INTRODUCTION

(1) Students enrolled in English I continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English I, students practice all forms of writing. An emphasis is placed on organizing logical arguments with clearly expressed related definitions, theses, and evidence. Students write to persuade and to report and describe. English I students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(1) Students enrolled in English I for Speakers of Other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English I, students practice all forms of writing. An emphasis is placed on organizing logical arguments with clearly expressed related definitions, theses, and evidence. Students write to persuade and to report and describe. English I students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(2) For students enrolled in English I whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading, and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside of school.

(A) Beginning ESOL students associate utterances with meaning as they make inferences based on actions, visuals, text, tone of voice and inflections. Receptive language with some comprehension is acquired earlier than oral production. Beginning ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. They read English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.

(B) Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. Intermediate ESOL students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.

(C) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.

(D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs as well as acculturation issues should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for English I are described in subsection (b) of this section.

(4) The essential knowledge and skills as well as the student expectations for English I for Speakers of Other Languages are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of English as a Second Language are indicated parenthetically by ESL. It is recommended that the ESOL student be at the Beginner, Intermediate or Advanced level to enroll.

(4) 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 and skills as well as the student expectations in English I as described in subsection (b) of this section.

(5) 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 and skills as well as the student expectations in English I as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

KNOWLEDGE AND SKILLS

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

(A) write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments with clearly related definitions, theses, and evidence; write persuasively; write to report and describe; and write poems, plays, and stories;

(A) write in a variety of forms using effective word choice, structure, and sentence forms with emphasis on organizing logical arguments with clearly related definitions, theses, and evidence; write persuasively; write to report and describe; and write poems, plays, and stories;

(B) write in a voice and style appropriate to audience and purpose; and

(B) write in a voice and style appropriate to audience and purpose;

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas; and

(D) use appropriate words to convey intended meaning while recognizing the meanings and uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms (ESL).

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts, alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(B) develop drafts, alone and collaboratively, by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(D) refine selected pieces frequently to publish for general and specific audiences; and

(D) refine selected pieces frequently to publish for general and specific audiences; and

(E) use technology for aspects of creating, revising, editing, and publishing.

(E) use technology for aspects of creating, revising, editing, and publishing.

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of grammar and usage, to write clearly and effectively.

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(A) produce legible work that shows accurate use of the English alphabet, accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses (ESL);

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(D) produce error-free writing in the final draft.

(D) produce error-free writing in the final draft.

(4) Writing/inquiry/research. The student uses writing as a tool for learning.

(A) use writing to formulate questions, refine topics, and clarify ideas;

(A) use writing to formulate questions, refine topics, and clarify ideas;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(E) use writing as a study tool to clarify and remember information;

(E) use writing as a study tool to clarify and remember information;

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(G) analyze strategies that writers in different fields use to compose.

(G) analyze strategies that writers in different fields use to compose.

(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

(A) evaluate writing for both mechanics and content; and

(A) evaluate writing for both mechanics and content; and

(B) respond productively to peer review of his/her own work.

(B) respond productively to peer review of his/her own work.

(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to read unfamiliar words and to build vocabulary.

(A) expand vocabulary through wide reading, listening, and discussing;

(A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D) research word origins, including Anglo-Saxon, Latin, and Greek words;

(D) research word origins, including Anglo-Saxon, Latin, and Greek words;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage; and

(E) use reference material such as glossary, English/English dictionary, bilingual dictionary, thesaurus, and available technology to determine precise meanings and usage (ESL); and

(F) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation.

(F) identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and connotation/denotation.

(7) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) establish a purpose for reading such as to discover, interpret, and enjoy;

(A) establish a purpose for reading such as to discover, interpret, and enjoy;

(B) draw upon his/her own background to provide connection to texts;

(B) draw upon his/her own cultural and language background to provide connection to texts (ESL);

(C) monitor reading strategies and modify them when understanding breaks down such as rereading, using resources, and questioning;

(C) monitor reading strategies and modify them when understanding breaks down such as rereading, using resources, and questioning such as asking for semantic, functional, or linguistic clarification (ESL);

(D) construct images such as graphic organizers based on text descriptions and text structures;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering;

(E) analyze text structures such as compare and contrast, cause and effect, chronological ordering, including distinct text structure and language forms not used or used differently in first language (ESL);

(F) identify main ideas and their supporting details;

(F) identify main ideas and their supporting details;

(G) summarize texts;

(G) summarize texts in English or the first language, as needed (ESL);

(H) draw inferences such as conclusions, generalizations, and predictions and support them from text;

(H) draw inferences such as conclusions, generalizations, and predictions and support them from text;

(I) use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; and

(I) use study strategies such as skimming and scanning, note taking, outlining, using study-guide questions, and translating to better understand texts (ESL); and

(J) read silently with comprehension for a sustained period of time.

(J) read English texts silently with comprehension for a sustained period of time using second language reading strategies, including translations (ESL).

(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature.

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C) read world literature, including classic and contemporary works; and

(C) read world literature, including classic and contemporary works in English or in translation (ESL); and

(D) interpret the possible influences of the historical context on a literary work.

(D) interpret the possible influences of the historical context on a literary work.

(9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures.

(A) recognize distinctive and shared characteristics of cultures through reading; and

(A) recognize distinctive and shared characteristics of cultures through reading; and

(B) compare text events with his/her own and other readers' experiences.

(B) compare text events with his/her own and other readers' experiences.

(10) Reading/literary response. The student expresses and supports responses to various types of texts.

(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations;

(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and dramatizations;

(B) use elements of text to defend his/her own responses and interpretations; and

(B) use elements of text to defend his/her own responses and interpretations; and

(C) compare reviews of literature, film, and performance with his/her own responses.

(C) compare reviews of literature, film, and performance with his/her own responses.

(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

(A) recognize the theme (general observation about life or human nature) within a text;

(A) recognize the theme (general observation about life or human nature) within a text;

(B) analyze the relevance of setting and time frame to text's meaning;

(B) analyze the relevance of setting and time frame to text's meaning;

(C) analyze characters and identify time and point of view;

(C) analyze characters and identify time and point of view;

(D) identify basic conflicts;

(D) identify basic conflicts;

(E) analyze the development of plot in narrative text;

(E) analyze the development of plot in narrative text;

(F) recognize and interpret important symbols;

(F) recognize and interpret important symbols;

(G) recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning; and

(G) recognize and interpret poetic elements like metaphor, simile, personification, and the effect of sound on meaning; and

(H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(H) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(12) Reading/analysis/evaluation. The student reads critically to evaluate texts.

(A) analyze characteristics of text, including its structure, word choices, and intended audience;

(A) analyze characteristics of text, including its structure, word choices, and intended audience;

(B) evaluate the credibility of information sources and determine the writer's motives;

(B) evaluate the credibility of information sources and determine the writer's motives;

(C) analyze text to evaluate the logical argument and to determine the mode of reasoning used such as induction and deduction; and

(C) analyze text to evaluate the logical argument and to determine the mode of reasoning used such as induction and deduction; and

(D) analyze texts such as editorials, documentaries, and advertisements for bias and use of common persuasive techniques.

(D) analyze texts such as editorials, documentaries, and advertisements for bias and use of common persuasive techniques.

(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics.

(A) generate relevant, interesting, and researchable questions;

(A) generate relevant, interesting, and researchable questions;

(B) locate appropriate print and non-print information using texts and technical resources, periodicals and book indices, including databases and the Internet;

(B) locate appropriate print and non-print information using texts and technical resources, periodicals and book indices, including databases and the Internet;

(C) organize and convert information into different forms such as charts, graphs, and drawings;

(C) organize and convert information into different forms such as charts, graphs, and drawings;

(D) adapt researched material for presentation to different audiences and for different purposes, and cite sources completely; and

(D) adapt researched material for presentation to different audiences and for different purposes, and cite sources completely; and

(E) draw conclusions from information gathered.

(E) draw conclusions from information gathered.

(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.

(A) focus attention on the speaker's message;

(A) focus attention on the speaker's message;

(B) use knowledge of language and develop vocabulary to interpret accurately the speaker's message;

(B) use knowledge of language and develop vocabulary, including content-area vocabulary, to interpret accurately the speaker's message (ESL);

(C) monitor speaker's message for clarity and understanding such as asking relevant questions to clarify understanding; and

(C) monitor speaker's message for clarity and understanding such as asking relevant questions to clarify understanding;

(D) formulate and provide effective verbal and nonverbal feedback.

(D) formulate and provide effective verbal and nonverbal feedback; and

(E) distinguish and produce sounds and intonation patterns of English (ESL).

(15) Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performances and presentations.

(A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts;

(A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts;

(B) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language;

(B) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language;

(C) evaluate informative and persuasive presentations of peers, public figures, and media presentations;

(C) evaluate informative and persuasive presentations of peers, public figures, and media presentations;

(D) evaluate artistic performances of peers, public presenters, and media presentations; and

(D) evaluate artistic performances of peers, public presenters, and media presentations; and

(E) use audience feedback to evaluate his/her own effectiveness and set goals for future presentations.

(E) use audience feedback to evaluate his/her own effectiveness and set goals for future presentations.

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences.

(A) use the conventions of oral language effectively;

(A) use the conventions of oral language effectively, including intonation, syntax, and grammar (ESL);

(B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task;

(B) use informal, standard, and technical language effectively, including academic discourse and social conventions, to meet the needs of purpose, audience, occasion, and task (ESL);

(C) prepare, organize, and present a variety of informative messages effectively;

(C) prepare, organize, and present a variety of informative messages effectively such as giving oral directions and sequencing events (ESL);

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others;

(F) make relevant contributions in conversations and discussions.

(F) make relevant contributions in conversations and discussions; and

(G) employ English content area vocabulary in context (ESL).

(17) Listening/speaking/presentations. The student prepares, organizes, and presents informative and persuasive oral messages.

(A) present and advance a clear thesis and support the major thesis with logical points or arguments;

(A) present and advance a clear thesis and support the major thesis with logical points or arguments;

(B) choose valid evidence, proofs, or examples to support claims;

(B) choose valid evidence, proofs, or examples to support claims;

(C) use appropriate and effective appeals to support points or claims; and

(C) use appropriate and effective appeals to support points or claims; and

(D) use effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

(D) use effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

(18) Listening/speaking/literary interpretation. The student prepares, organizes, and presents literary interpretations.

(A) make valid interpretations of literary texts such as telling stories, interpreting poems, stories, or essays; and

(A) make valid interpretations of literary texts such as telling stories, interpreting poems, stories, or essays; and

(B) analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

(B) analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies such as pitch and tone of voice, posture, and eye contact.

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations.

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message's content;

(B) deconstruct media to get the main idea of the message's content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(21) Viewing/representing/production. The student produces visual representations that communicate with others.

(A) examine the effect of media on constructing his/her own perception of reality;

(A) examine the effect of media on constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(D) create media products to include a billboard, cereal box, short editorial, and a three- minute documentary or print ad to engage specific audiences; and

(D) create media products to include a billboard, cereal box, short editorial, and a three- minute documentary or print ad to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response, using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(E) create, present, test, and revise a project and analyze a response, using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(22) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.

(A) develop and expand repertoire of learning strategies such as to reason inductively or deductively and to look for patterns in language (ESL);

(B) use prior knowledge and experiences to understand meanings in English (ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (ESL);

(D) use strategic learning techniques such as semantic mapping, imagery memorization, reviewing, and contrastive analysis to acquire new vocabulary (ESL);

(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and request for assistance from native speakers when speaking English (ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (ESL); and

(G) use accessible language and learn new and essential language in the process (ESL).

(23) Second language acquisition/listening. The ESOL student listens to a variety of speakers, including teachers, peers, and electronic media, to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes such as taking notes (ESL);

(B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (ESL);

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (ESL); and

(F) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (ESL).

(24) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (ESL);

(C) ask and give information such as directions and address as well as name, age, and nationality (ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (ESL);

(F) arrange phrases, clauses, and sentences into correct and meaningful patterns (ESL);

(G) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (ESL); and

(H) describe the immediate surroundings such as classroom, school, and home (ESL).

(25) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.

(A) learn sound/symbol relationships as they apply to the phonological system of English (ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (/ESL);

(D) participate in shared reading (ESL);

(E) develop basic sight vocabulary (ESL);

(F) use a combination of skills to decode words such as pattern recognition, identifying cognates, root words, and affixes (ESL);

(G) read silently with increasing ease for longer periods (ESL);

(H) use print from the environment to derive meaning (ESL);

(I) use graphic organizers as pre-reading activities to prepare for reading text (ESL);

(J) use verbal cueing strategies such as pauses and exaggerated intonation for key words and non-verbal cueing strategies such as facial expressions and gestures to enhance the reading experience (ESL); and

(K) retell, role-play, and/or visually illustrate the order of events (ESL).

(26) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas.

(A) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (ESL);

(B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (ESL);

(C) write with more proficient use of orthographic patterns and rules such as qu together, consonant doubling, dropping final e, and changing y to i (ESL);

(D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (ESL);

(E) employ increasingly complex grammatical structures in writing, as follows:

(i) demonstrate knowledge of verbs, tenses, and auxiliaries, wh- words, and pronouns/antecedents (ESL);

(ii) demonstrate knowledge of nominative, objective, and possessive case (ESL);

(iii) demonstrate knowledge of parts of speech (ESL); and

(iv) demonstrate knowledge of negatives and contractions (ESL);

(F) construct correct sentences, including a variety of sentence types and styles (ESL);

(G) combine multiple sentences into a unified sentence (ESL); and

(H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (ESL).

(27) Second language acquisition/viewing and representing. The ESOL student understands, interprets, analyzes, critiques, and produces a variety of visual representations with increasing effectiveness in language arts and all contents areas.

(A) describe how illustrations support written texts or tell a story (ESL);

(B) tell important events and ideas gleaned from video segments, graphic art, or technology presentations (ESL);

(C) respond to media such as film, print, and technological presentations by explaining likes, dislikes, and supporting opinions with examples (ESL);

(D) distinguish the purposes of various media forms such as information, entertainment, and persuasion (ESL);

(E) produce visuals for his/her own messages, stories, and other kinds of communication (ESL);

(F) explore and describe how color, shape, and line influence the message (ESL); and

(G) produce communications using technology or appropriate media (ESL).

INTRODUCTION

(1) Students enrolled in English II continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English II, students practice all forms of writing. An emphasis is placed on persuasive forms of writing such as logical arguments, expressions of opinion, and personal forms of writing. These personal forms of writing may include a response to literature, a reflective essay, or an autobiographical narrative. English II students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(1) Students enrolled in English II for Speakers of Other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English II, students practice all forms of writing. An emphasis is placed on persuasive forms of writing such as logical arguments, expressions of opinion, and personal forms of writing. These personal forms of writing may include a response to literature, a reflective essay, or an autobiographical narrative. English II students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry originally written in English or translated to English from oriental, classical Greek, European, African, South American, and North American cultures. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(2) For students enrolled in English II whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading, and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside of school.

(A) Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. Intermediate ESOL students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.

(B) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.

(C) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences which may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs as well as acculturation issues should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for English II are described in subsection (b) of this section.

(4) The essential knowledge and skills as well as the student expectations for English II for Speakers of Other Languages are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of English as a Second Language are indicated parenthetically by ESL. It is recommended that the ESOL student be at the Intermediate or Advanced level to enroll.

(4) 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 and skills as well as the student expectations in English II as described in subsection (b) of this section.

(5) 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 and skills as well as the student expectations in English II as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

KNOWLEDGE AND SKILLS

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

(A) write in a variety of forms with an emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and literary forms such as poems, plays, and stories;

(A) write in a variety of forms with an emphasis on persuasive forms such as logical argument and expression of opinion, personal forms such as response to literature, reflective essay, and autobiographical narrative, and literary forms such as poems, plays, and stories;

(B) write in a voice and a style appropriate to audience and purpose; and

(B) write in a voice and a style appropriate to audience and purpose;

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas; and

(D) use appropriate words to convey intended meaning while recognizing the meanings and uses of the other registers in English which are often expressed through colloquialisms, idioms, and other language forms (ESL).

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(D) refine selected pieces frequently to publish for general and specific audiences; and

(D) refine selected pieces frequently to publish for general and specific audiences; and

(E) use technology for aspects of creating, revising, editing, and publishing texts.

(E) use technology for aspects of creating, revising, editing, and publishing texts.

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions; and

(D) produce error-free writing in the final draft.

(D) produce error-free writing in the final draft.

(4) Writing/inquiry/research. The student uses writing as a tool for learning.

(A) use writing to formulate questions, refine topics, and clarify ideas;

(A) use writing to formulate questions, refine topics, and clarify ideas;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(E) use writing as a study tool to clarify and remember information;

(E) use writing as a study tool to clarify and remember information;

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(G) analyze strategies that writers in different fields use to compose.

(G) analyze strategies that writers in different fields use to compose.

(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

(A) evaluate writing for both mechanics and content; and

(A) evaluate writing for both mechanics and content; and

(B) respond productively to peer review of his/her own work.

(B) respond productively to peer review of his/her own work.

(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(A) expand vocabulary through wide reading, listening, and discussing;

(A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;

(E) use reference material such as glossary, English/English dictionary, bilingual dictionary, thesaurus, and available technology to determine precise meanings and usage (ESL);

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(G) read and understand analogies.

(G) read and understand analogies.

(7) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) establish a purpose for reading such as to discover, interpret, and enjoy;

(A) establish a purpose for reading such as to discover, interpret, and enjoy;

(B) draw upon his/her own background to provide connection with texts;

(B) draw upon his/her own cultural and language background to provide connection to texts (ESL);

(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning;

(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as rereading, using resources, and questioning such as asking for semantic, functional, or linguistic clarification (ESL);

(D) construct images such as graphic organizers based on text descriptions and text structures;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(E) analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding;

(E) analyze text structures such as compare and contrast, cause and effect, chronological ordering, including distinct text structure and language forms not used or used differently in first language for how they influence understanding (ESL);

(F) produce summaries of texts by identifying main ideas and their supporting details;

(F) produce summaries of texts by identifying main ideas and their supporting details in English or the first language, if needed (ESL);

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;

(H) use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; and

(H) use study strategies such as skimming and scanning, note taking, outlining, using study-guide questions, and translating to better understand texts (ESL); and

(I) read silently with comprehension for a sustained period of time.

(I) read English texts silently with comprehension for a sustained period of time using second language reading strategies, including translations (ESL).

(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature.

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C) read world literature, including classic and contemporary works; and

(C) read world literature, including classic and contemporary works in English or in translation (ESL); and

(D) interpret the possible influences of the historical context on a literary work.

(D) interpret the possible influences of the historical context on a literary work.

(9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures.

(A) recognize distinctive and shared characteristics of cultures through reading; and

(A) recognize distinctive and shared characteristics of cultures through reading; and

(B) compare text events with his/her own and other readers' experiences.

(B) compare text events with his/her own and other readers' experiences.

(10) Reading/literary response. The student expresses and supports responses to various types of texts.

(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and enactments;

(A) respond to informational and aesthetic elements in texts such as discussions, journals, oral interpretations, and enactments;

(B) use elements of text to defend his/her own responses and interpretations; and

(B) use elements of text to defend his/her own responses and interpretations; and

(C) compare reviews of literature, film, and performance with his/her own responses.

(C) compare reviews of literature, film, and performance with his/her own responses.

(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;

(A) compare and contrast varying aspects of texts such as themes, conflicts, and allusions;

(B) analyze relevance of setting and time frame to text's meaning;

(B) analyze relevance of setting and time frame to text's meaning;

(C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved;

(C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved;

(D) analyze the melodies of literary language, including its use of evocative words and rhythms;

(D) analyze the melodies of literary language, including its use of evocative words and rhythms;

(E) connect literature to historical contexts, current events, and his/her own experiences; and

(E) connect literature to historical contexts, current events, and his/her own experiences; and

(F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(F) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources.

(A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

(A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and

(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.

(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.

(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics.

(A) generate relevant, interesting, and researchable questions;

(A) generate relevant, interesting, and researchable questions;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(D) produce reports and research projects in varying forms for audiences; and

(D) produce reports and research projects in varying forms for audiences; and

(E) draw conclusions from information gathered.

(E) draw conclusions from information gathered.

(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.

(A) focus attention, interpret, respond, and evaluate speaker's message; and

(A) focus attention, interpret, respond, and evaluate speaker's message;

(B) engage in critical, empathic, appreciative, and reflective listening.

(B) use active listening comprehension to engage in critical, empathic, appreciative, and reflective listening (ESL);

(C) develop vocabulary, including content-area vocabulary, to interpret accurately the speaker's message (ESL); and

(D) distinguish and produce sounds and intonation patterns of English (ESL).

(15) Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performance and presentations.

(A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances of scripts;

(A) listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances of scripts;

(B) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language;

(B) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language;

(C) evaluate informative and persuasive presentations of peers, public figures, and media presentations;

(C) evaluate informative and persuasive presentations of peers, public figures, and media presentations;

(D) evaluate artistic performances of peers, public presenters, and media presentations; and

(D) evaluate artistic performances of peers, public presenters, and media presentations; and

(E) use feedback to evaluate his/her own effectiveness and set goals for future presentations.

(E) use feedback to evaluate his/her own effectiveness and set goals for future presentations.

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences.

(A) use the conventions of oral language effectively;

(A) use the conventions of oral language effectively, including intonation, syntax, and grammar (ESL);

(B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task;

(B) use informal, standard, and technical language effectively, including academic discourse and social conventions, to meet the needs of purpose, audience, occasion, and task (ESL);

(C) prepare, organize, and present a variety of informative and persuasive messages effectively with an emphasis on persuasion;

(C) prepare, organize, and present a variety of informative and persuasive messages effectively with an emphasis on persuasion;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others;

(F) make relevant contributions in conversations and discussions.

(F) make relevant contributions in conversations and discussions; and

(G) employ English content area vocabulary in context (ESL).

(17) Listening/speaking/presentations. The student prepares and presents informative and persuasive messages.

(A) present and advance a clear thesis and logical points, claims, or arguments to support messages;

(A) present and advance a clear thesis and logical points, claims, or arguments to support messages;

(B) choose valid proofs from reliable sources to support claims;

(B) choose valid proofs from reliable sources to support claims;

(C) use appropriate appeals to support claims and arguments;

(C) use appropriate appeals to support claims and arguments;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(E) use effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(E) use effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(F) make informed, accurate, truthful, and ethical presentations.

(F) make informed, accurate, truthful, and ethical presentations.

(18) Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations.

(A) make valid interpretations of a variety of literary texts;

(A) make valid interpretations of a variety of literary texts;

(B) justify the choice of verbal and nonverbal performance techniques by referring to the analysis and interpretations of the text; and

(B) justify the choice of verbal and nonverbal performance techniques by referring to the analysis and interpretations of the text; and

(C) present interpretations by telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

(C) present interpretations by telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(A) describe how meanings are communicated through elements of design such as shape, line, color, and texture;

(A) describe how meanings are communicated through elements of design such as shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations.

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message's content;

(B) deconstruct media to get the main idea of the message's content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(21) Viewing/representing/production. The student produces visual representations that communicate with others.

(A) examine the effect of media on constructing his/her own perception of reality;

(A) examine the effect of media on constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(D) create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences; and

(D) create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(22) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas.

(A) develop and expand repertoire of learning strategies such as to reason inductively or deductively and to look for patterns in language (ESL);

(B) use prior knowledge and experiences to understand meanings in English (ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (ESL);

(D) use strategic learning techniques such as semantic mapping, imagery memorization, reviewing, and contrastive analysis to acquire new vocabulary (ESL);

(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and request for assistance from native speakers when speaking English (ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (ESL); and

(G) use accessible language and learn new and essential language in the process (ESL).

(23) Second language acquisition/listening. The ESOL student listens to a variety of speakers, including teachers, peers, and electronic media, to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes such as taking notes (ESL);

(B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (ESL);

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (ESL); and

(F) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (ESL).

(24) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (ESL);

(C) ask and give information such as directions and address as well as name, age, and nationality (ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (ESL);

(F) arrange phrases, clauses, and sentences into correct and meaningful patterns (ESL);

(G) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (ESL); and

(H) describe the immediate surroundings such as classroom, school, and home (ESL).

(25) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.

(A) learn sound/symbol relationships as they apply to the phonological system of English (ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (ESL);

(D) participate in shared reading (ESL);

(E) develop basic sight vocabulary (ESL);

(F) use a combination of skills to decode words such as pattern recognition, identifying cognates, root words, and affixes (ESL);

(G) read silently with increasing ease for longer periods (ESL);

(H) use print from the environment to derive meaning (ESL);

(I) use graphic organizers as pre-reading activities to prepare for reading text (ESL);

(J) use verbal cueing strategies such as pauses and exaggerated intonation for key words and non-verbal cueing strategies such as facial expressions and gestures to enhance the reading experience (ESL); and

(K) retell, role-play, and/or visually illustrate the order of events (ESL).

(26) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas.

(A) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (ESL);

(B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (ESL);

(C) write with more proficient use of orthographic patterns and rules such as qu together, consonant doubling, dropping final e, and changing y to i (ESL);

(D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (ESL);

(E) employ increasingly complex grammatical structures in writing, as follows:

(i) demonstrate knowledge of verbs, tenses, and auxiliaries, wh- words, and pronouns/antecedents (ESL);

(ii) demonstrate knowledge of nominative, objective, and possessive case (ESL);

(iii) demonstrate knowledge of parts of speech (ESL); and

(iv) demonstrate knowledge of negatives and contractions (ESL);

(F) construct correct sentences, including a variety of sentence types and styles (ESL);

(G) combine multiple sentences into a unified sentence (ESL); and

(H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (ESL).

(27) Second language acquisition/viewing and representing. The ESOL student understands, interprets, analyzes, critiques, and produces a variety of visual representations with increasing effectiveness in language arts and all contents areas.

(A) describe how illustrations support written texts or tell a story (ESL);

(B) tell important events and ideas gleaned from video segments, graphic art, or technology presentations (ESL);

(C) respond to media such as film, print, and technological presentations by explaining likes, dislikes, and supporting opinions with examples (ESL);

(D) distinguish the purposes of various media forms such as information, entertainment, and persuasion (ESL);

(E) produce visuals for his/her own messages, stories, and other kinds of communication (ESL);

(F) explore and describe how color, shape, and line influence the message (ESL); and

(G) produce communications using technology or appropriate media (ESL).

INTRODUCTION

(1) Students enrolled in English III continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English III, students practice all forms of writing. An emphasis is placed on business forms of writing such as the report, the business memo, the narrative of a procedure, the summary or abstract, and the resumé. English III students read extensively in multiple genres from American literature and other world literature. Periods from American literature may include the pre-colonial period, colonial and revolutionary periods, romanticism and idealism, realism and naturalism, early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(1) Students enrolled in English III continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English III, students practice all forms of writing. An emphasis is placed on business forms of writing such as the report, the business memo, the narrative of a procedure, the summary or abstract, and the resumé. English III students read extensively in multiple genres from American literature and other world literature. Periods from American literature may include the pre-colonial period, colonial and revolutionary periods, romanticism and idealism, realism and naturalism, early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(2) For students enrolled in English III whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading, and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside of school.

(A) Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. Intermediate ESOL students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.

(B) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.

(C) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences which may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs as well as acculturation issues should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for English III are described in subsection (b) of this section.

(4) The essential knowledge and skills as well as the student expectations for English III are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading). These expectations apply equally to second language learners; however, it is important to recognize critical processes and features of second language acquisition. It is recommended that the ESOL student be at the Intermediate or Advanced level to enroll.

(4) 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 and skills as well as the student expectations in English III as described in subsection (b) of this section.

(5) 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 and skills as well as the student expectations in English III as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

KNOWLEDGE AND SKILLS

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes.

(A) write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resumé;

(A) write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and resumé;

(B) write in a voice and style appropriate to audience and purpose; and

(B) write in a voice and style appropriate to audience and purpose; and

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(B) develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(C) proofread writing for appropriateness of organization, content, style, and conventions;

(D) frequently refine selected pieces to publish for general and specific audiences; and

(D) frequently refine selected pieces to publish for general and specific audiences; and

(E) use technology for aspects of creating, revising, editing, and publishing texts.

(E) use technology for aspects of creating, revising, editing, and publishing texts.

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions;

(D) produce error-free writing in the final draft; and

(D) produce error-free writing in the final draft; and

(E) use a manual of style such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(E) use a manual of style such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(4) Writing/inquiry/research. The student uses writing as a tool for learning.

(A) use writing to formulate questions, refine topics, and clarify ideas;

(A) use writing to formulate questions, refine topics, and clarify ideas;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(B) use writing to discover, organize, and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(C) compile information from primary and secondary sources in systematic ways using available technology;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(E) use writing as a study tool to clarify and remember information;

(E) use writing as a study tool to clarify and remember information;

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(G) analyze strategies that writers in different fields use to compose.

(G) analyze strategies that writers in different fields use to compose.

(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

(A) evaluate writing for both mechanics and content; and

(A) evaluate writing for both mechanics and content; and

(B) respond productively to peer review of his/her own work.

(B) respond productively to peer review of his/her own work.

(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(A) expand vocabulary through wide reading, listening, and discussing;

(A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;

(B) rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meaning and usage;

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(F) discriminate between connotative and denotative meanings and interpret the connotative power of words; and

(G) read and understand analogies.

(G) read and understand analogies.

(7) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(B) draw upon his/her own background to provide connection to texts;

(B) draw upon his/her own background to provide connection to texts;

(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning;

(C) monitor his/her own reading strategies and make modifications when understanding breaks down such as by rereading, using resources, and questioning;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(E) analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(E) analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(F) produce summaries of texts by identifying main ideas and their supporting details;

(F) produce summaries of texts by identifying main ideas and their supporting details;

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;

(G) draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;

(H) use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(H) use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(I) read silently with comprehension for a sustained period of time.

(I) read silently with comprehension for a sustained period of time.

(8) Reading/variety of texts. The student reads extensively and intensively for different purposes and in varied sources, including American literature.

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C) read American and other world literature, including classic and contemporary works; and

(C) read American and other world literature, including classic and contemporary works; and

(D) interpret the possible influences of the historical context on literary works.

(D) interpret the possible influences of the historical context on literary works.

(9) Reading/culture. The student reads widely, including American literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures.

(A) recognize distinctive and shared characteristics of cultures through reading; and

(A) recognize distinctive and shared characteristics of cultures through reading; and

(B) compare text events with his/her own and other readers' experiences.

(B) compare text events with his/her own and other readers' experiences.

(10) Reading/literary response. The student expresses and supports responses to various types of texts.

(A) respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(A) respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(B) use elements of text to defend, clarify, and negotiate responses and interpretations; and

(B) use elements of text to defend, clarify, and negotiate responses and interpretations; and

(C) analyze written reviews of literature, film, and performance to compare with his/her own responses.

(C) analyze written reviews of literature, film, and performance to compare with his/her own responses.

(11) Reading/literary concepts. The student analyzes literary elements, for their contributions to meaning in literary texts.

(A) compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;

(A) compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;

(B) analyze relevance of setting and time frame to text's meaning;

(B) analyze relevance of setting and time frame to text's meaning;

(C) describe the development of plot and identify conflicts and how they are addressed and resolved;

(C) describe the development of plot and identify conflicts and how they are addressed and resolved;

(D) analyze the melodies of literary language, including its use of evocative words and rhythms;

(D) analyze the melodies of literary language, including its use of evocative words and rhythms;

(E) connect literature to historical contexts, current events, and his/her own experiences; and

(E) connect literature to historical contexts, current events, and his/her own experiences; and

(F) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(F) understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources.

(A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

(A) analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice;

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; and

(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.

(C) recognize logical, deceptive, and/or faulty modes of persuasion in texts.

(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics.

(A) generate relevant, interesting, and researchable questions;

(A) generate relevant, interesting, and researchable questions;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(D) produce reports and research projects in varying forms for audiences; and

(D) produce reports and research projects in varying forms for audiences; and

(E) draw conclusions from information gathered.

(E) draw conclusions from information gathered.

(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.

(A) demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and responding;

(A) demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and responding;

(B) use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies;

(B) use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies;

(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;

(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;

(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention; and

(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention; and

(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

(15) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes.

(A) use the conventions of oral language effectively;

(A) use the conventions of oral language effectively;

(B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task;

(B) use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task;

(C) communicate effectively in conversations and group discussions while problem solving, and planning;

(C) communicate effectively in conversations and group discussions while problem solving, and planning;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(D) use effective verbal and nonverbal strategies in presenting oral messages;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others; and

(F) make relevant contributions in conversations and discussions.

(F) make relevant contributions in conversations and discussions.

(16) Listening/speaking/evaluation. The student evaluates and critiques oral presentations and performances.

(A) apply valid criteria to analyze, evaluate, and critique informative and persuasive messages;

(A) apply valid criteria to analyze, evaluate, and critique informative and persuasive messages;

(B) apply valid criteria to analyze, evaluate, and critique literary performances;

(B) apply valid criteria to analyze, evaluate, and critique literary performances;

(C) use praise and suggestions of others to improve his/her own communication; and

(C) use praise and suggestions of others to improve his/her own communication; and

(D) identify and analyze the effect of aesthetic elements within literary texts such as character development, rhyme, imagery, and language.

(D) identify and analyze the effect of aesthetic elements within literary texts such as character development, rhyme, imagery, and language.

(17) Listening/speaking/presentations. The student prepares, organizes, and presents informative and persuasive messages.

(A) present and advance a clear thesis and logical points, claims, or arguments to support messages;

(A) present and advance a clear thesis and logical points, claims, or arguments to support messages;

(B) choose valid proofs from reliable sources to support claims;

(B) choose valid proofs from reliable sources to support claims;

(C) use appropriate appeals to support claims and arguments;

(C) use appropriate appeals to support claims and arguments;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(D) use language and rhetorical strategies skillfully in informative and persuasive messages;

(E) make effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(E) make effective nonverbal strategies such as pitch and tone of voice, posture, and eye contact; and

(F) make informed, accurate, truthful, and ethical presentations.

(F) make informed, accurate, truthful, and ethical presentations.

(18) Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations.

(A) make valid interpretations of a variety of literary texts;

(A) make valid interpretations of a variety of literary texts;

(B) justify the choice of verbal and nonverbal performance techniques by referring to the analysis and interpretations of the text; and

(B) justify the choice of verbal and nonverbal performance techniques by referring to the analysis and interpretations of the text; and

(C) present interpretations such as telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

(C) present interpretations such as telling stories, performing original works, and interpreting poems and stories for a variety of audiences.

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations.

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message's content;

(B) deconstruct media to get the main idea of the message's content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(21) Viewing/representing/production. The student produces visual representations that communicate with others.

(A) examine the effect of media on constructing his/her own perception of reality;

(A) examine the effect of media on constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(D) create media products to include a seven- to ten-minute documentary, ad campaigns, political campaigns, or video adaptations of literary texts to engage specific audiences; and

(D) create media products to include a seven- to ten-minute documentary, ad campaigns, political campaigns, or video adaptations of literary texts to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

INTRODUCTION

(1) Students enrolled in English IV continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English IV, students are expected to write in a variety of forms, including business, personal, literary, and persuasive texts. English IV students read extensively in multiple genres from British literature and other world literature. Periods from British literature may include the old English period, medieval period, English renaissance, 17th century, 18th century, romantic period, Victorian period, and modern and post-modern period. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(1) Students enrolled in English IV continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts. In English IV, students are expected to write in a variety of forms, including business, personal, literary, and persuasive texts. English IV students read extensively in multiple genres from British literature and other world literature. Periods from British literature may include the old English period, medieval period, English renaissance, 17th century, 18th century, romantic period, Victorian period, and modern and post-modern period. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

(2) For students enrolled in English IV whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading, and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside of school.

(A) Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. Intermediate ESOL students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.

(B) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.

(C) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences which may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs as well as acculturation issues should be considered when making programmatic and instructional decisions.

(3) The essential knowledge and skills as well as the student expectations for English IV are described in subsection (b) of this section.

(4) The essential knowledge and skills as well as the student expectations for English IV are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading). These expectations apply equally to second language learners; however, it is important to recognize critical processes and features of second language acquisition. It is recommended that the ESOL student be at the Intermediate or Advanced level to enroll.

(4) 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 and skills as well as the student expectations in English IV as described in subsection (b) of this section.

(5) 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 and skills as well as the student expectations in English IV as described in subsection (b) of this section.

(5) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

(6) To meet Texas Education Code, §28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," 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.

KNOWLEDGE AND SKILLS

(1) Writing/purposes. The student writes in a variety of forms.

(A) write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts;

(A) write in a variety of forms with an emphasis on literary forms such as fiction, poetry, drama, and media scripts;

(B) draw upon the distinguishing characteristics of written forms such as essays, scientific reports, speeches, and memoranda to write effectively in each form;

(B) draw upon the distinguishing characteristics of written forms such as essays, scientific reports, speeches, and memoranda to write effectively in each form;

(C) write in a voice and style appropriate to audience and purpose;

(C) write in a voice and style appropriate to audience and purpose;

(D) employ literary devices to enhance style and voice;

(D) employ literary devices to enhance style and voice;

(E) employ precise language to communicate ideas clearly and concisely; and

(E) employ precise language to communicate ideas clearly and concisely; and

(F) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(F) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(2) Writing/writing processes. The student uses recursive writing processes when appropriate.

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(A) use prewriting strategies to generate ideas, develop voice, and plan;

(B) develop drafts both independently and collaboratively by organizing content such as paragraphing and outlining and by refining style to suit occasion, audience, and purpose;

(B) develop drafts both independently and collaboratively by organizing content such as paragraphing and outlining and by refining style to suit occasion, audience, and purpose;

(C) use vocabulary, organization, and rhetorical devices appropriate to audience and purpose;

(C) use vocabulary, organization, and rhetorical devices appropriate to audience and purpose;

(D) use varied sentence structure to express meanings and achieve desired effect;

(D) use varied sentence structure to express meanings and achieve desired effect;

(E) revise drafts by rethinking content organization and style to better accomplish the task;

(E) revise drafts by rethinking content organization and style to better accomplish the task;

(F) use effective sequences and transitions to achieve coherence and meaning;

(F) use effective sequences and transitions to achieve coherence and meaning;

(G) use technology for aspects of creating, revising, editing, and publishing texts; and

(G) use technology for aspects of creating, revising, editing, and publishing texts; and

(H) refine selected pieces to publish for general and specific audiences.

(H) refine selected pieces to publish for general and specific audiences.

(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively.

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(A) produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization such as italics and ellipses;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(B) demonstrate control over grammatical elements such as subject-verb agreement, pronoun-antecedent agreement, verb forms, and parallelism;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions;

(C) compose increasingly more involved sentences that contain gerunds, participles, and infinitives in their various functions;

(D) produce error-free writing in the final draft; and

(D) produce error-free writing in the final draft; and

(E) use a manual of style such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(E) use a manual of style such as Modern Language Association (MLA), American Psychological Association (APA), and The Chicago Manual of Style (CMS).

(4) Writing/inquiry/research. The student uses writing as a tool for learning and research.

(A) use writing to formulate questions, refine topics, and clarify ideas;

(A) use writing to formulate questions, refine topics, and clarify ideas;

(B) use writing to discover, record, review, and learn;

(B) use writing to discover, record, review, and learn;

(C) use writing to organize and support what is known and what needs to be learned about a topic;

(C) use writing to organize and support what is known and what needs to be learned about a topic;

(D) compile information from primary and secondary sources using available technology;

(D) compile information from primary and secondary sources using available technology;

(E) organize notes from multiple sources in useful and informing ways such as graphics, conceptual maps, and learning logs;

(E) organize notes from multiple sources in useful and informing ways such as graphics, conceptual maps, and learning logs;

(F) link related information and ideas from a variety of sources;

(F) link related information and ideas from a variety of sources;

(G) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(G) compile written ideas and representations into reports, summaries, or other formats and draw conclusions; and

(H) use writing as a tool for reflection, exploration, learning, problem solving, and personal growth.

(H) use writing as a tool for reflection, exploration, learning, problem solving, and personal growth.

(5) Writing/analysis. The student communicates with writers inside and outside the classroom, including writers who represent diverse cultures and fields.

(A) analyze strategies that writers in different fields use to compose;

(A) analyze strategies that writers in different fields use to compose;

(B) correspond with other writers electronically and in conventional ways;

(B) correspond with other writers electronically and in conventional ways;

(C) collaborate with other writers; and

(C) collaborate with other writers; and

(D) recognize how writers represent and reveal their cultures and traditions in texts.

(D) recognize how writers represent and reveal their cultures and traditions in texts.

(6) Writing/evaluation. The student evaluates his/her own writing and the writings of others.

(A) evaluate how well writing achieves its purposes and engage in conversations with peers and the teacher about aspects of his/her own writing and the writings of others;

(A) evaluate how well writing achieves its purposes and engage in conversations with peers and the teacher about aspects of his/her own writing and the writings of others;

(B) analyze and discuss published pieces as writing models and apply criteria developed by self and others to evaluate writing; and

(B) analyze and discuss published pieces as writing models and apply criteria developed by self and others to evaluate writing; and

(C) accumulate and review his/her own written work to determine its strengths and weaknesses and to set his/her own goals as a writer.

(C) accumulate and review his/her own written work to determine its strengths and weaknesses and to set his/her own goals as a writer.

(7) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.

(A) expand vocabulary through wide reading, listening, and discussing;

(A) expand vocabulary through wide reading, listening, and discussing;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(B) rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(C) apply meanings of prefixes, roots, and suffixes in order to comprehend;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(D) research word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;

(E) use reference material such as glossary, dictionary, thesaurus, and available technology to determine precise meanings and usage;

(F) discriminate between denotative and connotative meanings and interpret the connotative power of words; and

(F) discriminate between denotative and connotative meanings and interpret the connotative power of words; and

(G) read and understand analogies.

(G) read and understand analogies.

(8) Reading/comprehension. The student comprehends selections using a variety of strategies.

(A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(A) establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(B) draw upon his/her own background to provide connection to texts;

(B) draw upon his/her own background to provide connection to texts;

(C) monitor his/her own reading strategies and modify when necessary;

(C) monitor his/her own reading strategies and modify when necessary;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(D) construct images such as graphic organizers based on text descriptions and text structures;

(E) analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(E) analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;

(F) produce summaries of texts by identifying main idea and supporting detail;

(F) produce summaries of texts by identifying main idea and supporting detail;

(G) draw inferences and support them with textual evidence and experience;

(G) draw inferences and support them with textual evidence and experience;

(H) use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(H) use study strategies such as note taking, outlining, and using study-guide questions to better understand texts; and

(I) read silently with comprehension for a sustained period of time.

(I) read silently with comprehension for a sustained period of time.

(9) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including British literature, in increasingly demanding texts.

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(A) read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(B) read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, and other media;

(C) read British and other world literature, including classic and contemporary works; and

(C) read British and other world literature, including classic and contemporary works; and

(D) interpret the possible influences of the historical context on a literary work.

(D) interpret the possible influences of the historical context on a literary work.

(10) Reading/culture. The student reads widely, including British literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across culture.

(A) recognize distinctive and shared characteristics of cultures through reading;

(A) recognize distinctive and shared characteristics of cultures through reading;

(B) compare text events with his/her own and other readers' experiences; and

(B) compare text events with his/her own and other readers' experiences; and

(C) recognize and discuss themes and connections that cross cultures.

(C) recognize and discuss themes and connections that cross cultures.

(11) Reading/literary response. The student expresses and supports responses to various types of texts.

(A) respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(A) respond to informational and aesthetic elements in texts such as discussions, journal entries, oral interpretations, enactments, and graphic displays;

(B) use elements of text to defend, clarify, and negotiate responses and interpretations;

(B) use elements of text to defend, clarify, and negotiate responses and interpretations;

(C) analyze written reviews of literature, film, and performance to compare with his/her own responses; and

(C) analyze written reviews of literature, film, and performance to compare with his/her own responses; and

(D) evaluate text through critical analysis.

(D) evaluate text through critical analysis.

(12) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

(A) compare and contrast elements of texts such as themes, conflicts, and allusions both within and across texts;

(A) compare and contrast elements of texts such as themes, conflicts, and allusions both within and across texts;

(B) propose and provide examples of themes that cross texts;

(B) propose and provide examples of themes that cross texts;

(C) analyze relevance of setting and time frame to text's meaning;

(C) analyze relevance of setting and time frame to text's meaning;

(D) describe the development of plot and identify conflicts and how they are addressed and resolved;

(D) describe the development of plot and identify conflicts and how they are addressed and resolved;

(E) analyze the melodies of literary language, including its use of evocative words and rhythms;

(E) analyze the melodies of literary language, including its use of evocative words and rhythms;

(F) connect literature to historical contexts, current events, and his/her own experiences; and

(F) connect literature to historical contexts, current events, and his/her own experiences; and

(G) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(G) understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

(13) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources.

(A) analyze the characteristics of clear text such as conciseness, correctness, and completeness;

(A) analyze the characteristics of clear text such as conciseness, correctness, and completeness;

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

(B) evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

(C) recognize logical, deceptive, and/or faulty modes of persuasion in text;

(C) recognize logical, deceptive, and/or faulty modes of persuasion in text;

(D) apply modes of reasoning such as induction and deduction to think critically;

(D) apply modes of reasoning such as induction and deduction to think critically;

(E) describe how a writer's motivation, stance, or position may affect text credibility, structure, and tone; and

(E) describe how a writer's motivation, stance, or position may affect text credibility, structure, and tone; and

(F) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences.

(F) analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences.

(14) Reading/inquiry/research. The student uses reading and research skills to develop self-selected topics.

(A) generate relevant, interesting, and researchable questions;

(A) generate relevant, interesting, and researchable questions;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(B) locate appropriate print and non-print information using text and technical resources, including databases and the Internet;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(C) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(D) evaluate the credibility of information sources and their appropriateness for varied needs;

(D) evaluate the credibility of information sources and their appropriateness for varied needs;

(E) organize and record new information in systematic ways such as notes, charts, and graphic organizers;

(E) organize and record new information in systematic ways such as notes, charts, and graphic organizers;

(F) produce research projects and reports in varying forms for audiences; and

(F) produce research projects and reports in varying forms for audiences; and

(G) draw relevant questions for further study from the research findings or conclusions.

(G) draw relevant questions for further study from the research findings or conclusions.

(15) Listening/speaking/critical listening. The student listens attentively for a variety of purposes.

(A) demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and responding;

(A) demonstrate proficiency in each aspect of the listening process such as focusing attention, interpreting, and responding;

(B) use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies;

(B) use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies;

(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;

(C) demonstrate proficiency in critical, empathic, appreciative, and reflective listening;

(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with those of others, and researching points of interest or contention; and

(D) use effective strategies to evaluate his/her own listening such as asking questions for clarification, comparing and contrasting interpretations with those of others, and researching points of interest or contention; and

(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

(E) use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes.

(A) use conventions of oral language effectively, including word choice, grammar, and diction;

(A) use conventions of oral language effectively, including word choice, grammar, and diction;

(B) use informal, standard, and technical English to meet demands of occasion, audience, and task;

(B) use informal, standard, and technical English to meet demands of occasion, audience, and task;

(C) respond appropriately to the opinions and views of others;

(C) respond appropriately to the opinions and views of others;

(D) adopt verbal and nonverbal strategies to accommodate needs of the listener and occasion;

(D) adopt verbal and nonverbal strategies to accommodate needs of the listener and occasion;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others;

(E) ask clear questions for a variety of purposes and respond appropriately to the questions of others;

(F) make relevant contributions in conversations and discussions;

(F) make relevant contributions in conversations and discussions;

(G) express and defend a point of view using precise language and appropriate detail; and

(G) express and defend a point of view using precise language and appropriate detail; and

(H) speak responsibly to present accurate, truthful, and ethical messages.

(H) speak responsibly to present accurate, truthful, and ethical messages.

(17) Listening/speaking/presentations. The student prepares, organizes, and presents oral messages.

(A) present clear thesis statements and claims;

(A) present clear thesis statements and claims;

(B) support major thesis with logical points or arguments;

(B) support major thesis with logical points or arguments;

(C) choose valid evidence or proofs to support claims;

(C) choose valid evidence or proofs to support claims;

(D) use effective appeals to support points, claims, or arguments;

(D) use effective appeals to support points, claims, or arguments;

(E) use language and rhetorical strategies skillfully in informative and persuasive messages;

(E) use language and rhetorical strategies skillfully in informative and persuasive messages;

(F) analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies for presenting messages and performances;

(F) analyze purpose, audience, and occasion to choose effective verbal and nonverbal strategies for presenting messages and performances;

(G) interpret literary texts such as telling stories, and interpreting scenes from narrative or dramatic texts or poems; and

(G) interpret literary texts such as telling stories, and interpreting scenes from narrative or dramatic texts or poems; and

(H) use feedback to judge effectiveness in communicating and setting goals for future presentations.

(H) use feedback to judge effectiveness in communicating and setting goals for future presentations.

(18) Listening/speaking/evaluation. The student evaluates and critiques oral presentations and performances.

(A) apply valid criteria to analyze, evaluate, and critique informative and persuasive messages;

(A) apply valid criteria to analyze, evaluate, and critique informative and persuasive messages;

(B) apply valid criteria to analyze, evaluate, and critique literary performances;

(B) apply valid criteria to analyze, evaluate, and critique literary performances;

(C) use praise and suggestions of others to improve his/her own communication; and

(C) use praise and suggestions of others to improve his/her own communication; and

(D) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language.

(D) identify and analyze the effect of artistic elements within literary texts such as character development, rhyme, imagery, and language.

(19) Viewing/representing/interpretation. The student understands and interprets visual representations.

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations.

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(A) investigate the source of a media presentation or production such as who made it and why it was made;

(B) deconstruct media to get the main idea of the message's content;

(B) deconstruct media to get the main idea of the message's content;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(C) evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(E) recognize genres such as nightly news, newsmagazines, and documentaries and identify the unique properties of each; and

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(F) compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

(21) Viewing/representing/production. The student produces visual representations that communicate with others.

(A) examine the effect of media on constructing his/her own perception of reality;

(A) examine the effect of media on constructing his/her own perception of reality;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(B) use a variety of forms and technologies such as videos, photographs, and web pages to communicate specific messages;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(C) use a range of techniques to plan and create a media text and reflect critically on the work produced;

(D) create media products to include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and

(D) create media products to include a ten- to fifteen-minute investigative documentary, ad campaigns, political campaigns, or parodies to engage specific audiences; and

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

(E) create, present, test, and revise a project and analyze a response using data-gathering techniques such as questionnaires, group discussions, and feedback forms.

INTRODUCTION

(1) Students enrolled in Independent Study in English write in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis, and carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Independent Study in English students are expected to write in a variety of forms including business, personal, literary, and persuasive texts for a variety of audiences and purposes. Writing is used as a tool for learning as students create, clarify, critique, and express appreciation for others' ideas and responses. Independent Study in English students evaluate their own written work as well as the work of others. Students continue to read extensively in increasingly difficult texts selected in multiple genres for a variety of purposes. When comprehension breaks down, students effectively and efficiently monitor and adjust their use of a variety of comprehension strategies. Students respond to texts through talking and writing in both traditional print and electronic formats. Students connect their knowledge of the world and the knowledge they gather from other texts with the text being read. For high school students whose first language is not English, the students' native language serves as a foundation for English language acquisition and language learning.

(1) Students enrolled in Independent Study in English write in a variety of forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis, and carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. Independent Study in English students are expected to write in a variety of forms, including business, personal, literary, and persuasive texts for a variety of audiences and purposes. Writing is used as a tool for learning as students create, clarify, critique, and express appreciation for others' ideas and responses. Independent Study in English students evaluate their own written work as well as the work of others. Students continue to read extensively in increasingly difficult texts selected in multiple genres for a variety of purposes. When comprehension breaks down, students effectively and efficiently monitor and adjust their use of a variety of comprehension strategies. Students respond to texts through talking and writing in both traditional print and electronic formats. Students connect their knowledge of the world and the knowledge they gather from other texts with the text being read.

(2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

(A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.

(B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

(3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading, and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside of school.

(A) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.

(B) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs as well as acculturation issues should be considered when making programmatic and instructional decisions.

(2) The essential knowledge and skills as well as the student expectations for Independent Study in English are described in subsection (b) of this section.

(4) The essential knowledge and skills as well as the student expectations for Independent Study in English are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading). These expectations apply equally to second language learners; however, it is important to recognize critical processes and features of second language acquisition. The ESOL student must already have learned to read English in order to read to learn in independent study. The ability to write in English to discover, clarify, communicate and give permanence to thoughts is essential in order to express ideas in written English. Newly acquired skills in English will be used to increase the student's ability to identify, analyze, and evaluate the content and design of visual communication. It is recommended that the ESOL student be at the Advanced level to enroll.

KNOWLEDGE AND SKILLS

(1) Writing. The student uses writing as a tool for learning and research.

(A) use writing to formulate questions, refine topics, and clarify ideas;

(A) use writing to formulate questions, refine topics, and clarify ideas;

(B) use writing to organize and support what is known and what needs to be learned about a topic;

(B) use writing to organize and support what is known and what needs to be learned about a topic;

(C) compile information from primary and secondary sources using available technology;

(C) compile information from primary and secondary sources using available technology;

(D) use writing to discover, record, review, and learn;

(D) use writing to discover, record, review, and learn;

(E) organize notes from multiple sources, including primary and secondary sources, in useful and informing ways;

(E) organize notes from multiple sources, including primary and secondary sources in useful and informing ways;

(F) link related information and ideas from a variety of sources;

(F) link related information and ideas from a variety of sources;

(G) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(G) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(H) compile written ideas and representations, interpret empirical data into reports, summaries, or other formats, and draw conclusions; and

(H) compile written ideas and representations, interpret empirical data into reports, summaries, or other formats, and draw conclusions; and

(I) use writing as a tool such as to reflect, explore, or problem solve.

(I) use writing as a tool such as to reflect, explore, or problem solve.

(2) Reading. The student inquires through reading and researching self-selected and assigned topics.

(A) read widely to establish a specific area of interest for further study;

(A) read widely to establish a specific area of interest for further study;

(B) generate relevant, interesting, and researchable questions with instructor guidance and approval;

(B) generate relevant, interesting, and researchable questions with instructor guidance and approval;

(C) locate appropriate print and non-print information using text and technical resources, including databases;

(C) locate appropriate print and non-print information using text and technical resources, including databases;

(D) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(D) use text organizers such as overviews, headings, and graphic features to locate and categorize information;

(E) organize and record new information in systematic ways such as notes, charts, and graphic organizers;

(E) organize and record new information in systematic ways such as notes, charts, and graphic organizers;

(F) produce research projects and reports in various forms for audiences;

(F) produce research projects and reports in various forms for audiences;

(G) draw relevant questions for further study from the research findings or conclusions; and

(G) draw relevant questions for further study from the research findings or conclusions; and

(H) conduct a research project(s), producing an original work in print or another medium with a demonstration of advanced skill.

(H) conduct a research project(s), producing an original work in print or another medium with a demonstration of advanced skill.

(3) Viewing/representing. The student produces visual representations that communicate with others.

(A) use a range of techniques in planning and creating media text; and

(A) use a range of techniques in planning and creating media text; and

(B) prepare and present a research project.

(B) prepare and present a research project.