Critical Thinking Activities In Patterns Imagery Logic

Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense 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 language must be done in meaningful contexts and not in isolation.

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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 ability to demonstrate this knowledge during the initial stages of English language acquisition.

Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and (C) relate the figurative language of a literary work to its historical and cultural setting. 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.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

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.(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.(b) Students must develop the ability to comprehend and process material from a wide range of texts.Student expectations for Reading/Comprehension Skills as provided in this subsection are described for the appropriate grade level.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.(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.(3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English I as described in subsection (b) of this section.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. (2) (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously.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.

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