This lesson encourages students to use skills and knowledge they may not realize they already have. A classroom game introduces students to the basic concepts of lobbying for something that is important to them or that they want and making persuasive arguments.
The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic 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. 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. It is important to note that encoding spelling and decoding reading are reciprocal skills.
Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. 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.
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.
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. 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.
The student develops oral language through listening, speaking, and discussion. The student is expected to: The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
The student uses newly acquired vocabulary expressively. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.I love using the graphic organizers in my Grade 3 Writing Lessons to Meet the Common Core. Other teachers in my building use the resources for their grade level as well.
They make them for grades Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities. Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.
§ Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, Elementary, Adopted (a) The provisions of this section and §§ of this title shall be implemented by school districts. Search using a saved search preference or by selecting one or more content areas and grade levels to view standards, related Eligible Content, assessments, and materials and resources.
Practicing persuasive writing helps kids become accustomed to stating their appeals and offering evidence for their arguments. This exercise also helps students understand how other people attempt to persuade them—whether it is a friend, classmate, or through advertising and the media.