What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Texas Essential Knowledge and Skills for English Language Arts and Reading - English III

K–12 Standards

Literary Magazine
English I
English I
English II
English IV
Literary Genres
Public Speaking I, II, III (One-Half to One Credit) (2020)
Creative Writing: Grades 10-12
English II

The student develops oral language through listening, speaking, and discussion.9-12.1

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;9-12.1.A
B.
follow and give complex instructions, clarify meaning by asking pertinent questions, and respond appropriately;9-12.1.B
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; and9-12.1.C
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.9-12.1.D

The student uses newly acquired vocabulary expressively.9-12.2

A.
use print or digital resources to clarify and validate understanding of multiple meanings of advanced vocabulary;9-12.2.A
B.
analyze context to draw conclusions about nuanced meanings such as in imagery; and9-12.2.B
C.
determine the meaning of foreign words or phrases used frequently in English such as ad hoc, faux pas, non sequitur, and modus operandi.9-12.2.C

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.9-12.3

3.
The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.9-12.3

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.9-12.4

A.
establish purpose for reading assigned and self-selected texts;9-12.4.A
B.
generate questions about text before, during, and after reading to deepen understanding and gain information;9-12.4.B
C.
make and correct or confirm predictions using text features, characteristics of genre, and structures;9-12.4.C
D.
create mental images to deepen understanding;9-12.4.D
E.
make connections to personal experiences, ideas in other texts, and society;9-12.4.E
F.
make inferences and use evidence to support understanding;9-12.4.F
G.
evaluate details read to understand key ideas;9-12.4.G
H.
synthesize information from a variety of text types to create new understanding; and9-12.4.H
I.
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, annotating, and using outside sources when understanding breaks down.9-12.4.I

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.9-12.5

A.
describe personal connections to a variety of sources, including self-selected texts;9-12.5.A
B.
write responses that demonstrate analysis of texts, including comparing texts within and across genres;9-12.5.B
C.
use text evidence and original commentary to support an analytic response;9-12.5.C
D.
paraphrase and summarize texts in ways that maintain meaning and logical order;9-12.5.D
E.
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;9-12.5.E
F.
respond using acquired content and academic vocabulary as appropriate;9-12.5.F
G.
discuss and write about the explicit and implicit meanings of text;9-12.5.G
H.
respond orally or in writing with appropriate register and effective vocabulary, tone, and voice;9-12.5.H
I.
reflect on and adjust responses when valid evidence warrants; and9-12.5.I
J.
defend or challenge the authors' claims using relevant text evidence.9-12.5.J

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.9-12.6

A.
analyze relationships among thematic development, characterization, point of view, significance of setting, and plot in a variety of literary texts;9-12.6.A
B.
analyze how characters' behaviors and underlying motivations contribute to moral dilemmas that influence the plot and theme;9-12.6.B
C.
evaluate how different literary elements shape the author's portrayal of the plot; and9-12.6.C
D.
analyze how the historical, social, and economic context of setting(s) influences the plot, characterization, and theme.9-12.6.D

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.9-12.7

A.
read and analyze American literature across literary periods;9-12.7.A
B.
analyze relationships among characteristics of poetry, including stanzas, line breaks, speaker, and sound devices in poems across a variety of poetic forms;9-12.7.B
C.
analyze how the relationships among dramatic elements advance the plot;9-12.7.C
D.
analyze characteristics and structural elements of informational texts such as:9-12.7.D
1. i.
  clear thesis, strong supporting evidence, pertinent examples, commentary, summary, and conclusion; and9-12.7.D.i
2. ii.
  the relationship between organizational design and author's purpose;9-12.7.D.ii
E.
analyze characteristics and structural elements of argumentative texts such as:9-12.7.E
1. i.
  clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call to action;9-12.7.E.i
2. ii.
  various types of evidence and treatment of counterarguments, including concessions and rebuttals; and9-12.7.E.ii
3. iii.
  identifiable audience or reader; and9-12.7.E.iii
F.
analyze the effectiveness of characteristics of multimodal and digital texts.9-12.7.F

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.9-12.8

A.
analyze the author's purpose, audience, and message within a text;9-12.8.A
B.
evaluate use of text structure to achieve the author's purpose;9-12.8.B
C.
evaluate the author's use of print and graphic features to achieve specific purposes;9-12.8.C
D.
evaluate how the author's use of language informs and shapes the perception of readers;9-12.8.D
E.
evaluate the use of literary devices such as paradox, satire, and allegory to achieve specific purposes;9-12.8.E
F.
evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text; and9-12.8.F
G.
analyze the effects of rhetorical devices and logical fallacies on the way the text is read and understood.9-12.8.G

The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.9-12.9

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;9-12.9.A
B.
develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:9-12.9.B
1. i.
  using strategic organizational structures appropriate to purpose, audience, topic, and context; and9-12.9.B.i
2. ii.
  developing an engaging idea reflecting depth of thought with effective use of rhetorical devices, details, examples, and commentary;9-12.9.B.ii
C.
revise drafts to improve clarity, development, organization, style, diction, and sentence fluency, both within and between sentences;9-12.9.C
D.
edit drafts to demonstrate a command of standard English conventions using a style guide as appropriate; and9-12.9.D
E.
publish written work for appropriate audiences.9-12.9.E

The student uses genre characteristics and craft to compose multiple texts that are meaningful.9-12.10

A.
compose literary texts such as fiction and poetry using genre characteristics and craft;9-12.10.A
B.
compose informational texts such as explanatory essays, reports, resumes, and personal essays using genre characteristics and craft;9-12.10.B
C.
compose argumentative texts using genre characteristics and craft;9-12.10.C
D.
compose correspondence in a professional or friendly structure;9-12.10.D
E.
compose literary analysis using genre characteristics and craft; and9-12.10.E
F.
compose rhetorical analysis using genre characteristics and craft.9-12.10.F

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.9-12.11

A.
develop questions for formal and informal inquiry;9-12.11.A
B.
critique the research process at each step to implement changes as needs occur and are identified;9-12.11.B
C.
develop and revise a plan;9-12.11.C
D.
modify the major research question as necessary to refocus the research plan;9-12.11.D
E.
locate relevant sources;9-12.11.E
F.
synthesize information from a variety of sources;9-12.11.F
G.
examine sources for:9-12.11.G
1. i.
  credibility, bias, and accuracy; and9-12.11.G.i
2. ii.
  faulty reasoning such as post hoc-ad hoc, circular reasoning, red herring, and assumptions;9-12.11.G.ii
H.
display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism; and9-12.11.H
I.
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.9-12.11.I

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2017
Where can I read the official document?: Texas Essential Knowledge and Skills for English Language Arts and Reading - English III

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