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Staar persuasive essay english ii


staar persuasive essay english ii

using multiple texts-genres. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. (a) The provisions of 128.34-128.36 of this subchapter shall be implemented by school districts.

staar persuasive essay english ii

(3) ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. (3) The student applies the conventions of usage and the mechanics of written English to communicate clearly and effectively. The student uses newly acquired vocabulary expressively. English I for Speakers of Other Languages (One Credit Adopted 2017. (5) The student demonstrates an understanding of the economics of publishing. (5) The development of communicative competence occurs through targeted lessons based on students' needs, although academic language proficiency is the focus of instruction. (4) 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. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to: (A) summarize texts and retell in English or the native language (L1) as needed; (B) self-monitor using pre-reading supports such as graphic organizers, illustrations, and. Students are expected to: (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and (B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly. The student reads grade-appropriate texts independently. Based on the student's language proficiency level, and with appropriately provided English language development scaffolding, the student is expected to adjust fluency when reading grade-level and language proficiency-level text based on the reading purpose.

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