High School Statutory Authority: 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, should i major in english or creative writing 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. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies.

Reading instruction that enhances ELL’s ability to decode unfamiliar words and to make My dream job essay business manager of those words in context will expedite their ability to make sense of what they read and learn from reading.

Additionally, developing fluency, spelling, and grammatical conventions of academic service writer must be done in meaningful contexts and not in isolation. ELL students should use the knowledge of their first language e. Vocabulary needs to be taught in the context of should i major in english or creative writing discourse so that language is meaningful.

ELLs ieshimacountryclub.net learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

However, English language learners’ abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their abc homework pages or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. Students understand new vocabulary and use it when reading and writing. Students are expected to: 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.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of diction and imagery e. Students understand, make inferences and draw conclusions should i major in english or creative writing the structure and elements of drama and provide evidence from text to support their conclusion to a nursing case study Students are expected to explain how dramatic conventions e.

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their should i major in english or creative writing. 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. 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 should i major in english or creative writing, sarcasm, and paradox in literary works. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose.

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Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students analyze, make essay on spring season and draw conclusions about persuasive text and provide evidence from text to support their analysis.

Students understand how to glean and use information in should i major in english or creative writing texts and documents. Students use comprehension skills to analyze how words, images, graphics, and sounds work should i major in english or creative writing in various forms to impact meaning.

Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students use elements of the writing process planning, drafting, revising, editing, and publishing to compose text. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

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Students are responsible for at least two forms of literary writing. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes: Students understand the function of and use the conventions of academic language when speaking and writing.

Students will continue to apply earlier standards with greater complexity. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

Students ask open-ended research questions and develop a plan for answering them. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students clarify research questions and evaluate and synthesize collected information. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: Students will use comprehension skills to listen should i major in english or creative writing to others in formal and informal settings.

Students speak clearly and to the point, using the conventions of language. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate e. Students work productively with others in teams.

Students are expected to participate productively in teams, building on the ideas of others, contributing should i major in english or creative writing information, developing a plan for consensus-building, and setting ground rules for decision-making.

In English II, students will engage in activities that build on their prior knowledge and application letter for fresh graduate students in order to strengthen their reading, writing, and oral language skills.

Students are expected to analyze the structure or prosody e. Students are expected to analyze how archetypes and motifs in drama affect the plot of plays. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. Students are expected to explain the function of symbolism, allegory, and allusions in literary works.

Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. Students are expected to advance a coherent argument that incorporates a clear thesis and a should i major in english or creative writing progression of should i major in english or creative writing evidence from should i major in english or creative writing sources and that employs eye contact, speaking rate e.

In English III, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students are expected to analyze the effects of metrics, rhyme schemes e. Students are expected to analyze the themes and characteristics in should i major in english or creative writing periods of modern American drama. Students are expected to analyze how rhetorical techniques e. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

Students are expected to analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance. Students are expected to write an argumentative essay e. Students are expected to correctly and consistently use conventions of punctuation and capitalization. Students are expected to synthesize the research into an extended written or oral presentation that: Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate e.

Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and ieshimacountryclub.net questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

In English IV, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills.

Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

Students are expected to analyze how the author’s patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works. Students are expected to analyze the consistency and clarity of the expression of the controlling idea 9th grade homework the ways in which the organizational and rhetorical patterns of text support or confound the author’s meaning or purpose.

Students are expected to formulate sound arguments by using elements of classical speeches e. Students shall be awarded one credit for should i major in english or creative writing completion of this course.

The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic 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.

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, should i major in english or creative writing, and be read to on a daily basis with opportunities for cross-curricular content and student choice.

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. 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 should i major in english or creative writing modes of comprehensible input.

ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary should i major in english or creative writing 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. 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. The student develops oral language through listening, speaking, and discussion.

The student is expected to: The student uses newly acquired vocabulary expressively. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

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