Texas Essential Knowledge and Skills Teaching Resources

ELAR 3.1

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:

  • (1) 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:
  • (2) explain the author's purpose and message within a text;
    • (A) explain how the use of text structure contributes to the author's purpose;
    • (B) explain the author's use of print and graphic features to achieve specific purposes;
    • (C) describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
    • (D) identify the use of literary devices, including first- or third-person point of view;
    • (E) discuss how the author's use of language contributes to voice; and
    • (F) identify and explain the use of hyperbole.
    • (G) 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:
  • (3) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
    • (A) develop drafts into a focused, structured, and coherent piece of writing by:
    • (B) organizing with purposeful structure, including an introduction and a conclusion; and
      • (i) developing an engaging idea with relevant details;
      • (ii) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;
    • (C) edit drafts using standard English conventions, including:
    • (D) complete simple and compound sentences with subject-verb agreement;
      • (i) past, present, and future verb tense;
      • (ii) singular, plural, common, and proper nouns;
      • (iii) adjectives, including their comparative and superlative forms;
      • (iv) capitalization of official titles of people, holidays, and geographical names and places;
      • (v) adverbs that convey time and adverbs that convey manner;
      • (vi) prepositions and prepositional phrases;
      • (vii) pronouns, including subjective, objective, and possessive cases;
      • (viii) coordinating conjunctions to form compound subjects, predicates, and sentences;
      • (ix) punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series; and
      • (x) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
      • (xi) publish written work for appropriate audiences.
    • (E) 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:
  • (4) compose literary texts, including personal narratives and poetry, using genre characteristics and craft;
    • (A) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
    • (B) compose argumentative texts, including opinion essays, using genre characteristics and craft; and
    • (C) compose correspondence such as thank you notes or letters.
    • (D) 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:
  • (5) generate questions on a topic for formal and informal inquiry;
    • (A) develop and follow a research plan with adult assistance;
    • (B) identify and gather relevant information from a variety of sources;
    • (C) identify primary and secondary sources;
    • (D) demonstrate understanding of information gathered;
    • (E) recognize the difference between paraphrasing and plagiarism when using source materials;
    • (F) create a works cited page; and
    • (G) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
    • (H) listen actively, ask relevant questions to clarify information, and make pertinent comments;
    • (I) follow, restate, and give oral instructions that involve a series of related sequences of action;
    • (J) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;
    • (K) work collaboratively with others by following agreed-upon rules, norms, and protocols; and
    • (L) develop social communication such as conversing politely in all situations.

Topics in ELAR 3.1

The latest ELAR 3.1 teaching resources

Free ELAR 3.1 teaching resources

ELAR 3.1 Unit Plans

You might also like TEKS ELAR 3 teaching resources

ELAR 3.1(A) teaching resources

ELAR 3.1(B) teaching resources

ELAR 3.1(C) teaching resources