Technology
Applications Standards
110.16. English Language Arts and
Reading, Grade 5, Beginning with School Year 2009-2010
(a) Introduction.
(1) The English Language
Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into
the following strands: Reading, where students read and understand a wide
variety of literary and informational texts; Writing, where students compose a
variety of written texts with a clear controlling idea, coherent organization,
and sufficient detail; Research, where students are expected to know how to
locate a range of relevant sources and evaluate, synthesize, and present ideas
and information; Listening and Speaking, where students listen and respond to
the ideas of others while contributing their own ideas in conversations and in
groups; and Oral and Written Conventions, where students learn how to use the
oral and written conventions of the English language in speaking and writing.
The standards are cumulative--students will continue to address earlier
standards as needed while they attend to standards for their grade. In fifth
grade, students will engage in activities that build on their prior knowledge
and skills in order to strengthen their reading, writing, and oral language
skills. Students should read and write on a daily basis.
(2) For students whose
first language is not English, the students' native language serves as a
foundation for English language acquisition.
(A) English language
learners (ELLs) are acquiring English, learning content in English, and
learning to read simultaneously. For this reason, it is imperative that reading
instruction should be comprehensive and that students receive instruction in
phonemic awareness, phonics, decoding, and word attack skills while
simultaneously being taught academic vocabulary and comprehension skills and
strategies. Reading instruction that enhances ELL's ability to decode
unfamiliar words and to make sense of those words in context will expedite
their ability to make sense of what they read and learn from reading.
Additionally, developing fluency, spelling, and grammatical conventions of
academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs,
comprehension of texts requires additional scaffolds to support comprehensible
input. ELL students should use the knowledge of their first language (e.g.,
cognates) to further vocabulary development. Vocabulary needs to be taught in
the context of connected discourse so that language is meaningful. ELLs must
learn how rhetorical devices in English differ from those in their native
language. At the same time English learners are learning in English, the focus
is on academic English, concepts, and the language structures specific to the
content.
(C) During initial stages
of English development, ELLs are expected to meet standards in a second
language that many monolingual English speakers find difficult to meet in their
native language. However, English language learners' abilities to meet these
standards will be influenced by their proficiency in English. 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. It is also critical to
understand that ELLs with no previous or with interrupted schooling will
require explicit and strategic support as they acquire English and learn to
learn in English simultaneously.
(3) 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, skills, and student expectations at Grade 5
as described in subsection (b) of this section.
(4) 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.
Students continue to apply earlier
standards with greater complexity. Students are expected to participate in
student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
Source: The provisions of this
§110.16 adopted to be effective September 4, 2008, 33 TexReg 7162.
(Source: Texas Education Agency at
http://www.tea.state.tx.us/)
Last updated: February 23,
2010
According to the introduction students need
to be able to read from a variety of texts and write with detail and fluency.
Students should also be able to conduct research and be able to discuss what
they have read, written and learned with the class. In order to offer a variety
of instruction that includes technology programs such as google docs would
benefit students greatly. They can work on a story which will help them
organize the story and find the different elements of the story. This also
benefits ELL students with vocabulary and story elements. Reading programs such as reading rockets have
games and lessons for students to learn reading strategies, comprehension and vocabulary.
I believe that all students need to be
able to write passages that includes detail and logical organization. In order to accomplish this I intend on having
the students write in journals each day, these do not have to be shared with
the class. Journals will be for myself to give feedback to the student. I also intend
on allowing the students to create a classroom story blog where they can
comment on each other’s entry.
Discussions can be made to the blog by asking questions about how more
detail can be added to the entry. After students have created their story
students will group together for a reader’s theatre demonstration.
