(5) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently.
The student is expected to self-select text and read independently
for a sustained period of time.
(6) 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. Based on the student's language proficiency level, and with
appropriately provided English language development scaffolding, the
student is expected to:
(A) establish purpose for reading assigned and self-selected
texts;
(B) generate questions about text before, during, and
after reading to acquire and deepen understanding and gain information;
(C) make and correct or confirm predictions using text
features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas
in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information from multiple texts to create
new understanding; and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, asking questions, and annotating
when understanding breaks down.
(7) 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. Based on the student's language proficiency level, and
with appropriately provided English language development scaffolding,
the student is expected to:
(A) describe personal connections to a variety of sources,
including self-selected texts;
(B) write responses that demonstrate understanding
of texts, including comparing texts within and across genres;
(C) use text evidence and original commentary to support
an interpretive response;
(D) paraphrase and summarize texts in ways that maintain
meaning and logical order;
(E) interact with sources in meaningful ways such as
notetaking, annotating, freewriting, or illustrating;
(F) respond using acquired content and academic vocabulary
as appropriate;
(G) discuss and write about the explicit or implicit
meanings of text;
(H) respond orally or in writing with appropriate register,
vocabulary, tone, and voice;
(I) reflect on and adjust responses when valid evidence
warrants;
(J) defend or challenge the authors' claims using relevant
text evidence; and
(K) express opinions, ideas, and feelings ranging from
communicating in single words and short phrases to participating in
extended discussions.
(8) 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. Based on the student's language proficiency level,
and with appropriately provided English language development scaffolding,
the student is expected to:
(A) analyze how themes are developed through characterization
and plot, including comparing similar themes in a variety of literary
texts representing different cultures;
(B) analyze how authors develop complex yet believable
characters, including archetypes, through historical and cultural
settings and events;
(C) analyze isolated scenes and their contribution
to the success of the plot as a whole; and
(D) analyze how historical and cultural settings influence
characterization, plot, and theme across texts.
(9) 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. Based on the student's language proficiency
level, and with appropriately provided English language development
scaffolding, the student is expected to:
(A) read and analyze world literature across literary
periods;
(B) analyze the effects of metrics; rhyme schemes;
types of rhymes such as end, internal, slant, and eye; and other conventions
in poems across a variety of poetic forms;
(C) analyze the function of dramatic conventions such
as asides, soliloquies, dramatic irony, and satire;
(D) analyze characteristics and structural elements
of informational texts such as:
(i) clear thesis, relevant supporting evidence, pertinent
examples, and conclusion;
(ii) chapters, sections, subsections, bibliography,
tables, graphs, captions, bullets, and numbers to locate, explain,
or use information and gain understanding of text;
(iii) organizational patterns such as description,
temporal sequence, cause and effect, compare and contrast, and problem
and solution; and
(iv) the relationship between organizational design
and thesis;
(E) analyze characteristics and structural elements
of argumentative texts such as:
(i) controlling idea and clear arguable claim, appeals,
and convincing conclusion;
(ii) various types of evidence and treatment of counterarguments,
including concessions and rebuttals; and
(iii) identifiable audience or reader; and
(F) analyze characteristics of multimodal and digital
texts.
(10) 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. Based on the student's language
proficiency level, and with appropriately provided English language
development scaffolding, the student is expected to:
(A) analyze the author's purpose, audience, and message
within a text;
(B) analyze use of text structure to achieve the author's
purpose;
(C) evaluate the author's use of print and graphic
features to achieve specific purposes;
(D) analyze how the author's use of language informs
and shapes the perception of readers;
(E) analyze the use of literary devices such as irony,
sarcasm, and motif to achieve specific purposes;
(F) analyze how the author's diction and syntax contribute
to the mood, voice, and tone of a text; and
(G) analyze the purpose of rhetorical devices such
as appeals, antithesis, parallelism, and shifts and the effects of
logical fallacies.
(11) 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 use appropriate conventions. Based on the student's language
proficiency level, and with appropriately provided English language
development scaffolding, the student is expected to:
(A) plan a piece of writing appropriate for various
purposes and audiences by generating ideas through a range of strategies
such as brainstorming, journaling, reading, or discussing;
(B) develop drafts into a focused, structured, and
coherent piece of writing in timed and open-ended situations by:
(i) using an organizing structure appropriate to purpose,
audience, topic, and context; and
(ii) developing an engaging idea reflecting depth of
thought with specific details, examples, and commentary;
(C) revise drafts to improve clarity, development,
organization, style, diction, and sentence effectiveness, including
use of parallel constructions and placement of phrases and dependent
clauses;
(D) edit drafts using standard English conventions,
including:
(i) a variety of complete, controlled sentences and
avoidance of unintentional splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tense and
active and passive voice;
(iii) subject-verb agreement;
(iv) pronoun-antecedent agreement;
(v) apostrophes to show possession;
(vi) accurate usage of homonyms;
(vii) correct capitalization;
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