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 110.48 - College Readiness and Study Skills (One-Half Credit)
Universal Citation: 19 TX Admin Code § 110.48
Current through Reg. 50, No. 13; March 28, 2025
(a) Introduction.
(1) High school students that require or
request additional honing of the study skills, especially as the students
prepare for the demands of college, may enroll in the one semester course
College Readiness and Study Skills. In this course, students acquire techniques
for learning from texts, including studying word meanings, identifying and
relating key ideas, drawing and supporting inferences, and reviewing study
strategies. In all cases, interpretations and understandings will be presented
through varying forms, including through use of available technology. Students
accomplish many of the objectives through wide reading as well as use of
content texts in preparation for post-secondary schooling.
(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 College Readiness and Study Skills, an
elective course, are described in subsection (b) of this section.
(b) Knowledge and skills.
(1) The student reads widely for a variety of
purposes from numerous sources and cultures. The student is expected to:
(A) read self-selected and assigned texts
from varied sources such as literature, literary non-fiction, expository,
electronic texts, and other media; and
(B) read for various purposes such as to be
entertained, to appreciate a writer's craft, to be informed, to take action,
and to discover models for writing.
(2) The student builds an extensive
vocabulary through reading and systematic word study. The student is expected
to:
(A) expand vocabulary through wide
reading, viewing, listening, and discussion;
(B) apply knowledge of affixes and roots to
comprehend;
(C) investigate word
origins to understand meanings, derivations, and spellings;
(D) distinguish between the connotative and
denotative meanings and interpret the connotative power of words;
(E) use reference material to determine
precise meaning and usage such as glossary, dictionary, thesaurus, and
available technology; and
(F) use
context to determine meanings of words and phrases such as figurative language,
idiomatic expressions, homonyms, and technical vocabulary.
(3) The student comprehends texts using a
variety of strategies. The student is expected to:
(A) use self-monitoring reading strategies to
make modifications when understanding breaks down;
(B) activate and draw upon prior knowledge
and experience;
(C) establish
purposes for reading such as to discover, to understand, to interpret, to
enjoy, and to solve problems;
(D)
construct images based on text descriptions; and
(E) create graphic organizers to represent
textual information.
(4)
The student reads critically to evaluate texts and the authority of sources.
The student is expected to:
(A) analyze
audience, purpose, and message of text;
(B) evaluate the credibility and relevance of
information sources;
(C) evaluate
the author's motivation, stance, or position and its effect on the validity of
the text;
(D) analyze aspects of
texts such as organizational patterns, diction, format, and tone for their
effect on audiences;
(E) identify
explicit and implicit textual information in text;
(F) support complex inferences with text
evidence and experience; and
(G)
recognize persuasive techniques in texts such as bandwagon, glittering
generalities, and testimonials.
(5) The student uses study strategies to
learn from a variety of texts. The student is expected to:
(A) use effective reading strategies to
recall material from text such as previewing, skimming, scanning, rereading,
and asking relevant questions;
(B)
summarize information from text such as outlines, study guides, annotating, and
two-columned note taking;
(C) use
text features and graphics such as headings, tables, sidebars, photographs, and
captions to form an overview of informational texts and to determine where to
locate information; and
(D) use
effective test-taking strategies for different types of tests.
(6) The student expresses and
supports responses to various types of texts. The student is expected to:
(A) respond to literary and informational
texts through various modes of communication such as discussions, further
reading, presentations, journals, written responses, or visual arts;
(B) formulate and defend a position with
support synthesized from multiple texts; and
(C) evaluate personal responses to reading
for evidence of growth.
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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