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 Proposed New 19 TAC
regions and cultures (4-8). (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 o...
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regions and cultures (4-8). (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
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
§110.B. Middle School (E) use effective rate, volume, pitch, and tone <span class="highlight">for</span> the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety <span class="highlight">of</span> word <span class="highlight">recognition</span> strategies. The student is expected to: (A) apply knowledge <span class="highlight">of</span> letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural <span class="highlight">analysis</span> to identify root words with prefixes such as
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=36
regions and cultures (4-8). (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences <span class="highlight">for</span> 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 <span class="highlight">information</span> (4-8); (C) present dramatic interpretations <span class="highlight">of</span> experiences
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
middle school students continue to read on their own or listen to texts read aloud <span class="highlight">for</span> the purpose <span class="highlight">of</span> enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks <span class="highlight">of</span> time are provided <span class="highlight">for</span> reading both <span class="highlight">independent</span> and instructional-level material <span class="highlight">for</span> varied purposes such as collecting <span class="highlight">information</span>, learning about and appreciating the writer's craft, and discovering models <span class="highlight">for</span> their own writing
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