| (B) generate questions about text before, during, and
after reading to 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 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, 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 sources within and across genres;
(C) use text evidence to support an appropriate 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 newly acquired 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; and
(I) reflect on and adjust responses as new evidence
is presented.
(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,
the student is expected to:
(A) infer multiple themes within and across texts using
text evidence;
(B) analyze how characters' qualities influence events
and resolution of the conflict;
(C) analyze plot elements, including the use of foreshadowing
and suspense, to advance the plot; and
(D) analyze how the setting influences character and
plot development.
(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, the student is expected to:
(A) demonstrate knowledge of literary genres such as
realistic fiction, adventure stories, historical fiction, mysteries,
humor, myths, fantasy, and science fiction;
(B) analyze the effect of rhyme scheme, meter, and
graphical elements such as punctuation and capitalization 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 references or acknowledgements,
chapters, sections, subsections, bibliography, tables, graphs, captions,
bullets, and numbers; and
(iii) organizational patterns that support multiple
topics, categories, and subcategories;
(E) analyze characteristics and structures of argumentative
text by:
(i) identifying the claim;
(ii) explaining how the author uses various types of
evidence and consideration of alternatives to support the argument;
and
(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.
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