| (a) General requirements.
(1) The essential knowledge and skills as well as the
student expectations for English Learners Language Arts (ELLA), Grade
8 are described in §74.4 of this title (relating to English Language
Proficiency Standards) as well as subsection (b) of this section and
are aligned to the knowledge and skills and student expectations in
Chapter 110 of this title (relating to Texas Essential Knowledge and
Skills for English Language Arts and Reading) with additional expectations
for English language learners (ELLs).
(2) English Learners Language Arts (ELLA), Grade 8
may be substituted for English Language Arts and Reading, Grade 8.
All expectations apply to English Learners Language Arts (ELLA), Grade
8 students; however, it is imperative to recognize critical processes
and features of second language acquisition and to provide appropriate
instruction to enable students to meet these standards.
(b) Introduction.
(1) The ELLA 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 this course mirror the essential
knowledge and skills for English language arts and reading, which
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) 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. Based on the student's language proficiency level, the
student is expected to:
(A) listen actively to interpret a message by summarizing,
asking questions, and making comments;
(B) follow, restate, and give complex oral instructions
to perform specific tasks, answer questions, or solve problems;
(C) give an organized presentation with a specific
point of view;
(D) advocate a position using anecdotes, analogies,
and/or illustrations employing eye contact, speaking rate, volume,
enunciation, a variety of natural gestures, and conventions of language
to communicate ideas effectively;
(E) participate collaboratively in discussions, plan
agendas with clear goals and deadlines, set time limits for speakers,
take notes, and vote on key issues; and
(F) develop social communication and produce oral language
in contextualized and purposeful ways.
(2) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--beginning
reading and writing. The student develops word structure knowledge
through phonological awareness, print concepts, phonics, and morphology
to communicate, decode, and spell. Based on the student's language
proficiency level, the student is expected to:
(A) demonstrate and apply phonetic knowledge; and
(B) write complete words, thoughts, and answers legibly.
(3) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--vocabulary.
The student uses newly acquired vocabulary expressively. Based on
the student's language proficiency level, the student is expected
to:
(A) use print or digital resources to determine the
meaning, syllabication, pronunciation, word origin, and part of speech;
(B) use context within or beyond a paragraph to clarify
the meaning of unfamiliar or ambiguous words;
(C) determine the meaning and usage of grade-level
academic English words derived from Greek, Latin, and other languages,
including ast, qui, path, mand/mend, and duc; auto, bio, graph, meter,
phon, port, and tele; and terr, chrono, audi, geo, dict, photo, and
ject;
(D) identify and use words that name actions, directions,
positions, sequences, and locations;
(E) use multiple-meaning words, homographs, homophones,
and commonly confused terms correctly; and
(F) investigate expressions such as idioms and word
relationships such as antonyms, synonyms, and analogies.
(4) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension.
Based on the student's language proficiency level, the student is
expected to adjust fluency when reading grade-level text based on
the reading purpose.
(5) Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently.
Based on the student's language proficiency level, 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 deepen comprehension of increasingly complex
texts. Based on the student's language proficiency level, the student
is expected to:
(A) establish purpose for reading assigned and self-selected
texts;
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