| (a) General requirements.
(1) Students shall be awarded one credit for successful
completion of this course. This course must be taken concurrently
with a corequisite language arts course as outlined in Chapter 110
of this title (relating to Texas Essential Knowledge and Skills for
English Language Arts and Reading) or this chapter. Recommended corequisites:
English I for Speakers of Other Languages (ESOL I) and English II
for Speakers of Other Languages (ESOL II).
(2) Students may take this course with a different
corequisite for a maximum of two credits.
(b) Introduction.
(1) English Language Development and Acquisition (ELDA)
is designed to provide instructional opportunities for secondary recent
immigrant students with little or no English proficiency. These students
have scored at the negligible/very limited academic language level
of the state-approved English oral language proficiency tests. This
course enables students to become increasingly more proficient in
English in all four language domains. It addresses cognitive, linguistic,
and affective needs in compliance with federal requirements and the
provisions of Chapter 89, Subchapter BB, of this title (relating to
Commissioner's Rules Concerning State Plan for Educating English Language
Learners) under the Texas Education Code, §§29.051-29.064.
(2) The English Language Development and Acquisition
(ELDA) course will validate a student's native language and culture
as a valuable resource and as a foundation to attain the English language.
It will develop social language, survival vocabulary, and the basic
building blocks of literacy for newly arrived and preliterate students.
(3) Through comprehensible input, students have access
to curriculum that accelerates second language acquisition. Students
are challenged to apply higher-order thinking skills in all four language
domains.
(4) Current research stresses the importance of effectively
integrating second language acquisition with quality content area
education in order to ensure that English language learners acquire
social and academic language proficiency in English, learn the knowledge
and skills, and reach their full academic potential. Instruction must
be linguistically accommodated in accordance with the English Language
Proficiency Standards (ELPS) and the student's English language proficiency
levels to ensure the mastery of knowledge and skills in the required
curriculum is accessible. For a further understanding of second language
acquisition needs, refer to the ELPS and proficiency-level descriptors
adopted in Chapter 74, Subchapter A, of this title (relating to Required
Curriculum).
(5) The development of communicative competence occurs
through targeted lessons based on students' needs, although academic
language proficiency is the focus of instruction.
(6) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language.
Students develop oral language and word structure knowledge through
phonological awareness, print concepts, phonics, and morphology to
communicate, decode, and encode. Students apply knowledge and relationships
found in the structures, origins, and contextual meanings of words.
Based on the student's language proficiency level, and with appropriately
provided English language development scaffolding, the student is
expected to:
(A) distinguish and produce sounds and intonation patterns
of English;
(B) recognize print directionality of the English language
such as reading left to right or top to bottom;
(C) develop knowledge of relationships between sounds
and letters of the English language to represent sounds when writing
in English;
(D) process and use basic academic English language
interdisciplinary vocabulary;
(E) understand the general meaning, main points, and
important details of spoken language ranging from universally familiar
to unfamiliar topics;
(F) identify people, places, objects, events, and basic
concepts such as numbers, days of the week, food, occupations, clothing,
colors, and time;
(G) learn relationships between sounds and letters
of the English language and decode (sound out) words using a combination
of skills such as recognizing sound-letter relationships and identifying
cognates, affixes, roots, and base words;
(H) identify and use words that name actions, directions,
positions, sequences, and locations;
(I) develop basic sight vocabulary, derive meaning
from environmental print, and comprehend English vocabulary and language
structures used routinely;
(J) use print or digital resources such as glossaries,
English dictionaries, bilingual dictionaries, thesauri, and available
technology to determine meanings and usage;
(K) listen actively and ask relevant questions to clarify
understanding; and
(L) share prior knowledge with peers and others to
facilitate communication and foster respect for others.
(2) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. Students use metacognitive
skills 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) summarize texts and retell in English or the native
language (L1) as needed;
(B) self-monitor using pre-reading supports such as
graphic organizers, illustrations, and pre-taught topic-related vocabulary
to enhance comprehension of input from various sources;
(C) demonstrate comprehension of English by participating
in shared reading, responding to questions, and taking notes that
are commensurate with language acquisition;
(D) make connections to personal experiences, ideas
in other texts, and the larger community;
(E) listen to and derive meaning from a variety of
media such as video, DVD, CD, or other technology to build and reinforce
concepts and language; and
(F) make inferences and use evidence to support understanding.
(3) Response skills: listening, speaking, reading,
writing, and thinking using multiple texts. Students react and respond
to a 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) formulate and provide effective verbal and non-verbal
feedback;
(B) speak using a variety of increasingly complex grammatical
structures, sentence lengths, sentence types, and connecting words
with increasing accuracy and ease as more English is acquired;
(C) ask for and give information such as directions,
address, name, age, and nationality;
(D) express ideas and feelings such as gratitude, needs,
opinion, and greetings;
(E) communicate non-verbally to effectively and appropriately
engage in formal and social interactions;
(F) express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in short
discussions;
(G) respond orally to information presented in a wide
variety of print, electronic, audio, and visual media to reinforce
concept and language attainment; and
(H) organize information in a variety of ways such
as graphics, conceptual maps, and learning logs.
(4) Multiple genres: listening, speaking, reading,
writing, and thinking using multiple texts. Students recognize and
analyze genre-specific characteristics, structures, and purposes within
and across increasingly complex traditional, contemporary, classical,
and diverse multicultural texts. Based on the student's language proficiency
level, and with appropriately provided English language development
scaffolding, the student is expected to:
(A) compare characteristics of cultures represented
in various linguistic and non-linguistic sources;
(B) read and listen to adapted or linguistically accommodated
modified classical, traditional, contemporary, and multicultural works
in English or native language (L1) in alignment with grade-level student
expectations;
(C) use text features, including titles, headings,
subheadings, paragraphs, fonts, styles, index, glossary, table of
contents, and graphics to locate, explain, or use information; and
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