| (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;
(I) reflect on and adjust responses as new evidence
is presented; and
(J) defend or challenge the claims using relevant text
evidence.
(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) analyze how themes are developed through the interaction
of characters and events;
(B) analyze how characters' motivations and behaviors
influence events and resolution of the conflict;
(C) analyze non-linear plot development such as flashbacks,
foreshadowing, subplots, and parallel plot structures and compare
it to linear plot development; and
(D) explain how the setting influences the values and
beliefs of characters.
(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, fantasy, science fiction, and short stories;
(B) identify structural elements such as rhyme, repetition,
and alliteration and analyze how language contributes to the meaning
of a poem;
(C) analyze the effect of graphical elements such as
punctuation and line length in poems across a variety of poetic forms
such as epic, lyric, and humorous poetry;
(D) analyze how playwrights develop dramatic action
through the use of acts and scenes;
(E) analyze characteristics and structural elements
of informational text, including:
(i) the controlling idea or thesis with supporting
evidence;
(ii) features such as footnotes, endnotes, and citations;
and
(iii) multiple organizational patterns within a text
to develop the thesis;
(F) analyze characteristics and structures of argumentative
text by:
(i) identifying the claim and analyzing the argument;
(ii) identifying and explaining the counter argument;
and
(iii) identifying the intended audience or reader;
and
(G) 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 extended metaphor achieves specific purposes;
(E) identify and analyze the use of literary devices,
including multiple points of view and irony;
(F) analyze how the author's use of language contributes
to the mood, voice, and tone; and
(G) explain the purpose of rhetorical devices such
as analogy and juxtaposition and of logical fallacies such as bandwagon
appeals and circular reasoning.
(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 and
active and passive voice;
(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;
(vii) correct capitalization;
(viii) punctuation, including commas in nonrestrictive
phrases and clauses, semicolons, colons, and parentheses; 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
Cont'd... |
