High School Spanish Language Arts TEKS Standards

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

subject-verb agreement;

pronoun-antecedent agreement;

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

correct spelling, including abbreviations;

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

develop voice; and

publish written work for appropriate audiences.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

incorporate digital technology when appropriate; and

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

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

acquire, demonstrate, and apply phonetic knowledge; and

write complete words, thoughts, and answers legibly.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

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.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. 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.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. 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.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and comprehend increasingly complex texts. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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 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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

subject-verb agreement;

pronoun-antecedent agreement;

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

correct spelling, including abbreviations;

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

develop voice; and

publish written work for appropriate audiences.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

incorporate digital technology when appropriate; 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--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

demonstrate and apply phonetic knowledge; and

write complete words, thoughts, and answers legibly.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

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.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. 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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

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.

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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, 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;

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.

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. 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. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. Students use metacognitive skills both develop and deepen comprehension of increasingly complex texts. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. Students react and respond to a variety of sources that are read, heard, or viewed. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts. Students recognize and analyze genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse multicultural texts. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. 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. Based on the student's proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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

determine the target audience; and

determine the purpose of the message.

Composition: listening, speaking, reading writing, and thinking using multiple texts. 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. Based on the student's proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to:

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.