19 Tex. Admin. Code § 128.35 - English II for Speakers of Other Languages (One Credit), Adopted 2017
(a) General requirements. Students shall be
awarded one credit for successful completion of this course. Recommended
corequisite: English Language Development and Acquisition (ELDA).
(1) The essential knowledge and skills for
English II for Speakers of Other Languages (ESOL II) are described in §
74.4 of this title (relating to
English Language Proficiency Standards) as well as subsection (b) of this
section and are aligned 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 English
language learners (ELLs).
(2) ESOL
II may be substituted for English II as provided by Chapter 74, Subchapter B,
of this title (relating to Graduation Requirements). All expectations apply to
ESOL II students; 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.
(b) Introduction.
(1) The ESOL Texas Essential Knowledge and
Skills (TEKS) embody the interconnected nature of listening, speaking, reading,
writing, and thinking through the seven integrated strands of developing and
sustaining foundational language skills; comprehension; response; multiple
genres; author's purpose and craft; composition; and inquiry and research. The
strands focus on academic oracy (proficiency in oral expression and
comprehension), authentic reading, and reflective writing to ensure a literate
Texas. The strands are integrated and progressive with students continuing to
develop knowledge and skills with increased complexity and nuance in order to
think critically and adapt to the ever-evolving nature of language and
literacy.
(2) The seven strands of
this course mirror the essential knowledge and skills for English language arts
and reading, which are intended to be integrated for instructional purposes and
are recursive in nature. Strands include the four domains of language
(listening, speaking, reading, and writing) and their application in order to
accelerate the acquisition of language skills so that students develop high
levels of social and academic language proficiency. Although some strands may
require more instructional time, each strand is of equal value, may be
presented in any order, and should be integrated throughout the year.
Additionally, students should engage in academic conversations, write, read,
and be read to on a daily basis with opportunities for cross-curricular content
and student choice.
(3) Text
complexity increases with challenging vocabulary, sophisticated sentence
structures, nuanced text features, cognitively demanding content, and subtle
relationships among ideas (Texas Education Agency, STAAR Performance Level
Descriptors, 2013). As skills and knowledge are obtained in each of the seven
strands, students will continue to apply earlier standards with greater depth
to increasingly complex texts in multiple genres as they become self-directed,
critical learners who work collaboratively while continuously using
metacognitive skills.
(4) ELLs are
expected to meet standards in a second language; however, their proficiency in
English influences the ability to meet these standards. To demonstrate this
knowledge throughout the stages of English language acquisition, comprehension
of text requires additional scaffolds such as adapted text, translations,
native language support, cognates, summaries, pictures, realia, glossaries,
bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs
can and should be encouraged to use knowledge of their first language to
enhance vocabulary development; vocabulary needs to be in the context of
connected discourse so that it is meaningful. Strategic use of the student's
first language is important to ensure linguistic, affective, cognitive, and
academic development in English.
(5) Current research stresses the importance
of effectively integrating second language acquisition with quality content
area education in order to ensure that ELLs acquire social and academic
language proficiency in English, learn the knowledge and skills, and reach
their full academic potential. Instruction must be linguistically accommodated
in accordance with the English Language Proficiency Standards (ELPS) and the
student's English language proficiency levels to ensure the mastery of
knowledge and skills in the required curriculum is accessible. For a further
understanding of second language acquisition needs, refer to the ELPS and
proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this
title (relating to Required Curriculum).
(6) Oral language proficiency holds a pivotal
role in school success; verbal engagement must be maximized across grade levels
(Kinsella, 2010). In order for students to become thinkers and proficient
speakers in science, social studies, mathematics, fine arts, language arts and
reading, and career and technical education, they must have multiple
opportunities to practice and apply the academic language of each discipline
(Fisher, Frey, & Rothenberg, 2008).
(7) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) 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:
(A) engage in meaningful and respectful
discourse by listening actively, responding appropriately, and adjusting
communication to audiences and purposes;
(B) share prior knowledge with peers and
others to facilitate communication;
(C) follow, restate, and give complex oral
instructions to perform specific tasks, answer questions, or solve problems and
complex processes;
(D) 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;
(E) participate
collaboratively, building on the ideas of others, contributing relevant
information, developing a plan for consensus building, and setting ground rules
for decision making;
(F) develop
social communication and produce oral language in contextualized and purposeful
ways; and
(G) listen and respond to
critique from peers after an oral presentation.
(2) 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:
(A) demonstrate and apply
phonetic knowledge; and
(B) write
complete words, thoughts, and answers legibly.
(3) 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:
(A) 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;
(B) analyze context to
distinguish among denotative, connotative, and figurative meanings of
words;
(C) 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;
(D) identify and use words that name actions,
directions, positions, sequences, and locations;
(E) use multiple-meaning words, homographs,
homophones, and commonly confused terms correctly; and
(F) investigate expressions such as idioms
and word relationships such as antonyms, synonyms, and analogies.
(4) 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.
(5) 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.
(6) 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:
(A) establish purpose for reading
assigned and self-selected texts;
(B) generate questions about text before,
during, and after reading to acquire and 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 determine key
ideas;
(H) synthesize information
from multiple texts to create new understanding; and
(I) monitor comprehension and make
adjustments such as re-reading, using background knowledge, asking questions,
and annotating when understanding breaks down.
(7) 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:
(A) describe personal connections to a
variety of sources, including self-selected texts;
(B) write responses that demonstrate
understanding of texts, including comparing texts within and across
genres;
(C) use text evidence and
original commentary to support an interpretive 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 or
implicit meanings of text;
(H)
respond orally or in writing with appropriate register, vocabulary, tone, and
voice;
(I) reflect on and adjust
responses when valid evidence warrants;
(J) defend or challenge the authors' claims
using relevant text evidence; and
(K) express opinions, ideas, and feelings
ranging from communicating in single words and short phrases to participating
in extended discussions.
(8) 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:
(A) analyze how themes are
developed through characterization and plot, including comparing similar themes
in a variety of literary texts representing different cultures;
(B) analyze how authors develop complex yet
believable characters, including archetypes, through historical and cultural
settings and events;
(C) analyze
isolated scenes and their contribution to the success of the plot as a whole;
and
(D) analyze how historical and
cultural settings influence characterization, plot, and theme across
texts.
(9) 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:
(A) read and analyze world literature across
literary periods;
(B) 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;
(C) analyze the function of
dramatic conventions such as asides, soliloquies, dramatic irony, and
satire;
(D) analyze characteristics
and structural elements of informational texts such as:
(i) clear thesis, relevant supporting
evidence, pertinent examples, and conclusion;
(ii) chapters, sections, subsections,
bibliography, tables, graphs, captions, bullets, and numbers to locate,
explain, or use information and gain understanding of text;
(iii) organizational patterns such as
description, temporal sequence, cause and effect, compare and contrast, and
problem and solution; and
(iv) the
relationship between organizational design and thesis;
(E) analyze characteristics and structural
elements of argumentative texts such as:
(i)
controlling idea and clear arguable claim, appeals, and convincing
conclusion;
(ii) various types of
evidence and treatment of counterarguments, including concessions and
rebuttals; and
(iii) identifiable
audience or reader; and
(F) analyze characteristics of multimodal and
digital texts.
(10)
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:
(A) analyze the author's purpose, audience,
and message within a text;
(B)
analyze use of text structure to achieve the author's purpose;
(C) evaluate the author's use of print and
graphic features to achieve specific purposes;
(D) analyze how the author's use of language
informs and shapes the perception of readers;
(E) analyze the use of literary devices such
as irony, sarcasm, and motif to achieve specific purposes;
(F) analyze how the author's diction and
syntax contribute to the mood, voice, and tone of a text; and
(G) analyze the purpose of rhetorical devices
such as appeals, antithesis, parallelism, and shifts and the effects of logical
fallacies.
(11)
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:
(A) 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;
(B) develop drafts into a focused,
structured, and coherent piece of writing in timed and open-ended situations
by:
(i) using an organizing structure
appropriate to purpose, audience, topic, and context; and
(ii) developing an engaging idea reflecting
depth of thought with specific details, examples, and commentary;
(C) revise drafts to improve
clarity, development, organization, style, diction, and sentence effectiveness,
including use of parallel constructions and placement of phrases and dependent
clauses;
(D) edit drafts using
standard English conventions, including:
(i) a
variety of complete, controlled sentences and avoidance of unintentional
splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb
tense and active and passive voice;
(iii) subject-verb agreement;
(iv) pronoun-antecedent agreement;
(v) apostrophes to show possession;
(vi) accurate usage of homonyms;
(vii) correct capitalization;
(viii) punctuation, including commas,
semicolons, colons, dashes, and parentheses, to set off phrases and clauses as
appropriate; and
(ix) correct
spelling, including abbreviations;
(E) use sentence-combining techniques to
create an increasingly complex variety of sentence structures and
lengths;
(F) develop voice;
and
(G) publish written work for
appropriate audiences.
(12) 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:
(A) compose literary texts such as fiction
and poetry using genre characteristics and craft;
(B) compose informational texts such as
explanatory essays, reports, and personal essays using genre characteristics
and craft;
(C) compose
argumentative texts using genre characteristics and craft; and
(D) compose correspondence in a professional
or friendly structure.
(13) 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:
(A) develop questions
for formal and informal inquiry;
(B) critique the research process at each
step to implement changes as needs occur and are identified;
(C) develop and revise a plan;
(D) modify the major research question as
necessary to refocus the research plan;
(E) locate relevant sources;
(F) synthesize information from a variety of
sources;
(G) examine sources for:
(i) credibility and bias, including omission;
and
(ii) faulty reasoning such as
incorrect premise, hasty generalizations, and either-or;
(H) display academic citations, including for
paraphrased and quoted text, and use source materials ethically to avoid
plagiarism;
(I) incorporate digital
technology when appropriate; and
(J) use an appropriate mode of delivery,
whether written, oral, or multimodal, to present results.
Notes
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