ABCDEFGHI
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Proclamation 2020 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material
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SubjectChapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
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SubchapterSubchapter C. High School
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Courseยง110.39. English IV (One Credit), Adopted 2017
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PublisherEMC Publishing, LLC
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Program TitleMirrors & Windows: Connecting with Literature - Grade 12
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Program ISBN9781533858740
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Program Title (identical content)Mirrors & Windows: Connecting with Literature Online Program - Grade 12
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Program ISBN (identical content)9781533858665
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TEKS %100.00%
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(a) General requirements. Students shall be awarded one credit for successful completion of this course.
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(b) Introduction
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(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.

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(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.


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(c) Knowledge and Skills.
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Knowledge and Skills StatementStudent ExpectationBreakoutItem TypeCitation TypeComponent ISBNPage (s)Description of the specific locationHyperlink to the location for electronic programs
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(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)ย 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

(i) engage in meaningful discourse when evaluating the clarity of a speaker's message
Student/TeacherNarrative9781533836694
9781533858702		173Become an Active Listener at Oral PresentationsBecome an Active Listener at Oral Presentations
18
Student/TeacherActivity9781533836694
9781533858702		173Use Role-Playing to Develop Active Listening SkillsUse Role-Playing to Develop Active Listening Skills
19
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
20
Student/TeacherActivity9781533836694
9781533858702		235Speaking & Listening WorkshopSpeaking & Listening Workshop
21
Student/TeacherActivity9781533836694
9781533858702		513Media LiteracyMedia Literacy
22
Teacher OnlyNarrative
23
Teacher OnlyActivity
24
Teacher OnlyNone
25
Teacher OnlyNone
26
Teacher OnlyNone
27
(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)ย 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

(ii) engage in respectful discourse when evaluating the clarity of a speaker's message
Student/TeacherNarrative9781533836694
9781533858702		173Know the Traits of an Active ListenerKnow the Traits of an Active Listener
28
Student/TeacherActivity9781533836694
9781533858702		173Use Role-Playing to Develop Active-Listening SkillsUse Role-Playing to Develop Active-Listening Skills
29
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
30
Student/TeacherActivity9781533836694
9781533858702		235Speaking & Listening WorkshopSpeaking & Listening Workshop
31
Student/TeacherActivity9781533836694
9781533858702		513Media LiteracyMedia Literacy
32
Teacher OnlyNarrative
33
Teacher OnlyActivity
34
Teacher OnlyNone
35
Teacher OnlyNone
36
Teacher OnlyNone
37
(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)ย 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

(iii) engage in meaningful discourse when evaluating the coherence of a speaker's message
Student/TeacherNarrative9781533836694
9781533858702		173Know the Traits of an Active ListenerKnow the Traits of an Active Listener
38
Student/TeacherActivity9781533836694
9781533858702		173Use Role-Playing to Develop Active-Listening SkillsUse Role-Playing to Develop Active-Listening Skills
39
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
40
Student/TeacherActivity9781533836694
9781533858702		235Speaking & Listening WorkshopSpeaking & Listening Workshop
41
Student/TeacherActivity9781533836694
9781533858702		513Media LiteracyMedia Literacy
42
Teacher OnlyNarrative
43
Teacher OnlyActivity
44
Teacher OnlyNone
45
Teacher OnlyNone
46
Teacher OnlyNone
47
(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)ย 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

(iv) engage in respectful discourse when evaluating the coherence of a speaker's message
Student/TeacherNarrative9781533836694
9781533858702		173Know the Traits of an Active ListenerKnow the Traits of an Active Listener
48
Student/TeacherActivity9781533836694
9781533858702		173Use Role-Playing to Develop Active-Listening SkillsUse Role-Playing to Develop Active-Listening Skills
49
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
50
Student/TeacherActivity9781533836694
9781533858702		235Speaking & Listening WorkshopSpeaking & Listening Workshop
51
Student/TeacherActivity9781533836694
9781533858702		513Media LiteracyMedia Literacy
52
Teacher OnlyNarrative
53
Teacher OnlyActivity
54
Teacher OnlyNone
55
Teacher OnlyNone
56
Teacher OnlyNone
57
(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)ย 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

(v) engage in meaningful discourse when critiquing the impact of a speaker's use of diction
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
58
Student/TeacherActivity9781533836694
9781533858702		235What Is the Tone of the Speech?What Is the Tone of the Speech?
59
Student/TeacherActivity9781533836694
9781533858702		355Listen Actively to PresentationsListen Actively to Presentations
60
Student/TeacherActivity9781533836694
9781533858702		659Listen Actively to ArgumentsListen Actively to Arguments
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Student/TeacherNone
62
Teacher OnlyNarrative9781533858580
9781533858627		206Analyze LiteratureAnalyze Literature
63
Teacher OnlyActivity
64
Teacher OnlyNone
65
Teacher OnlyNone
66
Teacher OnlyNone
67
(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)ย 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

(vi) engage in respectful discourse when critiquing the impact of a speaker's use of diction
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
68
Student/TeacherActivity9781533836694
9781533858702		235What Is the Tone of the Speech?What Is the Tone of the Speech?
69
Student/TeacherActivity9781533836694
9781533858702		355Listen Actively to PresentationsListen Actively to Presentations
70
Student/TeacherActivity9781533836694
9781533858702		659Listen Actively to ArgumentsListen Actively to Arguments
71
Student/TeacherNone
72
Teacher OnlyNarrative
73
Teacher OnlyActivity
74
Teacher OnlyNone
75
Teacher OnlyNone
76
Teacher OnlyNone
77
(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)ย 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

(vii) engage in meaningful discourse when critiquing the impact of a speaker's use of syntax
Student/TeacherNarrative9781533836694
9781533858702		540Vocabulary & Spelling: Syntax; Understand the Concept/Apply the Skill Vocabulary & Spelling: Syntax; Understand the Concept/Apply the Skill
78
Student/TeacherActivity9781533836694
9781533858702		355Listen Actively to PresentationsListen Actively to Presentations
79
Student/TeacherNone
80
Student/TeacherNone
81
Student/TeacherNone
82
Teacher OnlyNarrative9781533858580
9781533858627		202Analyze LiteratureAnalyze Literature
83
Teacher OnlyActivity9781533858580
9781533858627		388Differentiated InstructionDifferentiated Instruction
84
Teacher OnlyActivity9781533858580
9781533858627		410Differentiated InstructionDifferentiated Instruction
85
Teacher OnlyActivity9781533858580
9781533858627		760Differentiated InstructionDifferentiated Instruction
86
Teacher OnlyNone
87
(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)ย 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

(viii) engage in respectful discourse when critiquing the impact of a speaker's use of syntax
Student/TeacherNarrative9781533836694
9781533858702		540Understand the ConceptUnderstand the Concept
88
Student/TeacherActivity9781533836694
9781533858702		355Listen Actively to PresentationsListen Actively to Presentations
89
Student/TeacherNone
90
Student/TeacherNone
91
Student/TeacherNone
92
Teacher OnlyNarrative9781533858580
9781533858627		202Analyze LiteratureAnalyze Literature
93
Teacher OnlyActivity9781533858580
9781533858627		388Differentiated InstructionDifferentiated Instruction
94
Teacher OnlyActivity9781533858580
9781533858627		410Differentiated InstructionDifferentiated Instruction
95
Teacher OnlyActivity9781533858580
9781533858627		760Differentiated InstructionDifferentiated Instruction
96
Teacher OnlyNone
97
(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)ย 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

(ix) engage in meaningful discourse when critiquing the impact of a speaker's use of rhetorical strategies
Student/TeacherNarrative9781533836694
9781533858702		235Speaking & Listening RubricSpeaking & Listening Rubric
98
Student/TeacherActivity9781533836694
9781533858702		513Media LiteracyMedia Literacy
99
Student/TeacherNarrative9781533836694
9781533858702		659Speaking & Listening RubricSpeaking & Listening Rubric
100
Student/TeacherActivity9781533836694
9781533858702		659Listen Actively to ArgumentsListen Actively to Arguments