1. (a) Introduction.

   1. (1) In Grade 2, students read and write independently. Students have many opportunities to use spoken language. Second grade students understand that there are different purposes for speaking and listening. Students know how to attract and hold the attention of their classmates when they make announcements or share a story. Second grade students recognize a large number of words automatically and use a variety of word identification strategies to figure out words they do not immediately recognize. Students read regularly for understanding and fluency in a variety of genres, including selections from classic and contemporary works. Students read texts from which they acquire new information. Students summarize what they read and represent ideas gained from reading with story maps, charts, and drawings. Students use references, including dictionaries and glossaries, to build word meanings and confirm pronunciation. Second grade students revise and edit their own writing to make ideas more clear and precise. Students use appropriate capitalization and punctuation. Students use singular and plural nouns and adjust verbs for agreement. In Grade 2, students' penmanship is characterized by letters that are properly formed, words that are properly spaced, and overall compositions that are legible. Students begin to take simple notes and compile notes into outlines.

   2. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language.

      1. (A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.
      2. (B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

   3. (3) English for speakers of other languages (ESOL) students are at different stages of language acquisition. The following general proficiency levels are not grade specific: Beginner, Intermediate, Advanced. The ESOL student may exhibit different proficiency levels within the four language components: listening, speaking, reading and writing. An ESOL student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level. Any combination of these components is possible and is affected by opportunities for interaction in and outside school.

      1. (A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. They use unanalyzed short phrases of language sporadically such as "It's my turn" and "Who is it?" Because receptive language is acquired earlier than oral production, ESOL students at the beginning level may need to use the native language to demonstrate comprehension. Beginning ESOL students, through carefully sequenced listening opportunities, expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes.
      2. (B) Intermediate ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. These ESOL students use the listening process to improve comprehension and oral skills in English. Through meaningful listening and speaking interactions, ESOL students clarify, distinguish, and evaluate ideas and responses in a variety of situations.
      3. (C) Advanced ESOL students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. These students begin to read and write in English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.
      4. (D) Some ESOL students exhibit additional first language and/or academic needs due to their previous educational experiences that may include interrupted and/or limited schooling. In addition, there are ESOL students who have achieved oral proficiency in English but need additional academic competency skills. These needs, as well as acculturation issues, should be considered when making programmatic and instructional decisions.
   4. (4) The essential knowledge and skills as well as the student expectations for Grade 2 are described in subsection (b) of this section and are identical to the knowledge and skills and student expectations in Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading) with additional expectations for students of Spanish Language Arts and English as a Second Language. All expectations apply equally to second language learners; however, it is imperative to recognize critical processes and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards. The knowledge and skills and/or student expectations that are applicable specifically to students of Spanish Language Arts and/or English as a Second Language are indicated parenthetically by SLA and ESL. The additional grades at which these expectations are demonstrated, at increasingly sophisticated levels, are also indicated by parenthetical notation.
   5. (5) 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 and skills as well as the student expectations for Grade 2 as described in subsection (b) of this section.
   6. (6) To meet Texas Education Code, §28.002(h), which states, "each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

2. (b) Knowledge and skills.

   1. (1) Listening/speaking/purposes. The student listens attentively and engages actively in a variety of oral language experiences. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3);
      2. (B) respond appropriately and courteously to directions and questions (K-3);
      3. (C) participate in rhymes, songs, conversations, and discussions (K-3);
      4. (D) listen critically to interpret and evaluate (K-3);

      5. (E) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3/ESL); or
         2. (ii) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works in Spanish (K-3/SLA);
      6. (F) identify the musical elements of literary language such as its rhymes, repeated sounds, or instances of onomatopoeia (2-3);
      7. (G) distinguish and produce sounds and intonation patterns of English (K-8/ESL); and
      8. (H) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (K-3/ESL).

   2. (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) connect experiences and ideas with those of others through speaking and listening (K-3); and
      2. (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).

   3. (3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) choose and adapt newly acquired spoken language appropriate to the audience, purpose, and occasion in the new culture, including use of appropriate volume and rate (K-3/ESL); or
         2. (ii) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3/SLA);

      2. (B) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions (K-3/ESL); or
         2. (ii) use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions, including using Spanish conventions such as formal and informal pronouns (tu/usted) (K-3/SLA);
      3. (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3);
      4. (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3);
      5. (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3); and
      6. (F) employ English content area vocabulary in context (K-8/ESL).

   4. (4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3);
      2. (B) clarify and support spoken messages using appropriate props such as objects, pictures, or charts (K-3); and
      3. (C) retell a spoken message by summarizing or clarifying (K-3).

   5. (5) Reading/word identification. The student uses a variety of word identification strategies. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) decode by using all letter-sound correspondences within a word (1-3);

      2. (B) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) blend initial letter-sounds with common vowel spelling patterns to read words (1-3/ESL); or
         2. (ii) decode words using knowledge of all Spanish sounds, letters, and syllables, including consonants, vowels, blends and stress (1-3/SLA);
      3. (C) recognize high frequency irregular words such as said, was, where, and is (1-2/ESL);
      4. (D) identify multisyllabic words by using common syllable patterns (1-3);

      5. (E) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing (1-2/ESL); or
         2. (ii) use structural cues to recognize words such as compounds, base words, and inflections such as -mente, -ito, -ada, and -ando (1-3/SLA);

      6. (F) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly (2/ESL); or
         2. (ii) use structural cues such as prefixes and suffixes to recognize words, for example, des- and -able (2/SLA);
      7. (G) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and

      8. (H) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3/ESL); or
         2. (ii) develop automatic recognition of words that use specific spelling patterns such as r/rr, y/ll, s/c/z, q/c/k, g/j, j/x, b/v, ch, h, i/y, gue, and gui (1-3/SLA).

   6. (6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (2);
      2. (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; a "typical" second grader reads approximately 70 wpm) (2);
      3. (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (2);
      4. (D) self-select independent-level reading by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and
      5. (E) read silently for increasing periods of time (2-3).

   7. (7) Reading/variety of texts. The student reads widely for different purposes in varied sources. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) read classic and contemporary works (2-8);
      2. (B) read from a variety of genres for pleasure and to acquire information from both print and electronic formats (2-3); and
      3. (C) read to accomplish a variety of purposes, both assigned and self-selected (2-3).

   8. (8) Reading/vocabulary development. The student develops an extensive vocabulary. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) discuss meanings of words and develop vocabulary through meaningful/concrete experiences (K-2);
      2. (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3);
      3. (C) develop vocabulary through reading (2-3); and

      4. (D) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) use resources and references such as beginners' dictionaries, bilingual dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciation of words (2-3/ESL); or
         2. (ii) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings (2-3/SLA).

   9. (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
      2. (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3);
      3. (C) retell or act out the order of important events in stories (K-3);

      4. (D) demonstrate the expectation appropriate for ESL or SLA, as follows:

         1. (i) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, translating, and asking for help (1-3/ESL); or
         2. (ii) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3/SLA);
      5. (E) draw and discuss visual images based on text descriptions (1-3);
      6. (F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3);
      7. (G) identify similarities and differences across texts such as in topics, characters, and problems (1-2);
      8. (H) produce summaries of text selections (2-3); and
      9. (I) represent text information in different ways including story maps, graphs, and charts (2-3).

   10. (10) Reading/literary response. The student responds to various texts. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3);
       2. (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);
       3. (C) support interpretations or conclusions with examples drawn from text (2-3); and
       4. (D) connect ideas and themes across texts (1-3).

   11. (11) Reading/text structures/literary concepts. The student analyzes the characteristics of 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:

       1. (A) distinguish different forms of texts including lists, newsletters, and signs and the functions they serve (K-3);
       2. (B) identify text as written for entertainment (narrative) or for information (expository) (2);
       3. (C) distinguish fiction from nonfiction including fact and fantasy (K-3);
       4. (D) recognize the distinguishing features of familiar genres including stories, poems, and informational texts (1-3);
       5. (E) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);
       6. (F) understand and identify simple literary terms such as title, author, illustrator across a variety of literary forms (texts) (2);
       7. (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2);
       8. (H) analyze characters including their traits, relationships, and changes (1-3);
       9. (I) identify the importance of the setting to a story's meaning (1-3); and
       10. (J) recognize the story problem(s) or plot (1-3).

   12. (12) Reading inquiry/research. The student generates questions and conducts research using information from various sources. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) identify relevant questions for inquiry, such as "Why do birds build different kinds of nests?" (K-3);
       2. (B) use alphabetical order to locate information (1-3);
       3. (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3);
       4. (D) use multiple sources including print, such as an encyclopedia, technology, and experts to locate information that addresses questions (2-3);
       5. (E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams (2-3);
       6. (F) locate and use important areas of the library media center (2-3);
       7. (G) demonstrate learning through productions and displays such as murals, written and oral reports, and dramatizations (2-3); and
       8. (H) draw conclusions from information gathered (K-3).

   13. (13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) connect life experiences with the life experiences, language, customs, and culture of others (K-3); and
       2. (B) compare experiences of characters across cultures (K-3).

   14. (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) write to record ideas and reflections (K-3);
       2. (B) write to discover, develop, and refine ideas (1-3);
       3. (C) write to communicate with a variety of audiences (1-3); and
       4. (D) write in different forms for different purposes including lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

   15. (15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and handwriting to communicate clearly. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) gain increasing control of aspects of penmanship such as pencil grip, paper position, stroke, and posture, and using correct letter formation, appropriate size, and spacing (2);
       2. (B) use word and letter spacing and margins to make messages readable (1-2);

       3. (C) demonstrate the expectation appropriate for ESL or SLA, as follows:

          1. (i) use basic capitalization and punctuation correctly, including capitalizing names and first letters in sentences, using periods, question marks, and exclamation points (1-2/ESL); or
          2. (ii) use basic capitalization and punctuation rules in Spanish including capitalizing names and first letters in sentences and proper nouns and using periods, question marks, and exclamation points (1-2/SLA); and

       4. (D) demonstrate the expectation appropriate for ESL or SLA, as follows:

          1. (i) use more complex capitalization and punctuation with increasing accuracy such as proper nouns, abbreviations, commas, apostrophes, and quotation marks (2/ESL); or
          2. (ii) use more complex capitalization and punctuation with increasing accuracy such as commas, hyphens, proper nouns, and abbreviations (2/SLA).

   16. (16) Writing/spelling. The student spells proficiently. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) use resources to find correct spellings, synonyms, and replacement words (1-3);

       2. (B) demonstrate the expectation appropriate for ESL or SLA, as follows:

          1. (i) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3/ESL); or
          2. (ii) write with more proficient spelling using silent letters in syllables, dieresis marks, written accents, and spelling patterns using q/c/k, b/v, r/rr, y/ll, c/h/g or ch, g/j, j/x, i/y, and s/c/z (1-3/SLA); and
       3. (C) write with more proficient spelling of inflectional endings, including plurals and verb tenses (1-2).

       4. (D) demonstrate the expectation appropriate for ESL or SLA, as follows:

          1. (i) write with more proficient use of orthographic patterns and rules such as keep/cap, sack/book, out/cow, consonant doubling, dropping e, and changing y to i (2/ESL); or
          2. (ii) write with more proficient use of orthographic patterns and rules such as qu together, use of n before v, m before b, m before p, and changing z to c when adding -es (2/SLA).

   17. (17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) use singular and plural forms of regular nouns (2);
       2. (B) compose complete sentences in written texts and use the appropriate end punctuation (1-2);
       3. (C) compose sentences with interesting, elaborated subjects (2-3);

       4. (D) demonstrate the expectation appropriate for ESL or SLA, as follows:

          1. (i) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3/ESL); or
          2. (ii) edit writing in preparing for standard grammar and usage, including subject-verb agreement/conjugation, number and gender agreement, pronoun agreement, appropriate verb tenses, and articles (2-3/SLA); and
       5. (E) use verb tenses such as present, preterite, and future appropriately and consistently (2-6/SLA).

   18. (18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3);
       2. (B) develop drafts (1-3);
       3. (C) revise selected drafts for varied purposes including to achieve a sense of audience, precise word choices, and vivid images (1-3);
       4. (D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3);
       5. (E) use available technology for aspects of writing including word processing, spell checking, and printing) (2-3); and
       6. (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3).

   19. (19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3);
       2. (B) respond constructively to others' writing (1-3);
       3. (C) determine how his/her own writing achieves its purposes (1-3);
       4. (D) use published pieces as models for writing (2-3); and
       5. (E) review a collection of his/her own written work to monitor growth as a writer (2-3).

   20. (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) write or dictate questions for investigating (2-3);
       2. (B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3);
       3. (C) take simple notes from relevant sources such as classroom guests, information, books, and media sources (2-3); and
       4. (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

   21. (21) 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:

       1. (A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL);
       2. (B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);
       3. (C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);
       4. (D) use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL);
       5. (E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);
       6. (F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL); and
       7. (G) use accessible language and learn new and essential language in the process (K-8/ESL).

   22. (22) 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:

       1. (A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL);
       2. (B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL);
       3. (C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);
       4. (D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL); and
       5. (E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).

   23. (23) 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:

       1. (A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL);
       2. (B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);
       3. (C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL);
       4. (D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL);
       5. (E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);
       6. (F) describe the immediate surroundings such as classroom, school, or home (K-8/ESL);
       7. (G) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);
       8. (H) produce phonological elements of simple vocabulary and phrases (K-3/ESL); and
       9. (I) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).

   24. (24) 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:

       1. (A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);
       2. (B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);
       3. (C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);
       4. (D) participate in shared reading (K-8/ESL);
       5. (E) develop basic sight vocabulary (K-8/ESL);
       6. (F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);
       7. (G) read silently with increasing ease for longer periods (K-8/ESL);
       8. (H) use print from the environment to derive meaning (K-8/ESL); and
       9. (I) use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).

   25. (25) 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:

       1. (A) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL);
       2. (B) write with more proficient use of orthographic patterns and rules such as qu together consonant doubling, dropping final e, and changing y to i (2-8/ESL);
       3. (C) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL);

       4. (D) employ increasingly complex grammatical structures in writing, as follows:

          1. (i) demonstrate knowledge of verbs, tenses and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL);
          2. (ii) demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL);
          3. (iii) demonstrate knowledge of parts of speech (2-8/ESL); and
          4. (iv) demonstrate knowledge of negatives and contractions (2-8/ESL);
       5. (E) construct correct sentences, including a variety of sentence types and styles (2-8/ESL);
       6. (F) combine multiple sentences into a unified sentence (2-8/ESL); and
       7. (G) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).

Source Note:The provisions of this §128.4 adopted to be effective September 1, 1998, 22 TexReg 7773.