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(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input.
There is so much information available to us in this world that we don't know what is true and what is not.
That's why it's important for students to analyze, think effectively, and understand that not everything is black and white.
Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year 2009-2010.
(a) The provisions of 110.31-110.34 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school year.
Figure: 19 TAC 110.30(b) Source: The provisions of this 110.30 adopted to be effective September 4, 2008, 33 Tex Reg 7162; amended to be effective February 22, 2010, 35 Tex Reg 1462. English Language Arts and Reading, English I (One Credit), Beginning with School Year 2009-2010. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade.
Students are expected to analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
(2) Reading/Comprehension of Literary Text/Theme and Genre.
Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.