� �2� Snapshot Scaffold Academic Vocab Teacher Learning Reports Student Learning Reports; Kindergarten : Math Reading/Writing Science Social Studies : Math Scaffold ELAR Rev/Edit Checklist SS Process/Concept Alignment. 0 endstream endobj 15 0 obj <> endobj 16 0 obj <> endobj 17 0 obj <>stream (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 h�b```�g��rB ����� `��A� VBR�UX�p/e�ux�`����|���]nƆ;�y��3�x���E`)ӋF�|��i��~��~�����v ɨ|O��!��}��4��� ΄ȡ�� �� S�dF(�35�d����*��A ��230j100�H1$0:1�f�Ŵ�i*�k��,=��4҇!�͚���H� i�s@���A�X�k.,�Ǡʴ B��) This snapshot DOES NOT represent a publication of the Texas Education Agency. .�l�u��kh��̶?��¢��£h���wk�����푧�z%�FL�)�닜��;"P�G��a.�^���������!�'g���s�nGI��X��'&}�gȖ�d�����`��{�Lm�)��z��

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This snapshot DOES NOT represent a publication of the Texas Education Agency. The TEKS are presented in a shortened, user-friendly, printable checklist. h�b``�f``Ja vsP#�0p4 �IC1C(?����o����ym$gV0�q6`2�̸�v ����Йg���aV�� 7�ɑjE�&��>�:@� ��d *W�� 6�l��t���J�J9 �o7P��`Y�&�30q�0 � �+�M.��U*7 h�bbd```b``� endstream endobj 11 0 obj <> endobj 12 0 obj <> endobj 13 0 obj <>stream TEKS Standards Snapshot - Kindergarten Math (New TEKS – 2014-15) * = Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represents the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. r�~x�{8!��v���p��4�>:���/i���ո9yEc�C��u�^zЅ���6�O�q@�Eɥ� y!��4�TJ+�ְ��0zW��I�Ɂ�bV|��-���g+����&�c����O6���cr QV�̑�����=. 10 0 obj <> endobj

using letter-sound relationships to decode one- and two-syllable words and multisyllabic words, including CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV; TEKS Snapshot – Grade 1 Reading * = Aligned with STAARTM Assessed Curriculum (A) is used consistently when there is a SE connected to a K&S Source: Texas Education Agency v. 9.18.17 Reading/Comprehension Skills Figure 19 Reading/Comprehension Skills. �F�-1�M���MQ{ӯ��o�M����Ѵ������rV��j8� 'W�6�E������Q2���c �����q! h�Ė�n7�_��- �Wq�eUa���1N_5����wp�g�()��}���?EЙ��9~�=���{gʈ�~B��:��U�HF��U`rwO~ǓE�.aA�(�Q�Я���y��e���x�s�a2+�Q4hvZ��Ͽ'������4h%ް���=��"]����?�� �� 㒒а�l��t�rь'�c�^��t��1K�;~��$��{{w����]e��������2U� �ac6�$�Q�L��������y�����v��1�h��7&�evf�3�q>J�t6�� i�r�L���_.��1����|�L1K� W�e7�V7��IA���s36|w0��c���T4�]��^����s������Őn0Y��K� �� �lcQ���+:�A/�w��Qo�G���>��s�B�Ŕx�� ^�^��զ@E��#����A�O���/��Tw��sN��D���F� �f�3�Q�J�C:k���N�E�|����7� ��,�pm���G��+'��T��d��j�^�k\���� L�4�] ���s����83� m��LX͌aRb�LkÌc���3!8V�K�%�aV0�-Fɤ�}�P�Yۍ�դ��ʒ{ξ���q_��q:0o�E���KIa��GE��&���k'�/���aqY���h^�ԃX|�z�_=!7��@����aY���jUO�N�#L�^��lU�ᜉb|��������r���-�e�?HɋᬺY1%Sq���}y l`�;\��p`yL��j���{������o��~��R��b�������~r[|i�y5KKW9�y1�Y39Z��jƋq_��e��Ȕ��e�v��M�F�T]�G�U���n�n�n[�o�����B$sw�S��]���%���vUJ�p��?���;F�;�Nn�A:x��}ч�j3B�&=9�sH���%[O�Lyϔ Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will engage in activities that build on their prior knowledge and skills in order to

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