8.29.08

MyStudyHall.com is a knowledge-= based, academic web site that teaches English / Language Arts / Reading. We believe students must know information before they can = apply it. The correlation shown bel= ow (highlighted in yellow), Grades 4 - 12, indicates the new English / Language Arts / Reading TEKS (approved on May 23, 2008, by the Texas State Board of Education and published in the Texas Register, 8.29.08) that are either covered directly or indirectly on the MyStudyHall.com web site. Nea= rly all of the content on MyStudyHall.com relates to the ELAR/TEKS, but not all of = the ELAR/TEKS are covered on the MyStudyHall.com web site since some of them mu= st be taught directly by the classroom teacher to the student.

http://www.sos.state.tx.us/texreg/archive/August292008/a= dopted/19.EDUCATION.html#160

Te= xas Reg= ister, Aug. 29, 2008

TITLE 19.EDUCATION

Part 2. TEXAS EDUCATION AGENCY

Chapter 74. CURRICULUM REQUIREMENTS

Subchapter C. OTHER PROVISIONS

19 TAC §74.36

§110.15.English Language Arts and Reading, Grade 4, Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In fourth grade, students will en= gage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehension ski= lls and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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. Vocabula= ry 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 t= hose in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(C) During initial stages of English development, ELLs are expected to m= eet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learn= ers' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evalu= ate, their level of English proficiency may impede their ability to demonstrate = this knowledge during the initial stages of English language acquisition. It is = also critical to understand that ELLs with no previous or with interrupted schoo= ling will require explicit and strategic support as they acquire English and lea= rn 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 at Grade 4 as described in subsection (b) = of this section.

(4) To meet Texas Education Code, §28.002(h), which states, ".= .. each school district shall foster the continuation of the tradition of teac= hing United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks,&quo= t; students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(b) Knowledge and skills.

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehensio= n.

(2) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use the conte= xt of the sentence (e.g., in-sentence example or definition) to determine the mea= ning of unfamiliar words or multiple meaning words;

(C) complete anal= ogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or girl:woman as boy:_____);

(D) identify the meaning of common idioms; and

(E) use a diction= ary or glossary to determine the meanings, syllabication, and pronunciation of unk= nown words.

(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, m= ake 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. Students are expected to:

(A) summarize and explain the lesson or message of a work of fiction as its theme; and <= /o:p>

(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to explain how the structural elements of poetry (e.g., rhyme, met= er, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students are expected to describe the structural elements particular to dramatic literat= ure.

(6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction= and provide evidence from text to support their understanding. Students are expected to:

(A) sequence and summarize the plot's main events and explain their influence on future even= ts;

(B) describe the interaction of characters including their relationships and the changes they undergo; and

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text= to support their understanding. Students are expected to identify similarities= and differences between the events and characters' experiences in a fictional w= ork and the actual events and experiences described in an author's biography or autobiography.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 identify the author's use of similes and metaphors to produce imagery.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evide= nce of their reading. Students are expected to read independently for a sustain= ed period of time and paraphrase what the reading was about, maintaining meani= ng and logical order (e.g., generate a reading log or journal; participate in = book talks).

(10) 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 t= he text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.<= /span>

(11) Reading/Comprehension of Informational Text/Expository Text. Students analy= ze, make inferences and draw conclusions about expository text and provide evid= ence from text to support their understanding. Students are expected to:

(A) summarize the= main idea and supporting details in text in ways that maintain meaning;

(B) distinguish f= act from opinion in a text and explain how to verify what is a fact;

(C) describe expl= icit and implicit relationships among ideas in texts organized by cause-and-effe= ct, sequence, or comparison; and

(D) use multiple = text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information.

(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analy= ze, make inferences and draw conclusions about persuasive text and provide evid= ence from text to support their analysis. Students are expected to explain how an author uses language to present information to influence what the reader th= inks or does.

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); and

(B) explain factu= al information presented graphically (e.g., charts, diagrams, graphs, illustrations).

(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Stud= ents continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior;

(B) explain how v= arious design techniques used in media influence the message (e.g., pacing, close-= ups, sound effects); and

(C) compare vario= us written conventions used for digital media (e.g. language in an informal e-= mail vs. language in a web-based news article).

(15) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(A) plan a first = draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

(B) develop draft= s by categorizing ideas and organizing them into paragraphs; <= /p>

(D) edit drafts f= or grammar, mechanics, and spelling using a teacher-developed rubric; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for= a specific audience.

(16) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are expected to:

(A) write imagina= tive stories that build the plot to a climax and contain details about the characters and setting; and

(B) write poems t= hat convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

(17) Writing. Stu= dents write about their own experiences. Students are expected to write about important personal experiences.

(18) Writing/Expo= sitory and Procedural Texts. Students write expository and procedural or work-rela= ted texts to communicate ideas and information to specific audiences for specif= ic purposes. Students are expected to:

(A) create brief compositions that:

(i) establish a c= entral idea in a topic sentence;

(ii) include supp= orting sentences with simple facts, details, and explanations; and

(iii) contain a concluding statement;

(B) write letters= whose language is tailored to the audience and purpose (e.g., a thank you note to= a friend) and that use appropriate conventions (e.g., date, salutation, closi= ng); and

(19) Writing/Pers= uasive Texts. Students write persuasive texts to influence the attitudes or action= s of a specific audience on specific issues. Students are expected to write pers= uasive essays for appropriate audiences that establish a position and use supporti= ng details.

(20) Oral and Wri= tten Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students contin= ue to apply earlier standards with greater complexity. Students are expected t= o:

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregu= lar verbs);

(ii) nouns (singu= lar/plural, common/proper);

(iii) adjectives = (e.g., descriptive, including purpose: sleeping bag, frying pan) and their compara= tive and superlative forms (e.g., fast, faster, fastest);

(iv) adverbs (e.g= ., frequency: usually, sometimes; intensity: almost, a lot);

(v) prepositions = and prepositional phrases to convey location, time, direction, or to provide details;

(vi) reflexive pr= onouns (e.g., myself, ourselves);

(vii) correlative conjunctions (e.g., either/or, neither/nor); and

(viii) use time-o= rder transition words and transitions that indicate a conclusion;

(B) use the compl= ete subject and the complete predicate in a sentence; and

(21) Oral and Wri= tten Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in t= heir compositions. Students are expected to:

(A) write legibly by selecting cursive script or manuscript printing as appropriate;

(B) use capitaliz= ation for:

(i) historical ev= ents and documents;

(ii) titles of bo= oks, stories, and essays; and

(iii) languages, = races, and nationalities; and

(i) commas in com= pound sentences; and

(ii) quotation ma= rks.

(22) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to: <= o:p>

(A) spell words w= ith more advanced orthographic patterns and rules:

(i) plural rules = (e.g., words ending in f as in leaf, leaves; adding -es);

(ii) irregular pl= urals (e.g., man/men, foot/feet, child/children);

(iii) double cons= onants in middle of words;

(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and

(v) silent letters (e.g., knee, wring);

(B) spell base wo= rds and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings.

(23) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) generate rese= arch topics from personal interests or by brainstorming with others, narrow to o= ne topic, and formulate open-ended questions about the major research topic; a= nd

(B) generate a re= search plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

(24) Research/Gat= hering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the re= search plan to collect information from multiple sources of information both oral = and written, including:

(i) student-initi= ated surveys, on-site inspections, and interviews;

(ii) data from ex= perts, reference texts, and online searches; and

(iii) visual sour= ces of information (e.g., maps, timelines, graphs) where appropriate; <= /span>

(B) use skimming = and scanning techniques to identify data by looking at text features (e.g., bold print, italics);

(D) identify the author, title, publisher, and publication year of sources; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing v= alid and reliable sources.

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to imp= rove the focus of research as a result of consulting expert sources (e.g., refer= ence librarians and local experts on the topic).

(26) Research/Organizing and Presenting Ideas. Students organize and present the= ir ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively= to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen attent= ively to speakers, ask relevant questions, and make pertinent comments; and =

(B) follow, resta= te, and give oral instructions that involve a series of related sequences of action.

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to express an opinion supported by accurate information, employing eye contact, speaking rate, volume, = and enunciation, and the conventions of language to communicate ideas effectively.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing a= nd answering questions with appropriate detail and by providing suggestions th= at build upon the ideas of others.

§110.16.English Language Arts and Reading, Grade 5, Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In fifth grade, students will eng= age in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 at Grade 5 as described in subsection (b) = of this section.

(b) Knowledge and skills.

(2) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (= e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar = or multiple meaning words;

(D) identify and explain the meaning of common idioms, adages, and other sayings; and <= /o:p>

(E) use a diction= ary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech = of words.

(A) compare and contrast the themes or moral lessons of several works of fiction from vario= us cultures;

(B) describe the phenomena explained in origin myths from various cultures; and <= /span>

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to analyze how poets use sound effects (e.g., alliteration, intern= al rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students are expected to analyze the similarities and differences between an original te= xt and its dramatic adaptation.

(A) describe inci= dents that advance the story or novel, explaining how each incident gives rise to= or foreshadows future events;

(B) explain the r= oles and functions of characters in various plots, including their relationships= and conflicts; and

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text= to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 evaluate the impact of sensory details, imagery, and figurative language in literary text.

(9) Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evide= nce of their reading. Students are expected to read independently for a sustain= ed period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or jour= nal; participate in book talks).

(10) 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 t= he text to support their understanding. Students are expected to draw conclusi= ons from the information presented by an author and evaluate how well the autho= r's purpose was achieved.

(A) summarize the= main ideas and supporting details in a text in ways that maintain meaning and logical order;

(B) determine the= facts in text and verify them through established methods;

(C) analyze how t= he organizational pattern of a text (e.g., cause-and-effect, compare-and-contr= ast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

(D) use multiple = text features and graphics to gain an overview of the contents of text and to lo= cate information; and

(E) synthesize an= d make logical connections between ideas within a text and across two or three tex= ts representing similar or different genres.

(A) identify the author's viewpoint or position and explain the basic relationships among id= eas (e.g., parallelism, comparison, causality) in the argument; and =

(B) recognize exaggerated, contradictory, or misleading statements in text.

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) interpret det= ails from procedural text to complete a task, solve a problem, or perform procedures; and

(B) interpret fac= tual or quantitative information presented in maps, charts, illustrations, graph= s, timelines, tables, and diagrams.

(A) explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news);

(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);

(D) analyze vario= us digital media venues for levels of formality and informality.

(15) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(A) plan a first = draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g= ., discussion, background reading, personal interests, interviews), and develo= ping a thesis or controlling idea;

(B) develop draft= s by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;

(C) revise drafts= to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentenc= es or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(16) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are expected to: =

(A) write imagina= tive stories that include:

(i) a clearly def= ined focus, plot, and point of view;

(ii) a specific, believable setting created through the use of sensory details; and

(iii) dialogue th= at develops the story; and

(B) write poems u= sing:

(i) poetic techni= ques (e.g., alliteration, onomatopoeia);

(ii) figurative language (e.g., similes, metaphors); and

(iii) graphic ele= ments (e.g., capital letters, line length).

(17) Writing. Stu= dents write about their own experiences. Students are expected to write a persona= l narrative that conveys thoughts and feelings about an experience. <= /p>

(A) create multi-paragraph essays to convey information about the topic that:

(i) present effec= tive introductions and concluding paragraphs;

(ii) guide and in= form the reader's understanding of key ideas and evidence;

(iii) include spe= cific facts, details, and examples in an appropriately organized structure; and <= o:p>

(iv) use a variet= y of sentence structures and transitions to link paragraphs; <= /p>

(B) write formal = and informal letters that convey ideas, include important information, demonstr= ate a sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and

(19) Writing/Pers= uasive Texts. Students write persuasive texts to influence the attitudes or action= s of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration = of alternatives.

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregu= lar verbs and active voice);

(ii) collective n= ouns (e.g., class, public);

(iii) adjectives = (e.g., descriptive, including origins: French windows, American cars) and their comparative and superlative forms (e.g., good, better, best);

(iv) adverbs (e.g= ., frequency: usually, sometimes; intensity: almost, a lot);

(v) prepositions = and prepositional phrases to convey location, time, direction, or to provide details;

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

(vii) subordinati= ng conjunctions (e.g., while, because, although, if); and

(viii) transition= al words (e.g., also, therefore);

(B) use the compl= ete subject and the complete predicate in a sentence; and

(A) use capitaliz= ation for:

(i) abbreviations= ;

(ii) initials and acronyms; and

(iii) organizatio= ns;

(B) recognize and= use punctuation marks including:

(i) commas in com= pound sentences; and

(ii) proper punct= uation and spacing for quotations; and

(22) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to: <= o:p>

(A) spell words w= ith more advanced orthographic patterns and rules:

(i) consonant cha= nges (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician); =

(ii) vowel change= s (e.g., long to short in crime, criminal; long to schwa in define, definition; shor= t to schwa in legality, legal); and

(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnatio= n);

(B) spell words w= ith:

(i) Greek Roots (= e.g., tele, photo, graph, meter);

(ii) Latin Roots = (e.g., spec, scrib, rupt, port, ject, dict);

(iii) Greek suffi= xes (e.g., -ology, -phobia, -ism, -ist); and

(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);

(D) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

(E) know how to u= se the spell-check function in word processing while understanding its limitations= .

(23) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate open-ended questions to add= ress the major research topic; and

(B) generate a re= search plan for gathering relevant information about the major research question. =

(A) follow the re= search plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from expe= rts;

(B) differentiate between primary and secondary sources;

(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;

(D) identify the = source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing v= alid and reliable sources.

(25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) refine the ma= jor research question, if necessary, guided by the answers to a secondary set of questions; and

(B) evaluate the relevance, validity, and reliability of sources for the research.

(26) Research/Organizing and Presenting Ideas. Students organize and present the= ir ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written o= r an oral presentation that:

(A) compiles impo= rtant information from multiple sources;

(B) develops a to= pic sentence, summarizes findings, and uses evidence to support conclusions;

(D) uses quotatio= ns to support ideas and an appropriate form of documentation to acknowledge sourc= es (e.g., bibliography, works cited).

(A) listen to and= interpret a speaker's messages (both verbal and nonverbal) and ask questions to clari= fy the speaker's purpose or perspective;

(B) follow, resta= te, and give oral instructions that include multiple action steps; and

(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority. <= /p>

Filed with the Office of the Secretary of State on August 15, 2008.

TRD-200804406

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Effective date: September 4, 2008

Proposal publication date: April 18, 2008

For further information, please call: (512) 475-1497

Subchapter B. MIDDLE SCHOOL

19 TAC §§110.17 - 110.21

The new sections and amendment are adopted under the Texas Education Cod= e, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements, and §28.002, which authorizes the SBOE to by = rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks and addressed on the assessment instruments. <= /p>

The new sections and amendment implement the Texas Education Code, §7.102(c)(4) and §28.002.

§110.17.Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Middle School, Beginning with = School Year 2009-2010.

(a) The provisions of §§110.18 - 110.20 of this subchapter sha= ll be implemented by school districts beginning with the 2009-2010 school year= and at that time shall supersede §§110.22 - 110.24 of this subchapter= .

(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 gra= de level.

Figure: 19 TAC §110.17(b) (.pdf)

§110.18.English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In sixth grade, students will eng= age in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imp= erative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension ski= lls and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 at Grade 6 as described in subsection (b) = of this section.

(b) Knowledge and skills.

(1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text. <= /p>

(2) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (= e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; <= o:p>

(C) complete anal= ogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____);

(D) explain the m= eaning of foreign words and phrases commonly used in written English (e.g.,= RSVP, que sera sera ); and

(E) use a diction= ary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech = of words.

(A) infer the imp= licit theme of a work of fiction, distinguishing theme from the topic;

(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and =

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make in= ferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in the setting, characters, and plot of a play and those in a film based upon the same story line.

(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; =

(B) recognize dia= lect and conversational voice and explain how authors use dialect to convey character; and

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text= to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare th= eir characteristics with those of an autobiography.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 how authors cr= eate meaning through stylistic elements and figurative language emphasizing the = use of personification, hyperbole, and refrains.

(9) 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 t= he text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.

(10) Reading/Comprehension of Informational Text/Expository Text. Students analy= ze, make inferences and draw conclusions about expository text and provide evid= ence from text to support their understanding. Students are expected to:

(A) summarize the= main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;

(B) explain wheth= er facts included in an argument are used for or against an issue; =

(C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and the author's viewpoint; and=

(D) synthesize an= d make logical connections between ideas within a text and across two or three tex= ts representing similar or different genres.

(11) Reading/Comprehension of Informational Text/Persuasive Text. Students analy= ze, make inferences and draw conclusions about persuasive text and provide evid= ence from text to support their analysis. Students are expected to: <= /span>

(A) compare and contrast the structure and viewpoints of two different authors writing for = the same purpose, noting the stated claim and supporting evidence; and

(B) identify simp= ly faulty reasoning used in persuasive texts.

(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) follow multi-= tasked instructions to complete a task, solve a problem, or perform procedures; an= d

(B) interpret fac= tual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Stud= ents will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) explain messa= ges conveyed in various forms of media;

(B) recognize how various techniques influence viewers' emotions;

(D) analyze vario= us digital media venues for levels of formality and informality.

(14) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are expected to:

(A) write imagina= tive stories that include:

(i) a clearly def= ined focus, plot, and point of view;

(ii) a specific, believable setting created through the use of sensory details; and

(iii) dialogue th= at develops the story; and

(B) write poems u= sing:

(i) poetic techniques (e.g., alliteration, onomatopoeia);

(ii) figurative language (e.g., similes, metaphors); and

(iii) graphic ele= ments (e.g., capital letters, line length).

(16) Writing. Stu= dents write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and communicates the importance = of or reasons for actions and/or consequences.

(17) Writing/Expo= sitory and Procedural Texts. Students write expository and procedural or work-rela= ted texts to communicate ideas and information to specific audiences for specif= ic purposes. Students are expected to:

(A) create multi-paragraph essays to convey information about a topic that:

(i) present effec= tive introductions and concluding paragraphs;

(ii) guide and in= form the reader's understanding of key ideas and evidence;

(iii) include spe= cific facts, details, and examples in an appropriately organized structure; and <= o:p>

(iv) use a variet= y of sentence structures and transitions to link paragraphs; <= /p>

(B) write informal letters that convey ideas, include important information, demonstrate a sen= se of closure, and use appropriate conventions (e.g., date, salutation, closin= g);

(C) write respons= es to literary or expository texts and provide evidence from the text to demonstr= ate understanding; and

(D) produce a multimedia presentation involving text and graphics using available technol= ogy.

(18) Writing/Pers= uasive Texts. Students write persuasive texts to influence the attitudes or action= s of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration = of alternatives.

(19) Oral and Wri= tten Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (irregu= lar verbs and active and passive voice);

(ii) non-count no= uns (e.g., rice, paper);

(iii) predicate adjectives (She is intelligent .) and their comparative and superlative for= ms (e.g., many, more, most);

(iv) conjunctive = adverbs (e.g., consequently, furthermore, indeed);

(v) prepositions = and prepositional phrases to convey location, time, direction, or to provide details;

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

(vii) subordinati= ng conjunctions (e.g., while, because, although, if); and

(viii) transition= al words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrar= y, in addition to);

(B) differentiate between the active and passive voice and know how to use them both; and

(20) Oral and Wri= tten Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in t= heir compositions. Students are expected to:

(A) use capitaliz= ation for:

(i) abbreviations= ;

(ii) initials and acronyms; and

(iii) organizatio= ns;

(B) recognize and= use punctuation marks including:

(i) commas in com= pound sentences;

(ii) proper punct= uation and spacing for quotations; and

(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomple= te statements); and

(21) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to: <= o:p>

(A) differentiate between commonly confused terms (e.g., its, it's; affect, effect);

(B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and

(22) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate open-ended questions to add= ress the major research topic; and

(B) generate a re= search plan for gathering relevant information about the major research question. =

(23) Research/Gat= hering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the re= search plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from expe= rts;

(B) differentiate between primary and secondary sources;

(D) identify the = source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and

(E) differentiate between paraphrasing and plagiarism and identify the importance of citing v= alid and reliable sources.

(24) Research/Syn= thesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) refine the ma= jor research question, if necessary, guided by the answers to a secondary set of questions; and

(B) evaluate the relevance and reliability of sources for the research.

(25) Research/Organizing and Presenting Ideas. Students organize and present the= ir ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written o= r an oral presentation that:

(A) compiles impo= rtant information from multiple sources;

(B) develops a to= pic sentence, summarizes findings, and uses evidence to support conclusions;

(D) uses quotatio= ns to support ideas and an appropriate form of documentation to acknowledge sourc= es (e.g., bibliography, works cited).

(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attent= ively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: <= /o:p>

(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask question= s to clarify the speaker's purpose and perspective;

(B) follow and gi= ve oral instructions that include multiple action steps; and

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards = with greater complexity. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

§110.19.English Language Arts and Reading, Grade 7, Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In seventh grade, students will engage in activities that build on their prior knowledge and skills in orde= r to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 at Grade 7 as described in subsection (b) = of this section.

(b) Knowledge and skills.

(2) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (= within a sentence and in larger sections of text) to determine or clarify the mean= ing of unfamiliar or ambiguous words;

(D) identify the meaning of foreign words commonly used in written English with empha= sis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis ); and

(E) use a diction= ary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech = of words.

(A) describe mult= iple themes in a work of fiction;

(B) describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories); and

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students are expected to analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. <= /span>

(5) Reading/Comprehension of Literary Text/Drama. Students understand, make inf= erences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain a playwright's use of dialogue and stage directions.

(A) explain the influence of the setting on plot development;

(B) analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; and

(C) analyze diffe= rent forms of point of view, including first-person, third-person omniscient, and third-person limited.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text= to support their understanding. Students are expected to describe the structur= al and substantive differences between an autobiography or a diary and a ficti= onal adaptation of it.

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 determine the figurative mean= ing of phrases and analyze how an author's use of language creates imagery, app= eals to the senses, and suggests mood.

(9) 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 explain the difference between the theme of a literary work and the author's purpose in an exposit= ory text.

(10) Reading/Comp= rehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) evaluate a su= mmary of the original text for accuracy of the main ideas, supporting details, and overall meaning;

(B) distinguish f= actual claims from commonplace assertions and opinions;

(C) use different organizational patterns as guides for summarizing and forming an overview o= f different kinds of expository text; and

(D) synthesize an= d make logical connections between ideas within a text and across two or three tex= ts representing similar or different genres, and support those findings with textual evidence.

(11) Reading/Comp= rehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument; and

(B) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts.

(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) follow multi-dimensional instructions from text to complete a task, solve a proble= m, or perform procedures; and

(B) explain the function of the graphical components of a text.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with grea= ter depth in increasingly more complex texts. Students are expected to:

(A) interpret both explicit and implicit messages in various forms of media;

(B) interpret how visual and sound techniques (e.g., special effects, ca= mera angles, lighting, music) influence the message;

(D) assess the correct level of formality and tone for successful participation in various digital media.

(14) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(C) revise drafts= to ensure precise word choice and vivid images; consistent point of view; use = of simple, compound, and complex sentences; internal and external coherence; a= nd the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are expected to: =

(A) write an imaginative story that:

(i) sustains read= er interest;

(ii) includes well-paced action and an engaging story line;

(iii) creates a s= pecific, believable setting through the use of sensory details;

(iv) develops interesting characters; and

(v) uses a range = of literary strategies and devices to enhance the style and tone; and <= /p>

(B) write a poem using:

(i) poetic techniques (e.g., rhyme scheme, meter);

(ii) figurative language (e.g., personification, idioms, hyperbole); and

(iii) graphic elements (e.g., word position).

(A) write a multi-paragraph essay to convey information about a topic that: =

(i) presents effe= ctive introductions and concluding paragraphs;

(ii) contains a c= learly stated purpose or controlling idea;

(iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

(iv) accurately synthesizes ideas from several sources; and

(v) uses a variet= y of sentence structures, rhetorical devices, and transitions to link paragraphs= ;

(B) write a lette= r that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

(C) write respons= es to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using quotations when appropriate; and

(D) produce a multimedia presentation involving text and graphics using available technology.

(A) establishes a= clear thesis or position;

(B) considers and responds to the views of others and anticipates and answers reader concerns= and counter-arguments; and

(C) includes evid= ence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

(A) identify, use= , and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (perfec= t and progressive tenses) and participles;

(ii) appositive phrases;

(iii) adverbial a= nd adjectival phrases and clauses;

(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);

(v) prepositions = and prepositional phrases and their influence on subject-verb agreement; <= /o:p>

(vi) relative pro= nouns (e.g., whose, that, which);

(vii) subordinati= ng conjunctions (e.g., because, since); and

(viii) transition= s for sentence to sentence or paragraph to paragraph coherence;

(B) write complex sentences and differentiate between main versus subordinate clauses; and

(C) use a variety= of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

(A) use conventio= ns of capitalization; and

(B) recognize and= use punctuation marks including:

(i) commas after introductory words, phrases, and clauses; and

(ii) semicolons, = colons, and hyphens.

(21) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to sp= ell correctly, including using various resources to determine and check correct spellings.

(22) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B) apply steps f= or obtaining and evaluating information from a wide variety of sources and cre= ate a written plan after preliminary research in reference works and additional text searches.

(A) follow the re= search plan to gather information from a range of relevant print and electronic sources using advanced search strategies;

(B) categorize information thematically in order to see the larger constructs inherent in = the information;

(C) record bibliographic information (e.g., author, title, page number) for all notes = and sources according to a standard format; and

(D) differentiate between paraphrasing and plagiarism and identify the importance of citing v= alid and reliable sources.

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) narrow or bro= aden the major research question, if necessary, based on further research and investigation; and

(B) utilize eleme= nts that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one so= urce is more useful than another.

(A) draws conclus= ions and summarizes or paraphrases the findings in a systematic way; =

(B) marshals evid= ence to explain the topic and gives relevant reasons for conclusions;

(D) follows accep= ted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen to and interpret a speaker's purpose by explaining the conten= t, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims;

(B) follow and gi= ve complex oral instructions to perform specific tasks, answer questions, or s= olve problems; and

(C) draw conclusi= ons about the speaker's message by considering verbal communication (e.g= ., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to present a criti= que of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of languag= e to communicate ideas effectively.

(28) Listening and Speaking/Teamwork. Students work productively with ot= hers in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussion= s, plan agendas with clear go= als and deadlines, set time limits for speakers, take notes, and vote on key issues.

§110.20.English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents read and understand a wide variety of literary and informational texts; Wri= ting, 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, whe= re students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students wi= ll continue to address earlier standards as needed while they attend to standa= rds for their grade. In eighth grade, students will engage in activities that b= uild on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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. Vocabula= ry 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 t= hose in their native language. At the same time English learners are learning in= English, the focus is on academic English, concepts, and the language structures specific to the content.

(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 at Grade 8 as described in subsection (b) = of this section.

(b) Knowledge and skills.

(2) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;

(B) use context (= within a sentence and in larger sections of text) to determine or clarify the mean= ing of unfamiliar or ambiguous words or words with novel meanings; <= /span>

(C) complete anal= ogies that describe a function or its description (e.g., pen:paper as chalk: ____= __ or soft:kitten as hard: ______);

(D) identify comm= on words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, passé, flora, fauna); and

(E) use a diction= ary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech = of words.

(3) 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. Students are expected to:

(A) analyze liter= ary works that share similar themes across cultures;

(B) compare and contrast the similarities and differences in mythologies from various cultu= res (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths); and

(C) explain how t= he values and beliefs of particular characters are affected by the historical = and cultural setting of the literary work.

(4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclus= ions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, l= yric poetry).

(5) Comprehension= of Literary Text/Drama. Students understand, make inferences and draw conclusi= ons about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays.

(6) Comprehension= of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A) analyze linea= r plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; <= /span>

(B) analyze how t= he central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and

(7) Comprehension= of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of liter= ary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for= the author's use of literary devices and word and phrase choice (e.g., aphorism= s, epigraphs) to appeal to the audience.

(8) Comprehension= of Literary Text/Sensory Language. Students understand, make inferences and dr= aw conclusions about how an author's sensory language creates imagery in liter= ary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.

(9) Comprehension= of Informational Text/Culture and History. Students analyze, make inferences a= nd 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 works written on the same t= opic and compare how the authors achieved similar or different purposes.

(10) Comprehensio= n of Informational Text/Expository Text. Students analyze, make inferences and d= raw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize the= main ideas, supporting details, and relationships among ideas in text succinctly= in ways that maintain meaning and logical order;

(B) distinguish f= actual claims from commonplace assertions and opinions and evaluate inferences from their logic in text;

(D) synthesize an= d make logical connections between ideas within a text and across two or three tex= ts representing similar or different genres and support those findings with te= xtual evidence.

(11) Comprehensio= n of Informational Text/Persuasive Text. Students analyze, make inferences and d= raw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A) compare and c= ontrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents; and

(B) analyze the use of such rhetorical and logical fallacies as loaded t= erms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.

(12) Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) analyze text = for missing or extraneous information in multi-step directions or legends for diagrams; and

(B) evaluate graphics for their clarity in communicating meaning or achieving a specific purpose.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meani= ng. Students will continue to = apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate the role of media in focusing attention on events and informing opinion on issue= s;

(B) interpret how visual and sound techniques (e.g., special effects, ca= mera angles, lighting, music) influence the message;

(D) assess the co= rrect level of formality and tone for successful participation in various digital media.

(14) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(15) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are expected to: =

(A) write an imag= inative story that:

(i) sustains read= er interest;

(ii) includes well-paced action and an engaging story line;

(iii) creates a specific, believable setting through the use of sensory details;

(iv) develops interesting characters; and

(v) uses a range = of literary strategies and devices to enhance the style and tone; and <= /p>

(B) write a poem using:

(i) poetic techniques (e.g., rhyme scheme, meter);

(ii) figurative language (e.g., personification, idioms, hyperbole); and=

(iii) graphic elements (e.g., word position).

(16) Writing. Stu= dents write about their own experiences. Students are expected to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences.

(A) write a multi-paragraph essay to convey information about a topic that: =

(i) presents effe= ctive introductions and concluding paragraphs;

(ii) contains a c= learly stated purpose or controlling idea;

(iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;

(iv) accurately synthesizes ideas from several sources; and

(v) uses a variet= y of sentence structures, rhetorical devices, and transitions to link paragraphs= ;

(B) write a lette= r that reflects an opinion, registers a complaint, or requests information in a business or friendly context;

(C) write respons= es to literary or expository texts that demonstrate the use of writing skills for= a multi-paragraph essay and provide sustained evidence from the text using quotations when appropriate; and

(D) produce a multimedia presentation involving text, graphics, images, and sound using available technology.

(A) establishes a= clear thesis or position;

(B) considers and responds to the views of others and anticipates and answers reader concerns= and counter-arguments; and

(C) includes evid= ence that is logically organized to support the author's viewpoint and that differentiates between fact and opinion.

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) verbs (perfec= t and progressive tenses) and participles;

(ii) appositive phrases;

(iii) adverbial a= nd adjectival phrases and clauses;

(iv) relative pro= nouns (e.g., whose, that, which); and

(v) subordinating conjunctions (e.g., because, since);

(B) write complex= sentences and differentiate between main versus subordinate clauses; and <= /span>

(C) use a variety= of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.

(20) Writing/Conventions of Language/Handwriting. Students write legibly and use appropriate capitalization and punctuation conventions in their composition= s. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use conventio= ns of capitalization; and

(B) use correct punctuation marks, including:

(i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences; and

(ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses.

(21) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to sp= ell correctly, including using various resources to determine and check correct spellings.

(22) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B) apply steps f= or obtaining and evaluating information from a wide variety of sources and cre= ate a written plan after preliminary research in reference works and additional text searches.

(A) follow the re= search plan to gather information from a range of relevant print and electr= onic sources using advanced search strategies;

(B) categorize information thematically in order to see the larger constructs inherent in = the information;

(C) record bibliographic information (e.g., author, title, page number) for all notes = and sources according to a standard format; and

(D) differentiate between paraphrasing and plagiarism and identify the importance of using va= lid and reliable sources.

(24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) narrow or bro= aden the major research question, if necessary, based on further research and investigation; and

(B) utilize eleme= nts that demonstrate the reliability and validity of the sources used (e.g., pu= blication date, coverage, language, point of view) and explain why one source is more useful and relevant than another.

(A) draws conclus= ions and summarizes or paraphrases the findings in a systematic way; =

(B) marshals evid= ence to explain the topic and gives relevant reasons for conclusions;

(D) follows accep= ted formats for integrating quotations and citations into the written text to maintain a flow of ideas.

(26) Listening and Speaking/Listening. Students will use comprehension skills to list= en attentively to others in formal and informal settings. Students will contin= ue to apply earlier standards with greater complexity. Students are expected t= o:

(A) listen to and interpret a speaker's purpose by explaining the content, evaluating = the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims;

(B) follow and gi= ve complex oral instructions to perform specific tasks, answer questions, or s= olve problems; and

(C) summarize for= mal and informal presentations, distinguish between facts and opinions, = and determine the effectiveness of rhetorical devices.

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ide= as effectively.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear go= als and deadlines, set time limits for speakers, take notes, and vote on key issues.

This agency hereby certifies that the adoption has been reviewed by lega= l counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on August 15, 2008.

TRD-200804407

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Effective date: September 4, 2008

Proposal publication date: April 18, 2008

For further information, please call: (512) 475-1497

Subchapter C. HIGH SCHOOL

19 TAC §§110.30 - 110.34, 110.41

The new sections and amendment are adopted under the Texas Education Cod= e, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements, §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks and addressed on the assessment instruments, a= nd §28.025, which authorizes the SBOE to by rule determine curriculum requirements for the minimum, recommended, and advanced high school programs that are consistent with the required curriculum under §28.002.

The new sections and amendment implement the Texas Education Code, §§7.102(c)(4), 28.002, and 28.025.

§110.30.Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with Sc= hool Year 2009-2010.

(a) The provisions of §§110.31 - 110.34 of this subchapter sha= ll be implemented by school districts beginning with the 2009-2010 school year= and at that time shall supersede §§110.42 - 110.45 of this subchapter= .

Figure: 19 TAC §110.30(b) (.pdf)

§110.31.English Language Arts and Reading, English I (= One Credit), Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In English I, students will engag= e in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 En= glish language," students will accomplish the essential knowledge, skills, a= nd student expectations in English I as described in subsection (b) of this section.

(b) Knowledge and skills.

(1) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of wor= ds;

(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deu= x, bon appetit, quid pro quo ); and

(E) use a diction= ary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.

(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, m= ake 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. Students are expected to:

(A) analyze how t= he genre of texts with similar themes shapes meaning;

(B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox)= in poetry.

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students = are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make i= nferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expe= cted to:

(A) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot developm= ent;

(B) analyze how a= uthors develop complex yet believable characters in works of fiction throug= h a range of literary devices, including character foils;

(D) demonstrate familiarity with works by authors from non-English-speaking literary tradit= ions with emphasis on classical literature.

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from 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 understan= d, 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 ir= ony, sarcasm, and paradox in literary works.

(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 t= he text to support their understanding. 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 analy= ze, make inferences and draw conclusions about expository text and provide evid= ence from text to support their understanding. Students are expected to:

(A) summarize tex= t and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion;

(B) differentiate between opinions that are substantiated and unsubstantiated in the text;

(D) synthesize an= d make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings = with textual evidence.

(10) Reading/Comprehension of Informational Text/Persuasive Text. Students analy= ze, make inferences and draw conclusions about persuasive text and provide evid= ence from text to support their analysis. Students are expected to: <= /span>

(A) analyze the relevance, quality, and credibility of evidence given to support or oppose = an argument for a specific audience; and

(B) analyze famous speeches for the rhetorical structures and devices used to convince the reade= r of the authors' propositions.

(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) analyze the c= larity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); and

(B) analyze factual, quantitative, or technical data presented in multiple graphical sources.

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;

(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);

(C) compare and contrast coverage of the same event in various media (e.g., newspape= rs, television, documentaries, blogs, Internet); and

(D) evaluate chan= ges in formality and tone within the same medium for specific audiences and purpos= es.

(13) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(A) plan a first = draft by selecting the correct genre for conveying the intended meaning to multip= le audiences, determining appropriate topics through a range of strategies (e.= g., discussion, background reading, personal interests, interviews), and develo= ping a thesis or controlling idea;

(B) structure ide= as in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations th= at include transitions and the rhetorical devices used to convey meaning;

(C) revise drafts= to improve style, word choice, figurative language, sentence variety, and subt= lety of meaning after rethinking how well questions of purpose, audience, and ge= nre have been addressed;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for= appropriate audiences.

(14) Writing/Lite= rary Texts. Students write literary texts to express their ideas and feelings ab= out real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to: <= /span>

(A) write an enga= ging story with a well-developed conflict and resolution, interesting and believ= able characters, and a range of literary strategies (e.g., dialogue, suspense) a= nd devices to enhance the plot;

(B) write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

(15) Writing/Expo= sitory and Procedural Texts. Students write expository and procedural or work-rela= ted texts to communicate ideas and information to specific audiences for specif= ic purposes. Students are expected to:

(A) write an anal= ytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures= ;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a controlli= ng idea or thesis;

(iv) an organizing structure appropriate to purpose, audience, and context; and

(v) relevant information and valid inferences;

(B) write procedu= ral or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:

(i) organized and accurately conveyed information; and

(ii) reader-frien= dly formatting techniques;

(i) extends beyon= d a summary and literal analysis;

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices; and

(D) produce a multimedia presentation (e.g., documentary, class newspaper, do= cudrama, infomercial, visual or textual parodies, theatrical production) with graphi= cs, images, and sound th= at conveys a distinctive point of view and appeals to a specific audience.

(16) Writing/Pers= uasive Texts. Students write persuasive texts to influence the attitudes or action= s of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:

(A) a clear thesi= s or position based on logical reasons supported by precise and relevant evidenc= e;

(B) consideration= of the whole range of information and views on the topic and accurate and hone= st representation of these views;

(D) an organizing structure appropriate to the purpose, audience, and context; and

(E) an analysis o= f the relative value of specific data, facts, and ideas.

(17) Oral and Wri= tten Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex = active and passive tenses and verbals (gerunds, infinitives, participles);

(ii) restrictive = and nonrestrictive relative clauses; and

(iii) reciprocal pronouns (e.g., each other, one another);

(B) identify and = use the subjunctive mood to express doubts, wishes, and possibilities; and

(18) Oral and Wri= tten Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in t= heir compositions. Students are expected to:

(A) use conventio= ns of capitalization; and

(B) use correct punctuation marks including:

(i) quotation mar= ks to indicate sarcasm or irony;

(ii) comma placem= ent in nonrestrictive phrases, clauses, and contrasting expressions; and

(iii) dashes to emphasize parenthetical information.

(19) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to sp= ell correctly, including using various resources to determine and check correct spellings.

(20) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B) formulate a p= lan for engaging in research on a complex, multi-faceted topic.

(21) Research/Gat= hering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A) follow the re= search plan to compile data from authoritative sources in a manner that identifies= the major issues and debates within the field of inquiry;

(B) organize information gathered from multiple sources to create a variety of graphics = and forms (e.g., notes, learning logs); and

(C) paraphrase, summarize, quote, and accurately cite all researched information according = to a standard format (e.g., author, title, page number).

(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the ma= jor research question as necessary to refocus the research plan;

(B) evaluate the relevance of information to the topic and determine the reliability, validi= ty, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and

(23) Research/Organizing and Presenting Ideas. Students organize and present the= ir ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written o= r an oral presentation that:

(A) marshals evid= ence in support of a clear thesis statement and related claims;

(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

(D) uses a variet= y of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and =

(E) uses a style = manual (e.g., Modern Language Association , Chicago Manual of Style = ) to document sources and format written materials.

(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will contin= ue to apply earlier standards with greater complexity. Students are expected to:

(A) listen respon= sively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to = the content for clarification and elaboration;

(B) follow and gi= ve complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal,= and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

(26) Listening and Speaking/Teamwork. Students work productively with ot= hers in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

§110.32.English Language Arts and Reading, English II = (One Credit), Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In English II, students will enga= ge in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 II as described in subsection (= b) of this section.

(b) Knowledge and skills.

(1) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of wor= ds;

(D) show the relationship between the origins and meaning of foreign words or phrases us= ed frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état ); and

(A) compare and contrast differences in similar themes expressed in different time periods;=

(B) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; and

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry.

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students = are expected to analyze how archetypes and motifs in drama affect the plot of p= lays.

(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction= and provide evidence from text to support their understanding. Students are expected to:

(A) analyze isola= ted scenes and their contribution to the success of the plot as a whole in a variety of works of fiction;

(B) analyze differences in the characters' moral dilemmas in works of fiction across different countries or cultures;

(C) evaluate the connection between forms of narration (e.g., unreliable= , omniscient) and ton= e in works of fiction; and

(D) demonstrate familiarity with works by authors from non-English-speaking literary tradit= ions with emphasis on 20th century world literature.

(6) Reading/Compr= ehension of Literary Text/Literary Nonfiction. Students understand, make inferences = and draw conclusions about the varied structural patterns and features of liter= ary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the ef= fect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 function of symbolism, allegory, and allusions in literary works.

(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 t= he text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.

(9) Reading/Compr= ehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A) summarize tex= t and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; <= /o:p>

(B) distinguish a= mong different kinds of evidence (e.g., logical, empirical, anecdotal) us= ed to support conclusions and arguments in texts;

(C) make and defe= nd subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(A) explain shift= s in perspective in arguments about the same topic and evaluate the accuracy of = the evidence used to support the different viewpoints within those arguments; a= nd

(B) analyze conte= mporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attac= ks.

(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) evaluate text for the clarity of its graphics and its visual appeal;= and

(B) synthesize information from multiple graphical sources to draw conclusions about the i= deas presented (e.g., maps, charts, schematics).

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Stu= dents will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music); <= /p>

(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.

(13) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(C) revise drafts= to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, = and genre have been addressed;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(A) write an enga= ging story with a well-developed conflict and resolution, interesting and believ= able characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or to= ne;

(B) write a poem<= /span> using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

(A) write an anal= ytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures= ;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a thesis or controlling idea;

(iv) an organizing structure appropriate to purpose, audience, and context; =

(v) relevant evid= ence and well-chosen details; and

(vi) distinctions= about the relative value of specific data, facts, and ideas that support the thes= is statement;

(B) write procedu= ral or work-related documents (e.g., instructions, e-mails, correspondence, memos, project plans) that include:

(i) organized and accurately conveyed information;

(ii) reader-frien= dly formatting techniques; and

(iii) anticipatio= n of readers' questions;

(i) extends beyon= d a summary and literal analysis;

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

(iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; a= nd

(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomerci= al, visual or textual parodies, theatrical production) with graphics, images, a= nd sound that conveys a distinctive point of view and appeals to a specific audience.

(A) a clear thesi= s or position based on logical reasons supported by precise and relevant evidenc= e;

(B) consideration= of the whole range of information and views on the topic and accurate and hone= st representation of these views (i.e., in the author's own words and not out = of context);

(D) an organizing structure appropriate to the purpose, audience, and context;

(E) an analysis o= f the relative value of specific data, facts, and ideas; and

(F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

(A) use and under= stand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex = active and passive tenses and verbals (gerunds, infinitives, participles);

(ii) restrictive = and nonrestrictive relative clauses; and

(iii) reciprocal pronouns (e.g., each other, one another);

(B) identify and = use the subjunctive mood to express doubts, wishes, and possibilities; and

(A) use conventio= ns of capitalization; and

(B) use correct punctuation marks including:

(i) comma placeme= nt in nonrestrictive phrases, clauses, and contrasting expressions;

(ii) quotation ma= rks to indicate sarcasm or irony; and

(iii) dashes to emphasize parenthetical information.

(19) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to sp= ell correctly, including using various resources to determine and check correct spellings.

(20) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate a major research question t= o address the major research topic; and

(B) formulate a p= lan for engaging in research on a complex, multi-faceted topic.

(A) follow the re= search plan to compile data from authoritative sources in a manner that identifies= the major issues and debates within the field of inquiry;

(B) organize info= rmation gathered from multiple sources to create a variety of graphics and forms (e= .g., notes, learning logs); and

(C) paraphrase, summarize, quote, and accurately cite all researched information according = to a standard format (e.g., author, title, page number).

(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the ma= jor research question as necessary to refocus the research plan;

(A) marshals evid= ence in support of a clear thesis statement and related claims;

(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

(D) uses a variet= y of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and =

(E) uses a style = manual (e.g., Modern Language Association , Chicago Manual of Style = ) to document sources and format written materials.

(24) Listening and Speaking/Listening. Students will use comprehension skills to list= en attentively to others in formal and informal settings. Students will contin= ue to apply earlier standards with greater complexity. Students are expected t= o:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highli= ght the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

(B) follow and gi= ve complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards = with greater complexity. Students are expected to advance a coherent argument th= at incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of languag= e to communicate ideas effectively.

§110.33.English Language Arts and Reading, English III= (One Credit), Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In English III, students will eng= age in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(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 III as described in subsection = (b) of this section.

(b) Knowledge and skills.

(1) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(B) analyze textu= al context (within a sentence and in larger sections of text) to draw conclusi= ons about the nuance in word meanings;

(D) recognize and= use knowledge of cognates in different languages and of word origins to determi= ne the meaning of words; and

(E) use general a= nd specialized dictionaries, thesauri, glossaries, histories of language, book= s of quotations, and other related references (printed or electronic) as needed.=

(A) analyze the w= ay in which the theme or meaning of a selection represents a view or comment on t= he human condition;

(B) relate the characters and text structures of mythic, traditional, and classical litera= ture to 20th and 21st century American novels, plays, or films; and <= /span>

(C) relate the ma= in ideas found in a literary work to primary source documents from its histori= cal and cultural setting.

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to analyze the effects of metrics, rhyme schemes (e.g., end, inter= nal, slant, eye), and other conventions in American poetry.

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students = are expected to analyze the themes and characteristics in different periods of modern American drama.

(A) evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction; =

(B) analyze the internal and external development of characters through a range of literary devices;

(D) demonstrate familiarity with works by authors in American fiction from each major liter= ary period.

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students unders= tand, make inferences and draw conclusions about the varied structural patterns a= nd features of literary nonfiction and provide evidence from text to support t= heir understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning= .

(7) Reading/Comprehension of Literary Text/Sensory Language. Students understan= d, 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 analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

(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 evid= ence from the text to support their understanding. Students are expected to anal= yze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.

(A) summarize a t= ext in a manner that captures the author's viewpoint, its main ideas, and its elem= ents without taking a position or expressing an opinion;

(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are support= ed;

(C) make and defe= nd subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize id= eas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and techn= ical sources and support those findings with textual evidence.

(A) evaluate how = the author's purpose and stated or perceived audience affect the tone of persua= sive texts; and

(B) analyze historical and contemporary political debates for such logic= al fallacies as non-sequiturs, circular logic, and hasty generalizations.

(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) evaluate the = logic of the sequence of information presented in text (e.g., product supp= ort material, contracts); and

(B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustratio= ns, graphs, timelines, t= ables, and diagrams.

(12) Reading/Media Literacy. Students use comprehension skills to analyze how word= s, images, graphics, and sounds work together in various forms to impact meaning. Students will continue = to apply earlier standards with greater depth in increasingly more complex tex= ts. Students are expected to:

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

(D) evaluate chan= ges in formality and tone across various media for different audiences and purpose= s.

(13) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(C) revise drafts= to clarify meaning and achieve specific rhetorical purposes, consistency of to= ne, and logical organization by rearranging the words, sentences, and paragraph= s to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional= words and phrases;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(A) write an enga= ging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogu= e, suspense) and devices to enhance the plot, and sensory details that define = the mood or tone;

(B) write a poem<= /span> that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

(A) write an anal= ytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures= ;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a clear the= sis statement or controlling idea;

(iv) a clear organizational schema for conveying ideas;

(v) relevant and substantial evidence and well-chosen details; and

(vi) information = on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;

(B) write procedu= ral or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly sta= ted purpose combined with a well-supported viewpoint on the topic;

(ii) appropriate formatting structures (e.g., headings, graphics, white space);

(iii) relevant questions that engage readers and consider their needs; <= /p>

(iv) accurate tec= hnical information in accessible language; and

(v) appropriate organizational structures supported by facts and details (documented if appropriate);

(i) advances a cl= ear thesis statement;

(ii) addresses the writing skills for an analytical essay, including references to and comment= ary on quotations from the text;

(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

(iv) identifies and analyzes the ambiguities, nuances, and complexities within the text; and

(v) anticipates a= nd responds to readers' questions or contradictory information; and

(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) = with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple po= ints of view.

(A) a clear thesi= s or position based on logical reasons supported by precise and relevant evidenc= e, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

(B) accurate and = honest representation of divergent views (i.e., in the author's own words and not = out of context);

(D) information o= n the complete range of relevant perspectives;

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; and

(F) language attentively crafted to move a disinterested or opposed audience, using spec= ific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

(A) use and under= stand the function of different types of clauses and phrases (e.g., adjectival, n= oun, adverbial clauses and phrases); and

(B) use a variety= of correctly structured sentences (e.g., compound, complex, compound-complex).=

(19) Oral and Wri= tten Conventions/Spelling. Students spell correctly. Students are expected to sp= ell correctly, including using various resources to determine and check correct spellings.

(20) Research/Res= earch Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A) brainstorm, c= onsult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B) formulate a p= lan for engaging in in-depth research on a complex, multi-faceted topic. <= /o:p>

(A) follow the re= search plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreli= able sources and avoiding over-reliance on one source;

(B) systematically organize relevant and accurate information to support central ideas, concep= ts, and themes, outline ideas into conceptual maps/timelines, and separate fact= ual data from complex inferences; and

(C) paraphrase, summarize, quote, and accurately cite all researched information according = to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A) modify the ma= jor research question as necessary to refocus the research plan;

(B) differentiate between theories and the evidence that supports them and determine whether = the evidence found is weak or strong and how that evidence helps create a cogent argument; and

(A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

(B) uses a variet= y of formats and rhetorical strategies to argue for the thesis;

(C) develops an argument that incorporates the complexities of and discrepancies in informa= tion from multiple sources and perspectives while anticipating and refuting counter-arguments;

(D) uses a style = manual (e.g., Modern Language Association , Chicago Manual of Style = ) to document sources and format written materials; and

(E) is of suffici= ent length and complexity to address the topic.

(24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by framing inquiries that reflect an understanding of= the content and by identifying the positions taken and the evidence in support = of those positions; and

(B) evaluate the clarity and coherence of a speaker's message and critiq= ue the impact of a speaker's diction and syntax on an audience.

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen detai= ls, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventio= ns of language to communicate ideas effectively.

(26) Listening and Speaking/Teamwork. Students work productively with ot= hers in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking releva= nt 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.

§110.34.English Language Arts and Reading, English IV = (One Credit), Beginning with School Year 2009-2010.

(a) Introduction.

(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where stud= ents 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, w= here 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 w= hile they attend to standards for their grade. In English IV, students will enga= ge in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2) For students whose first language is not English, the students' nati= ve language serves as a foundation for English language acquisition.

(A) English language learners (ELLs) are acquiring English, learning con= tent in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that studen= ts receive instruction in phonemic awareness, phonics, decoding, and word atta= ck skills while simultaneously being taught academic vocabulary and comprehens= ion skills and strategies. Reading= instruction that enhances ELL's ability to decode unfamiliar words and to m= ake 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.

(B) For ELLs, comprehension of texts requires additional scaffolds to su= pport comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary nee= ds to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from t= hose in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(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 IV as described in subsection (= b) of this section.

(b) Knowledge and skills.

(1) Reading/Vocab= ulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, = or other linguistic roots and affixes;

(B) analyze textu= al context (within a sentence and in larger sections of text) to draw conclusi= ons about the nuance in word meanings;

(C) use the relationship between words encountered in analogies to determine their mean= ings (e.g., synonyms/antonyms, connotation/denotation);

(D) analyze and e= xplain how the English language has developed and been influenced by other languag= es; and

(E) use general a= nd specialized dictionaries, thesauri, histories of language, books of quotati= ons, and other related references (printed or electronic) as needed. =

(A) compare and contrast works of literature that express a universal theme;

(B) compare and contrast the similarities and differences in classical p= lays with their modern day novel, play, or film versions; and

(C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry = and provide evidence from text to support their understanding. Students = are expected to evaluate the changes in sound, form, figurative language, graph= ics, and dramatic structure in poetry across literary time periods.

(4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama a= nd provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

(A) analyze how complex plot structures (e.g., subplots) and devices (e.= g., foreshadowing, flashbacks, suspense) function and advance the action in a w= ork of fiction;

(B) analyze the moral dilemmas and quandaries presented in works of fict= ion as revealed by the underlying motivations and behaviors of the characters; =

(D) demonstrate familiarity with works of fiction by British authors from each major litera= ry period.

(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text= to support their understanding. Students are expected to analyze the ef= fect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

(7) Reading/Compr= ehension 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 analyze how the author's patterns of imagery, lite= rary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

(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 t= he text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and t= he ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.

(A) summarize a t= ext in a manner that captures the author's viewpoint, its main ideas, and its elem= ents without taking a position or expressing an opinion;

(B) explain how a= uthors writing on the same issue reached different conclusions because of differen= ces in assumptions, evidence, reasoning, and viewpoints;

(C) make and defe= nd subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(D) synthesize id= eas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sourc= es and support those findings with textual evidence.

(A) evaluate the = merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumption= s, and claims in text; and

(B) draw conclusi= ons about the credibility of persuasive text by examining its implicit and stat= ed assumptions about an issue as conveyed by the specific use of language.

(11) Reading/Comprehension of Informational Text/Procedural Texts. Stude= nts understand how to glean and use information in procedural texts and documen= ts. Students are expected to:

(A) draw conclusions about how the patterns of organization and hierarch= ic structures support the understandability of text; and

(B) evaluate the structures of text (e.g., format, headers) for their cl= arity and organizational coherence and for the effectiveness of their graphic representations.

(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Stud= ents will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

(B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

(C) evaluate how = one issue or event is represented across various media to understand the notion= s of bias, audience, and purpose; and

(D) evaluate changes in formality and tone across various media for different audiences and purposes.

(13) Writing/Writ= ing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected t= o:

(C) revise drafts= to clarify meaning and achieve specific rhetorical purposes, consistency of to= ne, and logical organization by rearranging the words, sentences, and paragraph= s to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understateme= nt, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inver= ted word order, repetition, reversed structures), and by adding transitional wo= rds and phrases;

(D) edit drafts f= or grammar, mechanics, and spelling; and

(E) revise final = draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(A) write an enga= ging story with a well-developed conflict and resolution, a clear theme, complex= and non-stereotypical characters, a range of literary strategies (e.g., dialogu= e, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

(B) write a poem<= /span> that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

(A) write an anal= ytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures= ;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a clear the= sis statement or controlling idea;

(iv) a clear organizational schema for conveying ideas;

(v) relevant and substantial evidence and well-chosen details;

(vi) information = on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and

(vii) an analysis= of views and information that contradict the thesis statement and the evidence presented for it;

(B) write procedu= ral and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i) a clearly sta= ted purpose combined with a well-supported viewpoint on the topic;

(ii) appropriate formatting structures (e.g., headings, graphics, white space);

(iii) relevant questions that engage readers and address their potential problems and misunderstandings;

(iv) accurate technical information in accessible language; and

(v) appropriate organizational structures supported by facts and details (documented if appropriate);

(i) advances a cl= ear thesis statement;

(ii) addresses the writing skills for an analytical essay including references to and commenta= ry on quotations from the text;

(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

(iv) identifies and analyzes ambiguities, nuances, and complexities with= in the text; and

(v) anticipates a= nd responds to readers' questions and contradictory information; and

(A) a clear thesi= s or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);

(B) accurate and = honest representation of divergent views (i.e., in the author's own words and not = out of context);

(D) information o= n the complete range of relevant perspectives;

(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used;

(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

(G) an awareness = and anticipation of audience response that is reflected in different levels of formality, style, and tone.