| (a) General requirements. Students shall be awarded
one credit for successful completion of this course.
(b) Introduction.
(1) The English language arts and reading Texas Essential
Knowledge and Skills (TEKS) embody the interconnected nature of listening,
speaking, reading, writing, and thinking through the seven integrated
strands of developing and sustaining foundational language skills;
comprehension; response; multiple genres; author's purpose and craft;
composition; and inquiry and research. The strands focus on academic
oracy (proficiency in oral expression and comprehension), authentic
reading, and reflective writing to ensure a literate Texas. The strands
are integrated and progressive with students continuing to develop
knowledge and skills with increased complexity and nuance in order
to think critically and adapt to the ever-evolving nature of language
and literacy.
(2) The seven strands of the essential knowledge and
skills for English language arts and reading are intended to be integrated
for instructional purposes and are recursive in nature. Strands include
the four domains of language (listening, speaking, reading, and writing)
and their application in order to accelerate the acquisition of language
skills so that students develop high levels of social and academic
language proficiency. Although some strands may require more instructional
time, each strand is of equal value, may be presented in any order,
and should be integrated throughout the year. Additionally, students
should engage in academic conversations, write, read, and be read
to on a daily basis with opportunities for cross-curricular content
and student choice.
(3) Text complexity increases with challenging vocabulary,
sophisticated sentence structures, nuanced text features, cognitively
demanding content, and subtle relationships among ideas (Texas Education
Agency, STAAR Performance Level Descriptors, 2013).
As skills and knowledge are obtained in each of the seven strands,
students will continue to apply earlier standards with greater depth
to increasingly complex texts in multiple genres as they become self-directed,
critical learners who work collaboratively while continuously using
metacognitive skills.
(4) English language learners (ELLs) are expected to
meet standards in a second language; however, their proficiency in
English influences the ability to meet these standards. To demonstrate
this knowledge throughout the stages of English language acquisition,
comprehension of text requires additional scaffolds such as adapted
text, translations, native language support, cognates, summaries,
pictures, realia, glossaries, bilingual dictionaries, thesauri, and
other modes of comprehensible input. ELLs can and should be encouraged
to use knowledge of their first language to enhance vocabulary development;
vocabulary needs to be in the context of connected discourse so that
it is meaningful. Strategic use of the student's first language is
important to ensure linguistic, affective, cognitive, and academic
development in English.
(5) Current research stresses the importance of effectively
integrating second language acquisition with quality content area
education in order to ensure that ELLs acquire social and academic
language proficiency in English, learn the knowledge and skills, and
reach their full academic potential. Instruction must be linguistically
accommodated in accordance with the English Language Proficiency Standards
(ELPS) and the student's English language proficiency levels to ensure
the mastery of knowledge and skills in the required curriculum is
accessible. For a further understanding of second language acquisition
needs, refer to the ELPS and proficiency-level descriptors adopted
in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).
(6) Oral language proficiency holds a pivotal role
in school success; verbal engagement must be maximized across grade
levels (Kinsella, 2010). In order for students to become thinkers
and proficient speakers in science, social studies, mathematics, fine
arts, language arts and reading, and career and technical education,
they must have multiple opportunities to practice and apply the academic
language of each discipline (Fisher, Frey, & Rothenberg, 2008).
(7) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Developing and sustaining foundational language
skills: listening, speaking, discussion, and thinking--oral language.
The student develops oral language through listening, speaking, and
discussion. The student is expected to:
(A) engage in meaningful and respectful discourse when
evaluating the clarity and coherence of a speaker's message and critiquing
the impact of a speaker's use of diction, syntax, and rhetorical strategies;
(B) follow and give complex instructions, clarify meaning
by asking pertinent questions, and respond appropriately;
(C) formulate sound arguments and present using elements
of classical speeches such as introduction, first and second transitions,
body, conclusion, the art of persuasion, rhetorical devices, employing
eye contact, speaking rate such as pauses for effect, volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas
effectively; and
(D) participate collaboratively, offering ideas or
judgments that are purposeful in moving the team toward goals, asking
relevant and insightful questions, tolerating a range of positions
and ambiguity in decision making, and evaluating the work of the group
based on agreed-upon criteria.
(2) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. The student
is expected to:
(A) use print or digital resources to clarify and validate
understanding of multiple meanings of advanced vocabulary;
(B) analyze context to draw conclusions about nuanced
meanings such as in imagery; and
(C) determine the meaning of foreign words or phrases
used frequently in English such as ad nauseum, in loco parentis, laissez-faire,
and caveat emptor.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently.
The student is expected to self-select text and read independently
for a sustained period of time.
(4) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly complex
texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected
texts;
(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 analyze key ideas;
(H) synthesize information from a variety of text types
to create new understanding; and
(I) monitor comprehension and make adjustments such
as re-reading, using background knowledge, asking questions, annotating,
and using outside sources when understanding breaks down.
(5) 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. The student is expected to:
(A) describe personal connections to a variety of sources,
including self-selected texts;
(B) write responses that demonstrate analysis of texts,
including comparing texts within and across genres;
(C) use text evidence and original commentary to support
an evaluative 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 acquired content and academic vocabulary
as appropriate;
(G) discuss and write about the explicit and implicit
meanings of text;
(H) respond orally or in writing with appropriate register
and purposeful vocabulary, tone, and voice;
(I) reflect on and adjust responses when valid evidence
warrants; and
(J) defend or challenge the authors' claims using relevant
text evidence.
(6) 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. The student is expected to:
(A) analyze relationships among thematic development,
characterization, point of view, significance of setting, and plot
in a variety of literary texts;
(B) analyze how characters' behaviors and underlying
motivations contribute to moral dilemmas that influence the plot and
theme;
(C) critique and evaluate how complex plot structures
such as subplots contribute to and advance the action; and
(D) evaluate how the historical, social, and economic
context of setting(s) influences the plot, characterization, and theme.
(7) 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) read and analyze British literature across literary
periods;
(B) analyze the effects of sound, form, figurative
language, graphics, and dramatic structure in poetry across literary
time periods and cultures;
(C) analyze and evaluate how the relationships among
the dramatic elements advance the plot;
(D) critique and evaluate characteristics and structural
elements of informational texts such as:
(i) clear thesis, effective supporting evidence, pertinent
examples, commentary, summary, and conclusion; and
(ii) the relationship between organizational design
and author's purpose;
(E) critique and evaluate characteristics and structural
elements of argumentative texts such as:
(i) clear arguable thesis, appeals, structure of the
argument, convincing conclusion, and call to action;
(ii) various types of evidence and treatment of counterarguments,
including concessions and rebuttals; and
(iii) identifiable audience or reader; and
(F) critique and evaluate the effectiveness of characteristics
of multimodal and digital texts.
(8) 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) evaluate the author's purpose, audience, and message
within a text;
(B) evaluate use of text structure to achieve the author's
purpose;
(C) evaluate the author's use of print and graphic
features to achieve specific purposes;
(D) critique and evaluate how the author's use of language
informs and shapes the perception of readers;
(E) evaluate the use of literary devices such as paradox,
satire, and allegory to achieve specific purposes;
(F) evaluate how the author's diction and syntax contribute
to the effectiveness of a text; and
(G) analyze the effects of rhetorical devices and logical
fallacies on the way the text is read and understood.
(9) 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. 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 strategic organizational structures appropriate
to purpose, audience, topic, and context; and
Cont'd... |
