Grade 3 LOTE TEKS Standards

Classical Languages, Level II, Novice Mid to Intermediate Mid Proficiency

Classical Languages, Level I, Novice Low to Intermediate Low Proficiency

Level II, Novice High to Intermediate Low Proficiency

Level I, Novice Mid to Novice High Proficiency

American Sign Language, Level II

American Sign Language, Level I

Discovering Languages and Cultures

Communication. The student communicates in ASL using expressive and receptive communication skills without voice. The student is expected to:

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;

demonstrate an understanding of basic ASL such as simple stories, everyday commands, and brief instructions when dealing with familiar topics;

convey information in ASL using familiar words, concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics; and

be exposed to and experience ASL literature such as handshape stories that follows traditional cultural features.

Cultures. The student gains knowledge and understanding of American Deaf culture. The student is expected to:

recognize and use Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;

show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

show evidence of appreciation of the contributions by the Deaf and how they are applied to the perspectives of American Deaf culture such as historical, geographical, political, artistic, and scientific avenues; and

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections. The student uses ASL to make connections with other subject areas and to acquire information. The student is expected to:

use resources and digital technology to gain access to information about ASL and Deaf culture; and

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to ASL and American Deaf culture. The student is expected to:

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture; and

demonstrate an understanding of how one language and culture can influence another.

Communities. The student participates in the Deaf/ASL community by using ASL. The student is expected to:

apply ASL at the novice proficiency level in or out of the school setting through involvement in cultural activities such as attending Deaf events;

be aware of methods of technology to communicate with the Deaf/ASL community; and

show evidence of becoming a lifelong learner by using ASL at the novice proficiency level for personal enrichment and/or career development.

Communication. The student communicates in ASL using expressive and receptive communication skills without voice. The student is expected to:

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;

demonstrate an understanding of ASL such as stories, everyday commands, and instructions when dealing with familiar topics;

convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics; and

create and express ASL literature, including handshape stories, that follows traditional cultural features.

Cultures. The student gains knowledge and understanding of American Deaf culture. The student is expected to:

recognize and use Deaf cultural norms to demonstrate, in writing or ASL, an understanding of the perspectives of American Deaf culture;

show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture; and

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections. The student uses ASL to make connections with other subject areas and to acquire information. The student is expected to:

use resources and digital technology to gain access to information about ASL and Deaf culture; and

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons. The student develops or expands insight into the nature of language and culture by comparing the student's own language and culture to ASL and American Deaf culture. The student is expected to:

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture; and

demonstrate an understanding of how one language and culture can influence another.

Communities. The student participates in the Deaf/ASL community by using ASL. The student is expected to:

apply ASL at the novice-to-intermediate proficiency level in or out of the school setting through involvement in cultural activities such as attending Deaf events;

use technology to communicate with the Deaf/ASL community; and

show evidence of becoming a lifelong learner by using ASL at the novice-to-intermediate proficiency level for personal enrichment and career development.

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in a variety of contexts. The student uses a mixture of words and phrases with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions, such as yes/no questions, either/or questions, or who/what/where/when questions, in spoken or written conversation in classroom contexts; and

articulate memorized requests, greetings, and introductions in spoken or written conversation.

Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally relevant print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally relevant print, digital, audio, or audiovisual materials in classroom contexts;

identify key words and details from fiction or nonfiction texts or audio or audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or audiovisual materials; and

identify cultural practices from authentic print, digital, audio, or audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally or in writing using a mixture of words and phrases with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express an opinion or preference orally or in writing; and

describe people, objects, or simple situations orally or in writing using a mixture of words, phrases, or simple sentences.

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in a variety of contexts. The student uses a mixture of words, phrases, and simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions with simple elaboration in spoken or written conversation;

express and exchange personal opinions or preferences in spoken or written conversation using simple constructions such as impersonal verbs; and

ask and tell others what they need to, should, or must do in spoken or written conversation using appropriate constructions such as the imperative mood, impersonal verbs, or the subjunctive mood.

Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally relevant print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally relevant print, digital, audio, or audiovisual materials in classroom contexts;

identify the main idea, theme, and supporting details from fiction or nonfiction texts or audio or audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or audiovisual materials; and

identify cultural practices from relevant print, digital, audio, or audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally or in writing using a mixture of phrases and simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express and support an opinion or preference orally or in writing; and

describe people, objects, or situations orally or in writing with essential details.

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions about everyday life in spoken and written conversation;

express and exchange personal opinions or preferences in spoken and written conversation;

ask and tell others what they need to, should, or must do in spoken and written conversation;

articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;

participate in spoken conversation using culturally appropriate expressions, register, and gestures; and

participate in written conversation using culturally appropriate expressions, register, and style.

Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

state and support an opinion or preference orally and in writing; and

describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;

express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;

ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;

articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;

interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and

interact and react in writing using culturally appropriate expressions, register, and style.

Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express and support an opinion or preference orally and in writing with supporting statements; and

describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.

The student demonstrates an understanding of the elements of language(s). The student is expected to:

engage in different types of language learning activities;

compare and contrast aspects of other languages to English and the student's native language; and

apply basic communication skills in the target language(s), including listening, speaking, reading, and writing.

The student demonstrates an understanding of cultures. The student is expected to:

identify and describe cultural practices in selected regions or countries;

recognize the cultural products such as art, music, food, clothing, or other culturally related examples in selected regions or countries; and

compare and contrast aspects of other cultures to the student's own culture.

The student develops effective language study skills. The student is expected to:

engage in a variety of language learning strategies such as identifying cognates and recognizing word origins; and

demonstrate an awareness of language patterns such as word/character order, grammatical structures, and symbols.

American Sign Language, Level I

Communication. The student communicates in ASL using expressive and receptive communication skills without voice. The student is expected to:

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;

demonstrate an understanding of basic ASL such as simple stories, everyday commands, and brief instructions when dealing with familiar topics;

convey information in ASL using familiar words, concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics; and

be exposed to and experience ASL literature such as handshape stories that follows traditional cultural features.

Cultures. The student gains knowledge and understanding of American Deaf culture. The student is expected to:

recognize and use Deaf cultural norms to demonstrate an understanding of the perspectives of American Deaf culture;

show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

show evidence of appreciation of the contributions by the Deaf and how they are applied to the perspectives of American Deaf culture such as historical, geographical, political, artistic, and scientific avenues; and

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections. The student uses ASL to make connections with other subject areas and to acquire information. The student is expected to:

use resources and digital technology to gain access to information about ASL and Deaf culture; and

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to ASL and American Deaf culture. The student is expected to:

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture; and

demonstrate an understanding of how one language and culture can influence another.

Communities. The student participates in the Deaf/ASL community by using ASL. The student is expected to:

apply ASL at the novice proficiency level in or out of the school setting through involvement in cultural activities such as attending Deaf events;

be aware of methods of technology to communicate with the Deaf/ASL community; and

show evidence of becoming a lifelong learner by using ASL at the novice proficiency level for personal enrichment and/or career development.

American Sign Language, Level II

Communication. The student communicates in ASL using expressive and receptive communication skills without voice. The student is expected to:

engage in a variety of ASL exchanges of learned material to socialize and to provide and obtain information;

demonstrate an understanding of ASL such as stories, everyday commands, and instructions when dealing with familiar topics;

convey information in ASL using concepts, classifiers, phrases, and sentences to others without voice;

demonstrate appropriate usage of ASL phonology, morphology, syntax, semantics, and pragmatics; and

create and express ASL literature, including handshape stories, that follows traditional cultural features.

Cultures. The student gains knowledge and understanding of American Deaf culture. The student is expected to:

recognize and use Deaf cultural norms to demonstrate, in writing or ASL, an understanding of the perspectives of American Deaf culture;

show evidence of appreciation of ASL literature created by the Deaf and how it applies to the perspectives of American Deaf culture;

show evidence of appreciation of the contributions to arts and sciences by the Deaf and how they are applied to the perspectives of American Deaf culture; and

demonstrate an understanding of Deaf history and how it applies to the perspectives of American Deaf culture.

Connections. The student uses ASL to make connections with other subject areas and to acquire information. The student is expected to:

use resources and digital technology to gain access to information about ASL and Deaf culture; and

use ASL to obtain, reinforce, or expand knowledge of other subject areas.

Comparisons. The student develops or expands insight into the nature of language and culture by comparing the student's own language and culture to ASL and American Deaf culture. The student is expected to:

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the nature of culture through comparisons of the student's own culture and the American Deaf culture; and

demonstrate an understanding of how one language and culture can influence another.

Communities. The student participates in the Deaf/ASL community by using ASL. The student is expected to:

apply ASL at the novice-to-intermediate proficiency level in or out of the school setting through involvement in cultural activities such as attending Deaf events;

use technology to communicate with the Deaf/ASL community; and

show evidence of becoming a lifelong learner by using ASL at the novice-to-intermediate proficiency level for personal enrichment and career development.

Classical Languages, Level I, Novice Low to Intermediate Low Proficiency

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in a variety of contexts. The student uses a mixture of words and phrases with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions, such as yes/no questions, either/or questions, or who/what/where/when questions, in spoken or written conversation in classroom contexts; and

articulate memorized requests, greetings, and introductions in spoken or written conversation.

Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally relevant print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally relevant print, digital, audio, or audiovisual materials in classroom contexts;

identify key words and details from fiction or nonfiction texts or audio or audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or audiovisual materials; and

identify cultural practices from authentic print, digital, audio, or audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally or in writing using a mixture of words and phrases with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express an opinion or preference orally or in writing; and

describe people, objects, or simple situations orally or in writing using a mixture of words, phrases, or simple sentences.

Classical Languages, Level II, Novice Mid to Intermediate Mid Proficiency

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in a variety of contexts. The student uses a mixture of words, phrases, and simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions with simple elaboration in spoken or written conversation;

express and exchange personal opinions or preferences in spoken or written conversation using simple constructions such as impersonal verbs; and

ask and tell others what they need to, should, or must do in spoken or written conversation using appropriate constructions such as the imperative mood, impersonal verbs, or the subjunctive mood.

Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally relevant print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally relevant print, digital, audio, or audiovisual materials in classroom contexts;

identify the main idea, theme, and supporting details from fiction or nonfiction texts or audio or audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, or audiovisual materials; and

identify cultural practices from relevant print, digital, audio, or audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally or in writing using a mixture of phrases and simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express and support an opinion or preference orally or in writing; and

describe people, objects, or situations orally or in writing with essential details.

Discovering Languages and Cultures

The student demonstrates an understanding of the elements of language(s). The student is expected to:

engage in different types of language learning activities;

compare and contrast aspects of other languages to English and the student's native language; and

apply basic communication skills in the target language(s), including listening, speaking, reading, and writing.

The student demonstrates an understanding of cultures. The student is expected to:

identify and describe cultural practices in selected regions or countries;

recognize the cultural products such as art, music, food, clothing, or other culturally related examples in selected regions or countries; and

compare and contrast aspects of other cultures to the student's own culture.

The student develops effective language study skills. The student is expected to:

engage in a variety of language learning strategies such as identifying cognates and recognizing word origins; and

demonstrate an awareness of language patterns such as word/character order, grammatical structures, and symbols.

Level I, Novice Mid to Novice High Proficiency

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions about everyday life in spoken and written conversation;

express and exchange personal opinions or preferences in spoken and written conversation;

ask and tell others what they need to, should, or must do in spoken and written conversation;

articulate requests, offer alternatives, or develop simple plans in spoken and written conversation;

participate in spoken conversation using culturally appropriate expressions, register, and gestures; and

participate in written conversation using culturally appropriate expressions, register, and style.

Interpretive communication: reading and listening. The student comprehends sentence-length information from culturally authentic print, digital, audio, and audiovisual materials as appropriate within highly contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify key words and details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of words and phrases and some simple sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

state and support an opinion or preference orally and in writing; and

describe people, objects, and simple situations orally and in writing using a mixture of words, phrases, and simple sentences.

Level II, Novice High to Intermediate Low Proficiency

Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

ask and respond to questions about everyday life with simple elaboration in spoken and written conversation;

express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation;

ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation;

articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation;

interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and

interact and react in writing using culturally appropriate expressions, register, and style.

Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to:

demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts;

identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials;

infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and

identify cultural practices from authentic print, digital, audio, and audiovisual materials.

Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to:

express and support an opinion or preference orally and in writing with supporting statements; and

describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration.