TEKS ELAR 5.9

5.9 is a knowledge and skills statement. These are the student expectations under it.

• 5.9.A

  demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales

• 5.9.B

  explain the use of sound devices and figurative language and distinguish between the poet and the speaker in poems across a variety of poetic forms

• 5.9.C

  explain structure in drama such as character tags, acts, scenes, and stage directions

• 5.9.D.i

  the central idea with supporting evidence

• 5.9.D.ii

  features such as insets, timelines, and sidebars to support understanding

• 5.9.D.iii

  organizational patterns such as logical order and order of importance

• 5.9.E.i

  identifying the claim

• 5.9.E.ii

  explaining how the author has used facts for or against an argument

• 5.9.E.iii

  identifying the intended audience or reader

• 5.9.F

  recognize characteristics of multimodal and digital texts.

• 5.9.Drecognize characteristics and structures of informational text, including:
• 5.9.Erecognize characteristics and structures of argumentative text by:

01

What Students Need to Do

Students identify the features, structures, and purposes of traditional stories, poems, dramas, informational texts, arguments, and digital texts. They compare texts and explain how specific features help communicate ideas to readers.

02

What Mastery Looks Like

Students can classify unfamiliar texts and support each choice with specific genre clues. They can explain how poetic devices, drama structures, informational features, and organizational patterns shape meaning. They can identify a claim, evaluate supporting facts, name the intended audience, and explain how digital elements help readers.

03

Common Misconceptions

Students may confuse folktales, myths, legends, fables, and tall tales because all can include unusual events. They may treat the poet as the poem's speaker or mistake a topic for a central idea. They may identify any opinion as a claim and overlook how facts, text features, or digital elements support meaning.

04

How to Assess It

Give students four short excerpts: a traditional tale, poem, drama, and argument. Ask them to name each genre, mark two genre clues, and explain one clue.

1. 01

   Students sort excerpt cards and feature cards into folktale, fable, legend, myth, tall tale, poetry, drama, informational, argumentative, and digital groups.

2. 02

   Read a poem aloud, then ask: Who is the speaker, and how do sound devices or figurative language shape the meaning?

3. 03

   Play Genre Clue Bingo, calling clues such as stage directions, sidebar, claim, exaggerated hero, rhyme, or timeline for students to match.

4. 04

   Compare a museum webpage and brochure, noting how images, links, sidebars, facts, and layout guide a specific audience.

• 1.9

  The 1st Grade version of this standard.

• 2.9

  The 2nd Grade version of this standard.

• 8.8

  The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, c...

• 6.8

  The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, c...