| (5) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade- and language proficiency-appropriate
texts with increasing independence. The student is expected to self-select
text and read independently for a sustained period of time.
(6) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and comprehend increasingly complex texts.
Based on the student's language proficiency level, and with appropriately
provided English language development scaffolding, the student is
expected to:
(A) establish purpose for reading assigned and self-selected
texts;
(B) answer and generate questions about text before,
during, and after reading to acquire and 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) actively participate in discussions to identify,
understand, and evaluate details read to determine key ideas;
(H) synthesize information from two texts 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, and
with appropriately provided English language development scaffolding,
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 texts within and across genres;
(C) use text evidence and original commentary to support
a comprehensive response;
(D) paraphrase and summarize texts in ways that maintain
meaning and logical order;
(E) interact with sources in meaningful ways such as
labeling, notetaking, annotating, freewriting, or illustrating;
(F) respond using acquired content and academic 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 when valid evidence
warrants;
(J) defend or challenge the authors' claims using relevant
text evidence; and
(K) express opinions, ideas, and feelings ranging from
communicating single words and short phrases to participating in extended
discussions.
(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,
and with appropriately provided English language development scaffolding,
the student is expected to:
(A) identify and analyze how themes are developed through
characterization and plot in a variety of literary texts;
(B) identify and analyze how authors develop complex
yet believable characters in works of fiction through a range of literary
devices, including character foils;
(C) identify and analyze non-linear plot development
such as flashbacks, foreshadowing, subplots, and parallel plot structures
and compare it to linear plot development; and
(D) identify and analyze how the setting influences
the theme.
(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, and with appropriately provided English language development
scaffolding, the student is expected to:
(A) read and respond to American, British, and world
literature;
(B) identify and analyze the structure, prosody, and
graphic elements such as line length and word position in poems across
a variety of poetic forms;
(C) identify and analyze the function of dramatic conventions
such as asides, soliloquies, dramatic irony, and satire;
(D) identify and analyze characteristics and structural
elements of informational texts such as:
(i) controlling idea and clear thesis, relevant supporting
evidence, pertinent examples, and conclusion;
(ii) chapters, sections, subsections, bibliography,
tables, graphs, captions, bullets, and numbers; and
(iii) multiple organizational patterns within a text
to develop the thesis;
(E) identify and analyze characteristics and structural
elements of argumentative texts such as:
(i) clear arguable claim, appeals, and convincing conclusion;
(ii) various types of evidence and treatment of counterarguments,
including concessions and rebuttals; and
(iii) identifiable audience or reader; and
(F) identify and 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, and with appropriately provided English language
development scaffolding, the student is expected to:
(A) identify and analyze the author's purpose, audience,
and message within a text;
(B) identify and analyze use of text structure to achieve
the author's purpose;
(C) identify and evaluate the author's use of print
and graphic features to achieve specific purposes;
(D) identify and analyze how the author's use of language
achieves specific purposes;
(E) identify and analyze the use of literary devices
such as irony and oxymoron to achieve specific purposes;
(F) identify and analyze how the author's diction and
syntax contribute to the mood, voice, and tone of a text;
(G) identify and analyze the use of rhetorical devices,
including allusion, repetition, appeals, and rhetorical questions;
and
(H) identify and explain the purpose of rhetorical
devices such as understatement and overstatement and the effect of
logical fallacies such as straw man and red herring arguments.
(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 use appropriate conventions. Based on the student's language
proficiency level, and with appropriately provided English language
development scaffolding, the student is expected to:
(A) plan a piece of writing appropriate for various
purposes and audiences by generating ideas through a range of strategies
such as brainstorming, journaling, reading, or discussing;
(B) develop drafts into a focused, structured, and
coherent piece of writing in timed and open-ended situations by:
(i) using an organizing structure appropriate to purpose,
audience, topic, and context; and
(ii) developing an engaging idea reflecting depth of
thought with specific details, examples, and commentary;
(C) revise drafts to improve clarity, development,
organization, style, diction, and sentence effectiveness, including
use of parallel constructions and placement of phrases and dependent
clauses;
(D) edit drafts using standard English conventions,
including:
(i) a variety of complete, controlled sentences and
avoidance of unintentional splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tense and
active and passive voice;
(iii) subject-verb agreement;
(iv) pronoun-antecedent agreement;
(v) apostrophes to show possession;
Cont'd... |
