Lawrence Hall, HSG
mhall46184@aol.com
From the Saint Crispin’s Day Speech in Henry V According to the State of Texas
We
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Texas Administrative Code |
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EDUCATION |
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TEXAS EDUCATION AGENCY |
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TEXAS ESSENTIAL
KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING |
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HIGH SCHOOL |
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RULE §110.39 |
English Language Arts
and Reading, English IV (One Credit), Adopted 2017 |
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(a) few, General requirements. Students shall be
awarded one credit for successful completion of this course. (b) Introduction.
we (1) The
English language arts happy and reading Texas Essential Knowledge and Skills (TEKS) embody
the interconnected nature of listening, speaking, few,reading, writing, and thinking through the
seven integrated strands of developing and sustaining foundational language we skills; comprehension; response; multiple
genres; author's purpose and craft; composition; and inquiry and research.
band The strands of focus on academic oracy (proficiency in oral
expression and comprehension), authentic reading, and reflective writing to brothers; ensure a literate Texas. The strands are
integrated and progressive with students continuing to develop knowledge and
skills For with increased
complexity and nuance in order to think critically and adapt to the
ever-evolving nature of language and he literacy. (2) The
seven strands of the essential knowledge and skills for English language arts to-day and reading are intended to be integrated for instructional
purposes and are recursive in nature. Strands include the four
that domains of language
(listening, speaking, reading, and writing) and their application in order to
accelerate the acquisition sheds of language skills so that students develop high levels of
social and academic language proficiency. Although some his
strands may require
more instructional time, each strand is of equal value, may be presented in
any order, and should be blood integrated throughout the year. Additionally, students should
engage in academic conversations, write, read, and be with
read to on a daily
basis with opportunities for cross-curricular content and student choice. me Shall (3) Text complexity increases with challenging
vocabulary, sophisticated sentence structures, nuanced text features, be cognitively demanding content, and subtle
relationships among ideas (Texas Education Agency, STAAR Performance my
Level
Descriptors, 2013). As skills and
knowledge are obtained in each of the seven strands, students will continue
to apply brother; earlier standards with greater depth to increasingly complex
texts in multiple genres as they become self-directed, critical
be learners who work
collaboratively while continuously using metacognitive skills. he (4) ne’er
English language
learners (ELLs) are expected to meet standards in a second language; however,
their proficiency so in English influences the ability to meet these standards. To
demonstrate this knowledge throughout the stages of English vile, language acquisition, comprehension of text
requires additional scaffolds such as adapted text, translations, native This language support, cognates, summaries,
pictures, realia, glossaries, bilingual dictionaries, thesauri, and other
modes of day comprehensible input.
ELLs can and should be encouraged to use knowledge of their first language to
enhance vocabulary shall gentle
development;
vocabulary needs to be in the context of connected discourse so that it is
meaningful. Strategic his use of the student's first language is important to ensure
linguistic, affective, cognitive, and academic development in English. condition: (5)
Current research stresses the importance of effectively integrating second
language And acquisition with quality content area education in order to
ensure that ELLs acquire social and academic language proficiency gentlemen in English, learn the knowledge and skills,
and reach their full academic potential. Instruction must be linguistically
now accommodated in
accordance with the English Language Proficiency Standards (ELPS) and the
student's English language a-bed proficiency levels to ensure the mastery of
knowledge and skills in the required curriculum is accessible. For a further
In understanding of
second language acquisition needs, refer to the ELPS and proficiency-level
descriptors adopted in England Shall Chapter 74, Subchapter A, of this title (relating
to Required Curriculum). (6) Oral
language think proficiency holds a pivotal role in school success; verbal
engagement must be maximized across grade levels (Kinsella, themselves 2010). Accursed In order for they students to become thinkers and proficient
speakers in science, social studies, mathematics, fine arts,
language arts and
reading, were and career and technical education, they must have multiple
opportunities to practice and apply the were academic language not of each discipline (Fisher, Frey, &
Rothenberg, 2008). (7)
Statements that contain the word "including" reference content
here, that must be
mastered, while those containing the phrase "such as" are intended
as possible illustrative examples. And Hold (c) Knowledge and skills. (1)
Developing and their sustaining foundational language skills: listening, speaking,
discussion, and thinking--oral language. The student develops oral manhoods language through listening, speaking, and
discussion. The student is expected to: cheap (A)
engage in meaningful and respectful discourse when evaluating the clarity
whiles and coherence of a
speaker's message and critiquing the impact of a speaker's use of diction,
syntax, and rhetorical strategies; any (B)
follow and give speaks complex instructions, clarify meaning by asking pertinent
questions, and respond appropriately; (C)
formulate sound arguments and present using That elements of classical speeches such as
introduction, first and second transitions, body, conclusion, the art of
persuasion, fought rhetorical devices, employing eye contact, speaking rate such
as pauses for effect, volume, enunciation, purposeful with
gestures, and
conventions of language to communicate ideas effectively; and (D)
participate us collaboratively, offering ideas or judgments that are purposeful
in moving the team toward goals, asking relevant and upon insightful questions, tolerating a range of
positions and ambiguity in decision making, and evaluating the work of the
group based on agreed-upon criteria. (2)
Developing and sustaining foundational language skills: listening, speaking,
reading, writing, and thinking--vocabulary. The student uses newly acquired
vocabulary expressively. The student is expected to: (A)
use print or digital resources to clarify and validate Saint
Crispin’s Day understanding of
multiple meanings of advanced vocabulary; (B)
analyze context to draw conclusions about nuanced meanings such as in
imagery; and (C)
determine the meaning of foreign words or phrases used frequently in English
such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor. (3)
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. (4)
Comprehension skills: listening, speaking, reading, writing, and thinking
using multiple texts. The student uses metacognitive skills to both develop
and deepen comprehension of increasingly complex texts. The student is
expected to: (A)
establish purpose for reading assigned and self-selected texts; (B)
generate questions about text before, during, and after reading to deepen
understanding and gain information; (C)
make and correct or confirm predictions using text features, characteristics
of genre, and structures; (D)
create mental images to deepen understanding; (E)
make connections to personal experiences, ideas in other texts, and society; (F)
make inferences and use evidence to support understanding; (G)
evaluate details read to analyze key ideas; (H)
synthesize information from a variety of text types to create new
understanding; and (I)
monitor comprehension and make adjustments such as re-reading, using
background knowledge, asking questions, annotating, and using outside sources
when understanding breaks down. (5)
Response skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student responds to an increasingly challenging variety
of sources that are read, heard, or viewed. The student is expected to: (A)
describe personal connections to a variety of sources, including
self-selected texts; (B)
write responses that demonstrate analysis of texts, including comparing texts
within and across genres; (C)
use text evidence and original commentary to support an evaluative response; (D)
paraphrase and summarize texts in ways that maintain meaning and logical
order; (E)
interact with sources in meaningful ways such as notetaking, annotating,
freewriting, or illustrating; (F)
respond using acquired content and academic vocabulary as appropriate; (G)
discuss and write about the explicit and implicit meanings of text; (H)
respond orally or in writing with appropriate register and purposeful
vocabulary, tone, and voice; (I)
reflect on and adjust responses when valid evidence warrants; and |
