Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year 2009-2010.(a) The provisions of 110.31-110.34 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school year.
Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year 2009-2010.(a) The provisions of 110.31-110.34 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school year.However, English language learners' abilities to meet these standards will be influenced by their proficiency in English.Tags: Essay Help For SatTransition Words In An Argumentative EssayInternet Piracy Essay ThesisBusiness Plan NamesDo You Cite Bible Research PaperOvercoming Adversity And EssayCreative Writing Prompts BookEssay Writing BlogLaw Essay Competition Uk 2011
It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English I as described in subsection (b) of this section.
Vocabulary needs to be taught in the context of connected discourse so that language is meaningful.
ELLs must learn how rhetorical devices in English differ from those in their native language.
Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.Figure: 19 TAC 110.30(b) Source: The provisions of this 110.30 adopted to be effective September 4, 2008, 33 Tex Reg 7162; amended to be effective February 22, 2010, 35 Tex Reg 1462. English Language Arts and Reading, English I (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade.(8) Reading/Comprehension of Informational Text/Culture and History.Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Students are expected to explain the role of irony, sarcasm, and paradox in literary works.There is so much information available to us in this world that we don't know what is true and what is not.That's why it's important for students to analyze, think effectively, and understand that not everything is black and white.Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading.Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.