INSTRUCTIONAL FOCUS DOCUMENT English IV/English Language Arts and Reading

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1 Exemplar Lesson 01: Analyzing Techniques in Literary Nonfiction State Resources: RATIONALE: This unit bundles student expectations that address word study, reading, and writing in order to enable students to understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction. Students analyze the effects of literary techniques in literary essays, speeches, and other forms of literary nonfiction that are grounded in real world facts and issues. Through study of literary nonfiction, students learn to uncover organizational patterns and text structures in order to comprehend the relationship of ideas and use those patterns and structures in their own writing. Students continue to examine teacher-selected and student-selected literature based on individual interests and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills allows the continued development of processes while providing a foundation for college and career readiness. In English III, students understood and evaluated the role of syntax and diction on tone and voice and examined the credibility of the writer in literary nonfiction literature. During this unit, students apply the skills learned in the analysis of drama by analyzing literary techniques such as ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement used in literary essays, speeches, and other forms of literary nonfiction. The acquisition of information allows students to make connections between the real world and their relationship to it. Word study is inclusive of genre and literary vocabulary, appropriate academic vocabulary, and vocabulary from the literature. The emphasis of writing conventions and word meaning provide a foundation for continual reflection on communicative accuracy and clarity. In Unit 04, students use knowledge of organizational patterns and text structures found in nonfiction to facilitate the study of expository text. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: UNDERDEVELOPED CONCEPT: Students may have a difficult time identifying sarcasm in texts because of the complex relationship between language, intention, and context. When sarcasm is spoken, the intonation and stress placed on words can be a clue. However, sarcasm in writing can be much harder to pick up on the page than it is in dialogue. Therefore, students should be given the opportunity to identify sarcasm in written texts, as well as in spoken language. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Write and orally present a speech on a social issue that includes the use of sarcasm and/or paradox. (E4.6A; E4.13A, E4.13B, E4.13C, E4.13D, E4.13E; E4.17A, E4.17B; E4.18A; E4.19A; E4.21B; E4.24A; E4.25A) Techniques Sarcasm, Paradox, Authors use literary techniques to heighten interest, appeal to an audience, and effectively communicate their message. 2011, TESCCC 05/30/12 page 1 of 15

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS 1E; 2D; 3G, 3H, 3I; 5B, 5E, 5F, 5G Record multiple entries analyzing and comparing the effects of language in literary essays, speeches, journals, memoirs, autobiographies, biographies, and diaries. (E4.Fig19A, E4.Fig19B; E4.6A; E4.7A) Techniques Ambiguity, Contradiction, Subtlety, Paradox, Irony, Sarcasm, Overstatement, Imagery, Allusion, Conceits 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G Identify important, relevant, and interesting events about yourself and write an engaging personal statement for a potential employer or for admission to a training program or college. Share the essay with a partner and review the essays for clarity and coherence. (E4.13A, E4.13B, E4.13C, E4.13D, E4.13E; E4.17A, E4.17B; E4.18A; E4.19A) 1E; 3H, 3I; 5C, 5D, 5E, 5F, 5G Interpretation Connections Perceptions Ideas Purpose/Audience Form Short Story, Personal Narrative Authors develop and refine their ideas for communicating, connecting with others, and clarifying their own thinking. Authors use a repertoire of strategies that enable them to vary form, style, and structure in order to write for different purposes, audiences, and contexts. Record multiple entries that include personal and world connections, thoughts, and responses to literary and informational texts. (E4.Fig19A, E4.Fig19B; E4.15Ci, E4.15Cii, E4.15Ciii) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G Record multiple entries that demonstrate knowledge of new words, their meanings, and origins. (E4.1A, E4.1B, E4.1C, E4.1D, E4.1E) 1A, 1C, 1E, 1F, 1H; 4A; 5B, 5F, 5G Structure Comic Book, Essay Interpretations Connections, Understanding Perception Thoughts Interpretation Relationships, Knowledge, Vocabulary Readers make connections in order to better understand themselves and the world around them by reading a variety of texts and genres. Understanding new words, concepts, and relationships enhances comprehension and oral and written communication. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Ambiguity the state of being unclear and difficult to understand Contradiction expresses the opposite of a statement Subtlety not open or direct Irony a literary technique used to create meaning that seems to contradict the literal meaning or events (e.g., verbal, situational, dramatic) 2011, TESCCC 05/30/12 page 2 of 15

3 KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Verbal irony the use of words in which the intended meaning is contrary to the literal meaning (e.g., I could care less.) Situational irony a literary technique for implying, through plot or character, that the actual situation is quite different from that presented Sarcasm a bitter form of irony, intended to taunt or hurt Paradox a seemingly contradictory statement that on closer scrutiny reveals a deeper truth (e.g., Life is but a dream.) Overstatement an exaggerated statement Literary essay an essay that relates an actual experience, event, or perspective on a topic using the techniques and elements of literary writing This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice. INSTRUCTIONAL COMPONENTS Word Study Reading Writing TEKS: Vocabulary: E4.1A,B,C,D TEKS: Comprehension: E4.Fig19A,B Literary Nonfiction: E4.6A Gathering Sources: E4.21B Listening: E4.24A Speaking: E4.25A TEKS: Writing Process: E4.13B,C,D Conventions: E4.17A Listening: E4.24A Speaking: E4.25A INSTRUCTION ONGOING TEKS: Vocabulary: E4.1E ONGOING TEKS: Vocabulary: E4.1E Theme and Genre: E4.2A,C Poetry: E4.3A Drama: E4.4A Fiction: E4.5A,B,C,D Sensory Language: E4.7A Reading/Writing Connection: E4.15Ci-iii Teamwork: E4.26A ONGOING TEKS: Writing Process: E4.13A,E Literary Text: E4.14A Conventions: E4.17B Capitalization, and Punctuation: E4.18A Spelling: E4.19A Teamwork: E4.26A FORMATIVE ASSESSMENT EXAMPLES Observation Data Teacher-Student Conference Checklist Rubric Reader s Notebook Writer s Notebook Vocabulary Notebook Oral Quiz Written Quiz Portfolio 2011, TESCCC 05/30/12 page 3 of 15

4 The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. E4.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TxCCRS E/LAS II. Reading B Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. E4.1A Determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes. Determine THE MEANING OF TECHNICAL ACADEMIC ENGLISH WORDS IN MULTIPLE CONTENT AREAS DERIVED FROM LATIN, GREEK, OR OTHER ROOTS AND AFFIXES E4.1B Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings. Select words from class texts and/or collaborate with other content area teachers to determine words. Including, but not limited to affixes and roots found in content area text: Mathematics Social Studies Science Arts Academic English words 1) words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2) words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un-and the suffix able in unbelievable) Analyze TEXTUAL CONTEXT Context - the words, sentences, or passages that precede or follow a specific word, sentence, or passage 2011, TESCCC 05/30/12 page 4 of 15

5 To draw conclusions E4.1C E4.1D Use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation). Analyze and explain how the English language has developed and been influenced by other languages. ABOUT THE NUANCE IN WORD MEANINGS Nuance - a subtle distinction or fine detail Steps in analysis Based on the textual context, use clues within the sentence or larger section of text to determine the meaning of a selected word Examine the part of speech and the message of the section of text to help identify the nuance in the word s meaning Draw a conclusion about the nuance (e.g., subtle shades of meaning, gradations of meaning) in the word s meaning Use THE RELATIONSHIP BETWEEN WORDS ENCOUNTERED IN ANALOGIES Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north: ) To determine THEIR MEANINGS Determine the word relationship (e.g., synonyms/antonyms, part to whole, whole to part, function, description, connotation/denotation) Determine the meaning by examining the relationship Analyze, Explain HOW THE ENGLISH LANGUAGE HAS DEVELOPED AND BEEN INFLUENCED BY OTHER LANGUAGES E4.Fig19 Reading/Comprehension Skills. Students use a flexible range of Steps in analysis Use resources to identify word origins to aid in understanding word meanings Explain the relationship between word origins and their influence on the development of the English language 2011, TESCCC 05/30/12 page 5 of 15

6 TxCCRS E4.Fig19A metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: CDS I. Key Cognitive Skills D Academic Behaviors. CDS II. Foundational Skills A Reading across the curriculum. Reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images). Reflect ON UNDERSTANDING TO MONITOR COMPREHENSION E4.Fig19B Make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding. Asking questions Summarizing Synthesizing Making textual, personal, and world connections Creating sensory images Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Synthesize - combine elements and parts to form a coherent whole Make COMPLEX INFERENCES ABOUT TEXT Inference - a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Inductive reasoning - the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I ve ever felt is cold; therefore, all ice is cold) Deductive reasoning - the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts. Drawing conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. 2011, TESCCC 05/30/12 page 6 of 15

7 Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING E4.6 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: TxCCRS E/LAS II. Reading A Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying length. A7 Evaluate the use of both literal and figurative language to inform and shape the perceptions of readers. A10 Identify and analyze how an author s use of language appeals to the senses, creates imagery, and suggests mood. E4.6A Analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction. Generalization - a straight-forward statement about a group/class of persons, places, things, events supported by information Analyze THE EFFECT OF AMBIGUITY CONTRADICTION SUBTLETY PARADOX IRONY SARCASM OVERSTATEMENT IN LITERARY ESSAYS, SPEECHES, AND OTHER FORMS OF LITERARY NONFICTION Ambiguity - the state of being unclear and difficult to understand Contradiction - expresses the opposite of a statement Subtlety - not open or direct Irony - a literary technique used to create meaning that seems to contradict the literal meaning or events (e.g., verbal, situational, dramatic) 2011, TESCCC 05/30/12 page 7 of 15

8 E4.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: TxCCRS E/LAS I. Writing A Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author s purpose. CDS II. Foundational Skills B Writing across the curriculum. E4.13B Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning. Verbal irony - the use of words in which the intended meaning is contrary to the literal meaning (e.g., I could care less.) Situational irony - a literary technique for implying, through plot or character, that the actual situation is quite different from that presented Sarcasm - a bitter form of irony, intended to taunt or hurt Paradox - a seemingly contradictory statement that on closer scrutiny reveals a deeper truth (e.g., Life is but a dream.) Overstatement - an exaggerated statement Literary essay - an essay that relates an actual experience, event, or perspective on a topic using the techniques and elements of literary writing Steps in analysis Identify ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and/or overstatement Explain the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and/or overstatement on the author s message Possible examples of other forms of literary nonfiction: Diaries, journals, memoirs, autobiographies, biographies Structure IDEAS IN A SUSTAINED WAY Organize ideas using outlines, note taking, graphic organizers, and/or lists as applicable Select a form or structure appropriate to the genre, purpose and audience 2011, TESCCC 05/30/12 page 8 of 15

9 Develop DRAFTS In timed and open-ended situations Develop a draft using a selected organizational pattern appropriate to the genre, audience and purpose Include ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece Develop a coherent draft that is focused and well controlled with meaningful transitions and connections Include rhetorical devices as appropriate to convey meaning E4.13C Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases. Rhetorical device - a technique that an author or speaker uses to influence or persuade an audience. Transitional words and phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. Note: This is the second step in the writing process. This SE combines prewriting (making a plan) and writing a draft (putting thoughts onto paper). The focus is on content, not mechanics. Revise DRAFTS To clarify meaning To achieve specific rhetorical purposes To achieve consistency of tone To achieve logical organization Rhetorical purpose - The author s primary aim in a piece of writing. The rhetorical purpose could be to narrate, to argue, to review, to explain, or to examine. By rearranging 2011, TESCCC 05/30/12 page 9 of 15

10 THE WORDS, SENTENCES, AND PARAGRAPHS TO EMPLOY TROPES, SCHEMES Trope - nonliteral or figurative language Possible examples of tropes: Metaphor - a subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally (e.g., time is a dressmaker specializing in alterations) Simile - a comparison of two things that are essentially different, usually using the words like or as (e.g., O my love is like a red, red rose from Robert Burns s A Red, Red Rose ) Analogy - figurative language that makes comparisons in unexpected ways. A literary analogy is often an extended comparison. The purpose is to show similarities in process or in structure. For example, an author might compare a visit to a flea market to an all-you-can-eat buffet, carrying the comparison through a paragraph, section of the work, or an entire piece. Hyperbole - an intentional and extreme exaggeration for emphasis or effect (e.g., this book weighs a ton) Understatement - a rhetorical technique, often incorporating irony or humor, in which something is represented as less than it actually is Rhetorical questions Irony - a literary technique used to create meaning that seems to contradict the literal meaning or events (e.g., verbal, situational, dramatic) Scheme - a figure of speech that concerns word order, syntax letters, and sounds, as opposed to the meaning of words Possible examples of schemes: Parallelism/parallel structure - a rhetorical device in which the same grammatical structure is used within a sentence or paragraph to show that two or more ideas have equal importance Antithesis - the direct opposite; the rhetorical contrast using parallels within a sentence (e.g., give me liberty or give me death) Inverted word order Repetition of words Reversed structures E4.13D Edit drafts for grammar, mechanics, and spelling. Edit DRAFTS Conventions/Grammar (refer to E4.17A,B) 2011, TESCCC 05/30/12 page 10 of 15

11 E4.17 Oral and Written Conventions/Conventions. 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 are expected to: TxCCRS E/LAS I. Writing A5 Edit writing for proper voice, tense, syntax, assuring that it conforms to standard English, when appropriate. CDS II. Foundational Skills B1 Write clearly and coherently using standard writing conventions. E4.17A Use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases). E4.21 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: TxCCRS E/LAS V. Research B1 Gather relevant sources. Capitalization and Punctuation (refer to E4.18A) Spelling (refer to E4.19A) Previously taught expectations in grammar, capitalization, punctuation, and spelling Note: This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling. Use, Understand THE FUNCTION OF DIFFERENT TYPES OF CLAUSES AND PHRASES Adjectival clause - a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun (e.g., the young man who is sitting near the door is my son). Relative pronouns (who, whom, whose, which, that) usually introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why). Adjectival phrase - a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., the dog, showing off, is mine) Noun clause (nominal clause) - a \ clause that functions as a noun within a sentence (e.g., I know that the students studied for the test. I wonder what is making Corrie so unhappy.) Noun phrase - begins with a noun or pronoun and is followed by modifiers. It has a subject, but not a predicate (e.g., A large banana on the table was taken by the young child.) Adverbial clause - a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverb (e.g., I will go home when the party is over) Adverbial phrase - a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., the tennis courts stay open late into the evening) 2011, TESCCC 05/30/12 page 11 of 15

12 E4.21B B4 Use source material ethically. Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences. Systematically organize RELEVANT AND ACCURATE INFORMATION To support CENTRAL IDEAS, CONCEPTS, AND THEMES Outline E4.24 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: TxCCRS E/LAS IV. Listening B Listen effectively in informal and formal situations. E4.24A Listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions. IDEAS INTO CONCEPTUAL MAPS, TIMELINES, AND SEPARATE FACTUAL DATA FROM COMPLEX INFERENCES Listen RESPONSIVELY TO A SPEAKER In whole group, small group, and one-on-one situations By framing INQUIRIES THAT REFLECT AN UNDERSTANDING OF THE CONTENT Inquiry - process that argues knowledge, resolves doubt, or solves a problem Ask clear appropriate questions to probe, extend, and clarify issues raised in oral presentations By identifying THE POSITIONS AND THE EVIDENCE IN SUPPORT OF THOSE POSITIONS E4.25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to 2011, TESCCC 05/30/12 page 12 of 15

13 TxCCRS E4.25A apply earlier standards with greater complexity. Students are expected to: E/LAS III. Speaking B Develop effective speaking styles for both group and one-on-one situations. Formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively. Formulate SOUND ARGUMENTS By using ELEMENTS OF CLASSICAL SPEECHES (e.g., introduction, first and second transitions, body, and conclusion) THE ART OF PERSUASION RHETORICAL DEVICES EYE CONTACT SPEAKING RATE (e.g., pauses for effect) VOLUME ENUNCIATION (e.g., speaking clearly and concisely) PURPOSEFUL GESTURES CONVENTIONS OF LANGUAGE Rhetorical device - a technique that an author or speaker uses to influence or persuade an audience (refer to E4.6A for examples) TO COMMUNICATE IDEAS EFFECTIVELY In whole group, small group, and one-on-one situations as appropriate for the message The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. 2011, TESCCC 05/30/12 page 13 of 15

14 ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills. C(1) 1A 1C 1E 1F 1H C(2) 2D C(3) 3G 3H 3I C(4) 4A 4D Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use prior knowledge and experiences to understand meanings in English. Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. Use accessible language and learn new and essential language in the process. Develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations. Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics. Narrate, describe, and explain with increasing specificity and detail as more English is acquired. Adapt spoken language appropriately for formal and informal purposes. Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: Learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words. Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text. 2011, TESCCC 05/30/12 page 14 of 15

15 4F 4G 4I 4J 4K C(5) 5B 5C 5D 5E 5F 5G Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs. Demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs. Demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs. Demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. Spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired. Edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired. Employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: (i) using correct verbs, tenses, and pronouns/antecedents; (ii) using possessive case (apostrophe s) correctly; and (iii) using negatives and contractions correctly. Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired. Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. 2011, TESCCC 05/30/12 page 15 of 15