Reading

1003 = Reading I

Reading I offers students instruction in word recognition and comprehension strategies and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields. 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.

1013 = Reading II

Reading II continues offering students instruction in word recognition and comprehension strategies and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields. 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.

1023 = Reading III

Reading III offers students instruction in word recognition and comprehension strategies and vocabulary to ensure that high school students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields. 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.

1038 = Reading IV

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, Reading Application and Study Skills. In this course, students learn techniques for learning from texts including studying word meanings, producing effective summaries, identifying and relating key ideas, drawing and supporting inferences, and reviewing study strategies. In addition, students will have opportunities to respond critically to literary texts. 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 (cross-curricular) content texts in preparation for post secondary schooling. 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.

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 the keys and entry information in dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words.

(2) The student reads with fluency and understanding in increasingly demanding texts. The student is expected to:

(A) read silently for a sustained period of time;

(B) read orally at a rate that enables comprehension; and

(3) The student reads for different purposes in varied sources. The student is expected to:

(A) read to complete a task, to gather information, to be informed, to solve problems, to answer questions, and for pleasure; and

(B) read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, electronic texts, technical documents, and other media.

(4) The student builds an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) expand vocabulary by reading, listening, and discussing;

(B) determine meanings by using context;

(D) employ reference aids such as glossary, dictionary, thesaurus, and available technology to determine meanings.

(5) The student comprehends selections using a variety of strategies. The student is expected to:

(A) monitor his/her own reading and adjust when understanding breaks down such as by rereading, using resources, and questioning;

(B) use previous experience to comprehend;

(C) determine and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems;

(D) find similarities and differences across texts such as explanations, points of view, or themes;

(E) construct images based on text descriptions;

(F) organize, learn, and recall important ideas from texts and oral presentations such as note taking, outlining, using learning logs, rereading, scanning, and skimming;

(G) summarize texts by identifying main ideas and relevant details;

(H) make inferences such as drawing conclusions and making generalizations or predictions, supporting them with text evidence and experience;

(I) analyze and use text structures such as compare/contrast, cause/effect, and chronological order; and

(J) use test-taking skills such as highlighting, making marginal notes, previewing questions before reading, noticing key words, employing process of elimination, allotting time, and following directions.

(6) The student formulates and supports responses to various types of texts. The student is expected to:

(A) respond aesthetically, inquisitively, critically, and actively to texts;

(B) respond to text through discussion, journal writing, performance, and visual representation; and

(7) The student reads texts to find information on self-selected and assigned topics. The student is expected to:

(A) generate relevant, interesting, and researchable questions;

(B) locate appropriate print and non-print information using text and technical resources, including databases;

(D) organize and record new information such as notes, charts, and graphic organizers;

(E) communicate information gained from reading; and

(F) use compiled information and knowledge to raise additional unanswered questions.

(8) The student reads critically to evaluate texts and the credibility of sources. The student is expected to:

(A) analyze the characteristics of well-constructed text;

(B) evaluate the credibility of information sources and their appropriateness for assigned and self-selected topics;

(D) analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect;

(E) apply modes of reasoning such as induction and deduction to think critically; and

(F) recognize logical and illogical arguments in text.

(9) The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to:

(A) compare text events with his/her own and other readers' experiences; and

(B) recognize and discuss literary themes and connections that cross cultures.

Source: The provisions of this §110.47 adopted to be effective September 1, 1998, 22 TexReg 7549.