§110.31. English Language Arts and Reading, English I (One Credit), Grade 11
(a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.
(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English I as described in subsection (b) of this section.
(4) 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.
(Source: Texas Education Agency at http://www.tea.state.tx.us/)
English is a very interesting subject and the TEKS for it are no exception. These TEKS are important to my classroom because I hope to teach classes like ESL. The second TEK refers to English language learners (ELL) and how they must learn how to read and how to speak English at the same time. I would do my best to teach vocabulary that the students would use both in academic life as well as everyday life. I would do my best to use readings that have pertinent vocabulary and use technology in a way that would help the students learn. I might try using videos of basic speech so that they can learn accents.
I personally think that the eleventh TEK is the most important. The TEK reads: “Students understand how to glean and use information in procedural texts and documents.” This is important since students will be reading many documents throughout the rest of their lives. Students must be able to read and understand these documents in order to properly make their way through life. I send many e-mails to graduate students as a part of my job at the university. Many of the students are unable to read the e-mails and properly respond in the way I request. I interpret this as meaning that they are unable to “glean and use information in...documents.” As a teacher, I hope to show my students how to properly read documents (both fully and “skimming”) so as to help them further in life.
(a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.
(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English I as described in subsection (b) of this section.
(4) 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.
(Source: Texas Education Agency at http://www.tea.state.tx.us/)
English is a very interesting subject and the TEKS for it are no exception. These TEKS are important to my classroom because I hope to teach classes like ESL. The second TEK refers to English language learners (ELL) and how they must learn how to read and how to speak English at the same time. I would do my best to teach vocabulary that the students would use both in academic life as well as everyday life. I would do my best to use readings that have pertinent vocabulary and use technology in a way that would help the students learn. I might try using videos of basic speech so that they can learn accents.
I personally think that the eleventh TEK is the most important. The TEK reads: “Students understand how to glean and use information in procedural texts and documents.” This is important since students will be reading many documents throughout the rest of their lives. Students must be able to read and understand these documents in order to properly make their way through life. I send many e-mails to graduate students as a part of my job at the university. Many of the students are unable to read the e-mails and properly respond in the way I request. I interpret this as meaning that they are unable to “glean and use information in...documents.” As a teacher, I hope to show my students how to properly read documents (both fully and “skimming”) so as to help them further in life.
It is so interesting to read all of your different TEKS for your grade level and subject. I think you did a great job at highlighting the most important TEKS for you and your future students. I believe all of them are closely related to one another and are crucial for your students to succeed in your class.
ReplyDelete