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RULE §110.22English Language Arts and Reading, Grade 6, Adopted 2017

    (B) analyze how the characters' internal and external responses develop the plot;

    (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback; and

    (D) analyze how the setting, including historical and cultural settings, influences character and plot development.

  (8) 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. The student is expected to:

    (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;

    (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;

    (C) analyze how playwrights develop characters through dialogue and staging;

    (D) analyze characteristics and structural elements of informational text, including:

      (i) the controlling idea or thesis with supporting evidence;

      (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and

      (iii) organizational patterns such as definition, classification, advantage, and disadvantage;

    (E) analyze characteristics and structures of argumentative text by:

      (i) identifying the claim;

      (ii) explaining how the author uses various types of evidence to support the argument; and

      (iii) identifying the intended audience or reader; and

    (F) analyze characteristics of multimodal and digital texts.

  (9) 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. The student is expected to:

    (A) explain the author's purpose and message within a text;

    (B) analyze how the use of text structure contributes to the author's purpose;

    (C) analyze the author's use of print and graphic features to achieve specific purposes;

    (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

    (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;

    (F) analyze how the author's use of language contributes to mood and voice; and

    (G) explain the differences between rhetorical devices and logical fallacies.

  (10) 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 uses appropriate conventions. The student is expected to:

    (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;

    (B) develop drafts into a focused, structured, and coherent piece of writing by:

      (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and

      (ii) developing an engaging idea reflecting depth of thought with specific facts and details;

    (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;

    (D) edit drafts using standard English conventions, including:

      (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

      (ii) consistent, appropriate use of verb tenses;

      (iii) conjunctive adverbs;

      (iv) prepositions and prepositional phrases and their influence on subject-verb agreement;

      (v) pronouns, including relative;

      (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor ;

      (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;

      (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements ; and

      (ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

    (E) publish written work for appropriate audiences.

  (11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

    (A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;

    (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;

    (C) compose multi-paragraph argumentative texts using genre characteristics and craft ; and

    (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.

  (12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

    (A) generate student-selected and teacher-guided questions for formal and informal inquiry;

    (B) develop and revise a plan;

    (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions;

    (D) identify and gather relevant information from a variety of sources;

    (E) differentiate between primary and secondary sources;

    (F) synthesize information from a variety of sources;

    (G) differentiate between paraphrasing and plagiarism when using source materials;

    (H) examine sources for:

      (i) reliability, credibility, and bias; and

      (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;

    (I) display academic citations and use source materials ethically; and

    (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Source Note: The provisions of this §110.22 adopted to be effective September 25, 2017, 42 TexReg 4999; amended to be effective August 1, 2019, 44 TexReg 3812

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