GRADE 5 • INTRODUCTION

English Language Arts

Spanish Language Arts/
English as a Second Language

§110.7. English Language Arts and Reading, Grade 5.

§128.7. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 5.

(1) In Grade 5, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Fifth grade students can identify a speaker's persuasive technique such as promises, dares, and flattery in presentations. Students read from classic and contemporary selections and informational text. Fifth grade students are able to judge the internal consistency or logic of stories and texts. Students recognize the way an author organizes information and engage in more sophisticated analysis of characters, plots, and settings. Fifth grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use conjunctions to connect ideas. Students are able to use literary devices such as suspense, dialogue, and figurative language in their writing. Fifth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Fifth grade students search out multiple texts to complete research reports or projects. Students use visuals to support their research projects.

(1) In Grade 5, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Fifth grade students can identify a speaker's persuasive technique such as promises, dares, and flattery in presentations. Students read from classic and contemporary selections and informational text. Fifth grade students are able to judge the internal consistency or logic of stories and texts. Students recognize the way an author organizes information and engage in more sophisticated analysis of characters, plots, and settings. Fifth grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use conjunctions to connect ideas. Students are able to use literary devices such as suspense, dialogue, and figurative language in their writing. Fifth grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Fifth grade students search out multiple texts to complete research reports or projects. Students use visuals to support their research projects.

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

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

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

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

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

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

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

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

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

(3) The essential knowledge and skills as well as the student expectations for Grade 5 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels.

(4) The essential knowledge and skills as well as the student expectations for Grade 5 are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.

(4) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 5 as described in subsection (b) of this section.

(5) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations for Grade 5 as described in subsection (b) of this section.

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

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

GRADE 5 • KNOWLEDGE AND SKILLS

English Language Arts

Spanish Language Arts

English as a Second Language

(5.1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-6);

(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);

(B) eliminate barriers to effective listening (4-8); and

(B) eliminate barriers to effective listening (4-6); and

(B) eliminate barriers to effective listening (4-8);

(C) understand the major ideas and supporting evidence in spoken messages (4-8).

(C) understand the major ideas and supporting evidence in spoken messages (4-6).

(C) understand the major ideas and supporting evidence in spoken messages (4-8); and

(D) distinguish and produce sounds and intonation patterns of English (K-8/ESL).

(5.2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s).

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-6);

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);

(B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5);

(B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5);

(B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5);

(C) distinguish between the speaker's opinion and verifiable fact (4-8); and

(C) distinguish between the speaker's opinion and verifiable fact (4-6); and

(C) distinguish between the speaker's opinion and verifiable fact (4-8); and

(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-6).

(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

(5.3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-6);

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);

(B) describe how the language of literature affects the listener (4-5); and

(B) describe how the language of literature affects the listener (4-5); and

(B) describe how the language of literature affects the listener (4-5); and

(C) assess how language choice and delivery affect the tone of the message (4-5).

(C) assess how language choice and delivery affect the tone of the message (4-5).

(C) assess how language choice and delivery affect the tone of the message (4-5).

(5.4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8);

(A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-6);

(A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8);

(B) compare oral traditions across regions and cultures (4-8); and

(B) compare oral traditions across regions and cultures (4-6); and

(B) compare oral traditions across regions and cultures (4-8); and

(C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(C) identify how language use such as labels and sayings reflects regions and cultures (4-6).

(C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(5.5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);

(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-6);

(A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);

(B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information (4-8);

(B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information (4-6);

(B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information (4-8);

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-6);

(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);

(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);

(D) use effective rate, volume, pitch, and tone for the audience and setting (4-6);

(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8);

(E) give precise directions and instructions such as for games and tasks (4-5); and

(E) give precise directions and instructions such as for games and tasks (4-5); and

(E) give precise directions and instructions such as for games and tasks (4-5);

(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8).

(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-6).

(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8); and

(G) employ English content area vocabulary in context (K-8/ESL).

(5.6) Reading/word identification. The student uses a variety of word identification strategies.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8);

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-6);

(A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8);

(B) use structural analysis to identify root words with prefixes such as dis-, non-, and in-; and suffixes such as -ness, -tion, and -able (4-6); and

(B)(ii) use structural analysis to identify root words with prefixes such as des-, dis-, ante-, bi-, and tri-; and suffixes such as -dad, -ción, and -able (4-6/SLA); and

(B)(i) use structural analysis to identify root words with prefixes such as dis-, non-, and in-; and suffixes such as -ness, -tion, and -able (4-6/ESL);

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-6).

(C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).

(5.7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5);

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm) (5);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm) (5);

(B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" 5th grader reads approximately 100 wpm) (5);

(C) demonstrate characteristics of fluent and effective reading (4-6);

(C) demonstrate characteristics of fluent and effective reading (4-6);

(C) demonstrate characteristics of fluent and effective reading (4-6);

(D) adjust reading rate based on purposes for reading (4-8);

(D) adjust reading rate based on purposes for reading (4-6);

(D) adjust reading rate based on purposes for reading (4-8);

(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and

(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-6); and

(E) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and

(F) read silently with increasing ease for longer periods (4-8).

(F) read silently with increasing ease for longer periods (4-6).

(F) read silently with increasing ease for longer periods (4-8).

(5.8) Reading/variety of texts. The student reads widely for different purposes in varied sources.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) read classic and contemporary works (2-8);

(A) read classic and contemporary works (2-6);

(A) read classic and contemporary works (2-8);

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-6).

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) develop vocabulary by listening to selections read aloud (4-8);

(A) develop vocabulary by listening to selections read aloud (4-6);

(A) develop vocabulary by listening to selections read aloud (4-8);

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words (4-5);

(C) use multiple reference aids, including a thesaurus, a synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);

(C) use multiple reference aids, including a thesaurus, synonym finder, dictionary, and software, to clarify meanings and usage (4-6);

(C) use multiple reference aids, including a thesaurus, synonym finder, dictionary, and software, to clarify meanings and usage (4-8);

(D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, and un- (4-8); and

(D)(ii) determine meanings of derivatives by applying knowledge of the meanings of root words such as feliz, razón, or entrar and affixes such as in-, -able, and -ada (4-6/SLA); and

(D)(i) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, and un- (4-8/ESL); and

(E) study word meanings systematically such as across curricular content areas and through current events (4-8).

(E) study word meanings systematically such as across curricular content areas and through current events (4-6).

(E) study word meanings systematically such as across curricular content areas and through current events (4-8).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) use his/her own knowledge and experience to comprehend (4-8);

(A) use his/her own knowledge and experience to comprehend (4-6);

(A) use his/her own knowledge and experience to comprehend (4-8);

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-6);

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);

(C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);

(C)(ii) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-6/SLA);

(C)(i) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, translating, and asking questions (4-8/ESL);

(D) describe mental images that text descriptions evoke (4-8);

(D) describe mental images that text descriptions evoke (4-6);

(D) describe mental images that text descriptions evoke (4-8);

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-6);

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-6);

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-6);

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-6);

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(I) find similarities and differences across texts such as in treatment, scope, or organization (4-6);

(I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(J) distinguish fact and opinion in various texts (4-8);

(J) distinguish fact and opinion in various texts (4-6);

(J) distinguish fact and opinion in various texts (4-8);

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8); and

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-6); and

(K) answer different types and levels of questions such as open-ended, literal, and interpretative as well as test-like questions such as multiple choice, true-false, and short-answer (4-8); and

(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-6).

(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-6);

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-6);

(B) interpret text ideas through such varied means as journal writing, discussion, enactment, and media (4-8);

(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

(C) support responses by referring to relevant aspects of text and his/her own experiences (4-6); and

(C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

(D) connect, compare, and contrast ideas, themes, and issues across text (4-8).

(D) connect, compare, and contrast ideas, themes, and issues across text (4-6).

(D) connect, compare, and contrast ideas, themes, and issues across text (4-8).

(5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here ?" (4-5);

(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here ?" (4-5);

(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here ?" (4-5);

(B) recognize that authors organize information in specific ways (4-5);

(B) recognize that authors organize information in specific ways (4-5);

(B) recognize that authors organize information in specific ways (4-5);

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-6);

(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-6);

(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-6);

(E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

(F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) (3-5);

(F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) (3-5);

(F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) (3-5);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-6);

(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);

(I) recognize and analyze story plot, setting, and problem resolution (4-8); and

(I) recognize and analyze story plot, setting, and problem resolution (4-6); and

(I) recognize and analyze story plot, setting, and problem resolution (4-8); and

(J) describe how the author's perspective or point of view affects the text (4-8).

(J) describe how the author's perspective or point of view affects the text (4-6).

(J) describe how the author's perspective or point of view affects the text (4-8).

(5.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) form and revise questions for investigations, including questions arising from interest and units of study (4-5);

(A) form and revise questions for investigations, including questions arising from interest and units of study (4-5);

(A) form and revise questions for investigations, including questions arising from interest and units of study (4-5);

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-6);

(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-6);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5);

(D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5);

(D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5);

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-6);

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);

(F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5);

(F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5);

(F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5);

(G) draw conclusions from information gathered from multiple sources (4-8); and

(G) draw conclusions from information gathered from multiple sources (4-6); and

(G) draw conclusions from information gathered from multiple sources (4-8); and

(H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

(H) use compiled information and knowledge to raise additional, unanswered questions (3-6).

(H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

(5.14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) compare text events with his/her own and other readers' experiences (4-8);

(A) compare text events with his/her own and other readers' experiences (4-6);

(A) compare text events with his/her own and other readers' experiences (4-8);

(B) determine distinctive and common characteristics of cultures through wide reading (4-8); and

(B) determine distinctive and common characteristics of cultures through wide reading (4-6); and

(B) determine distinctive and common characteristics of cultures through wide reading (4-8); and

(C) articulate and discuss themes and connections that cross cultures (4-8).

(C) articulate and discuss themes and connections that cross cultures (4-6).

(C) articulate and discuss themes and connections that cross cultures (4-8).

(5.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-6);

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

(B) write to influence such as to persuade, argue, and request (4-8);

(B) write to influence such as to persuade, argue, and request (4-6);

(B) write to influence such as to persuade, argue, and request (4-8);

(C) write to inform such as to explain, describe, report, and narrate (4-8);

(C) write to inform such as to explain, describe, report, and narrate (4-6);

(C) write to inform such as to explain, describe, report, and narrate (4-8);

(D) write to entertain such as to compose humorous poems or short stories (4-8);

(D) write to entertain such as to compose humorous poems or short stories (4-6);

(D) write to entertain such as to compose humorous poems or short stories (4-8);

(E) exhibit an identifiable voice in personal narratives and in stories (4-5);

(E) exhibit an identifiable voice in personal narratives and in stories (4-5);

(E) exhibit an identifiable voice in personal narratives and in stories (4-5);

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5); and

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5); and

(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4-5); and

(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8).

(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-6).

(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8).

(5.16) Writing/penmanship/capitalization/punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and

(A) write legibly by selecting cursive or manuscript as appropriate (4-6); and

(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and

(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5).

(B)(ii) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing proper nouns, using commas in a series and in direct address, and guión (hyphen) and raya (for dialogue) (4-6/SLA).

(B)(i) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5/ESL).

(5.17) Writing/spelling. The student spells proficiently.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6);

(A)(ii) write with accurate spelling of syllable constructions such as closed, open, qu together, use of n before v, m before b, m before p, change z to c when adding -es, and diphthongs (4-6/SLA);

(A)(i) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns (3-6/ESL);

(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6);

(B)(ii) write with accurate spelling of roots such as razón, feliz, leer, or entrar, inflections such as those that change tense or number, suffixes such as -able or -mente, and prefixes such as re- or in- (4-6/SLA);

(B)(i) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6/ESL);

(C) use resources to find correct spellings (4-8); and

(C) use resources to find correct spellings (4-6); and

(C) use resources to find correct spellings (4-8); and

(D) spell accurately in final drafts (4-8).

(D)(ii) spell accurately using accents and dieresis marks in final drafts (4-6/SLA).

(D)(i) spell accurately in final drafts (4-8/ESL).

(5.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) use regular and irregular plurals correctly (4-6);

(A) use regular and irregular plurals correctly (4-6);

(A) use regular and irregular plurals correctly (4-6);

(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);

(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);

(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5);

(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8);

(C)(ii) employ standard Spanish usage with increased complexity in writing for audiences, including subject-verb agreement/conjugation, gender and number agreement, and parts of speech (4-6/SLA);

(C)(i) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8/ESL);

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-6);

(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4-8);

(E) use prepositional phrases to elaborate written ideas (4-8);

(E) use prepositional phrases to elaborate written ideas (4-6);

(E) use prepositional phrases to elaborate written ideas (4-8);

(F) use conjunctions to connect ideas meaningfully (4-5);

(F) use conjunctions to connect ideas meaningfully (4-5);

(F) use conjunctions to connect ideas meaningfully (4-5);

(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8); and

(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8/ESL);

(H) write with increasing accuracy when using objective case pronouns such as "Can you ride with my mom and me?" (4-5).

(H)(ii) write with increasing accuracy when using direct and indirect object pronouns such as "Gloria se las envió a Josefina." (4-6/SLA); and

(H)(i) write with increasing accuracy when using objective case pronouns such as "Can you ride with my mom and me?" (4-5/ESL).

(I) use verb tenses such as present, preterite, future, present perfect, past perfect, and future perfect appropriately and consistently (4-6/SLA).

(5.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8);

(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-6);

(A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs (4-8);

(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);

(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-6);

(B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);

(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-6);

(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

(D) revise drafts for coherence, progression, and logical support of ideas (4-8);

(D) revise drafts for coherence, progression, and logical support of ideas (4-6);

(D) revise drafts for coherence, progression, and logical support of ideas (4-8);

(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);

(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-6);

(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);

(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);

(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-6);

(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);

(G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);

(G) refine selected pieces frequently to "publish" for general and specific audiences (4-6);

(G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);

(H) proofread his/her own writing and that of others (4-8); and

(H) proofread his/her own writing and that of others (4-6); and

(H) proofread his/her own writing and that of others (4-8); and

(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-6).

(I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) apply criteria to evaluate writing (4-8);

(A) apply criteria to evaluate writing (4-6);

(A) apply criteria to evaluate writing (4-8);

(B) respond in constructive ways to others' writing (4-8);

(B) respond in constructive ways to others' writings (4-6);

(B) respond in constructive ways to others' writings (4-8);

(C) evaluate how well his/her own writing achieves its purposes (4-8);

(C) evaluate how well his/her own writing achieves its purposes (4-6);

(C) evaluate how well his/her own writing achieves its purposes (4-8);

(D) analyze published examples as models for writing (4-8); and

(D) analyze published examples as models for writing (4-6); and

(D) analyze published examples as models for writing (4-8); and

(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-6).

(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) frame questions to direct research (4-8);

(A) frame questions to direct research (4-6);

(A) frame questions to direct research (4-8);

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-6);

(B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (4-8);

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (4-6);

(C) take notes from relevant and authoritative sources such as guest speakers, periodicals, or on-line searches (4-8);

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-6);

(D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);

(E) present information in various forms using available technology (4-8); and

(E) present information in various forms using available technology (4-6); and

(E) present information in various forms using available technology (4-8); and

(F) evaluate his/her own research and raise new questions for further investigation (4-8).

(F) evaluate his/her own research and raise new questions for further investigation (4-6).

(F) evaluate his/her own research and raise new questions for further investigation (4-8).

(5.22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and

(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-6); and

(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and

(B) correspond with peers or others via e-mail or conventional mail (4-8).

(B) correspond with peers or others via e-mail or conventional mail (4-6).

(B) correspond with peers or others via e-mail or conventional mail (4-8).

(5.23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8);

(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-6);

(A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8);

(B) interpret important events and ideas gleaned from maps, charts, graphics, video segments or

technology presentations (4-8); and

(B) interpret important events and ideas gleaned from maps, charts, graphics, video segments or

technology presentations (4-6); and

(B) interpret important events and ideas gleaned from maps, charts, graphics, video segments or

technology presentations (4-8); and

(C) use media to compare ideas and points of view (4-8).

(C) use media to compare ideas and points of view (4-6).

(C) use media to compare ideas and points of view (4-8).

(5.24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and

(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and

(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and

(B) compare and contrast print, visual, and electronic media such as film with written story (4-8).

(B) compare and contrast print, visual, and electronic media such as film with written story (4-6).

(B) compare and contrast print, visual, and electronic media such as film with written story (4-8).

(5.25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others.

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

The student is expected to:

The student is expected to:

(A) select, organize, or produce visuals to complement and extend meanings (4-8); and

(A) select, organize, or produce visuals to complement and extend meanings (4-6); and

(A) select, organize, or produce visuals to complement and extend meanings (4-8); and

(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).

(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-6).

(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).

Source: The provisions of this §110.7 adopted to be effective September 1, 1998, 22 TexReg 7549.

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (4-8/ESL);

(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);

(C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);

(D) use strategic learning techniques such as semantic mapping, imagery memorization, reviewing, and contrastive analysis to acquire new vocabulary (4-8/ESL);

(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);

(F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and

(G) use accessible language and learn new and essential language in the process (K-8/ESL).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes such as taking notes (4-8/ESL);

(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);

(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD
ROM in all content areas (K-8/ESL);

(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL); and

(F) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (4-8/ESL).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL);

(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);

(C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL);

(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (4-8/ESL);

(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);

(F) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);

(G) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL); and

(H) describe the immediate surroundings such as classroom, school, or home (K-8/ESL).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);

(B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);

(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);

(D) participate in shared reading (K-8/ESL);

(E) develop basic sight vocabulary (K-8/ESL);

(F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);

(G) read silently with increasing ease for longer periods (K-8/ESL);

(H) use print from the environment to derive meaning (K-8/ESL);

(I) use graphic organizers as pre-reading activities to prepare for reading text (K-8/ESL);

(J) use verbal cueing strategies such as pauses and exaggerated intonation for key words and non-verbal cueing strategies such as facial expressions and gestures to enhance the reading experience (4-8/ESL); and

(K) retell, role-play, and/or visually illustrate the order of events (4-8/ESL).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (4-8/ESL);

(B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL);

(C) write with more proficient use of orthographic patterns and rules such as qu together, consonant doubling, dropping final e, and changing y to i (2-8/ESL);

(D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL);

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

(i) demonstrate knowledge of verbs, tenses, and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL);

(ii) demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL);

(iii) demonstrate knowledge of parts of speech (2-8/ESL); and

(iv) demonstrate knowledge of negatives and contractions (2-8/ESL);

(F) construct correct sentences, including a variety of sentence types and styles (2-8/ESL);

(G) combine multiple sentences into a unified sentence (2-8/ESL); and

(H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).

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

The following expectations apply to the second language learner at his/her level of proficiency in English.

The student is expected to:

(A) describe how illustrations support written texts or tell a story (4-8/ESL);

(B) tell important events and ideas gleaned from video segments, graphic art, or technology presentations (4-8/ESL);

(C) respond to media such as film print and technological presentations by explaining likes, dislikes, and supporting opinions with examples (4-8/ESL);

(D) distinguish the purposes of various media forms such as information, entertainment, and persuasion (4-8/ESL);

(E) produce visuals for his/her own messages, stories, and other kinds of communication (4-8/ESL);

(F) explore and describe how color, shape, and line influence the message (4-8/ESL); and

(G) produce communications using technology or appropriate media (4-8/ESL).

Source: The provisions of this §128.7 adopted to be effective September 1, 1998, 22 TexReg 7773.