Subchapter B. Middle School
Statutory Authority: The provisions of this Subchapter B issued under the
Texas Education Code, §28.002, unless otherwise noted.
The provisions of this subchapter shall be implemented
by school districts beginning September 1, 1998, and at
that time shall supersede §75.23(m) and §75.41 of this
title (relating to English Language Arts).
Source: The provisions of this §110.21 adopted to be effective September 1,
1998, 22 TexReg 7549.
(a) Introduction.
(1) In Grade 6, students master previously learned
skills in increasingly complex presentations,
reading selections, and written compositions.
Sixth grade students take notes during oral
presentations and organize and summarize spoken
messages. Students evaluate their own oral
presentations. Sixth grade students read widely in
classic and contemporary selections and
informational texts. Students are able to
understand idioms, multi-meaning words, and
analogies in text. Students can distinguish
denotative and connotative meanings of words and
use word origins as an aid to understand
historical influences on word meanings. Students
use study strategies to learn and recall important
ideas. Students recognize literary devices such as
flashback, foreshadowing, and symbolism. Sixth
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 more
complex punctuation such as hyphens, semicolons,
and possessives. Sixth 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. Students search out multiple
texts to complete research reports and projects.
Sixth grade students evaluate the purposes and
effects of film, print, and technology
presentations. Students assess how language,
medium, and presentation contribute to meaning.
(2) For sixth grade students whose first language is
not English, the students' native language serves
as a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Grade 6 are described in
subsection (b) of this section. Following each
statement of a student expectation is a
parenthetical notation that indicates the
additional grades at which these expectations are
demonstrated at increasingly sophisticated levels.
(4) 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 6 as
described in subsection (b) of this section.
(5) 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.
(b) Knowledge and skills.
(6.1) Listening/speaking/purposes. The student
listens actively and purposefully in a variety of
settings. The student is expected to:
(A) determine the purposes for listening such as
to gain information, to solve problems, or to
enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (4-
8);
(C) understand the major ideas and supporting
evidence in spoken messages (4-8); and
(D) listen to learn by taking notes, organizing,
and summarizing spoken ideas (6-8).
(6.2) Listening/speaking/critical listening. The
student listens critically to analyze and evaluate
a speaker's message(s). The student is expected
to:
(A) interpret speakers' messages (both verbal and
nonverbal), purposes, and perspectives (4-8);
(B) identify and analyze a speaker's persuasive
techniques such as selling, convincing, and
using propaganda (6);
(C) distinguish between the speaker's opinion and
verifiable fact (4-8);
(D) monitor his/her own understanding of the
spoken message and seek clarification as
needed (4-8);
(E) compare his/her own perception of a spoken
message with the perception of others (6-8);
and
(F) evaluate a spoken message in terms of its
content, credibility, and delivery (6-8).
(6.3) Listening/speaking/appreciation. The student
listens to enjoy and appreciate spoken language.
The student is expected to:
(A) listen to proficient, fluent models of oral
reading, including selections from classic
and contemporary works (4-8);
(B) analyze oral interpretations of literature
for effects on the listener (6-8); and
(C) analyze the use of aesthetic language for its
effects (6-8).
(6.4) 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 cultures. The student is
expected to:
(A) connect his/her own experiences, information,
insights, and ideas with experiences of
others through speaking and listening (4-8);
(B) compare oral traditions across regions and
cultures (4-8); and
(C) identify how language use such as labels and
sayings reflects regions and cultures (4-8).
(6.5) Listening/speaking/audiences. The student
speaks clearly and appropriately to different
audiences for different purposes and occasions.
The student is expected to:
(A) adapt spoken language such as word choice,
diction, and usage to the audience, purpose,
and occasion (4-8);
(B) demonstrate effective communication skills
that reflect such demands as interviewing,
reporting, requesting, and providing
information (4-8);
(C) present dramatic interpretations of
experiences, stories, poems, or plays to
communicate (4-8);
(D) generate criteria to evaluate his/her own
oral presentations and the presentations of
others (6-8);
(E) use effective rate, volume, pitch, and tone
for the audience and setting (4-8); and
(F) clarify and support spoken ideas with
evidence, elaborations, and examples (4-8).
(6.6) Reading/word identification. The student uses
a variety of word recognition strategies. The
student is expected to:
(A) apply knowledge of letter-sound
correspondences, language structure, and
context to recognize words (4-8);
(B) use structural analysis to identify root
words with prefixes such as dis-, non-, in-,
and suffixes such as -ness, -tion, and -able
(4-6); and
(C) locate the meanings, pronunciations, and
derivations of unfamiliar words using
dictionaries, glossaries, and other sources
(4-8).
(6.7) Reading/fluency. The student reads with
fluency and understanding in texts at appropriate
difficulty levels. The student is expected to:
(A) read regularly in independent-level materials
(texts in which no more than approximately 1
in 20 words is difficult for the reader) (6);
(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) (6);
(C) demonstrate characteristics of fluent and
effective readers (4-6);
(D) adjust reading rate based on purposes for
reading (4-8);
(E) read aloud in selected texts in ways that
both reflect understanding of the text and
engage the listeners (4-8); and
(F) read silently with increasing ease for longer
periods (4-8).
(6.8) Reading/variety of texts. The student reads
widely for different purposes in varied sources.
The student is expected to:
(A) read classic and contemporary works (2-8);
(B) select varied sources such as plays,
anthologies, novels, textbooks, poetry,
newspapers, manuals, and electronic texts
when reading for information or pleasure (6-
8);
(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
(D) read to take action such as to complete
forms, make informed recommendations, and
write a response (6-8).
(6.9) Reading/vocabulary development. The student
acquires an extensive vocabulary through reading
and systematic word study. The student is expected
to:
(A) develop vocabulary by listening to selections
read aloud (4-8);
(B) draw on experiences to bring meanings to
words in context such as interpreting idioms,
multiple-meaning words, and analogies (6-8);
(C) use multiple reference aids, including a
thesaurus, a synonym finder, a dictionary,
and software, to clarify meanings and usage
(4-8);
(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);
(E) study word meanings systematically such as
across curricular content areas and through
current events (4-8);
(F) distinguish denotative and connotative
meanings (6-8); and
(G) use word origins as an aid to understanding
historical influences on English word
meanings (6-8).
(6.10) Reading/comprehension. The student
comprehends selections using a variety of
strategies. The student is expected to:
(A) use his/her own knowledge and experience to
comprehend (4-8);
(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);
(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);
(D) describe mental images that text descriptions
evoke (4-8);
(E) use the text's structure or progression of
ideas such as cause and effect or chronology
to locate and recall information (4-8);
(F) determine a text's main (or major ideas) and
how those ideas are supported with details (4-
8);
(G) paraphrase and summarize text to recall,
inform, or organize ideas (4-8);
(H) draw inferences such as conclusions or
generalizations and support them with text
evidence and experience (4-8);
(I) find similarities and differences across
texts such as in treatment, scope, or
organization (4-8);
(J) distinguish fact and opinion in various texts
(4-8);
(K) answer different types and levels of
questions such as open-ended, literal, and
interpretative as well as test-like questions
such as multiple choice, true-false, and
short answer (4-8);
(L) represent text information in different ways
such as in outline, timeline, or graphic
organizer (4-8); and
(M) use study strategies to learn and recall
important ideas from texts such as preview,
question, reread, and record (6-8).
(6.11) Reading/literary response. The student
expresses and supports responses to various types
of texts. The student is expected to:
(A) offer observations, make connections, react,
speculate, interpret, and raise questions in
response to texts (4-8);
(B) interpret text ideas through such varied
means as journal writing, discussion,
enactment, and media (4-8);
(C) support responses by referring to relevant
aspects of text and his/her own experiences
(4-8); and
(D) connect, compare, and contrast ideas, themes,
and issues across text (4-8).
(6.12) Reading/text structures/literary concepts.
The student analyzes the characteristics of
various types of texts (genres). The student is
expected to:
(A) identify the purposes of different types of
texts such as to inform, influence, express,
or entertain (4-8);
(B) recognize the distinguishing features of
genres, including biography, historical
fiction, informational texts, and poetry (4-
8);
(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);
(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);
(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);
(F) analyze characters, including their traits,
motivations, conflicts, points of view,
relationships, and changes they undergo (4-
8);
(G) recognize and analyze story plot, setting,
and problem resolution (4-8);
(H) describe how the author's perspective or
point of view affects the text (4-8);
(I) analyze ways authors organize and present
ideas such as through cause/effect,
compare/contrast, inductively, deductively,
or chronologically (6-8);
(J) recognize and interpret literary devices such
as flashback, foreshadowing, and symbolism (6-
8); and
(K) recognize how style, tone, and mood
contribute to the effect of the text (6-8).
(6.13) Reading/inquiry/research. The student
inquires and conducts research using a variety of
sources. The student is expected to:
(A) form and revise questions for investigations,
including questions arising from readings,
assignments, and units of study (6-8);
(B) use text organizers, including headings,
graphic features, and tables of contents, to
locate and organize information (4-8);
(C) use multiple sources, including electronic
texts, experts, and print resources, to
locate information relevant to research
questions (4-8);
(D) interpret and use graphic sources of
information such as maps, graphs, timelines,
or tables to address research questions (4-
8);
(E) summarize and organize information from
multiple sources by taking notes, outlining
ideas, and making charts (4-8);
(F) produce research projects and reports in
effective formats for various audiences (6-
8);
(G) draw conclusions from information gathered
from multiple sources (4-8);
(H) use compiled information and knowledge to
raise additional, unanswered questions (3-8);
and
(I) present organized statements, reports, and
speeches using visuals or media to support
meaning, as appropriate (6-8),
(6.14) Reading/culture. The student reads to
increase knowledge of his/her own culture, the
culture of others, and the common elements of
cultures. The student is expected to:
(A) compare text events with his/her own and
other readers' experiences (4-8);
(B) determine distinctive and common
characteristics of cultures through wide
reading (4-8); and
(C) articulate and discuss themes and connections
that cross cultures (4-8).
(6.15) Writing/purposes. The student writes for a
variety of audiences and purposes and in a variety
of forms. The student is expected to:
(A) write to express, discover, record, develop,
reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade,
argue, and request (4-8);
(C) write to inform such as to explain, describe,
report, and narrate (4-8);
(D) write to entertain such as to compose
humorous poems or short stories (4-8);
(E) select and use voice and style appropriate to
audience and purpose (6-8);
(F) choose the appropriate form for his/her own
purpose for writing, including journals,
letters, editorials, reviews, poems,
presentations, narratives, reports, and
instructions (6);
(G) use literary devices effectively such as
suspense, dialogue, and figurative language
(5-8); and
(H) produce cohesive and coherent written texts
by organizing ideas, using effective
transitions, and choosing precise wording (6-
8).
(6.16)
Writing/penmanship/capitalization/punctuation/spel
ling. The student composes original texts,
applying the conventions of written language such
as capitalization, punctuation, penmanship, and
spelling to communicate clearly. The student is
expected to:
(A) write legibly by selecting cursive or
manuscript as appropriate (4-8);
(B) capitalize and punctuate correctly to clarify
and enhance meaning such as capitalizing
titles, using hyphens, semicolons, colons,
possessives, and sentence punctuation (6-8);
(C) write with accurate spelling of syllable
constructions, including closed, open,
consonant before -le, and syllable boundary
patterns (3-6);
(D) write with accurate spelling of roots such as
drink, speak, read, or happy, inflections
such as those that change tense or number,
suffixes such as -able or -less, and prefixes
such as re- or un- (4-6);
(E) use resources to find correct spellings (4-
8);
(F) spell accurately in final drafts (4-8); and
(G) understand the influence of other languages
and cultures on the spelling of English words
(6-8).
(6.17) Writing/grammar/usage. The student applies
standard grammar and usage to communicate clearly
and effectively in writing. The student is
expected to:
(A) use regular and irregular plurals correctly
(4-6);
(B) write in complete sentences, varying the
types such as compound and complex, and use
of appropriately punctuated dependent clauses
(6);
(C) use conjunctions to connect ideas
meaningfully (4-8);
(D) use adjectives (comparative and superlative
forms) and adverbs appropriately to make
writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate
written ideas (4-8);
(F) employ standard English usage in writing for
audiences, including subject-verb agreement,
pronoun referents, and parts of speech (4-8);
(G) use verb tenses appropriately and
consistently such as present, past, future,
perfect, and progressive (6-8);
(H) write with increasing accuracy when using
apostrophes in contractions such as doesn't
and possessives such as Maria's (4-8); and
(I) write with increasing accuracy when using
pronoun case such as "He and they joined
him." (6-8).
(6.18) Writing/writing process. The student selects
and uses writing processes for self-initiated and
assigned writing. The student is expected to:
(A) generate ideas and plans for writing by using
prewriting strategies such as brainstorming,
graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas,
organizing them into paragraphs, and blending
paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding,
elaborating, deleting, combining, and
rearranging text (4-8);
(D) revise drafts for coherence, progression, and
logical support of ideas (4-8);
(E) edit drafts for specific purposes such as to
ensure standard usage, varied sentence
structure, and appropriate word choice (4-8);
(F) use available technology to support aspects
of creating, revising, editing, and
publishing texts (4-8);
(G) refine selected pieces frequently to
"publish" for general and specific audiences
(4-8);
(H) proofread his/her own writing and that of
others (4-8); and
(I) select and use reference materials and
resources as needed for writing, revising,
and editing final drafts (4-8).
(6.19) Writing/evaluation. The student evaluates
his/her own writing and the writings of others.
The student is expected to:
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others'
writings (4-8);
(C) evaluate how well his/her own writing
achieves its purposes (4-8);
(D) analyze published examples as models for
writing (4-8); and
(E) review a collection of written works to
determine its strengths and weaknesses and to
set goals as a writer (4-8).
(6.20) Writing/inquiry/research. The student uses
writing as a tool for learning and research. The
student is expected to:
(A) frame questions to direct research (4-8);
(B) organize prior knowledge about a topic in a
variety of ways such as by producing a
graphic organizer (4-8);
(C) take notes from relevant and authoritative
sources such as guest speakers, periodicals,
and on-line searches (4-8);
(D) summarize and organize ideas gained from
multiple sources in useful ways such as
outlines, conceptual maps, learning logs, and
timelines (4-8);
(E) present information in various forms using
available technology (4-8);
(F) evaluate his/her own research and raise new
questions for further investigation (4-8);
and
(G) follow accepted formats for writing research,
including documenting sources (6-8).
(6.21) Writing/connections. The student interacts
with writers inside and outside the classroom in
ways that reflect the practical uses of writing.
The student is expected to:
(A) collaborate with other writers to compose,
organize, and revise various types of texts,
including letters, news, records, and forms
(4-8); and
(B) correspond with peers or others via e-mail or
conventional mail (4-8).
(6.22) Viewing/representing/interpretation. The
student understands and interprets visual images,
messages, and meanings. The student is expected
to:
(A) describe how illustrators' choice of style,
elements, and media help to represent or
extend the text's meanings (4-8);
(B) interpret important events and ideas gathered
from maps, charts, graphics, video segments,
or technology presentations (4-8); and
(C) use media to compare ideas and points of view
(4-8).
(6.23) Viewing/representing/analysis. The student
analyzes and critiques the significance of visual
images, messages, and meanings. The student is
expected to:
(A) interpret and evaluate the various ways
visual image makers such as illustrators,
documentary filmmakers, and political
cartoonists represent meanings (6-8);
(B) compare and contrast print, visual, and
electronic media such as film with written
story (4-8);
(C) evaluate the purposes and effects of varying
media such as film, print, and technology
presentations (6-8); and
(D) evaluate how different media forms influence
and inform (6-8).
(6.24) Viewing/representing/production. The student
produces visual images, messages, and meanings
that communicate with others. The student is
expected to:
(A) select, organize, or produce visuals to
complement and extend meanings (4-8);
(B) produce communications using technology or
appropriate media such as developing a class
newspaper, multimedia reports, or video
reports (4-8); and
(C) assess how language, medium, and presentation
contribute to the message (6-8).
Source: The provisions of this §110.22 adopted to be effective September 1,
1998, 22 TexReg 7549.
(a) Introduction.
(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) For seventh grade students whose first language is
not English, the students' native language serves
as a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Grade 7 are described in
subsection (b) of this section. Following each
statement of a student expectation is a
parenthetical notation that indicates the
additional grades at which these expectations are
demonstrated at increasingly sophisticated levels.
(4) 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.
(5) 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.
(b) Knowledge and skills.
(7.1) Listening/speaking/purposes. The student
listens actively and purposefully in a variety of
settings. The student is expected to:
(A) determine the purposes for listening such as
to gain information, to solve problems, or to
enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (4-
8);
(C) understand the major ideas and supporting
evidence in spoken messages (4-8); and
(D) listen to learn by taking notes, organizing,
and summarizing spoken ideas (6-8).
(7.2) Listening/speaking/critical listening. The
student listens critically to analyze and evaluate
a speaker's message(s). The student is expected
to:
(A) interpret speakers' messages (both verbal and
nonverbal), purposes, and perspectives (4-8);
(B) analyze a speaker's persuasive techniques and
credibility (7-8);
(C) distinguish between the speaker's opinion and
verifiable fact (4-8);
(D) monitor his/her own understanding of the
spoken message and seek clarification as
needed (4-8);
(E) compare his/her own perception of a spoken
message with the perception of others (6-8);
and
(F) evaluate a spoken message in terms of its
content, credibility, and delivery (6-8).
(7.3) Listening/speaking/appreciation. The student
listens to enjoy and appreciate spoken language.
The student is expected to:
(A) listen to proficient, fluent models of oral
reading, including selections from classic
and contemporary works (4-8);
(B) analyze oral interpretations of literature
for effects on the listener (6-8); and
(C) analyze the use of aesthetic language for its
effects (6-8).
(7.4) 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 student is
expected to:
(A) connect his/her own experiences, information,
insights, and ideas with the experiences of
others through speaking and listening (4-8);
(B) compare oral traditions across regions and
cultures (4-8); and
(C) identify how language use such as labels and
sayings reflects regions and cultures (4-8).
(7.5) Listening/speaking/audiences. The student
speaks clearly and appropriately to different
audiences for different purposes and occasions.
The student is expected to:
(A) adapt spoken language such as word choice,
diction, and usage to the audience, purpose,
and occasion (4-8);
(B) demonstrate effective communications skills
that reflect such demands as interviewing,
reporting, requesting, and providing
information (4-8);
(C) present dramatic interpretations of
experiences, stories, poems, or plays to
communicate (4-8);
(D) generate criteria to evaluate his/her own
oral presentations and the presentations of
others (6-8);
(E) use effective rate, volume, pitch, and tone
for the audience and setting (4-8); and
(F) clarify and support spoken ideas with
evidence, elaborations, and examples (4-8).
(7.6) Reading/word identification. The student uses
a variety of word recognition strategies. The
student is expected to:
(A) apply knowledge of letter-sound
correspondences, language structure, and
context to recognize words (4-8);
(B) use structural analysis to identify words,
including knowledge of Greek and Latin roots
and prefixes/suffixes (7-8); and
(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 student is expected to:
(A) read regularly in independent-level materials
(texts in which no more than approximately 1
in 20 words is difficult for the reader) (7);
(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);
(C) adjust reading rate based on purposes for
reading (4-8);
(D) read aloud in selected texts in ways that
both reflect understanding of the text and
engage the listeners (4-8); and
(E) read silently with increasing ease for longer
periods (4-8).
(7.8) Reading/variety of texts. The student reads
widely for different purposes in varied sources.
The student is expected to:
(A) read classic and contemporary works (2-8);
(B) select varied sources such as plays,
anthologies, novels, textbooks, poetry,
newspapers, manuals, and electronic texts
when reading for information or pleasure (6-
8);
(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
(D) read to take action such as to complete
forms, make informed recommendations, and
write a response (6-8).
(7.9) Reading/vocabulary development. The student
acquires an extensive vocabulary through reading
and systematic word study. The student is expected
to:
(A) develop vocabulary by listening to selections
read aloud (4-8);
(B) draw on experiences to bring meanings to
words in context such as interpreting
figurative language idioms, multiple-meaning
words, and analogies (6-8);
(C) use multiple reference aids, including a
thesaurus, a synonym finder, a dictionary,
and software, to clarify meaning and usage (4-
8);
(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);
(E) study word meanings systematically such as
across curricular content areas and through
current events (4-8);
(F) distinguish denotative and connotative
meanings (6-8); and
(G) use word origins as an aid to understanding
historical influences on English word
meanings (6-8).
(7.10) Reading/comprehension. The student uses a
variety of strategies to comprehend a wide range
of texts of increasing levels of difficulty. The
student is expected to:
(A) use his/her own knowledge and experience to
comprehend (4-8);
(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);
(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);
(D) describe mental images that text descriptions
evoke (4-8);
(E) use the text's structure or progression of
ideas such as cause and effect or chronology
to locate and recall information (4-8);
(F) determine a text's main (or major) ideas and
how those ideas are supported with details (4-
8);
(G) paraphrase and summarize text to recall,
inform, or organize ideas (4-8);
(H) draw inferences such as conclusions or
generalizations and support them with text
evidence and experience (4-8);
(I) find similarities and differences across
texts such as in treatment, scope, or
organization (4-8);
(J) distinguish fact and opinion in various texts
(4-8);
(K) answer different types and levels of
questions such as open-ended, literal, and
interpretative as well as test-like questions
such as multiple choice, true-false, and
short answer (4-8);
(L) represent text information in different ways
such as in outline, timeline, or graphic
organizer (4-8); and
(M) use study strategies to learn and recall
important ideas from texts such as preview,
question, reread, and record (6-8).
(7.11) Reading/literary response. The student
expresses and supports responses to various types
of texts. The student is expected to:
(A) offer observations, make connections, react,
speculate, interpret, and raise questions in
response to texts (4-8);
(B) interpret text ideas through such varied
means journal writing, discussion, enactment,
and media (4-8);
(C) support responses by referring to relevant
aspects of text and his/her own experiences
(4-8); and
(D) connect, compare, and contrast ideas, themes,
and issues across text (4-8).
(7.12) Reading/text structures/literary concepts.
The student analyzes the characteristics of
various types of texts (genres). The student is
expected to:
(A) identify the purposes of different types of
texts such as to inform, influence, express,
or entertain (4-8);
(B) recognize the distinguishing features of
genres, including biography, historical
fiction, informational texts, and poetry (4-
8);
(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);
(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);
(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);
(F) analyze characters, including their traits,
motivations, conflicts, points of view,
relationships, and changes they undergo (4-
8);
(G) recognize and analyze story plot, setting,
and problem resolution (4-8);
(H) describe how the author's perspective or
point of view affects the text (4-8);
(I) analyze ways authors organize and present
ideas such as through cause/effect,
compare/contrast, inductively, deductively,
or chronologically (6-8);
(J) recognize and interpret literary devices such
as flashback, foreshadowing, and symbolism (6-
8); and
(K) recognize how style, tone, and mood
contribute to the effect of the text (6-8).
(7.13) Reading/inquiry/research. The student
inquires and conducts research using a variety of
sources. The student is expected to:
(A) form and revise questions for investigations,
including questions arising from readings,
assignments, and units of study (6-8);
(B) use text organizers, including headings,
graphic features, and tables of contents, to
locate and organize information (4-8);
(C) use multiple sources, including electronic
texts, experts, and print resources, to
locate information relevant to research
questions (4-8);
(D) interpret and use graphic sources of
information such as maps, graphs, timelines
or tables to address research questions (4-
8);
(E) summarize and organize information from
multiple sources by taking notes, outlining
ideas, and making charts (4-8);
(F) produce research projects and reports in
effective formats for various audiences (6-
8);
(G) draw conclusions from information gathered
from multiple sources (4-8);
(H) use compiled information and knowledge to
raise additional, unanswered questions (3-8);
and
(I) present organized statements, reports, and
speeches using visuals or media to support
meaning (6-8).
(7.14) Reading/culture. The student reads to
increase knowledge of his/her own culture, the
culture of others, and the common elements of
cultures. The student is expected to:
(A) compare text events with his/her own and
other readers' experiences (4-8);
(B) determine distinctive and common
characteristics of cultures through wide
reading (4-8); and
(C) articulate and discuss themes and connections
that cross cultures (4-8).
(7.15) Writing/purposes. The student writes for a
variety of audiences and purposes and in a variety
of forms. The student is expected to:
(A) write to express, discover, record, develop,
reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade,
argue, and request (4-8);
(C) write to inform such as to explain, describe,
report, and narrate (4-8);
(D) write to entertain such as to compose
humorous poems or short stories (4-8);
(E) select and use voice and style appropriate to
audience and purpose (6-8);
(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);
(G) use literary devices effectively such as
suspense, dialogue, and figurative language
(5-8); and
(H) produce cohesive and coherent written texts
by organizing ideas, using effective
transitions, and choosing precise wording (6-
8).
(7.16)
Writing/penmanship/capitalization/punctuation/spel
ling. The student composes original texts,
applying the conventions of written language such
as capitalization, punctuation, handwriting,
penmanship and spelling to communicate clearly.
The student is expected to:
(A) write legibly by selecting cursive or
manuscript as appropriate (4-8);
(B) capitalize and punctuate correctly to clarify
and enhance meaning such as capitalizing
titles, using hyphens, semicolons, colons,
possessives, and sentence punctuation (6-8);
(C) spell derivatives correctly by applying the
spellings of bases and affixes (7-8);
(D) spell frequently misspelled words correctly
such as their, they're, and there (7-8);
(E) use resources to find correct spellings (4-
8);
(F) spell accurately in final drafts (4-8); and
(G) understand the influence of other languages
and cultures on the spelling of English words
(6-8).
(7.17) Writing/grammar/usage. The student applies
standard grammar and usage to communicate clearly
and effectively in writing. The student is
expected to:
(A) write in complete sentences, varying the
types such as compound and complex sentences,
and use appropriately punctuated independent
and dependent clauses (7-8);
(B) use conjunctions to connect ideas
meaningfully (4-8);
(C) employ standard English usage in writing for
audiences, including subject-verb agreement,
pronoun referents, and parts of speech (4-8);
(D) use adjectives (comparatives and superlatives
forms) and adverbs appropriately to make
writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate
written ideas (4-8);
(F) use verb tenses appropriately and
consistently such as present, past, future,
perfect, and progressive (6-8);
(G) write with increasing accuracy when using
apostrophes in contractions such as won't and
possessives such as Smith's (4-8); and
(H) write with increasing accuracy when using
pronoun case such as "She had the party." (6-
8).
(7.18) Writing/writing processes. The student
selects and uses writing processes for self-
initiated and assigned writing. The student is
expected to:
(A) generate ideas and plans for writing by using
prewriting strategies such as brainstorming,
graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas,
organizing them into paragraphs, and blending
paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding,
elaborating, deleting, combining, and
rearranging text (4-8);
(D) revise drafts for coherence, progression, and
logical support of ideas (4-8);
(E) edit drafts for specific purposes such as to
ensure standard usage, varied sentence
structure, and appropriate word choice (4-8);
(F) use available technology to support aspects
of creating, revising, editing, and
publishing texts (4-8);
(G) refine selected pieces frequently to
"publish" for general and specific audiences
(4-8);
(H) proofread his/her own writing and that of
others (4-8); and
(I) select and use reference materials and
resources as needed for writing, revising,
and editing final drafts (4-8).
(7.19) Writing/evaluation. The student evaluates
his/her own writing and the writings of others.
The student is expected to:
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others'
writings (4-8);
(C) evaluate how well his/her own writing
achieves its purposes (4-8);
(D) analyze published examples as models for
writing (4-8); and
(E) review a collection of written works to
determine its strengths and weaknesses and to
set goals as a writer (4-8).
(7.20) Writing/inquiry/research. The student uses
writing as a tool for learning and research. The
student is expected to:
(A) frame questions to direct research (4-8);
(B) organize prior knowledge about a topic in a
variety of ways such as by producing a
graphic organizer (4-8);
(C) take notes from relevant and authoritative
sources such as guest speakers, periodicals,
and on-line searches (4-8);
(D) summarize and organize ideas gained from
multiple sources in useful ways such as
outlines, conceptual maps, learning logs, and
timelines (4-8);
(E) present information in various forms using
available technology (4-8);
(F) evaluate his/her own research and frame new
questions for further investigation (4-8);
and
(G) follow accepted formats for writing research,
including documenting sources (6-8).
(7.21) Writing/connections. The student interacts
with writers inside and outside the classroom in
ways that reflect the practical uses of writing.
The student is expected to:
(A) collaborate with other writers to compose,
organize, and revise various types of texts,
including letters, news, records, and forms
(4-8);
(B) correspond with peers or others via e-mail or
conventional mail (4-8); and
(C) identify challenges faced by published
authors and strategies they use to compose
various types of text (7-8).
(7.22) Viewing/representing/interpretation. The
student understands and interprets visual images,
messages, and meanings. The student is expected
to:
(A) describe how illustrators' choice of style,
elements, and media help to represent or
extend the text's meanings (4-8);
(B) interpret important events and ideas gathered
from maps, charts, graphics, video segments,
or technology presentations (4-8); and
(C) use media to compare ideas and points of view
(4-8).
(7.23) Viewing/representing/analysis. The student
analyzes and critiques the significance of visual
images, messages, and meanings. The student is
expected to:
(A) interpret and evaluate the various ways
visual image makers such as illustrators,
documentary filmmakers, and political
cartoonists represent meanings (6-8);
(B) compare and contrast print, visual, and
electronic media such as film with written
story (4-8);
(C) evaluate the purposes and effects of various
media such as film, print, and technology
presentations (6-8); and
(D) evaluate how different media forms influence
and inform (6-8).
(7.24) Viewing/representing/production. The student
produces visual images, messages, and meanings
that communicate with others. The student is
expected to:
(A) select, organize, or produce visuals to
complement and extend meanings (4-8);
(B) produce communications using technology or
appropriate media such as developing a class
newspaper, multimedia reports, or video
reports (4-8); and
(C) assess how language, medium, and presentation
contribute to the message (6-8).
Source: The provisions of this §110.23 adopted to be effective September 1,
1998, 22 TexReg 7549.
(a) Introduction.
(1) In Grade 8, students refine and master previously
learned knowledge and skills in increasingly
complex presentations, reading selections, and
writing. Eighth grade students continue to read
widely in classic and contemporary selections and
informational texts. Students are able to identify
characteristics of various literary forms. Eighth
grade students are able to select and use
different forms of writing for specific purposes
such as to inform, persuade, or entertain.
Students produce multi-paragraph compositions with
varied sentence structure. Eighth 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. Students use
citations competently and write by following
accepted formats for research reports. Eighth
grade students present oral and written reports,
including presentations strengthened by visuals
and media.
(2) For eighth grade students whose first language is
not English, the students' native language serves
as a foundation for English language acquisition.
(3) The essential knowledge and skills as well as the
student expectations for Grade 8 are described in
subsection (b) of this section. Following each
statement of a student expectation is a
parenthetical notation that indicates the
additional grades at which these expectations are
demonstrated at increasingly sophisticated levels.
(4) 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 8 as
described in subsection (b) of this section.
(5) 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.
(b) Knowledge and skills.
(8.1) Listening/speaking/purposes. The student
listens actively and purposefully in a variety of
settings. The student is expected to:
(A) determine the purposes for listening such as
to gain information, to solve problems, or to
enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (4-
8);
(C) understand the major ideas and supporting
evidence in spoken messages (4-8); and
(D) listen to learn by taking notes, organizing,
and summarizing spoken ideas (6-8).
(8.2) Listening/speaking/critical listening. The
student listens critically to analyze and evaluate
a speaker's message(s). The student is expected
to:
(A) interpret speakers' messages (both verbal and
nonverbal), purposes, and perspectives (4-8);
(B) analyze a speaker's persuasive techniques and
credibility (7-8);
(C) distinguish between the speaker's opinion and
verifiable fact (4-8);
(D) monitor his/her own understanding of the
spoken message and seek clarification as
needed (4-8);
(E) compare his/her own perception of a spoken
message with the perception of others (6-8);
and
(F) evaluate a spoken message in terms of its
content, credibility, and delivery (6-8).
(8.3) Listening/speaking/appreciation. The student
listens to enjoy and appreciate spoken language.
The student is expected to:
(A) listen to proficient, fluent models of oral
reading, including selections from classic
and contemporary works (4-8);
(B) analyze oral interpretations of literature
for effects on the listener (6-8); and
(C) analyze the use of aesthetic language for its
effects (6-8).
(8.4) 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 cultures. The student is
expected to:
(A) connect his/her own experiences, information,
insights, and ideas with the experiences of
others through speaking and listening (4-8);
(B) compare oral traditions across regions and
cultures (4-8); and
(C) identify how language use such as labels and
sayings reflects regions and cultures (4-8).
(8.5) Listening/speaking/audiences. The student
speaks clearly and appropriately to different
audiences for different purposes and occasions.
The student is expected to:
(A) adapt spoken language such as word choice,
diction, and usage to the audience, purpose,
and occasion (4-8);
(B) demonstrate effective communications skills
that reflect such demands as interviewing,
reporting, requesting, and providing
information (4-8);
(C) present dramatic interpretations of
experiences, stories, poems, or plays to
communicate (4-8);
(D) generate criteria to evaluate his/her own
oral presentations and the presentations of
others (6-8);
(E) use effective rate, volume, pitch, and tone
for the audience and setting (4-8); and
(F) clarify and support spoken ideas with
evidence, elaborations, and examples (4-8).
(8.6) Reading/word identification. The student uses
a variety of word recognition strategies. The
student is expected to:
(A) apply knowledge of letter-sound
correspondences, language structure, and
context to recognize words (4-8);
(B) use structural analysis to identify words,
including knowledge of Greek and Latin roots
and prefixes/suffixes (7-8); and
(C) locate the meanings, pronunciations, and
derivations of unfamiliar words using
dictionaries, glossaries, and other sources
(4-8).
(8.7) Reading/fluency. The student reads with
fluency and understanding in texts at appropriate
difficulty levels. The student is expected to:
(A) read regularly in independent-level materials
(texts in which approximately no more than 1
in 20 words is difficult for the reader) (8);
(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) (8);
(C) adjust reading rate based on purposes for
reading (4-8);
(D) read aloud in selected texts in ways that
both reflect understanding of the text and
engage the listeners (4-8); and
(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 student is expected to:
(A) read classic and contemporary works (2-8);
(B) select varied sources such as plays,
anthologies, novels, textbooks, poetry,
newspapers, manuals, and electronic texts
when reading for information or pleasure (6-
8);
(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
(D) read to take action such as to complete
forms, to make informed recommendations, and
write a response (6-8).
(8.9) Reading/vocabulary development. The student
acquires an extensive vocabulary through reading
and systematic word study. The student is expected
to:
(A) develop vocabulary by listening to selections
read aloud (4-8);
(B) draw on experiences to bring meanings to
words in context such as interpreting idioms,
multiple-meaning words, and analogies (6-8);
(C) use multiple reference aids, including a
thesaurus, a synonym finder, a dictionary,
and software, to clarify meanings and usage
(4-8);
(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);
(E) study word meanings systematically such as
across curricular content areas and through
current events (4-8);
(F) distinguish denotative and connotative
meanings (6-8); and
(G) use word origins as an aid to understanding
historical influences on English word
meanings (6-8).
(8.10) Reading/comprehension. The student
comprehends selections using a variety of
strategies. The student is expected to:
(A) use his/her own knowledge and experience to
comprehend (4-8);
(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);
(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);
(D) describe mental images that text descriptions
evoke (4-8);
(E) use the text's structure or progression of
ideas such as cause and effect or chronology
to locate and recall information (4-8);
(F) determine a text's main (or major) ideas and
how those ideas are supported with details (4-
8);
(G) paraphrase and summarize text to recall,
inform, or organize ideas (4-8);
(H) draw inferences such as conclusions or
generalizations and support them with text
evidence and experience (4-8);
(I) find similarities and differences across
texts such as in treatment, scope, or
organization (4-8);
(J) distinguish fact and opinion in various texts
(4-8);
(K) answer different types and levels of
questions such as open-ended, literal, and
interpretative as well as test-like questions
such as multiple choice, true-false, and
short answer (4-8);
(L) represent text information in different ways
such as in outline, timeline, or graphic
organizer (4-8); and
(M) use study strategies to learn and recall
important ideas from texts such as preview,
question, reread, and record (6-8).
(8.11) Reading/literary response. The student
expresses and supports responses to various types
of texts. The student is expected to:
(A) offer observations, make connections, react,
speculate, interpret, and raise questions in
response to texts (4-8);
(B) interpret text ideas through such varied
means as journal writing, discussion,
enactment, and media (4-8);
(C) support responses by referring to relevant
aspects of text and his/her own experiences
(4-8); and
(D) connect, compare, and contrast ideas, themes,
and issues across text (4-8).
(8.12) Reading/text structure/literary concepts. The
student analyzes the characteristics of various
types of texts (genres). The student is expected
to:
(A) identify the purposes of different types of
texts such as to inform, influence, express,
or entertain (4-8);
(B) recognize the distinguishing features of
genres, including biography, historical
fiction, informational texts, and poetry (4-
8);
(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);
(D) understand and identify literary terms such
as playwright, theater, stage, act, dialogue,
dialect, analogy, and scene across a variety
of literary forms (texts) (8);
(E) understand literary forms by recognizing and
distinguishing among such types of text as
myths, fables, tall tales, limericks, plays,
biographies, autobiographies, tragedy, and
comedy (8);
(F) analyze characters, including their traits,
motivations, conflicts, points of view,
relationships, and changes they undergo (4-
8);
(G) recognize and analyze story plot, setting,
and problem resolution (4-8);
(H) describe how the author's perspective or
point of view affects the text (4-8);
(I) analyze ways authors organize and present
ideas such as through cause/effect,
compare/contrast, inductively, deductively,
or chronologically (6-8);
(J) recognize and interpret literary devices such
as flashback, foreshadowing, and symbolism (6-
8); and
(K) recognize how style, tone, and mood
contribute to the effect of the text (6-8).
(8.13) Reading/inquiry/research. The student
inquires and conducts research using a variety of
sources. The student is expected to:
(A) form and revise questions for investigations,
including questions arising from readings,
assignments, and units of study (6-8);
(B) use text organizers, including headings,
graphic features, and tables of contents, to
locate and organize information (4-8);
(C) use multiple sources, including electronic
texts, experts, and print resources, to
locate information relevant to research
questions (4-8);
(D) interpret and use graphic sources of
information such as maps, graphs, timelines,
or tables to address research questions (4-
8);
(E) summarize record and organize information
from multiple sources by taking notes,
outlining ideas, and making charts (4-8);
(F) produce research projects and reports in
effective formats for various audiences (6-
8);
(G) draw conclusions from information gathered
from multiple sources (4-8);
(H) use compiled information and knowledge to
raise additional, unanswered questions (3-8);
and
(I) present organized statements, reports, and
speeches using visuals or media to support
meaning (6-8).
(8.14) Reading/culture. The student reads to
increase knowledge of his/her own culture, the
culture of others, and the common elements of
cultures. The student is expected to:
(A) compare text events with his/her own and
other readers' experiences (4-8);
(B) determine distinctive and common
characteristics of cultures through wide
reading (4-8); and
(C) articulate and discuss themes and connections
that cross cultures (4-8).
(8.15) Writing/purposes. The student writes for a
variety of audiences and purposes and in a variety
of forms. The student is expected to:
(A) write to express, discover, record, develop,
reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade,
argue, and request (4-8);
(C) write to inform such as to explain, describe,
report, and narrate (4-8);
(D) write to entertain such as to compose
humorous poems or short stories (4-8);
(E) select and use voice and style appropriate to
audience and purpose (6-8);
(F) choose the appropriate form for his/her own
purpose for writing, including journals,
letters, editorials, reviews, poems, memoirs,
narratives, and instructions (7-8);
(G) use literary devices effectively such as
suspense, dialogue, and figurative language
(5-8); and
(H) produce cohesive and coherent written texts
by organizing ideas, using effective
transitions, and choosing precise wording (6-
8).
(8.16)
Writing/penmanship/capitalization/punctuation/spel
ling. The student composes original texts,
applying the conventions of written language such
as capitalization, punctuation, penmanship, and
spelling to communicate clearly. The student is
expected to:
(A) write legibly by selecting cursive or
manuscript as appropriate (4-8);
(B) capitalize and punctuate correctly to clarify
and enhance meaning such as capitalizing
titles, using hyphens, semicolons, colons,
possessives, and sentence punctuation (6-8);
(C) spell derivatives correctly by applying the
spellings of bases and affixes (7-8);
(D) spell frequently misspelled words correctly
such as their, they're, and there (7-8);
(E) use resources to find correct spellings (4-
8);
(F) spell accurately in final drafts (4-8); and
(G) understand the influence of other languages
and cultures on the spelling of English words
(6-8).
(8.17) Writing/grammar/usage. The student applies
standard grammar and usage to communicate clearly
and effectively in writing. The student is
expected to:
(A) write in complete sentences, varying the
types such as compound and complex sentences,
and use appropriately punctuated independent
and dependent clauses (7-8);
(B) use conjunctions to connect ideas
meaningfully (4-8);
(C) employ standard English usage in writing for
audiences, including subject-verb agreement,
pronoun referents, and parts of speech (4-8);
(D) use adjectives (comparatives and superlative
forms) and adverbs appropriately to make
writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate
written ideas (4-8);
(F) use verb tenses appropriately and
consistently such as present, past, future,
perfect, and progressive (6-8);
(G) write with increasing accuracy when using
apostrophes in contractions such as doesn't
and possessives such as Texas's (4-8); and
(H) write with increasing accuracy when using
pronoun case such as "She stepped between
them and us." (6-8).
(8.18) Writing/processes. The student selects and
uses writing processes for self-initiated and
assigned writing. The student is expected to:
(A) generate ideas and plans for writing by using
prewriting strategies such as brainstorming,
graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas,
organizing them into paragraphs, and blending
paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding,
elaborating, deleting, combining, and
rearranging text (4-8);
(D) revise drafts for coherence, progression, and
logical support of ideas (4-8);
(E) edit drafts for specific purposes such as to
ensure standard usage, varied sentence
structure, and appropriate word choice (4-8);
(F) use available technology to support aspects
of creating, revising, editing, and
publishing texts (4-8);
(G) refine selected pieces frequently to
"publish" for general and specific audiences
(4-8);
(H) proofread his/her own writing and that of
others (4-8); and
(I) select and use reference materials and
resources as needed for writing, revising,
and editing final drafts (4-8).
(8.19) Writing/evaluation. The student evaluates
his/her own writing and the writings of others.
The student is expected to:
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others'
writings (4-8);
(C) evaluate how well his/her own writing
achieves its purposes (4-8);
(D) analyze published examples as models for
writing (4-8); and
(E) review a collection of written works to
determine its strengths and weaknesses and to
set goals as a writer (4-8).
(8.20) Writing/inquiry/research. The student uses
writing as a tool for learning and research. The
student is expected to:
(A) frame questions to direct research (4-8);
(B) organize prior knowledge about a topic in a
variety of ways such as by producing a
graphic organizer (4-8);
(C) take notes from relevant and authoritative
sources such as guest speakers, periodicals,
and on-line searches (4-8);
(D) summarize and organize ideas gained from
multiple sources in useful ways such as
outlines, conceptual maps, learning logs, and
timelines (4-8);
(E) present information in various forms using
available technology (4-8);
(F) evaluate his/her own research and frame new
questions for further investigation (4-8);
and
(G) follow accepted formats for writing research,
including documenting sources (6-8).
(8.21) Writing/connections. The student interacts
with writers inside and outside the classroom in
ways that reflect the practical uses of writing.
The student is expected to:
(A) collaborate with other writers to compose,
organize, and revise various types of texts,
including letters, news, records, and forms
(4-8);
(B) correspond with peers or others via e-mail or
conventional mail (4-8); and
(C) identify challenges faced by published
authors and strategies they use to compose
various types of text (7-8).
(8.22) Viewing/representing/interpretation. The
student understands and interprets visual images,
messages, and meanings. The student is expected
to:
(A) describe how illustrators' choice of style,
elements, and media help to represent or
extend the text's meanings (4-8);
(B) interpret important events and ideas gathered
from maps, charts, graphics, video segments,
or technology presentations (4-8); and
(C) use media to compare ideas and points of view
(4-8).
(8.23) Viewing/representing/analysis. The student
analyzes and critiques the significance of visual
images, messages, and meanings. The student is
expected to:
(A) interpret and evaluate the various ways
visual image makers such as illustrators,
documentary filmmakers, and political
cartoonists represent meanings (6-8);
(B) compare and contrast print, visual, and
electronic media such as film with written
story (4-8);
(C) evaluate the purposes and effects of varying
media such as film, print, and technology
presentations (6-8); and
(D) evaluate how different media forms influence
and inform (6-8).
(8.24) Viewing/representing/production. The student
produces visual images, messages, and meanings
that communicate with others. The student is
expected to:
(A) select, organize, or produce visuals to
complement and extend meanings (4-8);
(B) produce communications using technology or
appropriate media such as developing a class
newspaper, multimedia reports, or video
reports (4-8); and
(C) assess how language, medium, and presentation
contribute to the message (6-8).
Source: The provisions of this §110.24 adopted to be effective September 1,
1998, 22 TexReg 7549.
(a) Introduction.
(1) Middle school students read, write, listen, speak,
and view to learn more about the world around them
and to create, clarify, critique, and appreciate
ideas and responses. Middle school students
complete research projects or locate answers to
questions using multiple texts and resources. In
addition, middle school students continue to read
on their own or listen to texts read aloud for the
purpose of enjoyment. Middle school students read
both printed texts and electronic media
independently, bringing with them various
strategies to aid in comprehension. Significant
blocks of time are provided for reading both
independent and instructional-level material for
varied purposes such as collecting information,
learning about and appreciating the writer's
craft, and discovering models for their own
writing. Middle school students respond to texts
through various avenues such as talk, print and
electronic formats, connecting their knowledge of
the world with the text being read. For middle
school students whose first language is not
English, the students' native language serves as a
foundation for English language acquisition and
language learning.
(2) The essential knowledge and skills as well as the
student expectations for Reading, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) The student uses a variety of word recognition
strategies. The student is expected to:
(A) apply knowledge of letter-sound
correspondences, language structure, and
context to recognize words; and
(B) use the keys and entry information in
dictionaries, glossaries, and other sources
to confirm pronunciations and meanings of
unfamiliar words.
(2) The student builds vocabulary through reading and
systematic word study. The student is expected to:
(A) expand vocabulary by reading, listening, and
conversing;
(B) determine word meaning by using context;
(C) derive word meaning by applying knowledge of
the meanings of prefixes, suffixes, and
bases; and
(D) use reference aids such as glossary,
dictionary, and available technology to
investigate word origins, meanings, and
usage.
(3) The student reads with fluency and understanding
in increasingly demanding texts. The student is
expected to:
(A) read silently for sustained periods of time;
(B) read proficiently from diverse texts such as
newspapers, textbooks, manuals, literature,
references, and electronic text; and
(C) adjust reading rate based on purposes for
reading.
(4) The student comprehends selections using a variety
of strategies. The student is expected to:
(A) draw upon background knowledge to comprehend;
(B) establish and adjust both immediate and long-
term purposes for reading such as to find
out, understand, interpret, enjoy, and solve
problems;
(C) monitor his/her own reading strategies and
make adjustments when understanding breaks
down such as by rereading, using resources,
and questioning;
(D) produce summaries of texts that include main
ideas and supporting details;
(E) draw inferences such as conclusions or
generalizations from text and support them
with text evidence; and
(F) identify structures of text organization such
as chronological, cause-effect, and
deductive.
(5) The student uses study strategies to learn from
texts. The student is expected to:
(A) identify important text information by taking
notes, making marginal notation, and
underlining;
(B) use various strategies to understand and
recall text information such as previewing,
skimming, using graphic aids and headings,
rereading, and reviewing;
(C) recall important text information by
reviewing notes, rereading, and writing
important ideas;
(D) answer different types of questions,
including test-like questions such as
multiple choice, open-ended, literal, and
interpretative; and
(E) practice test-taking skills by previewing
questions, skimming texts, reading carefully,
and revisiting questions.
(6) The student researches self-selected topics
through reading and writing. The student is
expected to:
(A) generate relevant, interesting, and
researchable questions;
(B) locate appropriate print and non-print
information using text and technical
resources, including databases;
(C) organize and record new information in
systematic ways such as notes, charts, and
graphic organizers;
(D) produce research reports and projects in
various formats and audiences;
(E) draw conclusions based on the information
gathered; and
(F) identify relevant questions for further study
from research findings or conclusions.
Source: The provisions of this §110.25 adopted to be effective September 1,
1998, 22 TexReg 7549.
(a) Introduction.
(1) Communication is an integral part of our social,
cultural, and academic lives, therefore middle
school students must develop effective
communication skills to further their academic
pursuits and to prepare for interaction in social,
citizenship, and professional roles. Competent
communicators develop skills focused on five
identifiable functions of expressing and
responding to feelings, participating in social
traditions, informing, persuading, creating, and
imagining. To become competent communicators,
students will develop and apply skills in using
oral language, nonverbal communication, and
listening in interpersonal, group, academic, and
public contexts. For middle school students whose
first language is not English, the students'
native language serves as a foundation for English
language acquisition and language learning.
(2) The essential knowledge and skills as well as the
student expectations for Speech, an elective
course, are described in subsection (b) of this
section.
(b) Knowledge and skills.
(1) Understanding the communication process. The
student demonstrates a knowledge of communication.
The student is expected to:
(A) recognize and explain the importance of
communication in social, academic,
citizenship, and professional roles;
(B) identify the related components of the
communication process;
(C) identify standards of making communication
choices considering appropriateness for self,
listener, occasion, and task;
(D) identify characteristics of oral language and
analyze standards for using oral language
appropriately;
(E) identify the importance of using appropriate
nonverbal communication;
(F) identify and explain the components of
listening process;
(G) identify the kinds of listening and analyze
skills related to each type;
(H) analyze how perception of self and others
affects communication;
(I) analyze and develop techniques and strategies
for building self-confidence and reducing
communication apprehension;
(J) identify and explain factors that influence
communication decisions such as knowledge,
attitudes, and culture; and
(K) explain the importance of assuming
responsibility for communication decisions.
(2) Expressing and responding. The student develops
skills for expressing and responding appropriately
in a variety of situations. The student is
expected to:
(A) use appropriate verbal and nonverbal
communication skills in interpersonal
situations;
(B) use reflective empathic listening skills to
respond appropriately in interpersonal
situations;
(C) explain the importance of using tact,
courtesy, and assertiveness appropriately in
interpersonal situations;
(D) identify kinds of groups and analyze basic
principles of group dynamics;
(E) use appropriate communication skills in
groups to make plans or accomplish goals;
(F) use appropriate strategies for agreeing or
disagreeing in interpersonal and group
situations; and
(G) prepare and present an oral statement on a
topic of interest or concern.
(3) Participating in social traditions. The student
develops an understanding of social traditions.
The student is expected to:
(A) identify the importance of social traditions
and ceremonies in various contexts and
cultures;
(B) communicate appropriately in a variety of
interpersonal social traditions, including
making and acknowledging introductions and
giving and accepting praise and criticism;
(C) employ parliamentary procedure in a group
meeting;
(D) use effective techniques to prepare,
organize, and present a speech for a special
occasion; and
(E) use appreciative and critical-listening
skills to analyze, evaluate, and respond
appropriately to class, public, or media.
(4) Informing. The student expresses and responds
appropriately to informative messages. The student
is expected to:
(A) research ideas and topics to acquire accurate
information from a variety of primary,
secondary, and technological sources;
(B) use appropriate communication skills to
request, provide, and respond to information
in interpersonal conversations;
(C) use appropriate verbal, nonverbal, and
listening skills in interviews;
(D) use appropriate information and effective
critical-thinking skills in group decision-
making and problem-solving processes;
(E) plan and present an informative group
discussion for an audience;
(F) plan, research, organize, and write an
informative speech;
(G) rehearse speeches to gain command of ideas
and information, reduce communication
apprehension, develop confidence, and
practice presentation skills;
(H) use notes, manuscripts, rostrum, and visual
and auditory aids appropriately in speeches;
(I) use effective verbal and nonverbal
communication in presenting informative
speeches;
(J) apply critical-listening skills to analyze,
evaluate, and respond appropriately to
informative group discussions and speeches;
and
(K) develop and use communication skills needed
for academic achievement such as
participating appropriately in class
discussions, using active and critical-
listening skills, and taking accurate notes.
(5) Persuading. The student expresses and responds
appropriately to persuasive messages. The student
is expected to:
(A) recognize and develop skills for analyzing
persuasive strategies such as propaganda
devices and emotional appeals;
(B) respond appropriately to persuasive messages
in situations such as accepting or rejecting
peer pressure and making or responding to
requests;
(C) research, write, rehearse, and present
persuasive speeches;
(D) demonstrate persuasive skills in informal or
formal argumentation, discussions, or
debates; and
(E) develop and use critical listening skills to
analyze, evaluate, and respond appropriately
to class, public, or media presentations.
(6) Creating and imagining. The student uses
imagination and creativity to prepare and perform
various types of literature. The student is
expected to:
(A) use imagination to plan, organize, and tell
stories;
(B) use appropriate verbal and nonverbal skills
to share stories;
(C) select, analyze, adapt, interpret, and
rehearse a variety of literary selections;
(D) use effective group decision-making skills in
group performances;
(E) use appropriate verbal and nonverbal skills
in individual or group interpretations of
literature; and
(F) use appreciative and critical-listening
skills to respond appropriately to class,
public, or media performances.
Source: The provisions of this §110.26 adopted to be effective September 1,
1998, 22 TexReg 7549.