High School ELA TEKS Standards

The student understands individual and staff responsibilities of coverage appropriate for the publication's audience.  The student is expected to:

understand the role and responsibilities of each staff member and the purpose of the publication

understand the role of each staff member

understand the responsibilities of each staff member

understand the purpose of the publication

Use the skills necessary to plan and produce a publication.

use the skills necessary to plan a publication.

use the skills necessary to produce a publication

read both professional publications and other student-produced publications to generate story and design ideas for the local publication

read professional publications to generate story ideas for the local publication.

read student-produced publications to generate story ideas for the local publication

read professional publications to generate design ideas for the local publication

read student-produced publications to generate design ideas for the local publication

Conduct research using a variety of sources such as interviews with primary sources, databases, or published reports

conduct research using a variety of sources

conceive coverage ideas for packaged presentations of material, including, but not limited to, copy, infographics, sidebars, photos, art, and multimedia components

conceive coverage ideas for packaged presentations of material, including copy.

conceive coverage ideas for packaged presentations of material, including infographics.

conceive coverage ideas for packaged presentations of material, including sidebars.

conceive coverage ideas for packaged presentations of material, including photos.

conceive coverage ideas for packaged presentations of material, including art.

conceive coverage ideas for packaged presentations of material, including multimedia components.

Knowledge and Skills

The student understands media law and journalistic ethics and standards and the responsibility to cover subjects of interest and importance to the audience. The student is expected to:

find a variety of credible sources to provide balanced coverage.

find a variety of credible sources to provide balanced coverage.

Compose the story accurately keeping his/her own opinion out of non-editorial coverage

compose the story accurately keeping his/her own opinion out of non-editorial coverage

provide editorial coverage to inform and encourage the reader to make intelligent decisions

provide editorial coverage to inform the reader

provide editorial coverage to encourage the reader to make intelligent decisions

critique the publication to find its strengths and weaknesses to improve products based on those critiques

critique the publication to find its strengths to improve products based on [the critique]

critique the publication to find its weaknesses to improve products based on [the critique]

seek non-staff opinion on the publication to determine its impact on future publications

Seek non-staff opinion on the publication to determine its impact on future publications

understand the consequences of plagiarism

understand the consequences of plagiarism

understand and apply copyright law, the fair use exemption, and the ownership of intellectual property

understand copyright law

understand the fair use exemption

understand the ownership of intellectual property

apply copyright law

apply the fair use exemption

apply the ownership of intellectual property

The student understands all aspects of a publication and the means by which that publication is created. The student is expected to:

identify elements used to create publications

identify elements used to create publications

create and execute a financial plan for supporting publications such as sales and advertising

create a financial plan for supporting publications

execute a financial plan for supporting publications

The student produces publications. The student is expected to:

determine which events and issues are newsworthy for the audience

determine which events are newsworthy for the audience

determine which issues are newsworthy for the audience

select the most appropriate journalistic format to present content

select the most appropriate journalistic format to present content

apply skills in reporting and writing to produce publications

apply skills in reporting to produce publications

apply skills in writing to produce publications

design pages for publications

design pages for publications

plan and produce phtoographs for publications

plan photos for publications

produce photos or publications

incorporate graphics into publications

incorporate graphics into publications

write and design headlines for publications.

write headlines for publications.

design headlines for publications.

research and write captions for publications.

research

write captions for publications.

produce publications for publications.

produce publications for publications.

Evaluate stories and coverage for balance and readability.

evaluate stories for balance

evaluate stories for readability

evaluate coverage for balance

evaluate coverage for readability.

The student demonstrates leadership and teamwork abilities.  The student is expected to:

determine roles for which different team members will assume responsibility.

determine roles for which different team members will assume responsibility.

Work cooperatively and collaboratively through a variety of staff assignments.

Work cooperatively through a variety of staff assignments

Work collaboratively through a wide variety of assignments.

determine coverage and concepts for publications.

determine coverage for publications.

determine concepts for publications.

Develop a deadline schedule and a regular means of monitoring progress.

Develop a deadline schedule

Develop a regular means of monitoring progress.

Listen actively and critically and then respond to team members.

listen actively

listen critically

respond appropriately to team members.

submit wrok for editing and critiquing and make apppropriate revisions.

submit work for editing

submit work for critiquing

make appropriate revisions

edit and critique the work of others

edit work of others

critique work of others.

consider finances in making decisions, including number of pages and cost-incurring extras such as color, paper quality, and number of copies for print publications

consider finances in making decisions, including number of pages for print publications

consider finances in making decisions, including cost-incurring extras for print publications

The student writes for a variety of audiences and purposes to develop versatility as a writer

write expressive, informative, and persuasive literary texts effectively

demonstrate the distinguishing characteristics of various written forms such as fictional writing, short stories, poetry, and drama in his/her own writing

elaborate writing when appropriate such as using concrete images, figurative language, sensory observation, dialogue, and other rhetorical devices to enhance meaning

employ various points of view to communicate effectively

choose topics and forms to develop fluency and voice

use word choice, sentence structure, and repetition to create tone

organize ideas in writing to ensure coherence, logical progression, and support for ideas

The student selects and uses recursive writing processes for self-initiated and assigned writing

select and apply prewriting strategies to generate ideas, develop voice, and plan

develop drafts by organizing ideas such as paragraphing, outlining, adding, and deleting

use vocabulary, sentence structure, organization, and rhetorical devices appropriate to audience and purpose

use effective sequence and transitions to achieve coherence and meaning

revise drafts by rethinking content, organization, and style

frequently refine selected pieces to publish for general and specific audiences

write both independently and collaboratively

The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively

use correct capitalization and punctuation

spell with accuracy in the final draft

demonstrate control over grammatical elements such as subject-verb agreement, pronounantecedent agreement, and verb forms in the final draft

The student evaluates his/her own writing and the writings of others

analyze and discuss published pieces as writing models such as use of suspense, repetition for emphasis, various points of view, literary devices, and figurative language

generate and apply peer and self-assessment

accumulate, review, and evaluate his/her own written work to determine its strengths and weaknesses and to set goals as a writer

Introduction.

Controversial issues arise in aspects of personal, social public, and professional life in modern society. Debate and argumentation are widely used to make decisions and reduce conflict. Students who develop skills in argumentation and debate become interested in current issues, develop sound critical thinking, and sharpen communication skills. They acquire life-long skills for intelligently approaching controversial issues.

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.

Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

The essential knowledge and skills as well as the student expectations for Debate I, II, III, elective courses, are described in subsection (b) of this section.

Knowledge and skills.

Role in society. The student examines the historical and contemporary contributions of debate in decision-making and democratic processes. The student is expected to:

identify the historical and contemporary use of debate in social, political, and religious arenas;

examine the role of the forensic progression of discussion, persuasion, and debate in dealing with controversial issues; and

recognize the role of argumentation and debate as an effective means of analyzing issues, discovering truth, finding solutions to problems, and understanding opposing viewpoints.

Evaluation. The student evaluates and critiques debates. The student is expected to:

use a knowledge of debate principles to develop and apply evaluation standards for various debate formats; and

provide valid and constructive written and/or oral critiques of debates.

Analysis of issues. The student analyzes controversial issues. The student is expected to:

use appropriate standards to analyze and interpret propositions of fact, value, problem, and policy;

accurately phrase and define debatable propositions;

analyze and evaluate propositions and related issues presented in academic and public settings; and

recognize, analyze, and use various debate formats to support propositions.

Propositions of value. The student develops and demonstrates skills for debating propositions of value. The student is expected to:

explain the concept of a value as it applies to a debate;

analyze the role of value assumptions in formulating and evaluating argument;

analyze the works of classical and contemporary philosophers;

apply various standards for evaluating propositions of value;

apply value assumptions and/or classical and contemporary philosophies appropriately in formulating arguments;

develop and use valid approaches to construct affirmative and negative cases;

use valid proofs appropriately to support claims in propositions of value;

construct briefs for value propositions; and

apply voting criteria to value propositions.

Propositions of policy. The student develops and demonstrates skills for debating propositions of policy. The student is expected to:

evaluate implications of stock issues in affirmative and negative case construction and refutation;

use and evaluate a variety of valid strategies to construct affirmative and negative cases;

construct debate briefs for policy propositions; and

analyze and adapt approaches to accommodate a variety of judging paradigms.

Logic. The student applies critical thinking, logic, and reasoning in debate. The student is expected to:

analyze and create arguments using various forms of logic such as inductive and deductive reasoning, syllogisms, traditional models of logic, and cause-effect;

identify fallacies in reasoning and apply standards of validity and relevancy in analyzing and constructing argument; and

analyze the role of value assumptions in personal, social, and political conflicts.

Proof. The student utilizes research and proof in debate. The student is expected to:

locate and use a variety of reliable technological and print sources;

identify and apply standard tests of evidence for choosing appropriate logical proofs;

demonstrate skill in recording and organizing information; and

utilize ethical guidelines for debate research and use of evidence.

Case construction. The student identifies and applies the basic concepts of debate case construction. The student is expected to:

identify the roles and responsibilities of the affirmative and negative positions;

explain and apply the distinctive approaches to prima facie case construction; and

use a variety of approaches to construct logical affirmative and negative cases.

Refutation. The student identifies and applies the basic concepts of argumentation and refutation. The student is expected to:

listen critically to formulate responses;

take accurate notes during argumentation such as flow a debate;

analyze and apply a variety of approaches for refuting and defending arguments;

recognize and use effective cross-examination strategies; and

extend cross-examination responses into refutation.

Delivery. The student uses effective communication skills in debating. The student is expected to:

use precise language and effective verbal skills in argumentation and debate;

use effective nonverbal communication in argumentation and debate;

use effective critical-listening strategies in argumentation and debate;

demonstrate ethical behavior and courtesy during debate; and

develop extemporaneous speaking skills.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

The student develops oral language through listening, speaking, and discussion.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as ad hominem, loaded language, and slippery slope;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

The student uses newly acquired vocabulary expressively.

analyze context to distinguish between the denotative and connotative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze how themes are developed through characterization and plot in a variety of literary texts;

analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

analyze how the setting influences the theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

read and respond to American, British, and world literature;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

multiple organizational patterns within a text to develop the thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language achieves specific purposes;

analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as ad hominem, loaded language, and slippery slope;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish between the denotative and connotative meanings of words; and

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

analyze how themes are developed through characterization and plot in a variety of literary texts;

analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

analyze how the setting influences the theme.

read and respond to American, British, and world literature;

analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

multiple organizational patterns within a text to develop the thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language achieves specific purposes;

analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

evaluate details read to determine key ideas;

synthesize information from multiple texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an interpretive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

analyze use of text structure to achieve the author's purpose;

respond using acquired content and academic vocabulary as appropriate;

make inferences and use evidence to support understanding;

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from multiple texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an interpretive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

pronoun-antecedent agreement;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses to set off phrases and clauses as appropriate; and

correct spelling; and

publish written work for appropriate audiences.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction and syntax;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft;

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility, bias, and accuracy; and

faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

analyze context to draw conclusions about nuanced meanings such as in imagery; and

determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to understand key ideas;

synthesize information from a variety of text types to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate analysis of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an analytic response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit and implicit meanings of text;

respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

evaluate how different literary elements shape the author's portrayal of the plot; and

analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze American literature across literary periods;

analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;

analyze how the relationships among dramatic elements advance the plot;

analyze characteristics and structural elements of informational texts such as:

clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and

the relationship between organizational design and author's purpose;

analyze characteristics and structural elements of argumentative texts such as:

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze the effectiveness of characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

evaluate use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

evaluate how the author's use of language informs and shapes the perception of readers;

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using strategic organizational structures appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

publish written work for appropriate audiences.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;

follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;

formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and

participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft;

compose correspondence in a professional or friendly structure;

compose literary analysis using genre characteristics and craft; and

compose rhetorical analysis using genre characteristics and craft.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility, bias, and accuracy; and

faulty reasoning such as straw man, false dilemma, faulty analogies, and non-sequitur;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student uses newly acquired vocabulary expressively.

use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;

analyze context to draw conclusions about nuanced meanings such as in imagery; and

determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to analyze key ideas;

synthesize information from a variety of text types to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate analysis of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an evaluative response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit and implicit meanings of text;

respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants; and

defend or challenge the authors' claims using relevant text evidence.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;

analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;

critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and

evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze British literature across literary periods;

analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;

analyze and evaluate how the relationships among the dramatic elements advance the plot;

critique and evaluate characteristics and structural elements of informational texts such as:

clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and

the relationship between organizational design and author's purpose;

critique and evaluate characteristics and structural elements of argumentative texts such as:

clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

critique and evaluate the effectiveness of characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

evaluate the author's purpose, audience, and message within a text;

evaluate use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

critique and evaluate how the author's use of language informs and shapes the perception of readers;

evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;

evaluate how the author's diction and syntax contribute to the effectiveness of a text; and

analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using strategic organizational structures appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;

edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and

publish written work for appropriate audiences.

Students develop oral language and word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and encode. Students apply knowledge and relationships found in the structures, origins, and contextual meanings of words.

distinguish and produce sounds and intonation patterns of English;

recognize print directionality of the English language such as reading left to right or top to bottom;

develop knowledge of relationships between sounds and letters of the English language to represent sounds when writing in English;

process and use basic academic English language interdisciplinary vocabulary;

understand the general meaning, main points, and important details of spoken language ranging from universally familiar to unfamiliar topics;

identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, clothing, colors, and time;

learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound letter relationships and identifying cognates, affixes, roots, and base words;

identify and use words that name actions, directions, positions, sequences, and locations;

develop basic sight vocabulary, derive meaning from environmental print, and comprehend English vocabulary and language structures used routinely;

use print or digital resources such as glossaries, English dictionaries, bilingual dictionaries, thesauri, and available technology to determine meanings and usage;

listen actively and ask relevant questions to clarify understanding; and

share prior knowledge with peers and others to facilitate communication and foster respect for others.

Students use metacognitive skills both develop and deepen comprehension of increasingly complex texts.

summarize texts and retell in English or the native language (L1) as needed;

self-monitor using pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary to enhance comprehension of input from various sources;

demonstrate comprehension of English by participating in shared reading, responding to questions, and taking notes that are commensurate with language acquisition;

make connections to personal experiences, ideas in other texts, and the larger community;

listen to and derive meaning from a variety of media such as video, DVD, CD, or other technology to build and reinforce concepts and language; and

make inferences and use evidence to support understanding.

Students react and respond to a variety of sources that are read, heard, or viewed.

formulate and provide effective verbal and non-verbal feedback;

speak using a variety of increasingly complex grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;

ask for and give information such as directions, address, name, age, and nationality;

express ideas and feelings such as gratitude, needs, opinion, and greetings;

communicate non-verbally to effectively and appropriately engage in formal and social interactions;

express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in short discussions;

respond orally to information presented in a wide variety of print, electronic, audio, and visual media to reinforce concept and language attainment; and

organize information in a variety of ways such as graphics, conceptual maps, and learning logs.

Students recognize and analyze genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse multicultural texts.

compare characteristics of cultures represented in various linguistic and non-linguistic sources;

read and listen to adapted or linguistically accommodated modified classical, traditional, contemporary, and multicultural works in English or native language (L1) in alignment with grade-level student expectations;

use text features, including titles, headings, subheadings, paragraphs, fonts, styles, index, glossary, table of contents, and graphics to locate, explain, or use information; and

compare and contrast how events are presented and information is communicated by visual images such as graphic art, illustrations, or photographs versus non-visual text.

Students use critical inquiry to analyze the purpose of authors' choices and how they influence and communicate meaning within a text. Students will analyze and apply author's craft purposefully in order to develop their own products and performances.

determine and interpret an author's or speaker's intended message;

determine the target audience; and

determine the purpose of the message.

Students use the modes of writing/discourse and the writing process recursively to compose multiple texts that are meaningful and legible and use appropriate conventions.

produce legible work that demonstrates increasing accuracy in the use of the English alphabet, spelling, and the correct use of the conventions of punctuation and capitalization;

spell familiar words with increasing accuracy and employ English spelling patterns and rules with increasing accuracy as more English is acquired;

demonstrate increasing control over grammatical elements such as subject-verb agreement, pronoun agreement, and verb forms;

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

write effectively in first person;

apply oral and written conventions in English with increasing fluency during classroom presentations, compositions, and dialogue;

arrange phrases, clauses, and sentences into correct and meaningful patterns;

compile written ideas to form complete sentences and paragraphs;

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

convey intended meaning while recognizing the meanings and uses of the other registers in English that are often expressed through colloquialisms, idioms, and other language forms;

create, revise, edit, and publish using various technology applications;

use study tools, including writing, labeling, and sketching, to clarify and remember information;

evaluate writing for both mechanics and content; and

use cohesive devices with increasing accuracy.

Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes.

locate appropriate print and non-print information using texts and technical resources, periodicals, and the internet;

compile information using available technology;

discover, organize, and support in writing what is known and what needs to be learned about a topic; and

compare and contrast coverage of the same event in various media such as newspapers, television, documentaries, blogs, and the internet.

Cross-curricular second language acquisition/learning strategies.

use prior knowledge and experiences to understand meanings in English;

monitor oral and written language production and employ self-corrective techniques or other resources;

use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;

speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known);

internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;

use accessible language and learn new and essential language in the process;

demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations;

develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.

Cross-curricular second language acquisition/listening.

distinguish sounds and intonation patterns of English with increasing ease;

recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters;

learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions;

monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed;

use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;

listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;

understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar;

understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations;

demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.

Cross-curricular second language acquisition/speaking.

practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible;

expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication;

speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired;

speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;

share information in cooperative learning interactions;

ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments;

express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics;

narrate, describe, and explain with increasing specificity and detail as more English is acquired;

adapt spoken language appropriately for formal and informal purposes;

respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.

Cross-curricular second language acquisition/reading.

learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words;

recognize directionality of English reading such as left to right and top to bottom;

develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials;

use pre-reading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text;

read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;

use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs;

read silently with increasing ease and comprehension for longer periods;

demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;

demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs;

demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.

Cross-curricular second language acquisition/writing.

learn relationships between sounds and letters of the English language to represent sounds when writing in English;

write using newly acquired basic vocabulary and content-based grade-level vocabulary;

spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired;

edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired;

employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:

using correct verbs, tenses, and pronouns/antecedents;

using possessive case (apostrophe s) correctly;

using negatives and contractions correctly;

write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired;

narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

share prior knowledge with peers and others to facilitate communication;

follow, restate, and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and increasing mastery of conventions of language to communicate ideas effectively;

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making;

develop social communication and produce oral language in contextualized and purposeful ways; and

conduct an interview, including social and informative.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

identify and analyze the author's purpose, audience, and message within a text;

identify and analyze use of text structure to achieve the author's purpose;

identify and evaluate the author's use of print and graphic features to achieve specific purposes;

identify and analyze how the author's use of language achieves specific purposes;

identify and analyze the use of literary devices such as irony and oxymoron to achieve specific purposes;

identify and analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text;

identify and analyze the use of rhetorical devices, including allusion, repetition, appeals, and rhetorical questions; and

identify and explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

subject-verb agreement;

pronoun-antecedent agreement;

correct spelling, including abbreviations;

apostrophes to show possession;

accurate usage of homonyms;

correct capitalization;

punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate; and

use sentence-combining techniques to create a variety of sentence structures and lengths;

develop voice; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as ad hominem, loaded language, and slippery slope;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism;

incorporate digital technology when appropriate; and

use an appropriate mode of delivery, whether written, oral, pictorial, or multimodal, to present results.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

acquire, demonstrate, and apply phonetic knowledge; and

write complete words, thoughts, and answers legibly.

The student uses newly acquired vocabulary expressively.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

discuss and analyze context and use cognates to distinguish between the denotative and connotative meanings of words and phrases;

determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo;

identify and use words that name actions, directions, positions, sequences, and locations;

identify, understand, and use multiple-meaning words, homographs, homophones, and commonly confused terms correctly; and

investigate expressions such as idioms and word relationships such as antonyms, synonyms, and analogies.

The student reads grade-level text with fluency and comprehension. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to adjust fluency when reading grade-level and language proficiency-level text based on the reading purpose.

The student reads grade- and language proficiency-appropriate texts with increasing independence. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and comprehend increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

answer and generate questions about text before, during, and after reading to acquire and deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

actively participate in discussions to identify, understand, and evaluate details read to determine key ideas;

synthesize information from two texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support a comprehensive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as labeling, notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants;

defend or challenge the authors' claims using relevant text evidence; and

express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

identify and analyze how themes are developed through characterization and plot in a variety of literary texts;

identify and analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils;

identify and analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development; and

identify and analyze how the setting influences the theme.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and respond to American, British, and world literature;

identify and analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms;

identify and analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

identify and analyze characteristics and structural elements of informational texts such as:

controlling idea and clear thesis, relevant supporting evidence, pertinent examples, and conclusion;

chapters, sections, subsections, bibliography, tables, graphs, captions, bullets, and numbers; and

multiple organizational patterns within a text to develop the thesis;

identify and analyze characteristics and structural elements of argumentative texts such as:

clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

identify and analyze characteristics of multimodal and digital texts.

The student develops oral language through listening, speaking, and discussion.

engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

share prior knowledge with peers and others to facilitate communication;

follow, restate, and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

give a formal presentation that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and increasing mastery of conventions of language to communicate ideas effectively;

participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making;

develop social communication and produce oral language in contextualized and purposeful ways; and

listen and respond to critique from peers after an oral presentation.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

analyze the author's purpose, audience, and message within a text;

analyze use of text structure to achieve the author's purpose;

evaluate the author's use of print and graphic features to achieve specific purposes;

analyze how the author's use of language informs and shapes the perception of readers;

analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.

plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;

develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:

using an organizing structure appropriate to purpose, audience, topic, and context; and

developing an engaging idea reflecting depth of thought with specific details, examples, and commentary;

revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses;

edit drafts using standard English conventions, including:

a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments;

consistent, appropriate use of verb tense and active and passive voice;

subject-verb agreement;

pronoun-antecedent agreement;

correct spelling, including abbreviations;

apostrophes to show possession;

accurate usage of homonyms;

correct capitalization;

punctuation, including commas, semicolons, colons, dashes, and parentheses, to set off phrases and clauses as appropriate; and

use sentence-combining techniques to create an increasingly complex variety of sentence structures and lengths;

develop voice; and

publish written work for appropriate audiences.

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

compose literary texts such as fiction and poetry using genre characteristics and craft;

compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft;

compose argumentative texts using genre characteristics and craft; and

compose correspondence in a professional or friendly structure.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

develop questions for formal and informal inquiry;

critique the research process at each step to implement changes as needs occur and are identified;

develop and revise a plan;

modify the major research question as necessary to refocus the research plan;

locate relevant sources;

synthesize information from a variety of sources;

examine sources for:

credibility and bias, including omission; and

faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism;

incorporate digital technology when appropriate; and

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

demonstrate and apply phonetic knowledge; and

write complete words, thoughts, and answers legibly.

The student uses newly acquired vocabulary expressively.

use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary;

analyze context to distinguish among denotative, connotative, and figurative meanings of words;

determine the meaning of foreign words or phrases used frequently in English such as pas de deux, status quo, déjà vu, avant-garde, and coup d'état;

identify and use words that name actions, directions, positions, sequences, and locations;

use multiple-meaning words, homographs, homophones, and commonly confused terms correctly; and

investigate expressions such as idioms and word relationships such as antonyms, synonyms, and analogies.

The student reads grade-level text with fluency and comprehension.

The student reads grade-appropriate texts independently.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to acquire and deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information from multiple texts to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

describe personal connections to a variety of sources, including self-selected texts;

write responses that demonstrate understanding of texts, including comparing texts within and across genres;

use text evidence and original commentary to support an interpretive response;

paraphrase and summarize texts in ways that maintain meaning and logical order;

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

respond using acquired content and academic vocabulary as appropriate;

discuss and write about the explicit or implicit meanings of text;

respond orally or in writing with appropriate register, vocabulary, tone, and voice;

reflect on and adjust responses when valid evidence warrants;

defend or challenge the authors' claims using relevant text evidence; and

express opinions, ideas, and feelings ranging from communicating in single words and short phrases to participating in extended discussions.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

analyze how themes are developed through characterization and plot, including comparing similar themes in a variety of literary texts representing different cultures;

analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

analyze isolated scenes and their contribution to the success of the plot as a whole; and

analyze how historical and cultural settings influence characterization, plot, and theme across texts.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

read and analyze world literature across literary periods;

analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

analyze characteristics and structural elements of informational texts such as:

clear thesis, relevant supporting evidence, pertinent examples, and conclusion;

chapters, sections, subsections, bibliography, tables, graphs, captions, bullets, and numbers to locate, explain, or use information and gain understanding of text;

organizational patterns such as description, temporal sequence, cause and effect, compare and contrast, and problem and solution; and

the relationship between organizational design and thesis;

analyze characteristics and structural elements of argumentative texts such as:

controlling idea and clear arguable claim, appeals, and convincing conclusion;

various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

identifiable audience or reader; and

analyze characteristics of multimodal and digital texts.

Implementation. The provisions of this section shall be implemented by school districts beginning with the 2026-2027 school year.

General requirements. In fulfilling the requirements of this section, school districts and charter schools shall:

identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the pre-production, beginning, intermediate, high intermediate, and advanced levels delineated in subsection (e) of this section;

provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;

provide content-based instruction, including the cross-curricular second language acquisition essential knowledge and skills in subsection (d) of this section, in a manner that is linguistically accommodated to help the student acquire English language proficiency; and

provide intensive and ongoing foundational second language acquisition instruction to emergent bilingual (EB) students in Kindergarten-Grade 12 who are at the pre-production, beginning, or intermediate level of English language proficiency in listening, speaking, reading, or writing as determined by the state's English language proficiency assessment system. These EB students require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language necessary to support content-based instruction and accelerated learning of English.

Introduction.

The English language proficiency standards (ELPS) outline student expectations and proficiency level descriptors for EB students in English. The ELPS are organized across four language domains: listening, speaking, reading, and writing.

Language acquisition is a complex process that consists of several interrelated components, including phonetics, phonology, semantics, syntax, morphology, and pragmatics. As students develop proficiency in these language structures, they are able to make connections between their primary language and English.

Classroom contexts foster social and academic registers, which are types of language appropriate for a situation or setting, to support language proficiency. Informal (social) language consists of English needed for students to effectively interact, exchange ideas, and engage in various settings and contexts. Formal (academic) language consists of oral and written language used to build knowledge, participate in content-specific discourse, and process complex academic material found in formal school settings and interactions.

The progression of skills in the four language domains are developed simultaneously and can be divided into two categories: receptive skills and expressive skills. Listening and reading are the receptive (input) skills. Students' development in receptive skills is necessary for comprehension and attainment of the English language and content. Speaking and writing are the expressive (output) skills. Students' ability to express and share their personal ideas and content knowledge allow teachers the opportunity to check for understanding and adjust instruction. Effective content-based language instruction involves engaging EB students in scaffolded opportunities to listen, speak, read, and write at their current levels of proficiency while gradually increasing linguistic complexity.

In order for EB students to be successful, educators must create an environment that welcomes and encourages students to leverage their unique cultural and linguistic experiences as they develop English language skills and learn academic content. Educators must cultivate an approach that integrates students' and their families' funds of knowledge into the classroom instructional practices. Culturally and linguistically sustaining practices leverage and celebrate students' cultural heritage and backgrounds while elevating their cultural and linguistic identities. Teaching and learning cognates that connect both (or multiple) languages can also construct bridges between languages and increase confidence as English language acquisition progresses.

The ELPS student expectations are the knowledge and skills students must demonstrate. They indicate what students should know and be able to do in order to meet academic content standards. Proficiency level descriptors describe behaviors EB students exhibit across five proficiency levels as they acquire English. EB students may exhibit different proficiency levels within and across the domains of listening, speaking, reading, and writing.

The ELPS demonstrate an asset-based approach to address the affective, linguistic, and cognitive needs of EB students in accordance with §89.1210(b) of this title (relating to Program Content and Design) as follows:

acknowledge and leverage the existing funds of knowledge students possess, including linguistic repertoire, cultural heritage, and background knowledge;

demonstrate targeted and intentional academic language skills to ensure content-area teachers are able to accurately evaluate the abilities of EB students and scaffold toward the increasingly complex English that students hear, speak, and are expected to read and write; and

provide an exact and incremental measure of the stages of English language acquisition with attention to the fact that EB students at all levels of proficiency can engage in cognitively demanding tasks and master the required essential knowledge and skills with appropriate language support.

The proficiency level descriptors are organized into general proficiency level descriptors and content-area proficiency level descriptors. General proficiency level descriptors are descriptions of a broad scope of student behaviors that can be observed in a variety of educational settings and across content areas. Content-area proficiency level descriptors describe student behaviors and language associated with discipline-specific learning in English language arts and reading, mathematics, science, and social studies.

Cross-curricular English language acquisition student expectations.

Student expectations--listening. The EB student listens to a variety of speakers, including teachers, peers, and multimedia, to gain an increasing level of comprehension in all content areas. The EB student may be at the pre-production, beginning, intermediate, high intermediate, or advanced proficiency levels in listening. The student is expected to:

distinguish sounds and intonation patterns by responding with gestures or images, orally, or in writing;

use contextual factors or word analysis such as cognates, Greek and Latin prefixes, suffixes, and roots to comprehend content-specific vocabulary when heard during formal and informal classroom interactions by responding with gestures or images, orally, or in writing;

respond with accuracy to oral directions, instructions, and requests;

use context to construct the meaning of descriptive language, words with multiple meanings, register, and figurative language such as idiomatic expressions heard during formal and informal classroom interactions;

demonstrate listening comprehension from information presented orally during formal and informal classroom interactions by restating, responding, paraphrasing, summarizing, or asking for clarification or additional details; and

derive meaning from a variety of auditory multimedia sources to build and reinforce concepts and language acquisition.

Student expectations--speaking. The EB student speaks using a variety of language structures for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing accuracy and fluency in all content areas. The EB student may be at the pre-production, beginning, intermediate, high intermediate, or advanced proficiency level of English language acquisition in speaking. The student is expected to:

pronounce words, including high-frequency words, cognates, and increasingly complex syllable types, with accuracy;

speak using content-area vocabulary during formal and informal classroom interactions to demonstrate acquisition of new words and high-frequency words;

speak using a variety of language and grammatical structures, sentence lengths and types, and transition words;

speak using appropriate register to convey a message during formal and informal classroom interactions with accuracy and fluency;

narrate, describe, explain, justify, discuss, elaborate, or evaluate orally with increasing specificity and detail in academic context or discourse; and

restate, ask questions about, or respond to information during formal and informal classroom interactions.

Student expectations--reading. The EB student reads a variety of texts for different purposes with an increasing level of comprehension in all content areas. The EB student may be at the preproduction, beginning, intermediate, high intermediate, or advanced proficiency levels of English language acquisition in reading. The student is expected to:

demonstrate awareness of print concepts and directionality of reading as left to right and top to bottom;

decode words using the relationships between sounds and letters and identify syllable patterns, cognates, affixes, roots, or base words;

use high-frequency words, contextual factors, and word analysis such as Greek and Latin prefixes, suffixes, and roots and cognates to comprehend content-area vocabulary in text;

use context to construct the meaning of figurative language such as idiomatic expressions, descriptive language, and words with multiple meanings to comprehend a variety of text;

use pre-reading strategies, including previewing the text features, connecting to prior knowledge, organizing ideas, and making predictions, to develop comprehension;

derive meaning from and demonstrate comprehension of content-area texts using visual, contextual, and linguistic supports;

demonstrate reading comprehension of content-area texts by retelling, paraphrasing, summarizing, and responding to questions; and

read with fluency and prosody and demonstrate comprehension of content-area text.

Student expectations--writing. The EB student writes using a variety of language structures with increasing accuracy to effectively address a variety of purposes (formal and informal) and audiences in all content areas. The EB student may be at the pre-production, beginning, intermediate, high intermediate, or advanced proficiency levels of English language acquisition in writing. The student is expected to:

apply relationships between sounds and letters of the English language to represent sounds when writing;

write text following conventional spelling patterns and rules;

write using a combination of high-frequency words and content-area vocabulary;

write content-area texts using a variety of sentence lengths and types and transition words;

write content-area specific text using conventions such as capitalization, punctuation, and abbreviations and grammatical structures such as subject-verb agreement, verb tense, possessive case, and contractions; and

write to narrate, describe, explain, respond, or justify with supporting details and evidence using appropriate content, style, register, and conventions for specific purpose and audience.

Proficiency level descriptors.

The following five proficiency levels describe students' progress in English language acquisition.

Pre-production. The pre-production level, also known as the silent period, is the early stage of English language acquisition when receptive language is developing. Students develop comprehension when highly scaffolded instruction and linguistic support are provided. Student responses are mostly non-verbal.

Beginning. The beginning level is characterized by speech emergence (expressive language) using one word or two-to-three-word phrases. Students at this level require highly scaffolded instruction and linguistic support. Students at this level begin to consistently use present tense verbs and repeat keywords and familiar phrases when engaging in formal and informal interactions.

Intermediate. The intermediate level is characterized by the ability to use receptive and expressive language with demonstrated literal comprehension. Students at this level need moderately scaffolded instruction and linguistic support. Additional visual and linguistic support is needed to understand unfamiliar or abstract concepts such as figurative language, humor, and cultural or societal references. Students at this level begin to consistently use short phrases and simple sentences or ask short questions to demonstrate comprehension during formal and informal interactions.

High intermediate. Students at the high intermediate level begin to consistently use a variety of sentence types, express opinions, share thoughts, and ask for clarification. Students at this level have an increased level of literal and abstract comprehension. Students may need minimal scaffolded instruction and linguistic support to engage in formal and informal classroom interactions.

Advanced. The advanced level is characterized by the ability of students to engage in formal and informal classroom interactions with little to no linguistic support. Students at this level engage in discourse using content-area vocabulary and a variety of grammatical structures with increasing accuracy.

The Grades 4-12 proficiency level descriptors are described in the figure provided in this paragraph. Figure: 19 TAC §120.21(e)(2)

The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

expand vocabulary through wide reading, listening, and discussion;

investigate word origins as an aid to understanding meanings, derivations, and spellings as well as influences on the English language; and

discriminate between connotative and denotative meanings and interpret the connotative power of words.

The student analyzes fictional and poetic elements focusing on how they combine to contribute meaning in literary texts. The student is expected to:

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

propose and provide examples of themes that cross texts;

connect literature to historical context, current events, and his/her own experiences;

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

identify basic conflicts;

describe the development of plot and how conflicts are addressed and resolved;

analyze characters' traits, motivations, changes, and stereotypical features;

describe how irony, tone, mood, style, and sound of language contribute to the effect of the text;

determine and explain purposes and effects of figurative language, particularly symbolic and metaphoric;

identify and analyze text structures;

recognize archetypes, motifs, and symbols across texts;

analyze distinctive features of text genre such as biography, historical fiction, science fiction, political writing, fantasy fiction, short story, dramatic literature, or poetry;

identify how authors create suspense; and

tell how points of view affect tone, characterization, and credibility.

The student reads critically to evaluate texts and the authority of sources. The student is expected to:

analyze the characteristics of well-constructed texts;

describe how a writer's point of view may affect text credibility, structure, or tone;

analyze aspects of texts such as patterns of organization and choice of language for their effect on audiences; and

examine strategies that writers in different fields use to compose.

The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

compare text events with personal and other readers' experiences;

recognize and discuss themes and connections that cross cultures; and

recognize how writers represent and reveal their cultures and traditions in texts.

The student uses writing as a tool for learning and researching literary genres. The student is expected to:

use writing to discover, record, review, and learn; and

link related information and ideas from a variety of sources.

Introduction.

In order to have full participation in the civic process, students must have a good understanding of public dialogue. Students must learn the concepts and skills related to preparing and presenting public messages and to analyzing and evaluating the messages of others. Within this process, students will gain skills in reading, writing, speaking, listening, and thinking and will examine areas such as invention, organization, style, memory, and delivery.

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.

Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

The essential knowledge and skills as well as the student expectations for Public Speaking I, II, III, elective courses, are described in subsection (b) of this section.

Knowledge and skills.

Rhetoric. The student traces the development of the rhetorical perspective. The student is expected to:

recognize the influence of classical rhetoric in shaping Western thought;

explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery;

analyze how modern public address influences public opinion and policy in a democratic republic;

analyze the ethical responsibilities that accompany freedom of speech;

develop and use critical, deliberative, empathic, and appreciative listening skills to analyze and evaluate speeches; and

apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

Speech forms. The student recognizes and analyzes varied speech forms. The student is expected to:

identify and analyze the traditional elements of speech form, including introduction, body, and conclusion;

identify and analyze logical patterns of organization for specific speech forms;

identify and analyze the characteristics of a speech to inform;

identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy;

identify and analyze characteristics of speeches for special occasions; and

analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

Invention. The student plans speeches. The student is expected to:

identify and analyze the audience and occasion as a basis for choosing speech strategies;

select and limit topics for speeches considering his/her own interests, timeliness, and the importance of the topic;

select and limit purposes for speeches;

research topics using primary and secondary sources, including electronic technology; and

analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

Organization. The student organizes speeches. The student is expected to:

apply knowledge of speech form to organize and design speeches;

organize speeches effectively for specific topics, purposes, audiences, and occasions;

choose logical patterns of organization for bodies of speech;

prepare outlines reflecting logical organization; and

analyze and evaluate the organization of oral or written speech models.

Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;

choose logical proofs and appeals that meet standard tests of evidence;

use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches;

choose proofs and appeals that enhance a specific topic, purpose, and tone;

choose and develop appropriate devices for introductions and conclusions;

choose or produce effective visual supports; and

analyze and evaluate the proofs and appeals used in oral or written speech models.

Style. The student develops skills in using oral language in public speeches. The student is expected to:

distinguish between oral and written language styles;

write manuscripts to facilitate language choices and enhance oral style;

use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect;

use informal, standard, and technical language appropriately;

employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity; and

evaluate a speaker's style in oral or written speech models.

Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:

employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas;

rehearse and employ a variety of delivery strategies;

develop verbal, vocal, and physical skills to enhance presentations;

use notes, manuscripts, rostrum, visual aids, and/or electronic devices; and

interact with audiences appropriately.

Evaluation. The student analyzes and evaluates speeches. The student is expected to:

use critical, deliberative, and appreciative listening skills to evaluate speeches; and

critique speeches using knowledge of rhetorical principles.