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 110.47 - Reading I, II, III (One-Half to Three Credits)
Universal Citation: 19 TX Admin Code § 110.47
Current through Reg. 50, No. 13; March 28, 2025
(a) Introduction.
(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.
(2) For high school students whose first
language is not English, the students' native language serves as a foundation
for English language acquisition and language learning.
(3) 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.
(4) The essential knowledge and skills as
well as the student expectations for Reading I, II, III, elective courses, are
described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student uses a variety of word
recognition strategies. The student is expected to:
(A) apply knowledge of letter-sound
correspondences, language structure, and context to recognize words;
and
(B) use reference guides such
as dictionaries, glossaries, and available technology to determine
pronunciations of unfamiliar words.
(2) The student acquires an extensive
vocabulary through reading and systematic word study. The student is expected
to:
(A) expand vocabulary by reading, viewing,
listening, and discussing;
(B)
determine word meanings through the study of their relationships to other words
and concepts such as content, synonyms, antonyms, and analogies;
(C) recognize the implied meanings of words
such as idiomatic expressions, homonyms, puns, and connotations;
(D) apply the knowledge of roots, affixes,
and word origins to infer meanings; and
(E) use available reference guides such as
dictionary, glossary, thesaurus, and available technology to determine or
confirm the meanings of new words and phrases.
(3) The student reads for a variety of
purposes with multiple sources, both narrative and expository. The student is
expected to:
(A) read functional texts to
complete real-world tasks such as job applications, recipes, and product
assembly instructions;
(B) read to
complete academic tasks;
(C) read
using test-taking skills such as highlighting, annotating, previewing
questions, noticing key words, employing process of elimination, allotting
time, and following directions;
(D)
read to gain content/background knowledge as well as insight about oneself,
others, or the world; and
(E) read
for enjoyment.
(4) The
student comprehends texts using effective strategies. The student is expected
to:
(A) use prior knowledge and experience to
comprehend;
(B) determine and
adjust purpose for reading;
(C)
self-monitor reading and adjust when confusion occurs by using appropriate
strategies;
(D) summarize texts by
identifying main ideas and relevant details;
(E) construct visual images based on text
descriptions;
(F) use study skills
such as previewing, highlighting, annotating, note taking, and outlining;
and
(G) use questioning to enhance
comprehension before, during, and after reading.
(5) The student draws complex inferences and
analyzes and evaluates information within and across texts of varying lengths.
The student is expected to:
(A) find
similarities and differences across texts such as explanations, points of view,
or themes;
(B) identify explicit
and implicit meanings of texts;
(C)
support inferences with text evidence and experience;
(D) analyze text to draw conclusions, state
generalizations, and make predictions supported by text evidence; and
(E) distinguish facts from simple assertions
and opinions.
(6) The
student reads critically to evaluate texts in order to determine the
credibility of the sources. The student is expected to:
(A) identify and analyze the audience,
purpose, and message of the text;
(B) evaluate the credibility and relevance of
informational sources;
(C) analyze
the presentation of information and the strength of quality of the evidence
used by the author; and
(D)
evaluate the author's motivation, stance, or position and its effect on the
validity of the text.
(7) The student reads with fluency and
understanding in increasingly demanding and varied texts. The student is
expected to:
(A) read silently or orally such
as paired reading or literature circles for sustained periods of time;
and
(B) adjust reading rate based
on purposes for reading.
(8) The student formulates and supports
responses to a wide variety of texts. The student is expected to:
(A) respond actively to texts in both
aesthetic and critical ways;
(B)
respond to text in multiple ways such as discussion, journal writing,
performance, and visual/symbolic representation;
(C) support responses with prior knowledge
and experience; and
(D) support
responses with explicit textual information.
(9) The student reads and responds to
informational texts. The student is expected to:
(A) generate relevant and interesting
questions;
(B) use text features
and graphics to form an overview to determine where to locate
information;
(C) analyze the use of
common expository text structures such as sequence, description,
compare/contrast, cause/effect, and problem/solution;
(D) organize and record new information in
systematic ways such as outlines, charts, and graphic organizers; and
(E) communicate information gained from
reading.
(10) The
student reads to increase knowledge of one's own culture, the culture of
others, and the common elements of cultures. The student is expected to:
(A) compare text events with personal and
other readers' experiences; and
(B)
recognize literary themes and connections that cross cultures.
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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