| (D) compare and contrast how events are presented and
information is communicated by visual images such as graphic art,
illustrations, or photographs versus non-visual text.
(5) Author's purpose and craft: listening, speaking,
reading, writing, and thinking using multiple texts. Students use
critical inquiry to analyze the purpose of authors' choices and how
they influence and communicate meaning within a text. Students will
analyze and apply author's craft purposefully in order to develop
their own products and performances. Based on the student's proficiency
level, and with appropriately provided English language development
scaffolding, the student is expected to:
(A) determine and interpret an author's or speaker's
intended message;
(B) determine the target audience; and
(C) determine the purpose of the message.
(6) Composition: listening, speaking, reading writing,
and thinking using multiple texts. Students use the modes of writing/discourse
and the writing process recursively to compose multiple texts that
are meaningful and legible and use appropriate conventions. Based
on the student's proficiency level, and with appropriately provided
English language development scaffolding, the student is expected
to:
(A) produce legible work that demonstrates increasing
accuracy in the use of the English alphabet, spelling, and the correct
use of the conventions of punctuation and capitalization;
(B) spell familiar words with increasing accuracy and
employ English spelling patterns and rules with increasing accuracy
as more English is acquired;
(C) demonstrate increasing control over grammatical
elements such as subject-verb agreement, pronoun agreement, and verb
forms;
(D) use prewriting strategies to generate ideas, develop
voice, and plan;
(E) write effectively in first person;
(F) apply oral and written conventions in English with
increasing fluency during classroom presentations, compositions, and
dialogue;
(G) arrange phrases, clauses, and sentences into correct
and meaningful patterns;
(H) compile written ideas to form complete sentences
and paragraphs;
(I) organize and convert information into different
forms such as charts, graphs, and drawings;
(J) convey intended meaning while recognizing the meanings
and uses of the other registers in English that are often expressed
through colloquialisms, idioms, and other language forms;
(K) create, revise, edit, and publish using various
technology applications;
(L) use study tools, including writing, labeling, and
sketching, to clarify and remember information;
(M) evaluate writing for both mechanics and content;
and
(N) use cohesive devices with increasing accuracy.
(7) Inquiry and research: listening, speaking, reading,
writing, and thinking using multiple texts. Students engage in both
short-term and sustained recursive inquiry processes for a variety
of purposes. Based on the student's language proficiency level, and
with appropriately provided English language development scaffolding,
the student is expected to:
(A) locate appropriate print and non-print information
using texts and technical resources, periodicals, and the internet;
(B) compile information using available technology;
(C) discover, organize, and support in writing what
is known and what needs to be learned about a topic; and
(D) compare and contrast coverage of the same event
in various media such as newspapers, television, documentaries, blogs,
and the internet.
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