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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 128TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SPANISH LANGUAGE ARTS AND READING AND ENGLISH AS A SECOND LANGUAGE
SUBCHAPTER BMIDDLE SCHOOL
RULE §128.22English Learners Language Arts (ELLA), Grade 7, Adopted 2017

      (iii) identifying the intended 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, 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 subjective and objective point of view;

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

    (G) explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.

  (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 uses appropriate conventions. Based on the student's language proficiency level, 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, details, and examples;

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

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

      (i) complete simple, compound, and 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) pronoun-antecedent agreement;

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

      (vii) correct capitalization;

      (viii) punctuation, including commas to set off words, phrases, and clauses and semicolons; 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.

  (12) 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. Based on the student's language proficiency level, 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.

  (13) 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. Based on the student's language proficiency level, 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 §128.22 adopted to be effective September 25, 2017, 42 TexReg 5096; amended to be effective August 1, 2019, 44 TexReg 3858

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