice
hyperbole explain the use of purpose of hyperbole,
anecdote stereotyping, and 9 (G) explain the
anecdote differences between
rhetorical devices and
logical fallacies

Alief ISD – p. 13

ELAR K-6 VERTICAL ALIGNMENT

STRAND 6: 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

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
10 (A) plan by 11 (A) plan a first draft 11 (A) plan a first draft 11 (A) plan a first draft by 11 (A) plan a first draft by 11 (A) plan a first draft by 10 (A) plan a first draft
generating ideas for by generating ideas for by generating ideas for selecting a genre for a selecting a genre for a selecting a genre for a by selecting a genre
writing through class writing such as by writing such as by particular topic, particular topic, particular topic, appropriate for a
discussions and drawing and drawing and purpose, and audience purpose, and audience purpose, and audience particular topic,
drawings brainstorming brainstorming using a range of using a range of using a range of purpose, and audience
strategies such as strategies such as strategies such as using a range of
brainstorming, brainstorming, brainstorming, strategies such as
freewriting, and freewriting, and freewriting, and discussion, background
mapping; mapping; mapping; reading, and personal
interests

10 (B) develop drafts in 11 (B) develop drafts in 11 (B) develop drafts into 11 (B) develop drafts 11 (B) develop drafts 11 (B) develop drafts 10 (B) develop drafts
oral, pictorial, or written oral, pictorial, or written into a focused, into a focused, into a focused, into a focused,
form by organizing ideas form by: a focused piece of writing structured, and structured, and structured, and structured, and
(i) organizing with coherent piece of coherent piece of coherent piece of coherent piece of
10 (C) revise drafts by structure; and by: writing by: writing by: writing by: writing by:
adding details in ii) developing an idea i) organizing with i) organizing with i) organizing with i) organizing with
pictures or words with specific and (i) organizing with purposeful structure, purposeful structure, purposeful structure, purposeful structure,
relevant details structure; and including an introduction including an including an including an
ii) developing an idea and a conclusion; introduction, transitions, introduction, transitions, introduction,
11 (C) revise drafts by with specific and ii) developing an idea and a conclusion; and a conclusion; transitions, coherence
adding details in relevant details with specific and ii) developing an idea (ii) developing an within and across
pictures or words relevant details with specific and engaging idea reflecting paragraphs, and a
relevant details depth of thought with conclusion;
11 (C) revise drafts by 11 (C) revise drafts to specific facts and details ii) developing an
adding, deleting, or improve sentence 11 (C) revise drafts to engaging idea reflecting
rearranging words, structure and word improve sentence 11 (C) revise drafts to depth of thought with
phrases, or sentences; choice by adding, structure and word improve sentence specific facts and details
deleting, combining, choice by adding, structure and word 10 (C) revise drafts for
and rearranging ideas deleting, combining, choice by adding, clarity, development,
for coherence and clarity and rearranging ideas deleting, combining, organization, style,
for coherence and clarity and rearranging ideas word choice, and
for coherence and clarity sentence variety

Alief ISD – p. 14

ELAR K-6 VERTICAL ALIGNMENT

STRAND 6 (1) (Cont’d): 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

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

10 (D) edit drafts with 11 (D) edit drafts using 11 (D) edit drafts using 11 (D) edit drafts using 11 (D) edit drafts using 11 (D) edit drafts using 10 (D) edit drafts using
adult assistance using standard English standard English standard English standard English conventions, standard English standard English conventions,
standard English conventions, conventions, conventions, including: conventions, including:
conventions, including: (i) complete simple and including: (i) complete complex
including: (i) complete sentences including: compound sentences with sentences with subject-verb
including: (i) complete sentences (i) complete simple and subject-verb agreement and (i) complete simple and agreement and avoidance of
with subject-verb with subject-verb compound sentences with avoidance of splices, run-ons, compound sentences splices, run-ons, and
(i) complete agreement; subject-verb agreement; and fragments; with subject-verb fragments;
sentences with ii) past and present agreement; (ii) past, present, and ii) past tense of irregular agreement and (ii) consistent, appropriate use
subject-verb verb tense; future verb tense; verbs; avoidance of splices, of verb tenses;
agreement; (ii) past, present, and run-ons, and fragments;
(ii) verbs ii) past tense of
future verb tense;

irregular verbs;

(iii) singular and (iii) singular, plural, (iii) singular, plural, (iii) singular, plural, (iii) singular, plural, (iii) collective nouns; (iii) conjunctive adverbs;
plural nouns; common, and proper nouns; common, and proper nouns; (iv) adjectives, (iv) prepositions and prepositional
(iv) adjectives, including common, and proper common, and proper nouns; including their phrases and their influence on
articles; (iv) adjectives, including (iv) adjectives, including their comparative and subject-verb agreement;
(v) prepositions; nouns; (iv) adjectives, including their comparative and comparative and superlative superlative forms; (v) pronouns, including
(vi) pronouns, including articles; superlative forms; forms; relative;
subjective, objective, (iv) adjectives, including (v) adverbs that convey time (v) conjunctive
and possessive cases; articles; and adverbs that convey (v) adverbs that convey time (v) adverbs that convey adverbs; vi) subordinating conjunctions to
(vii) capitalization of the (v) adverbs that convey place; and adverbs that convey frequency and adverbs that (vi) prepositions and form complex sentences and
first letter in a sentence time; (vi) prepositions and manner; convey degree; prepositional phrases correlative conjunctions such as
and name; (vi) prepositions; prepositional phrases; and their influence on either/or and neither/nor;
(viii) punctuation marks (vii) pronouns, including vii) pronouns, including (vi) prepositions and (vi) prepositions and subject-verb (vii) capitalization of proper
at the end of declarative subjective, objective, and subjective, objective, and prepositional phrases; prepositional phrases; agreement; nouns, including
sentences; possessive cases; possessive cases; (vii) pronouns, abbreviations, initials,
(ix) correct spelling of (viii) capitalization for the (viii) coordinating vii) pronouns, including (vii) pronouns, including including indefinite; acronyms, and
words with grade- beginning of sentences conjunctions to form subjective, objective, and reflexive; (viii) subordinating organizations;
appropriate and the pronoun "I"; compound subjects and possessive cases; conjunctions to (viii) punctuation marks,
orthographic patterns ix) punctuation marks at predicates; (viii) coordinating conjunctions form complex including commas in
and rules and high- the end of declarative, (ix) capitalization of (viii) coordinating conjunctions to form compound subjects, sentences; complex sentences,
frequency words; exclamatory, and months, days of the week, to form compound subjects, predicates, and sentences; (ix) capitalization of transitions, and
interrogative sentences; and the salutation and predicates, and sentences; abbreviations, initials, introductory elements;
conclusion of a letter; (ix) capitalization of historical acronyms, and
(ix) capitalization of official periods, events, and organizations;
orthographic patterns and titles of people, holidays, and documents; titles of books;
rules and high- frequency geographical names and stories and essays; and
words places; languages, races, and
nationalities;

Alief ISD – p. 15

ELAR K-6 VERTICAL ALIGNMENT

STRAND 6 (1) (Cont’d): 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

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
(x) punctuation marks, (ix) correct spelling, including
(x) correct spelling of (x) end punctuation, (x) punctuation marks, x) punctuation marks, including including commas in commonly confused terms such as
words with grade- apostrophes in contractions, apostrophes in possessives, compound and complex its/it's, affect/effect,
appropriate orthographic and commas with items in a including apostrophes in commas in compound sentences, quotation there/their/they're, and
patterns and rules and series and in dates; contractions and possessives sentences, and quotation marks in dialogue, and to/two/too
high- frequency words and commas in compound marks in dialogue; italics and underlining for
with adult assistance (xi) correct spelling of words sentences titles and emphasis;
with grade- appropriate and items in a series; (xi) correct spelling of words (xi) correct spelling of
(xi) correct spelling of words with grade- appropriate words with grade-
with grade- appropriate orthographic patterns and appropriate
orthographic patterns and rules rules and high- frequency orthographic patterns
and high- frequency words words and rules and high-
frequency words

STRAND 6 (1) (Cont’d): Composition: Share 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
10 (E) share writing 11 (E) publish and 11 (E) publish and share 11 (E) publish written work 11 (E) publish written work 11 (E) publish written 10 (E) publish written work for
share writing. writing. for appropriate audiences. for appropriate audiences. work for appropriate appropriate audiences.
audiences.

STRAND 6 (2): 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

11 (A) dictate or 12 (A) dictate or 12 (A) compose literary 12 (A) compose literary 12 (A) compose literary texts, 12 (A) compose literary 11 (A) compose literary texts,

compose literary compose literary texts, including personal texts, including personal including personal narratives texts, including including personal narratives,

texts, including texts, including narratives and poetry narratives and poetry, using and poetry, using genre personal narratives, fiction, and poetry, using

personal narratives; personal narratives genre characteristics and characteristics and craft; fiction, and poetry, genre characteristics and

and and poetry craft; using genre craft;

characteristics and
craft;

11 (B) dictate or 12 (B) dictate or 12 (B) compose 12 (B) compose informational 12 (B) compose informational 12 (B) compose 11 (B) compose informational
compose informational compose informational informational texts, texts, including brief texts, including brief compositions informational texts, texts, including multi- paragraph
texts. texts, including including procedural texts compositions that convey that convey information about a including brief essays that convey information
procedural texts and reports information about a topic, topic, using a clear central idea compositions that convey about a topic, using a clear
using a clear central idea and and genre characteristics and information about a topic, controlling idea or thesis
genre characteristics and craft craft using a clear central idea statement and genre
and genre characteristics characteristics and craft

and craft

Alief ISD – p. 16

ELAR K-6 VERTICAL ALIGNMENT

STRAND 6 (2): Con’t: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

12 (C) dictate or 12 (C) compose 12 (C) compose 12 (C) compose 12 (C) compose 11 (C) compose multi-
compose correspondence such argumentative texts, argumentative texts, including argumentative texts, paragraph argumentative texts,
correspondence such as thank you notes or including opinion essays, opinion essays, using genre including opinion using genre characteristics and
as thank you notes or letters using genre characteristics characteristics and craft essays, using genre craft
letters and craft characteristics and craft
12 (D) compose 11 (D) compose
12 (D) compose correspondence that requests 12 (D) compose correspondence that reflects
correspondence such as information. correspondence that an opinion, registers a
thank you notes or letters requests information complaint, or requests
information in a business or

friendly structure

STRAND 7: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

12 (A) generate 13 (A) generate 13 (A) generate 13 (A) generate questions 13 (A) generate and clarify 13 (A) generate and 12 (A) generate student-
questions for formal questions for formal questions for formal and on a topic for formal and questions on a topic for clarify questions on a selected and teacher- guided
and informal inquiry and informal inquiry informal inquiry with informal inquiry formal and informal inquiry topic for formal and questions for formal and

with adult assistance with adult assistance adult assistance informal inquiry informal inquiry

12 (B) develop and 13 (B) develop and 13 (B) develop and 13 (B) develop and follow a 13 (B) develop and follow a 13 (B) develop and 12 (B) develop and revise a
follow a research plan follow a research plan follow a research plan research plan with adult research plan with adult follow a research plan plan
with adult assistance with adult assistance with adult assistance assistance assistance with adult assistance
12 (C) refine the major
12 (C) gather 13 (C) identify and 13 (C) identify and 13 (C) identify and gather 13 (C) identify and 13 (C) identify and gather research question, if
information from a gather relevant gather relevant relevant information from a gather relevant relevant information from a necessary, guided by the
variety of sources with sources and sources and variety of sources information from a variety of sources answers to a secondary set of
adult assistance information to answer information to variety of sources questions
the questions answer the questions 12 (D) identify and gather
with adult assistance relevant information from a
variety of sources

Alief ISD – p. 17

ELAR K-6 VERTICAL ALIGNMENT

STRAND 7: 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:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

13 (D) identify 13 (D) identify primary and 13 (D) identify primary 13 (D) understand credibility of 12 (E) differentiate between
primary and
secondary sources secondary sources and secondary sources primary and secondary primary and secondary

sources sources

12 (D) demonstrate 13(D) demonstrate 13 (E) demonstrate 13 (E) demonstrate 13 (E) demonstrate 13 (E) demonstrate 12 (F) synthesize information
understanding of understanding of understanding of understanding of understanding of understanding of from a variety of sources
information gathered information gathered information information gathered information gathered information gathered
gathered
with adult assistance with adult assistance 13 (F) recognize the
difference between
paraphrasing and 13 (F) recognize the 13 (F) differentiate between 12 (G) differentiate between
plagiarism when using difference between paraphrasing and plagiarism paraphrasing and plagiarism
source materials paraphrasing and when using source materials when using source materials
plagiarism when using
source materials

12 (H) examine sources for:
(i) reliability, credibility, and
bias;
(ii) faulty reasoning such as
hyperbole, emotional appeals,
and stereotype;

13 (F) cite sources 13 (G) create a works cited 13 (G) develop a 13 (G) develop a 12 (I) display academic
appropriately bibliography
page bibliography citations and use source
13 (H) use an appropriate
12 (E) use an 13 (E) use an 13 (G) use an 13 (H) use an appropriate 13 (H) use an mode of delivery, whether materials ethically
mode of delivery, whether written, oral, or present
appropriate mode of appropriate mode of appropriate mode of written, oral, or multimodal, appropriate mode of results 12 (J) use an appropriate mode
delivery, whether delivery, whether delivery, whether to present results delivery, whether of delivery, whether written,
written, oral, or written, oral, or written, oral, or written, oral, or oral, or multimodal, to present
multimodal, to present multimodal, to present multimodal, to present multimodal, to present results
results results results results

Alief ISD – p. 18