1. (a) Introduction.

   1. (1) In Grade 7, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Seventh grade students analyze a speaker's persuasive techniques and credibility. Students evaluate a spoken message in terms of its content, credibility, and delivery. Seventh grade students continue to read widely in classic and contemporary selections and informational texts. Students use knowledge of Greek and Latin roots and prefixes and suffixes in reading. Students recognize how style, tone, and mood contribute to the effect of the text. Seventh grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive. Seventh grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Seventh grade students draw data from multiple primary and secondary sources for use in research reports and projects.

   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 of school.

      1. (A) Beginning ESOL students associate utterances with meanings as they make inferences based on actions, visuals, text, tone of voice, and inflections. Receptive language with some comprehension is acquired earlier than oral production. Beginning ESOL students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. They read English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.
      2. (B) Intermediate ESOL students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations. Intermediate 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. Intermediate ESOL students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.
      3. (C) Advanced ESOL students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses. Advanced ESOL students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.
      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 7 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 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 English as a Second Language are indicated parenthetically by 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 at Grade 7 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 actively and purposefully in a variety of settings. 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 purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
      2. (B) eliminate barriers to effective listening (4-8);
      3. (C) understand the major ideas and supporting evidence in spoken messages (4-8);
      4. (D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8); and
      5. (E) distinguish and produce sounds and intonation patterns of English (K-8/ESL).

   2. (2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);
      2. (B) analyze a speaker's persuasive techniques and credibility (7-8);
      3. (C) distinguish between the speaker's opinion and verifiable fact (4-8);
      4. (D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8);
      5. (E) compare his/her own perception of a spoken message with the perception of others (6-8); and
      6. (F) evaluate a spoken message in terms of its content, credibility, and delivery (6-8).

   3. (3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

      1. (A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8);
      2. (B) analyze oral interpretations of literature for effects on the listener (6-8); and
      3. (C) analyze the use of aesthetic language for its effects (6-8).

   4. (4) Listening/speaking/culture. The student listens and speaks to gain and share 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 his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8);
      2. (B) compare oral traditions across regions and cultures (4-8); and
      3. (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

   5. (5) Listening/speaking/audiences. The student speaks clearly and 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) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8);
      2. (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8);
      3. (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8);
      4. (D) generate criteria to evaluate his/her own oral presentations and the presentations of others (6-8);
      5. (E) use effective rate, volume, pitch, and tone for the audience and setting (4-8);
      6. (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8); and
      7. (G) employ English content area vocabulary in context (K-8/ESL).

   6. (6) Reading/word identification. The student uses a variety of word recognition 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) apply knowledge of letter-sound correspondences, language structure, and context to recognize words (4-8);
      2. (B) use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8); and
      3. (C) locate the meanings, pronunciations, and derivations of unfamiliar words using dictionaries, glossaries, and other sources (4-8).

   7. (7) 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) (7);
      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) (7);
      3. (C) adjust reading rate based on purposes for reading (4-8);
      4. (D) read aloud in selected texts in ways that both reflect understanding of the text and engage the listeners (4-8); and
      5. (E) read silently with increasing ease for longer periods (4-8).

   8. (8) 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) select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8);
      3. (C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8); and
      4. (D) read to take action such as to complete forms, make informed recommendations, and write a response (6-8).

   9. (9) Reading/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:

      1. (A) develop vocabulary by listening to selections read aloud (4-8);
      2. (B) draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8);
      3. (C) use multiple reference aids, including a thesaurus, synonym finder, dictionary, and software, to clarify meaning and usage (4-8);
      4. (D) determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8);
      5. (E) study word meanings systematically such as across curricular content areas and through current events (4-8);
      6. (F) distinguish denotative and connotative meanings (6-8); and
      7. (G) use word origins as an aid to understanding historical influences on English word meanings (6-8).

   10. (10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. 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 his/her own knowledge and experience to comprehend (4-8);
       2. (B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8);
       3. (C) monitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8);
       4. (D) describe mental images that text descriptions evoke (4-8);
       5. (E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);
       6. (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);
       7. (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);
       8. (H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);
       9. (I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);
       10. (J) distinguish fact and opinion in various texts (4-8);
       11. (K) answer different types and levels of questions such as open-ended, literal, and interpretive as well as test-like questions such as multiple choice, true-false, and short answer (3-8);
       12. (L) represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and
       13. (M) use study strategies to learn and recall important ideas from texts such as preview, question, reread, and record (6-8).

   11. (11) 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:

       1. (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8);
       2. (B) interpret text ideas through such varied means journal writing, discussion, enactment, and media (4-8);
       3. (C) support responses by referring to relevant aspects of text and his/her own experiences (4-8); and
       4. (D) connect, compare, and contrast ideas, themes, and issues across text (4-8).

   12. (12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). 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 purposes of different types of texts such as to inform, influence, express, or entertain (4-8);
       2. (B) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8);
       3. (C) 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);
       4. (D) understand and identify literary terms such as playwright, theater, stage, act, dialogue, analogy, and scene across a variety of literary forms (texts) (6-7);
       5. (E) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7);
       6. (F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8);
       7. (G) recognize and analyze story plot, setting, and problem resolution (4-8);
       8. (H) describe how the author's perspective or point of view affects the text (4-8);
       9. (I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);
       10. (J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and
       11. (K) recognize how style, tone, and mood contribute to the effect of the text (6-8).

   13. (13) Reading/inquiry/research. The student inquires and conducts research using a variety of 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) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8);
       2. (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
       3. (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);
       4. (D) interpret and use graphic sources of information such as maps, graphs, timelines or tables to address research questions (4-8);
       5. (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);
       6. (F) produce research projects and reports in effective formats for various audiences (6-8);
       7. (G) draw conclusions from information gathered from multiple sources (4-8);
       8. (H) use compiled information and knowledge to raise additional, unanswered questions (3-8); and
       9. (I) present organized statements, reports, and speeches using visuals or media to support meaning (6-8).

   14. (14) Reading/culture. The student reads to increase 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) compare text events with his/her own and other readers' experiences (4-8);
       2. (B) determine distinctive and common characteristics of cultures through wide reading (4-8); and
       3. (C) articulate and discuss themes and connections that cross cultures (4-8).

   15. (15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of 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 express, discover, record, develop, reflect on ideas, and to problem solve (4-8);
       2. (B) write to influence such as to persuade, argue, and request (4-8);
       3. (C) write to inform such as to explain, describe, report, and narrate (4-8);
       4. (D) write to entertain such as to compose humorous poems or short stories (4-8);
       5. (E) select and use voice and style appropriate to audience and purpose (6-8);
       6. (F) choose the appropriate form for his/her own purpose for writing such as journals, letters, editorials, reviews, poems, memoirs, narratives, and instructions (7-8);
       7. (G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8); and
       8. (H) produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8).

   16. (16) Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, handwriting, penmanship and spelling 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) write legibly by selecting cursive or manuscript as appropriate (4-8);
       2. (B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8);
       3. (C) spell derivatives correctly by applying the spellings of bases and affixes (7-8);
       4. (D) spell frequently misspelled words correctly such as their, they're, and there (7-8);
       5. (E) use resources to find correct spellings (4-8);
       6. (F) spell accurately in final drafts (4-8); and
       7. (G) understand the influence of other languages and cultures on the spelling of English words (6-8).

   17. (17) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in 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) write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8);
       2. (B) use conjunctions to connect ideas meaningfully (4-8);
       3. (C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4-8);
       4. (D) use adjectives (comparatives and superlatives forms) and adverbs appropriately to make writing vivid or precise (4-8);
       5. (E) use prepositional phrases to elaborate written ideas (4-8);
       6. (F) use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8);
       7. (G) write with increasing accuracy when using apostrophes in contractions such as won't and possessives such as Smith's (4-8); and
       8. (H) write with increasing accuracy when using pronoun case such as "She had the party." (6-8).

   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 and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8);
       2. (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8);
       3. (C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);
       4. (D) revise drafts for coherence, progression, and logical support of ideas (4-8);
       5. (E) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8);
       6. (F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8);
       7. (G) refine selected pieces frequently to "publish" for general and specific audiences (4-8);
       8. (H) proofread his/her own writing and that of others (4-8); and
       9. (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8).

   19. (19) 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:

       1. (A) apply criteria to evaluate writing (4-8);
       2. (B) respond in constructive ways to others' writings (4-8);
       3. (C) evaluate how well his/her own writing achieves its purposes (4-8);
       4. (D) analyze published examples as models for writing (4-8); and
       5. (E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).

   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) frame questions to direct research (4-8);
       2. (B) organize prior knowledge about a topic in a variety of ways such as by producing a graphic organizer (4-8);
       3. (C) take notes from relevant and authoritative sources such as guest speakers, periodicals, and on-line searches (4-8);
       4. (D) summarize and organize ideas gained from multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines (4-8);
       5. (E) present information in various forms using available technology (4-8);
       6. (F) evaluate his/her own research and frame new questions for further investigation (4-8); and
       7. (G) follow accepted formats for writing research, including documenting sources (6-8).

   21. (21) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of 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) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8);
       2. (B) correspond with peers or others via e-mail or conventional mail (4-8); and
       3. (C) identify challenges faced by published authors and strategies they use to compose various types of text (7-8).

   22. (22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8);
       2. (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and
       3. (C) use media to compare ideas and points of view (4-8).

   23. (23) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:

       1. (A) interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8);
       2. (B) compare and contrast print, visual, and electronic media such as film with written story (4-8);
       3. (C) evaluate the purposes and effects of various media such as film, print, and technology presentations (6-8); and
       4. (D) evaluate how different media forms influence and inform (6-8).

   24. (24) Viewing/representing/production. The student produces visual images, messages, and meanings 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:

       1. (A) select, organize, or produce visuals to complement and extend meanings (4-8);
       2. (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8); and
       3. (C) assess how language, medium, and presentation contribute to the message (6-8).

   25. (25) 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 to reason inductively or deductively and to look for patterns in language (4-8/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, reviewing, and contrastive analysis to acquire new vocabulary (4-8/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 (4-8/ESL); and
       7. (G) use accessible language and learn new and essential language in the process (4-8/ESL).

   26. (26) 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 such as taking notes (4-8/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);
       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); and
       6. (F) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (4-8/ESL).

   27. (27) 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 (4-8/ESL);
       5. (E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);
       6. (F) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);
       7. (G) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL); and
       8. (H) describe the immediate surroundings such as classroom, school, or home (K-8/ESL).

   28. (28) 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);
       9. (I) use graphic organizers as pre-reading activities to prepare for reading text (K-8/ESL);
       10. (J) use verbal cueing strategies such as pauses and exaggerated intonation for key words and non-verbal cueing strategies such as facial expressions and gestures to enhance the reading experience (4-8/ESL); and
       11. (K) retell, role-play, and/or visually illustrate the order of events (4-8/ESL).

   29. (29) 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 basic capitalization and punctuation such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (4-8/ESL);
       2. (B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL);
       3. (C) 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);
       4. (D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL);

       5. (E) 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);
       6. (F) construct correct sentences, including a variety of sentence types and styles (2-8/ESL);
       7. (G) combine multiple sentences into a unified sentence (2-8/ESL); and
       8. (H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).

   30. (30) 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:

       1. (A) describe how illustrations support written texts or tell a story (4-8/ESL);
       2. (B) tell important events and ideas gleaned from video segments, graphic art, or technology presentations (4-8/ESL);
       3. (C) respond to media such as film, print, and technological presentations by explaining likes, dislikes, and supporting opinions with examples (4-8/ESL);
       4. (D) distinguish the purposes of various media forms such as information, entertainment, and persuasion (4-8/ESL);
       5. (E) produce visuals for his/her own messages, stories, and other kinds of communication (4-8/ESL);
       6. (F) explore and describe how color, shape, and line influence the message (4-8/ESL); and
       7. (G) produce communications using technology or appropriate media (4-8/ESL).

Source Note:The provisions of this §128.23 adopted to be effective September 1, 1998, 22 TexReg 7773.