Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input.
ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development.
Figure: 19 TAC 110.30(b) Source: The provisions of this 110.30 adopted to be effective September 4, 2008, 33 Tex Reg 7162; amended to be effective February 22, 2010, 35 Tex Reg 1462. English Language Arts and Reading, English I (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
There is so much information available to us in this world that we don't know what is true and what is not.
That's why it's important for students to analyze, think effectively, and understand that not everything is black and white.
In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. (2) (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously.
For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.