Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 110 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING
Subchapter C - HIGH SCHOOL
Section 110.38 - English Language Arts and Reading, English III (One Credit), Adopted 2017
Universal Citation: 19 TX Admin Code ยง 110.38
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) The English language arts and reading
Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of
listening, speaking, reading, writing, and thinking through the seven
integrated strands of developing and sustaining foundational language skills;
comprehension; response; multiple genres; author's purpose and craft;
composition; and inquiry and research. The strands focus on academic oracy
(proficiency in oral expression and comprehension), authentic 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.
(2) The seven strands of the essential
knowledge and skills for English language arts and reading are intended to be
integrated for instructional purposes and are recursive in nature. 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. 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.
(3) Text complexity increases with
challenging vocabulary, sophisticated sentence structures, nuanced text
features, cognitively demanding content, and subtle relationships among ideas
(Texas Education Agency, STAAR Performance Level Descriptors,
2013). 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.
(4) English
language learners (ELLs) are expected to meet standards in a second language;
however, their proficiency in English influences the ability to meet these
standards. 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.
(5) Current research stresses the importance
of effectively integrating second language acquisition with quality content
area education in order to ensure that ELLs acquire social and academic
language proficiency in English, learn the knowledge and skills, and reach
their full academic potential. 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).
(6) Oral language proficiency holds a pivotal
role in school success; verbal engagement must be maximized across grade levels
(Kinsella, 2010). In order for students to become thinkers and proficient
speakers in science, social studies, mathematics, fine arts, language arts and
reading, and career and technical education, they must have multiple
opportunities to practice and apply the academic language of each discipline
(Fisher, Frey, & Rothenberg, 2008).
(7) 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.
(c) Knowledge and skills.
(1) Developing and sustaining foundational
language skills: listening, speaking, discussion, and thinking--oral language.
The student develops oral language through listening, speaking, and discussion.
The student is expected to:
(A) engage in
meaningful and respectful discourse when evaluating the clarity and coherence
of a speaker's message and critiquing the impact of a speaker's use of diction
and syntax;
(B) follow and give
complex instructions, clarify meaning by asking pertinent questions, and
respond appropriately;
(C) give a
formal presentation that exhibits a logical structure, smooth transitions,
accurate evidence, well-chosen details, and rhetorical devices and that employs
eye contact, speaking rate such as pauses for effect, volume, enunciation,
purposeful gestures, and conventions of language to communicate ideas
effectively; and
(D) participate
collaboratively, offering ideas or judgments that are purposeful in moving the
team toward goals, asking relevant and insightful questions, tolerating a range
of positions and ambiguity in decision making, and evaluating the work of the
group based on agreed-upon criteria.
(2) Developing and sustaining foundational
language skills: listening, speaking, reading, writing, and
thinking--vocabulary. The student uses newly acquired vocabulary expressively.
The student is expected to:
(A) use print or
digital resources to clarify and validate understanding of multiple meanings of
advanced vocabulary;
(B) analyze
context to draw conclusions about nuanced meanings such as in imagery;
and
(C) determine the meaning of
foreign words or phrases used frequently in English such as ad hoc, faux pas,
non sequitur, and modus operandi.
(3) Developing and sustaining foundational
language skills: listening, speaking, reading, writing, and
thinking--self-sustained reading. The student reads grade-appropriate texts
independently. The student is expected to self-select text and read
independently for a sustained period of time.
(4) Comprehension skills: listening,
speaking, reading, writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension of increasingly
complex texts. The student is expected to:
(A) establish purpose for reading assigned
and self-selected texts;
(B)
generate questions about text before, during, and after reading to deepen
understanding and gain information;
(C) make and correct or confirm predictions
using text features, characteristics of genre, and structures;
(D) create mental images to deepen
understanding;
(E) make connections
to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to
support understanding;
(G) evaluate
details read to understand key ideas;
(H) synthesize information from a variety of
text types to create new understanding; and
(I) monitor comprehension and make
adjustments such as re-reading, using background knowledge, asking questions,
annotating, and using outside sources when understanding breaks down.
(5) Response skills: listening,
speaking, reading, writing, and thinking using multiple texts. The student
responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:
(A) describe personal connections to a
variety of sources, including self-selected texts;
(B) write responses that demonstrate analysis
of texts, including comparing texts within and across genres;
(C) use text evidence and original commentary
to support an analytic response;
(D) paraphrase and summarize texts in ways
that maintain meaning and logical order;
(E) interact with sources in meaningful ways
such as notetaking, annotating, freewriting, or illustrating;
(F) respond using acquired content and
academic vocabulary as appropriate;
(G) discuss and write about the explicit and
implicit meanings of text;
(H)
respond orally or in writing with appropriate register and effective
vocabulary, tone, and voice;
(I)
reflect on and adjust responses when valid evidence warrants; and
(J) defend or challenge the authors' claims
using relevant text evidence.
(6) Multiple genres: listening, speaking,
reading, writing, and thinking using multiple texts--literary elements. The
student recognizes and analyzes literary elements within and across
increasingly complex traditional, contemporary, classical, and diverse literary
texts. The student is expected to:
(A) analyze
relationships among thematic development, characterization, point of view,
significance of setting, and plot in a variety of literary texts;
(B) analyze how characters' behaviors and
underlying motivations contribute to moral dilemmas that influence the plot and
theme;
(C) evaluate how different
literary elements shape the author's portrayal of the plot; and
(D) analyze how the historical, social, and
economic context of setting(s) influences the plot, characterization, and
theme.
(7) Multiple
genres: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student recognizes and analyzes genre-specific
characteristics, structures, and purposes within and across increasingly
complex traditional, contemporary, classical, and diverse texts. The student is
expected to:
(A) read and analyze American
literature across literary periods;
(B) analyze relationships among
characteristics of poetry, including stanzas, line breaks, speaker, and sound
devices in poems across a variety of poetic forms;
(C) analyze how the relationships among
dramatic elements advance the plot;
(D) analyze characteristics and structural
elements of informational texts such as:
(i)
clear thesis, strong supporting evidence, pertinent examples, commentary,
summary, and conclusion; and
(ii)
the relationship between organizational design and author's purpose;
(E) analyze characteristics and
structural elements of argumentative texts such as:
(i) clear arguable thesis, appeals, structure
of the argument, convincing conclusion, and call to action;
(ii) various types of evidence and treatment
of counterarguments, including concessions and rebuttals; and
(iii) identifiable audience or reader;
and
(F) analyze the
effectiveness of characteristics of multimodal and digital texts.
(8) Author's purpose and craft:
listening, speaking, reading, writing, and thinking using multiple 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 is expected to:
(A) analyze the author's purpose, audience,
and message within a text;
(B)
evaluate use of text structure to achieve the author's purpose;
(C) evaluate the author's use of print and
graphic features to achieve specific purposes;
(D) evaluate how the author's use of language
informs and shapes the perception of readers;
(E) evaluate the use of literary devices such
as paradox, satire, and allegory to achieve specific purposes;
(F) evaluate how the author's diction and
syntax contribute to the mood, voice, and tone of a text; and
(G) analyze the effects of rhetorical devices
and logical fallacies on the way the text is read and understood.
(9) Composition: listening,
speaking, reading, writing, and thinking using multiple texts--writing process.
The student uses the writing process recursively to compose multiple texts that
are legible and use appropriate conventions. The student is expected to:
(A) plan a piece of writing appropriate for
various purposes and audiences by generating ideas through a range of
strategies such as brainstorming, journaling, reading, or discussing;
(B) develop drafts into a focused,
structured, and coherent piece of writing in timed and open-ended situations
by:
(i) using strategic organizational
structures appropriate to purpose, audience, topic, and context; and
(ii) developing an engaging idea reflecting
depth of thought with effective use of rhetorical devices, details, examples,
and commentary;
(C)
revise drafts to improve clarity, development, organization, style, diction,
and sentence fluency, both within and between sentences;
(D) edit drafts to demonstrate a command of
standard English conventions using a style guide as appropriate; and
(E) publish written work for appropriate
audiences.
(10)
Composition: listening, speaking, reading, writing, and thinking using multiple
texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
(A) compose literary texts such as fiction
and poetry using genre characteristics and craft;
(B) compose informational texts such as
explanatory essays, reports, resumes, and personal essays using genre
characteristics and craft;
(C)
compose argumentative texts using genre characteristics and craft;
(D) compose correspondence in a professional
or friendly structure;
(E) compose
literary analysis using genre characteristics and craft; and
(F) compose rhetorical analysis using genre
characteristics and craft.
(11) Inquiry and research: listening,
speaking, reading, writing, and thinking using multiple texts. The student
engages in both short-term and sustained recursive inquiry processes for a
variety of purposes. The student is expected to:
(A) develop questions for formal and informal
inquiry;
(B) critique the research
process at each step to implement changes as needs occur and are
identified;
(C) develop and revise
a plan;
(D) modify the major
research question as necessary to refocus the research plan;
(E) locate relevant sources;
(F) synthesize information from a variety of
sources;
(G) examine sources for:
(i) credibility, bias, and accuracy;
and
(ii) faulty reasoning such as
post hoc-ad hoc, circular reasoning, red herring, and assumptions;
(H) display academic citations,
including for paraphrased and quoted text, and use source materials ethically
to avoid plagiarism; and
(I) use an
appropriate mode of delivery, whether written, oral, or multimodal, to present
results.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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