(a) General requirements. Students shall be awarded one credit for successful completion of this course.     
      (b) Introduction.      
        (1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.       
        (2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, and writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.       
        (3) Text complexity increases with challenging vocabulary, sophisticated sentence structures, nuanced text features, cognitively demanding content, and subtle relationships among ideas (Texas Education Agency,                 STAAR Performance Level Descriptors,                2013). As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.       
        (4) English language learners (ELLs) are expected to meet standards in a second language; however, their proficiency in English influences the ability to meet these standards. To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input. ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.       
        (5) Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards (ELPS) and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).       
        (6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and proficient speakers in science, social studies, mathematics, fine arts, language arts and reading, and career and technical education, they must have multiple opportunities to practice and apply the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).       
        (7) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.       
      (c) Knowledge and skills.      
        (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:                  (A) engage in meaningful and respectful discourse when evaluating the clarity and coherence of a speaker's message and critiquing the impact of a speaker's use of diction, syntax, and rhetorical strategies;                   (B) follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;                   (C) formulate sound arguments and present using elements of classical speeches such as introduction, first and second transitions, body, conclusion, the art of persuasion, rhetorical devices, employing eye contact, speaking rate such as pauses for effect, volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively; and                   (D) participate collaboratively, offering ideas or judgments that are purposeful in moving the team toward goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision making, and evaluating the work of the group based on agreed-upon criteria.         
        (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:                  (A) use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;                   (B) analyze context to draw conclusions about nuanced meanings such as in imagery; and                   (C) determine the meaning of foreign words or phrases used frequently in English such as ad nauseum, in loco parentis, laissez-faire, and caveat emptor.         
        (3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.       
        (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:                  (A) establish purpose for reading assigned and self-selected texts;                   (B) generate questions about text before, during, and after reading to deepen understanding and gain information;                   (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;                   (D) create mental images to deepen understanding;                   (E) make connections to personal experiences, ideas in other texts, and society;                   (F) make inferences and use evidence to support understanding;                   (G) evaluate details read to analyze key ideas;                   (H) synthesize information from a variety of text types to create new understanding; and                   (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.         
        (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:                  (A) describe personal connections to a variety of sources, including self-selected texts;                   (B) write responses that demonstrate analysis of texts, including comparing texts within and across genres;                   (C) use text evidence and original commentary to support an evaluative response;                   (D) paraphrase and summarize texts in ways that maintain meaning and logical order;                   (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;                   (F) respond using acquired content and academic vocabulary as appropriate;                   (G) discuss and write about the explicit and implicit meanings of text;                   (H) respond orally or in writing with appropriate register and purposeful vocabulary, tone, and voice;                   (I) reflect on and adjust responses when valid evidence warrants; and                   (J) defend or challenge the authors' claims using relevant text evidence.         
        (6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:                  (A) analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;                   (B) analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;                   (C) critique and evaluate how complex plot structures such as subplots contribute to and advance the action; and                   (D) evaluate how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.         
        (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:                  (A) read and analyze British literature across literary periods;                   (B) analyze the effects of sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods and cultures;                   (C) analyze and evaluate how the relationships among the dramatic elements advance the plot;                   (D) critique and evaluate characteristics and structural elements of informational texts such as:                      (i) clear thesis, effective supporting evidence, pertinent examples, commentary, summary, and conclusion; and                       (ii) the relationship between organizational design and author's purpose;                     (E) critique and evaluate characteristics and structural elements of argumentative texts such as:                      (i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;                       (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and                       (iii) identifiable audience or reader; and                     (F) critique and evaluate the effectiveness of characteristics of multimodal and digital texts.         
        (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:                  (A) evaluate the author's purpose, audience, and message within a text;                   (B) evaluate use of text structure to achieve the author's purpose;                   (C) evaluate the author's use of print and graphic features to achieve specific purposes;                   (D) critique and evaluate how the author's use of language informs and shapes the perception of readers;                   (E) evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;                   (F) evaluate how the author's diction and syntax contribute to the effectiveness of a text; and                   (G) analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.         
        (9) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions. The student is expected to:                  (A) plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing;                   (B) develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:                      (i) using strategic organizational structures appropriate to purpose, audience, topic, and context; and                      Cont'd...