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However, English language learners' abilities to meet these standards will be influenced by their proficiency in English.
(b) Students must develop the ability to comprehend and process material from a wide range of texts.
Student expectations for Reading/Comprehension Skills as provided in this subsection are described for the appropriate grade level.
(2) Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
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.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.(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input.ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development.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.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.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.