Texas Register, Volume 35, Number 6, Pages 711-960, February 5, 2010 Page: 756
711-960 p. ; 28 cm.View a full description of this periodical.
Extracted Text
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(A) read functional texts to complete real-world tasks
(e.g., job applications, recipes, and product assembly instructions);
(B) read to complete academic tasks;
(C) read using test-taking skills (e.g., highlighting, an-
notating, 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 strate-
gies. The student is expected to:
(A) use prior knowledge and experience to compre-
hend;
(B) determine and adjust purpose for reading;
(C) self-monitor reading and adjust when confusion oc-
curs by using appropriate strategies;
(D) summarize texts by identifying main ideas and rel-
evant details;
(E) construct visual images based on text descriptions;
(F) use study skills (e.g., previewing, highlighting, an-
notating, 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 experi-
ence;
(D) analyze text to draw conclusions, state generaliza-
tions, and make predictions supported by text evidence; and
(E) distinguish facts from simple assertions and opin-
ions.
(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 informa-
tional 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 in-
creasingly demanding and varied texts. The student is expected to:
(A) read silently or orally (e.g., paired reading or liter-
ature 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 crit-
ical ways;
(B) respond to text in multiple ways (e.g., discussion,
journal writing, performance, and visual/symbolic representation);
(C) support responses with prior knowledge and expe-
rience; 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 struc-
tures (e.g., sequence, description, compare/contrast, cause/effect, and
problem/solution);
(D) organize and record new information in systematic
ways (e.g., outlines, charts, and graphic organizers); and
(E) communicate information gained from reading.
[(5) The student comprehends selections using a variety of
strategies; The stude~ t is expected t-]
[A- monitor his/her ewn reading and a t when un-
derstandg beaks down stuch as by ereading- using resources, and
[(-B4 use previous ,p .e..e t.o e ]
[( determine and adjustpurpsefer readingsaucst
find o~t to understand, t interpret to enjoy and to s -iv problems]
[- find similarities and :ifferences across texts such
as expatnatiofnsr-;fM ew orf f AA~W ev themes;]
[(E) construct b images based on text desriptions']
[F organize-learn- l and eeal mo ii {deas from
texts and oral presentations such as note takings o~itling using
....niiig kgf rereading, s...g;"" and skimming;]
[3 iz s by.. idiyyng ' main ideas anrel-
evant dtais;]
[4- make inferences such as drawing eonelusions and
making general ztions r predictions supporting them with text evi-
ence and experience;
[() tayze ft and use text structures such as cem-
parefeentrast ause/effe , and chronoelgical er and]
[-J) u se test-taking skills stuh as highlighting- making
..rgi .....note previewing questions ,re reading, ,ti ing key
ws- epe .pro of elimination allotting timer, and following
directions-]
[(6) The student formulates and suppose responses to var-
ious types f texts The student is expected to]
[A respond aesthetiatl inquisitivel, critically and
[{B) respond to text throughdieuson. journal writing,
pe r ..ee and vsua represent ation; and]35 TexReg 756 February 5, 2010 Texas Register
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Texas. Secretary of State. Texas Register, Volume 35, Number 6, Pages 711-960, February 5, 2010, periodical, February 5, 2010; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth101170/m1/44/: accessed April 26, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.