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> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> High School
> Essential Knowledge and Skills (TEKS)
> Spanish Language Arts and English as a Second Language
> High School
Courses:: 128.43. English II for Speakers of Other Languages (One Credit).
Knowledge/Skills:
(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(2) Writing/writing processes. The student uses recursive writing processes when appropriate. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(4) Writing/inquiry/research. The student uses writing as a tool for learning. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(6) Reading/word identification/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:
(7) 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:
(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(10) 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:
(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(15) Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performance and presentations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(17) Listening/speaking/presentations. The student prepares and presents informative and persuasive messages. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(18) Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(21) Viewing/representing/production. The student produces visual representations 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:
(22) 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:
(23) 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:
(24) 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:
(25) 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:
(26) 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:
(27) 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:
(2) Writing/writing processes. The student uses recursive writing processes when appropriate. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(3) Writing/grammar/usage/conventions/spelling. The student relies increasingly on the conventions and mechanics of written English, including the rules of usage and grammar, to write clearly and effectively. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(4) Writing/inquiry/research. The student uses writing as a tool for learning. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(5) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(6) Reading/word identification/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:
(7) 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:
(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(9) Reading/culture. The student reads widely, including world literature, to increase knowledge of his/her own culture, the culture of others, and the common elements across cultures. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(10) 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:
(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(13) Reading/inquiry/research. The student reads in order to research self-selected and assigned topics. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(14) Listening/speaking/critical listening. The student listens attentively for a variety of purposes. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(15) Listening/speaking/evaluation. The student listens to analyze, appreciate, and evaluate oral performance and presentations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(16) Listening/speaking/purposes. The student speaks clearly and effectively for a variety of purposes and audiences. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(17) Listening/speaking/presentations. The student prepares and presents informative and persuasive messages. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(18) Listening/speaking/literary interpretations. The student prepares, organizes, plans, and presents literary interpretations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
(21) Viewing/representing/production. The student produces visual representations 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:
(22) 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:
(23) 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:
(24) 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:
(25) 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:
(26) 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:
(27) 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: