Essay about Cause and Effect of Cheating - 1018 Words
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(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
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(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
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(1) Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.
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(5) Current research stresses the importance ofeffectively integrating second language acquisition with quality content areaeducation in order to ensure that ELLs acquire social and academic languageproficiency in English, learn the knowledge and skills, and reach their fullacademic potential. Instruction must be linguistically accommodated inaccordance with the English Language Proficiency Standards (ELPS) and thestudent's English language proficiency levels to ensure the mastery ofknowledge and skills in the required curriculum is accessible. For a furtherunderstanding of second language acquisition needs, refer to the ELPS andproficiency-level descriptors adopted in Chapter 74, Subchapter A, of thistitle (relating to Required Curriculum).