TITLE 19. EDUCATION
PART 2. TEXAS EDUCATION AGENCY
CHAPTER 110. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR ENGLISH LANGUAGE ARTS AND READING
The State Board of Education (SBOE) adopts new §§110.10, 110.30, and 110.70, concerning Texas Essential Knowledge and Skills (TEKS) for English language arts and reading (ELAR). The new sections are adopted with changes to the proposed text as published in the May 15, 2026 issue of the Texas Register (51 TexReg 3206) and will be republished. The adopted new sections add lists of literary works to be taught in each grade level as required by House Bill (HB) 1605, 88th Texas Legislature, Regular Session, 2023.
REASONED JUSTIFICATION: The 88th Texas Legislature, Regular Session, 2023, passed HB 1605 relating to instructional material and technology. HB 1605 added Texas Education Code (TEC), §28.002(c-4), which requires the SBOE, in adopting essential knowledge and skills for English language arts, to specify a list of required vocabulary and at least one literary work to be taught in each grade level. A discussion item at the November 2025 SBOE meeting provided an opportunity for the Committee of the Full Board to discuss recommendations from the commissioner of education for literary works to be taught in each grade level as required by HB 1605. At the January 2026 meeting, the SBOE postponed first reading and filing authorization of proposed new 19 TAC §§110.10, 110.30, and 110.70 until the April 2026 meeting. The SBOE approved proposed new 19 TAC §§110.10, 110.30, and 110.70 for first reading and filing authorization at the April 2026 meeting.
The new sections adopt literary works lists required to be taught in English language arts and reading in Kindergarten-Grade 12.
The following changes were made since approved for first reading and filing authorization.
Section 110.10(a) was amended to establish implementation of the provisions of the section beginning with the 2030-2031 school year.
Section 110.10(c) was amended to clarify requirements related to the use and local selection of additional literary works for English language arts and reading instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §110.10(f)(1)-(6) of this section.
Section 110.10(d) was amended to strongly encourage the use of print-based texts.
Figure: 19 TAC §110.10(f)(1), Required Literary Works - Kindergarten
The Kindergarten literary works list was modified to remove the literary work Anansi the Spider: A Tale from the Ashanti.
The Kindergarten literary works list was amended to update the specified version of Cinderella by replacing the Marcia Brown edition with the bilingual adaptation Cinderella/Cenicienta by Francesca Boada.
The Kindergarten literary works list was amended to remove the nursery rhyme Hey Diddle Diddle from the selected excerpts included under Classic Nursery Rhymes.
The Kindergarten literary works list was amended to replace Paul Galdone's The Three Little Pigs with the bilingual edition The Three Little Pigs/Los tres cerditos Bilingual Storybook by Patricia Seibert.
Figure: 19 TAC §110.10(f)(2), Required Literary Works - Grade 1
The Grade 1 literary works list was amended to remove Danny and the Dinosaur by Syd Hoff.
The Grade 1 literary works list was amended to replace the excerpt Davy Crockett from A Book of Americans by Stephen Vincent Benét and Rosemary Benét with Davy Crockett (English) by Emma E. Haldy.
The Grade 1 literary works list was amended to remove The Hare in the Moon by Angela McAllister.
The Grade 1 literary works list was amended to remove The Fox and the Grapes (excerpt from Aesop’s Fables: The Classic Edition).
The Grade 1 literary works list was amended to remove Noah’s Ark by Peter Spier.
The Grade 1 literary works list was amended to add Jonah (Book of Jonah, Chapter 1, Verses 1-5 and 10-17; Chapter 2, Verse 10).
The Grade 1 literary works list was amended to correct the capitalization of author Tomie dePaola's name.
The Grade 1 literary works list was amended to replace Pocahontas from A Book of Americans by Stephen Vincent Benét and Rosemary Benét with Amazing Americans: Pocahontas by Sharon Coan.
The Grade 1 literary works list was amended to remove Rapunzel.
Figure: 19 TAC §110.10(f)(3)
The Grade 2 literary works list was amended to remove The Mouse and the Motorcycle by Beverly Cleary.
Figure: 19 TAC §110.10(f)(4)
The Grade 3 literary works list was amended to remove Hercules and the Wagoner.
The Grade 3 literary works list was amended to update the source text and ISBN for Smart by Shel Silverstein.
The Grade 3 literary works list was amended by replacing The Story of Benjamin Franklin: An Inspiring Biography for Young Readers by Shannon Anderson with Benjamin Franklin (Life Stories/Biografías Bilingual Edition) by Gillian Gosman.
The Grade 3 literary works list was amended to update the ISBN for The Wind in the Willows.
Figure: 19 TAC §110.10(f)(5)
The Grade 4 literary works list was amended to remove The Road Not Taken by Robert Frost and move it to the literary works required in Grade 7 in Figure: 19 TAC §110.30(f)(2).
The Grade 4 literary works list was amended to remove St. George and the Dragon.
The Grade 4 literary works list was amended to remove Thunderstorm in Church by Louise A. Vernon.
Figure: 19 TAC §110.10(f)(6)
The Grade 5 literary works list was amended to replace The Monkey and the Camel from Aesop’s Fables illustrated by Jerry Pinkney with The Monkey as King from Aesop’s Fables: The Classic Edition illustrated by Charles Santore.
The Grade 5 literary works list was amended to specify selected excerpts for Who Was Davy Crockett?.
Section 110.30(a) was amended to establish implementation of the provisions of the section applicable to Grade 6 beginning with the 2031-2032 school year and provisions of the section applicable to Grades 7 and 8 beginning with the 2032-2033 school year.
Section 110.30(c) was amended to clarify requirements related to the use and local selection of additional literary works for English language arts and reading instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §110.30(f)(1)-(3).
Section 110.30(d) was amended to strongly encourage the use of print-based texts.
Figure: 19 TAC §110.30(f)(2)
The Grade 7 literary works list was amended by adding The Road Not Taken by Robert Frost.
Section 110.70(a) was amended to establish implementation of the provisions of the section beginning with the 2033-2034 school year.
Section 110.70(c) was amended to clarify requirements related to the use and local selection of additional literary works for English language arts and reading instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §110.70(f)(1)-(4).
Section 110.70(d) was amended to strongly encourage the use of print-based texts.
The SBOE approved the new sections for first reading and filing authorization at its April 10, 2026 meeting and for second reading and final adoption at its June 26, 2026 meeting.
The effective date is July 1, 2027.
SUMMARY OF COMMENTS AND RESPONSES: The public comment period on the proposal began May 15, 2026, and ended at 5:00 p.m. on June 15, 2026. The SBOE also provided an opportunity for registered oral and written comments at its June 2026 meeting in accordance with the SBOE board operating policies and procedures. Following is a summary of public comments received and corresponding responses.
Comment. Five teachers, two parents, and seven community members stated that the proposal should not be adopted as presented. The commenters raised general objections about the proposal's impact on students, educators, or public education. The commenters requested rejection or reconsideration of the proposal.
Response. The SBOE disagrees with commenters' proposal to reject the literary works lists. HB 1605 required the adoption of a literary works list for each grade level. The SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026.
Comment. Five teachers, two administrators, two parents, and one university/college staff member stated that specific titles, omissions, grade-level placements, or text pairings should be reconsidered. The commenters explained that alternative selections could improve grade-level fit, engagement, accessibility, rigor, literary quality, diversity, or alignment with TEKS and related coursework. The commenters requested that decision-makers revise the lists by adding, removing, replacing, or relocating particular texts.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026. The literary works lists were intentionally developed with grade-level differentiation to support engagement in the progression of complex texts from Kindergarten through Grade 12 considering Lexile levels, grade-level fit, accessibility, and rigor. The literary works lists were selected to include a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade.
Comment. Seven teachers, two administrators, two parents, and five community members stated that the literary works lists should be better aligned with social studies content, grade-level chronology, and appropriate course placement. The commenters explained that some selections appear more suitable for history or civics instruction, while other texts could strengthen interdisciplinary learning if aligned with corresponding social studies TEKS and historical eras. The commenters requested clearer cross-curricular coordination or reconsideration of texts that appear misaligned with ELAR instruction.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 to include cross-curricular coordination when possible based on content advisor recommendations, educator feedback, and social studies standards.
Comment. Ninety-seven teachers, eighteen administrators, forty-seven parents, thirty-four community members, and two out-of-state commenters stated that implementation of required literary works may create funding, access, logistics, procurement, timeline, training, and curriculum-redesign challenges for districts and campuses. The commenters stated that the financial burden included requiring specific Bible versions and printed religious texts. The commenters explained that schools may need class sets, specific editions, instructional guidance, professional learning, pacing support, accessible formats, and equitable resources and that unfunded requirements could strain district budgets. The commenters requested clear implementation guidance, equitable access to materials, adequate funding, and realistic timelines if the lists move forward.
Response. In response to public comments, the SBOE approved a staggered implementation of the new ELAR TEKS for Kindergarten-Grade 12 to ensure procurement of and access to materials in a timely manner. The amended implementation timeline adopted by the SBOE provides greater time for teacher training, curriculum redesign, and resource funding management and adequate funding. The timeline is as follows: Kindergarten-Grade 5, 2030-2031; Grade 6, 2031-2032; Grades 7 and 8, 2032-2033; and high school, 2033-2034.
Comment. Seventy-seven teachers, two counselors, ten administrators, thirty-three parents, eighteen community members, one university/college staff member, and three out-of-state commenters stated that some proposed texts may not be developmentally appropriate, accessible, or well matched to the intended grade levels, reading levels, maturity levels, or instructional needs of students. The commenters explained that rigid placement of complex, lengthy, or thematically challenging texts may create barriers for struggling readers, emergent bilingual students, English learners, students receiving special education services, or students needing scaffolds and differentiation. The commenters requested age-appropriate, accessible, TEKS-aligned selections that maintain rigor while supporting meaningful comprehension and participation.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 to be consistent with the SBOE suitability rubric and comply with related statutes, including TEC, §28.0022. The literary works lists were intentionally developed to support age-appropriate content and engagement with a progression of complex texts from Kindergarten through Grade 12. The adopted lists include consideration for text types, genres, Lexile levels, and Spanish language texts to support the development of student proficiency for the specific TEKS in each grade.
Comment. Thirty-one teachers, seven administrators, twenty-one parents, forty-four community members, one university/college staff member and six out-of-state commenters stated that the proposed literary works lists would strengthen students' exposure to foundational, classical, historically significant, or culturally influential texts. The commenters explained that these works can build shared background knowledge, cultural literacy, reading stamina, historical understanding, and familiarity with enduring ideas, civic principles, and literary traditions. The commenters requested adoption of the proposal or continued support for a knowledge-rich, classics-based approach.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 to ensure students read a common literary canon providing a knowledge-rich, classically-based approach and preserve local autonomy to meet student needs.
Comment. Fourteen teachers, one administrator, three parents, and three community members stated that the required reading lists are too extensive to teach effectively within available instructional time while also addressing ELAR TEKS, writing, grammar, intervention, assessment preparation, and student needs. The commenters explained that excessive required texts and imbalance across genres may lead to rushed coverage, reduced depth of analysis, limited student choice, and less time for skill development. The commenters requested a shorter or more flexible list, often suggesting one or two core works per grade or a recommended menu rather than a broad mandate.
Response. The SBOE disagrees with the commenters' proposal to provide a short, flexible list or menu of works per grade level as HB 1605 required the SBOE to adopt a required literary list per grade level. The adopted list represents a minimum number of works required to be taught per grade level, allowing local school systems to identify additional texts and allow students the ability to self-select texts each school year. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Eighty teachers, eight administrators, forty-two parents, thirty-seven community members, and five university/college staff members stated that the proposed reading lists do not adequately reflect the cultural, racial, linguistic, gender, religious, or lived-experience diversity of Texas students and communities. The commenters explained that students benefit from texts that function as both mirrors and windows by representing their own experiences while also exposing them to broader perspectives, authors, cultures, and histories. The commenters requested revisions to include more diverse, representative, and in many cases contemporary works so the lists better reflect Texas classrooms.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 to balance a canon of common literature with the need for local autonomy to meet student needs. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Thirteen teachers, two counselors, two administrators, twenty-five parents, twenty-one community members, one university/college staff member, and two out-of-state commenters stated that the process for developing or revising the literary works lists lacked sufficient transparency, rationale, or meaningful input from educators, parents, scholars, librarians, and community stakeholders. The commenters explained that text selection should be informed by classroom expertise, clear criteria, public review, and evidence of grade-level and standards alignment. The commenters requested additional review, educator-led work groups, stakeholder committees, or a more transparent revision process before adoption.
Response. The SBOE disagrees with the commenters' proposal for additional review, educator input, and a more transparent revision process. Input was collected through the Educators Survey for Statewide Required Literary Works List in Texas conducted in February 2025 and data and research presented during SBOE meetings from September 2025 to June 2026. A public posting of the research and the recommendations on the HB 1605 and Instructional Materials Review and Approval website allowed for greater transparency prior to consideration of first reading proposals.
Comment. Twenty teachers, four parents, and two community members stated that several texts may not be developmentally appropriate or engaging for elementary students. The commenters explained that some selections do not align with students' reading levels, interests, or instructional needs and may reduce motivation and comprehension. The commenters requested reconsideration of specific titles and greater attention to age appropriateness and engagement.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended with consideration for age appropriateness, Lexile levels, and engagement. The adopted lists take into consideration extensive research that resulted in the assembly of a comprehensive list of over 10,000 titles cross-referenced with a survey of responses from over 5,700 Texas teachers. This source material resulted in the SBOE's adopted literary works lists that represent a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade level.
Comment. One teacher offered a proposed list of alternative Grade 8 reading and language arts selections and reading selections. The commenter identified multiple literary, informational, poetic, dramatic, and contemporary works that could support instruction, including selections by Ray Bradbury, Edgar Allan Poe, Langston Hughes, Gary Soto, Frederick Douglass, Bryan Stevenson, and other authors. The commenter requested approval or consideration of those alternative texts for the Grade 8 curriculum.
Response. The SBOE disagrees with the commenter's proposal related to consideration of alternative texts for the Grade 8 curriculum. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction in all TEKS.
Comment. One administrator stated concern that changing Grade 8 TEKS to focus on Texas may disadvantage students when they reach high school. The commenter explained that spreading U.S. history across grade levels may prevent students from understanding the subject coherently and raised concerns about ideological framing. The commenter requested reconsideration of the history sequence and its effect on students' broader historical understanding.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One parent stated concern that the required literary works list relies too heavily on excerpts and short texts while also including religious content. The commenter explained that complete novels may provide stronger academic rigor than fragmented selections and raised concern about the religious content of the list. The commenter requested inclusion of full-length novels that meet or exceed grade-level expectations while addressing concerns about religious material.
Response. The SBOE disagrees with the commenters' proposal to remove or reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. In response to public comment, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended with consideration for the inclusion of at least two full-length novels that meet or exceed grade-level expectations in Grades 3-12.
Comment. One teacher stated strong support for the mandatory Grade 7 reading list. The commenter explained that the selections are appropriate, realistic, relevant, diverse, and likely to promote meaningful student growth and classroom discussion. The commenter requested that the SBOE move forward with the proposal.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended with consideration for age-appropriateness, cross-curricular connections, text complexity, and statutory compliance.
Comment. One teacher stated support for including Night on the middle school literary works list. The commenter explained that the memoir supports literary analysis, historical awareness, evidence-based discussion, analytical writing, and reflection on resilience, prejudice, moral responsibility, and indifference. The commenter requested that Night remain included on the middle school list.
Response. The SBOE agrees and took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended with the inclusion of Night in the middle school list.
Comment. One teacher stated that The Giver is typically assigned in Grade 7 rather than Grade 8. The commenter explained that the current proposed placement may not align with common instructional practice. The commenter requested reconsideration of The Giver's grade-level placement.
Response. The SBOE disagrees with the commenter's proposal to move The Giver to Grade 7. Educator feedback indicated that many districts teach the same title in a variety of grade levels. The genre, Lexile level, TEKS alignment, and content are appropriate for Grade 8 students. However, the adopted rule text allows local districts to identify SBOE adopted literary works titles to be read at or before the SBOE designated grade.
Comment. One counselor stated that To Kill a Mockingbird is more appropriate for high school than intermediate or middle school. The commenter explained that the text should not be treated as a middle school selection. The commenter requested reconsideration of the text's grade-level placement.
Response. The SBOE provides the following clarification. To Kill a Mockingbird was considered for discussion but was not approved for first reading and filing authorization. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Two teachers stated that Across Five Aprils is outdated, linguistically difficult, and unlikely to engage many Grade 6 students. The commenters explained that dialect, historical phrasing, high text complexity, and limited perspective may create barriers for standard readers, English learners, neurodivergent students, and struggling readers. The commenters requested more current and accessible texts that still support rigor, historical understanding, world cultures, and critical thinking.
Response. The SBOE disagrees with the commenters' proposal and took action to adopt the new ELAR TEKS for Grade 6 with the inclusion of Across Five Aprils. The selection of this text provides age-appropriate, rigorous text aligned with cross curricular connections to Social Studies to support student learning and engagement. Local districts maintain authority to select additional texts which may include more contemporary titles.
Comment. Two teachers stated that All Creatures Great and Small is too advanced for required Grade 6 instruction. The commenters explained that the book's length, advanced vocabulary, British slang, technical veterinary terminology, mature content, and instructional time demands may exceed Grade 6 readiness. The commenters requested a shorter and more accessible alternative for middle school students.
Response. The SBOE disagrees with the commenters' proposal and took action to adopt the new ELAR TEKS for Grades 6-8 with the inclusion of All Creatures Great and Small. The selection of this text considers Lexile level, vocabulary, age-appropriate content, and instructional time demands supportive of Grade 6 TEKS.
Comment. One teacher and one administrator stated that Holocaust-centered texts are repeated or misplaced across middle school grades. The commenters explained that repeated Holocaust-focused reading may narrow students' exposure to other literature and should be aligned more intentionally with history content by grade level. The commenters requested revisions to reduce repetition and improve placement within the broader sequence of texts.
Response. The SBOE disagrees with the commenters' recommendation to reduce the repetition of Holocaust-focused texts. Stakeholder feedback, including input from the Texas Holocaust, Genocide, and Antisemitism Advisory Commission, supports the inclusion of this content and its grade-level placement in the adopted lists. Furthermore, TEC, §29.9072, requires instruction that includes information about the history of and lessons learned from the Holocaust.
Comment. Twenty-eight teachers, three administrators, one parent, and three university/college staff members stated that several assigned texts are not age appropriate or well placed for middle school students due to high Lexile levels, mature content, and archaic sentence structures. The commenters explained that selections such as The Giver, To Kill a Mockingbird, The Diary of a Young Girl, Great Expectations, Dante’s Inferno, All Creatures Great and Small, and related works may require more maturity, vocabulary support, or background knowledge than many middle school students possess. The commenters requested reconsideration of text grade-level placement so rigor is preserved without hindering comprehension or connection.
Response. The SBOE disagrees with the commenter's proposal to reconsider text placement based on age appropriateness, Lexile level, and archaic language. The literary works lists were intentionally developed to support engagement in the progression of complex texts from Kindergarten-Grade 12. The literary works lists include a variety of text types and genres to preserve rigor, age-appropriate content, and Lexile readability.
Comment. Two teachers and one community member stated that the Grade 7 list lacks coherence, balance, and sufficient fit with student needs. The commenters explained that reading levels vary widely, thematic or historical connections are weak, and the narrow selection may not include enough award-winning or engaging options for different learners. The commenters requested revisions so the Grade 7 list better reflects grade-level expectations, student interests, and a coherent set of text choices.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Grade 7 as amended in June 2026 with consideration for age appropriateness, accessibility, TEKS alignment, and rigor.
Comment. Three teachers and one counselor stated that the list should preserve teacher and district choice. The commenters explained that classrooms differ and that educators and librarians need flexibility to select texts aligned with student reading levels, interests, cultural backgrounds, instructional needs, units of study, and TEKS. The commenters requested that the list function as a recommended framework or otherwise allow professional discretion instead of a rigid statewide requirement.
Response. The SBOE disagrees with commenters' proposal that the list function as a recommended framework or otherwise allow professional discretion. In alignment with HB 1605, the adopted SBOE literary works lists represent the minimum requirements for texts to be read by and for students at each grade level. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Two teachers, one counselor, and one university/college staff member stated that the proposed book choices do not align clearly with cross-curricular history goals or coordinated instructional planning. The commenters explained that several selections appear disconnected from the grade-level social studies sequence, which may reduce coherence and make integrated instruction more difficult. The commenters requested clearer alignment, greater transparency about title selection, and more flexibility for teachers to choose texts that support connected instruction.
Response. The SBOE disagrees with the commenters' proposal for clearer alignment, greater transparency, and flexibility. The SBOE's adopted literary works lists represent a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade level and cross-curricular connections where possible. The SBOE disagrees with the commenters' proposal for more flexibility for teachers to choose texts since HB 1605 requires the adoption of a literary works list by grade level. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction. The adopted lists take into consideration extensive research that resulted in the assembly of a comprehensive list of over 10,000 titles cross-referenced with a survey of responses from over 5,700 Texas teachers.
Comment. Two teachers, one counselor, one administrator, and one parent stated that the required list is too long to allow full TEKS coverage and deep instruction. The commenters explained that multiple long works would crowd out writing, grammar, argumentative and other genres, individualized learning, discussion, and analysis. The commenters requested a shorter list, such as one common text per grade or one book per quarter, so teachers can maintain rigor while preserving depth and flexibility.
Response. The SBOE disagrees with the commenters' proposal for a shorter list to allow for full TEKS coverage and deep instruction since TEC, §31.101, requires that each district provides each student with instructional materials that cover all TEKS. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. One teacher stated support for retaining The Raven as an English II selection. The commenter explained that the poem is engaging for Grade 10 students and provides strong opportunities to analyze author's craft, tone, poetic structure, and literary technique. The commenter requested continued inclusion of The Raven in the English II list.
Response. The SBOE agrees and took action to adopt the new ELAR TEKS for English II with the inclusion of The Raven.
Comment. One community member stated support for the proposed list's renewed emphasis on classical literature. The commenter requested continued support for classical literature as part of the required literary works list.
Response. The SBOE agrees and took action to adopt the new ELAR TEKS for Grades 9-12 in June 2026 with consideration for classical literature.
Comment. One community member stated that Hawthorne texts should be removed from the English III required list. The commenter explained that The Scarlet Letter and The Minister’s Black Veil use difficult nineteenth-century language and present dark or gendered themes that the commenter viewed as inappropriate or unhelpful for high school students. The commenter requested that those Hawthorne selections not be required for English III.
Response. The SBOE disagrees with the commenter's proposal to remove The Scarlet Letter and The Minister’s Black Veil. Stakeholder feedback indicated that many of the proposed titles were used in a variety of grade levels and that the concepts, themes, and language are suitable for high school developmental and academic abilities.
Comment. One teacher stated that The Great Gatsby should be removed from the list because the commenter viewed it as having limited literary, historical, or philosophical value for average high school students. The commenter explained that districts may require novels without adequately purchasing them for students and questioned whether the novel's treatment of wealth and capitalism remains useful. The commenter requested replacing The Great Gatsby with works viewed as more valuable and accessible.
Response. The SBOE provides the following clarification. The Great Gatsby was not included in the literary lists as proposed.
Comment. Five teachers, two administrators, and one parent stated that Dante’s Inferno is too complex for on-level sophomores. The commenters explained that the text requires extensive vocabulary, historical and theological context, figurative interpretation, and sustained engagement with difficult material that many Grade 10 students may not be prepared to access. The commenters requested limiting the selection to excerpts or anchor cantos, using structured summaries, moving the work to a later grade level, or reserving it for more advanced study.
Response. The SBOE disagrees with the commenters' proposal that The Inferno be moved to a later grade level or reserved for more advanced study. The concepts, themes, and language are considered suitable for high school developmental and academic abilities. The literary works list includes a variety of text types and genres to preserve rigor, age-appropriate content, and Lexile readability.
Comment. Four teachers stated that English IV selections should better support college readiness, contemporary relevance, and senior engagement. The commenters explained that some proposed works may not connect strongly to current issues, postsecondary expectations, or student motivation, while other authors and texts may better support advanced analysis. The commenters requested reconsideration of selections such as Pride and Prejudice or Walden and consideration of works such as 1984 or other rigorous, relevant alternatives.
Response. The SBOE disagrees with the commenters' proposal to reconsider selections such as Pride and Prejudice or Walden. The concepts, themes, and language are considered suitable for high school developmental and academic abilities. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction in all TEKS.
Comment. Four teachers stated that Fahrenheit 451 is better suited to an earlier grade level than English III. The commenters explained that the text has often been taught successfully with younger students and may not provide the level of rigor or American literature alignment expected for juniors. The commenters requested moving the text to an earlier course or replacing it in English III with works such as The Great Gatsby or The Crucible.
Response. The SBOE disagrees with the commenters' proposal to move Fahrenheit 451 to an earlier course or replace it in English III with works such as The Great Gatsby or The Crucible. The concepts, themes, and language are considered suitable for developmental and academic abilities for English III. In addition, the adopted rule text allows local districts to identify SBOE adopted literary works titles to be read at or before the SBOE designated grade.
Comment. One administrator and one parent stated that ideological economic or political texts should not be required in English III. The commenters explained that works by Ayn Rand or Thomas Sowell present specific economic or political theories that may be better suited to other courses with fuller context. The commenters requested removal or replacement with texts more appropriate for literary study.
Response. The SBOE disagrees with the commenters' proposal to remove or replace works by Ayn Rand or Thomas Sowell. The concepts, theories, themes, and language are considered suitable for developmental and academic abilities for English III.
Comment. Twelve teachers stated that local educators and districts should retain flexibility in selecting high school texts. The commenters explained that a single statewide list may not account for student readiness, course level, district curriculum, AP and dual-credit requirements, community context, parent opt-out logistics, or student engagement. The commenters requested an approved menu, reduced requirement, or other structure that preserves professional judgment and local instructional decision-making.
Response. The SBOE disagrees with the commenters' proposal for an approved menu and reduced requirement. HB 1605 requires the adoption of a literary works list for each grade level. Flexibility is granted through local decision-making authority to select additional instructional materials that align with TEKS and is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Five teachers stated that the English III list should broaden the range of American literature rather than centering difficult or narrow selections such as The Scarlet Letter or Fahrenheit 451. The commenters explained that English III traditionally supports broader study of U.S. literary movements, American themes, and works that engage diverse students. The commenters requested inclusion of alternatives such as The Great Gatsby, A Raisin in the Sun, Their Eyes Were Watching God, or shorter American works that better support engagement and course focus.
Response. The SBOE disagrees with the commenters' proposal to include alternatives such as The Great Gatsby, A Raisin in the Sun, Their Eyes Were Watching God, or shorter American works as the literary works lists were intentionally developed with grade-level differentiation to support engagement in the progression of complex texts from Kindergarten-Grade 12. Flexibility is preserved in local decision-making authority to select additional instructional materials that align with TEKS and is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Six teachers, one parent, and one community member stated that the high school lists need clearer literary, historical, and grade-level sequencing. The commenters explained that misplaced texts, uneven progression, limited nonfiction integration, and weak connections to world, U.S., or Texas history may make it harder for students to build background knowledge and understand literary eras coherently. The commenters requested revisions that restore a more logical sequence and improve cross-curricular alignment.
Response. The SBOE disagrees with the commenters' proposal for revisions as the literary works lists were intentionally developed with grade-level differentiation to support engagement in the progression of complex texts from Kindergarten-Grade 12 and to include a variety of text types and genres so that rigor is preserved without hindering comprehension or connection.
Comment. Two teachers stated that the lists should prioritize more engaging and contemporary texts for current students. The commenters explained that overly difficult, unrelatable, or low-interest selections may increase reliance on summaries or AI tools rather than authentic reading and may weaken reading motivation. The commenters requested newer, more relevant, and more motivating works that still preserve literary value and analytical rigor.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for text relevancy, literary value, and rigor. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Six teachers, two administrators, one parent, and one community member stated that the proposed high school reading workload exceeds realistic instructional time. The commenters explained that multiple lengthy works and supplemental texts could reduce time for TEKS coverage, end-of-course preparation, AP requirements, writing instruction, informational and argumentative reading, and deeper analysis. The commenters requested a shorter list, fewer full-length requirements, clearer pacing guidance, or greater flexibility so instruction can maintain depth and quality.
Response. The SBOE disagrees with the commenters' proposal for a shorter list as the literary works list were intentionally selected to include a variety of text types and genres so that rigor is preserved without hindering comprehension or connection. The SBOE also disagrees with the commenters' proposal for clearer pacing guidance. TEC, §28.002(i), does not allow the SBOE to adopt rules that designate the methodology used by a teacher or the time spent by a teacher or a student on a particular task or subject. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026. The SBOE also approved a staggered implementation of the new TEKS as follows: Kindergarten-Grade 5, 2030-2031; Grade 6, 2031-2032; Grades 7 and 8, 2032-2033; and high school, 2033-2034. The staggered implementation addresses time, pacing, resources, and workload. Flexibility is maintained through local decision-making authority to select additional instructional materials that align with TEKS and is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Three teachers and one community member stated that the proposed lists should differentiate expectations for learner populations and course tracks. The commenters explained that emergent bilingual students, on-level students, honors students, advanced students, and students in specialized programs need different levels of scaffolding, text length, and access points while maintaining rigorous standards. The commenters requested smaller lists, excerpts, separate expectations, or other flexible approaches aligned to language proficiency, course pathway, and learner need.
Response. The SBOE disagrees with the commenters' proposal for smaller lists, excerpts, separate expectations, or other flexible approaches. The literary works lists were intentionally developed to support age-appropriate content and engagement with a progression of complex texts from Kindergarten-Grade 12. The adopted lists include consideration for text types, genres, Lexile levels, and Spanish language texts to support the development of student proficiency for the specific TEKS in each grade. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Four teachers and one parent stated that the Shakespeare sequence should be more traditional, accessible, and teachable across high school. The commenters explained that Romeo and Juliet, Julius Caesar, Macbeth, Hamlet, or comparable alternatives should be placed in grades where students can best engage with language, character, conflict, and theme. The commenters requested a clearer Shakespeare progression, including consideration of Romeo and Juliet for freshmen and Macbeth as an alternative to less accessible placements.
Response. The SBOE disagrees with the commenters' proposal for a clearer Shakespeare progression, including consideration of Romeo and Juliet for freshmen and Macbeth as an alternative to less accessible placements. The literary works lists were intentionally selected to include a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Seventy-one teachers, three counselors, twenty-four administrators, one hundred parents, fifty community members, five university/college staff members, and two out-of-state commenters stated broad opposition to including Bible passages, biblical stories, or other religious texts as required readings in public schools because of constitutional concerns related to the First Amendment, the Establishment Clause, religious freedom, and the separation of church and state. Commenters explained that public education should remain secular, inclusive, and focused on academic instruction rather than required engagement with religious content. The commenters explained that required religious texts may create legal, pedagogical, or inclusion concerns if they privilege one tradition or lack clear secular instructional purpose and safeguards. The commenters stated that the inclusion of biblical or other religious texts in required reading raises concerns about constitutional neutrality, opt-out procedures, and instructional guidance in public schools. The commenters requested removal, reconsideration, or clearer guardrails to ensure legally sound, neutral, and inclusive implementation.
Response. The SBOE disagrees with the commenters' proposal to remove or reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025.
Comment. Thirteen teachers, three administrators, twenty parents, sixteen community members, and one out-of-state commenter stated that biblical references and related religious texts can support literary, historical, cultural, and interdisciplinary understanding when presented as academic content rather than devotional instruction. Commenters noted that these selections may provide background knowledge for Western literature, founding documents, symbolism, civic traditions, and broader cultural literacy. The commenters requested that the SBOE approve or retain biblical references and related works as literary or historical selections within the required literary works list.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for literary, historical, cultural, and interdisciplinary relevance.
Comment. Thirty-six teachers, one counselor, six administrators, twenty-two parents, fourteen community members, two university/college staff members, and two out-of-state commenters stated that public school teachers are trained to teach reading, writing, and literature rather than theology or religious doctrine. Commenters explained that required biblical or religious texts could place educators in difficult positions involving interpretation, parent concerns, student questions, denominational differences, or accusations of promoting or rejecting religious beliefs. The commenters stated that religious texts are not necessary to meet ELAR instructional goals and may not align clearly with TEKS, literacy priorities, student engagement, or academic merit. Commenters explained that comparable secular literature can teach themes such as morality, perseverance, humility, figurative language, characterization, and cultural allusion without requiring religious instruction. The commenters stated that materials they view as promoting non-Christian, un-American, or harmful ideologies may be represented. The commenters requested that the SBOE remove required religious texts or provide clear neutral guidance, alternatives, and protections so educators are not required to interpret sacred texts in public school classrooms.
Response. The SBOE disagrees with the commenters' proposal to remove required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025.
Comment. Forty-one teachers, thirty-two administrators, thirty-four parents, and twenty-two community members stated that religious texts may have value when studied academically for literary, historical, sociological, or cultural purposes, but only with clear safeguards that prevent devotional instruction or state endorsement. Commenters emphasized the need for neutral framing, legal review, appropriate age placement, optional use, local discretion, and clear instructional guidance. The commenters requested that the SBOE revise the lists to ensure any religious content is optional, balanced, legally reviewed, and taught only through neutral academic analysis.
Response. The SBOE disagrees with the commenters' proposal to make religious texts optional because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025.
Comment. Ninety-five teachers, three counselors, twelve administrators, one hundred seventy-nine parents, one hundred thirty-five community members, and three out-of-state commenters stated that religious instruction should remain the responsibility of families, parents, churches, synagogues, mosques, temples, and other faith communities rather than public schools. The commenters stated that religious texts should not be incorporated in a way that privileges one faith tradition and explained that inclusion would be more appropriate only if multiple religions and belief systems are represented equitably. The commenters stated that required religious readings may exclude, alienate, pressure, or confuse students from different faith traditions or from nonreligious backgrounds. The commenters identified concerns that Protestant Christian or biblical selections appear disproportionate when compared with limited or absent representation of Islam, Hinduism, Buddhism, Judaism, Indigenous traditions, secular perspectives, or other worldviews. The commenters requested that the SBOE either remove religious selections to preserve family authority over religious education or revise the list to provide balanced, comparative representation of multiple religious and cultural traditions.
Response. The SBOE disagrees with the commenters' proposal to remove required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. The statute specifically identifies inclusion of the Hebrew scriptures, including the Old and New Testaments.
Comment. Twenty-four teachers, one counselor, two administrators, thirty-six parents, and eighteen community members stated that some required religious texts, translations, or related works are developmentally inappropriate, too complex, too long, or poorly matched to the assigned grade levels. The commenters explained that younger students may not have the maturity or reading background needed to distinguish academic study from religious instruction or to understand complex theological themes and archaic language. The commenters requested that the SBOE remove, replace, or adjust religious selections to ensure age-appropriate, readable, and instructionally suitable materials.
Response. The SBOE disagrees with the commenters' proposal to remove required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for age-appropriateness, readability, and instructional suitability through translation choices and specific titles written for children.
Comment. Sixty-one teachers, two administrators, twenty-seven parents, eighteen community members, one university/college staff member, and one out-of-state commenter stated that statewide mandated reading lists limit local district authority, teacher professional judgment, and classroom flexibility. The commenters explained that educators and communities are better positioned to select materials that meet student needs and that opt-out provisions or required alternatives may create additional logistical burdens. The commenters requested that the SBOE reject mandatory statewide lists, convert selections to optional or recommended resources, restore local control, and preserve teacher discretion.
Response. The SBOE disagrees with the commenters' proposal to reject mandatory statewide lists and convert selections to optional or recommended resources. HB 1605 required the SBOE to adopt a required literary list per grade level. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Four teachers, ten parents, six community members, and two university/college staff members stated that the lists should preserve texts connected to Judeo-Christian values, classical Western traditions, and moral principles they believe shaped American society. The commenters described these selections as important for understanding the nation's founding, civic identity, and personal responsibility. The commenters requested that the SBOE retain or strengthen required literary works that emphasize Judeo-Christian, classical, and foundational American texts.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for Judeo-Christian, classical, and foundational American texts.
Comment. Thirteen teachers, seventeen parents, and twelve community members stated that the proposed reading lists overemphasize white, Western, Christian, Protestant, or ideologically narrow perspectives while underrepresenting contemporary, multicultural, female, global, regional, and diverse literary voices. The commenters explained that this imbalance may limit students' exposure to broad cultural, historical, and literary traditions and may not prepare students for participation in a pluralistic society. The commenters requested that the SBOE revise the lists to include a wider range of authors, traditions, genres, critical thinking, and perspectives.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for a wide range of authors, traditions, genres, and perspectives.
Comment. One teacher stated that additional instruction should be included in the standards and explained that understanding constitutional processes supports student knowledge of government and civic systems. The commenter described the importance of teaching how amendments are proposed and ratified. The commenter requested adding this content to the standards.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One teacher stated that the curriculum omits important perspectives and explained that exclusion of certain groups may reduce historical accuracy and student understanding. The commenter described the importance of including diverse histories and perspectives. The commenter requested inclusion of additional content to improve representation.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One teacher and one community member stated opposition to the proposed curriculum and explained that the materials may not be engaging, current, or appropriately designed for students. The commenters described concerns about presentation, instructional quality, and potential legal implications. The commenters requested that the curriculum not be adopted and that alternative materials be considered.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One parent and one community member stated support for the proposed standards and explained that the curriculum should emphasize civic knowledge, liberty, and Texas and American perspectives. The commenters described appreciation for the development process. The commenters requested adoption of the proposal as written.
Response. In response to public comments, the SBOE took action to adopt the new ELAR TEKS for Kindergarten-Grade 12 as amended in June 2026.
SUBCHAPTER
A.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§110.10.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). These Texas Essential Knowledge and Skills will be implemented in the 2030-2031 school year, in conjunction with §§110.2-110.7 of this chapter (relating to English Language Arts and Reading, Kindergarten, Adopted 2017; English Language Arts and Reading, Grade 1, Adopted 2017; English Language Arts and Reading, Grade 2, Adopted 2017; English Language Arts and Reading, Grade 3, Adopted 2017; English Language Arts and Reading, Grade 4, Adopted 2017; and English Language Arts and Reading, Grade 5, Adopted 2017).
(b) The literary works included in the figures in subsection (f)(1)-(6) of this section shall be included in instruction at or before the designated grade level. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1)-(6) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §§110.2-110.7 of this chapter (relating to English Language Arts and Reading, Kindergarten, Adopted 2017; English Language Arts and Reading, Grade 1, Adopted 2017; English Language Arts and Reading, Grade 2, Adopted 2017; English Language Arts and Reading, Grade 3, Adopted 2017; English Language Arts and Reading, Grade 4, Adopted 2017; and English Language Arts and Reading, Grade 5, Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1)-(6) of this section. The literary works required by this section represent a portion of the literary works to be read by or for students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in English language arts and reading, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed versions of required literary works as opposed to digital copies on digital devices.
(e) Students in Kindergarten-Grade 4 are still developing proficiency in beginning reading and writing skills. Specific reading material used to develop those reading and writing skills, including decodable readers and grammar and handwriting guidance documents, are necessary to support that instruction but are not referenced in this section. Student expectations related to listening and speaking in those grades can be supported by exposing students to a range of literary works with more complex vocabulary. Consequently, certain literary works required by this section in Kindergarten-Grade 4 are noted as being recommended for implementation as being read aloud to the student as noted in the figures in subsection (f)(1)-(6) of this section. Even if a literary work is listed with a recommendation that it be read aloud, it may be read directly by students when appropriate, potentially with adult assistance. If a literary work is not listed with a recommendation that it be read aloud, it must be read by students, with adult assistance where necessary.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) Kindergarten list, entitled "Required Literary Works - Kindergarten."
Figure: 19 TAC §110.10(f)(1) (.pdf)
(2) Grade 1 list, entitled "Required Literary Works - Grade 1."
Figure: 19 TAC §110.10(f)(2) (.pdf)
(3) Grade 2 list, entitled "Required Literary Works - Grade 2."
Figure: 19 TAC §110.10(f)(3) (.pdf)
(4) Grade 3 list, entitled "Required Literary Works - Grade 3."
Figure: 19 TAC §110.10(f)(4) (.pdf)
(5) Grade 4 list, entitled "Required Literary Works - Grade 4."
Figure: 19 TAC §110.10(f)(5) (.pdf)
(6) Grade 5 list, entitled "Required Literary Works - Grade 5."
Figure: 19 TAC §110.10(f)(6) (.pdf)
(g) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1)-(6) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1)-(6) of this section or the information maintained on the TEA website.
(h) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(i) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1)-(6) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603567
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
SUBCHAPTER
B.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§110.30.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). The provisions of this section applicable to Grade 6 shall be implemented beginning with the 2031-2032 school year, in conjunction with §110.22 of this chapter (relating to English Language Arts and Reading, Grade 6, Adopted 2017). The provisions of this section applicable to Grades 7 and 8 shall be implemented beginning with the 2032-2033 school year, in conjunction with §110.23 of this chapter (relating to English Language Arts and Reading, Grade 7, Adopted 2017) and §110.24 of this chapter (relating to English Language Arts and Reading, Grade 8, Adopted 2017).
(b) The literary works included in the figures in subsection (f)(1)-(3) of this section shall be included in instruction at or before the designated grade level. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1)-(3) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §§110.22-110.24 of this chapter (relating to English Language Arts and Reading, Grade 6, Adopted 2017; English Language Arts and Reading, Grade 7, Adopted 2017; and English Language Arts and Reading, Grade 8, Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1)-(3) of this section. The literary works required by this section represent a portion of the literary works to be read by students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in English language arts and reading, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed versions of required literary works as opposed to digital copies on digital devices.
(e) Literary works listed in the figures for Grades 6-12 are organized by grouping required titles into a set. Each set of literary works identifies an anchor work along with additional shorter works that may be read to support the anchor, with the shorter works denoted in the figures with a set a of dashes that points back to each anchor. This approach to grouping is recommended as an option to consider for instruction but is not required.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) Grade 6 list, entitled "Required Literary Works - Grade 6."
Figure: 19 TAC §110.30(f)(1) (.pdf)
(2) Grade 7 list, entitled "Required Literary Works - Grade 7."
Figure: 19 TAC §110.30(f)(2) (.pdf)
(3) Grade 8 list, entitled "Required Literary Works - Grade 8."
Figure: 19 TAC §110.30(f)(3) (.pdf)
(g) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1)-(3) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1)-(3) of this section or the information maintained on the TEA website.
(h) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(i) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1)-(3) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603568
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
SUBCHAPTER
C.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§110.70.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). The provisions of this section shall be implemented beginning with the 2033-2034 school year, in conjunction with §§110.36-110.39 of this chapter (relating to English Language Arts and Reading, English I (One Credit), Adopted 2017; English Language Arts and Reading, English II (One Credit), Adopted 2017; English Language Arts and Reading, English III (One Credit), Adopted 2017; and English Language Arts and Reading, English IV (One Credit), Adopted 2017).
(b) The literary works included in the figures in subsection (f)(1)-(4) of this section shall be included in instruction at or before the designated grade level. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1)-(4) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §§110.36-110.39 of this chapter (relating to English Language Arts and Reading, English I (One Credit), Adopted 2017; English Language Arts and Reading, English II (One Credit), Adopted 2017; English Language Arts and Reading, English III (One Credit), Adopted 2017; and English Language Arts and Reading, English IV (One Credit), Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1)-(4) of this section. The literary works required by this section represent a portion of the literary works to be read by students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in English language arts and reading, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed versions of required literary works as opposed to digital copies on digital devices.
(e) Literary works listed in the figures for Grades 6-12 are organized by grouping required titles into a set. Each set of literary works identifies an anchor work along with additional shorter works that may be read to support the anchor, with the shorter works denoted in the figures with a set of dashes that points back to each anchor. This approach to grouping is recommended as an option to consider for instruction but is not required.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) English I list, entitled "Required Literary Works - English I."
Figure: 19 TAC §110.70(f)(1) (.pdf)
(2) English II list, entitled "Required Literary Works - English II."
Figure: 19 TAC §110.70(f)(2) (.pdf)
(3) English III list, entitled "Required Literary Works - English III."
Figure: 19 TAC §110.70(f)(3) (.pdf)
(4) English IV list, entitled "Required Literary Works - English IV."
Figure: 19 TAC §110.70(f)(4) (.pdf)
(g) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1)-(4) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1)-(4) of this section or the information maintained on the TEA website.
(h) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(i) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1)-(4) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603569
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
CHAPTER 128. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SPANISH LANGUAGE ARTS AND READING AND ENGLISH AS A SECOND LANGUAGE
The State Board of Education (SBOE) adopts new §§128.10, 128.30, and 128.70, concerning Texas Essential Knowledge and Skills (TEKS) for Spanish language arts and reading and English as a second language. The new sections are adopted with changes to the proposed text as published in the May 15, 2026 issue of the Texas Register (51 TexReg 3289) and will be republished. The adopted new sections add lists of literary works to be taught in each grade level as required by House Bill (HB) 1605, 88th Texas Legislature, Regular Session, 2023.
REASONED JUSTIFICATION: The 88th Texas Legislature, Regular Session, 2023, passed HB 1605 relating to instructional material and technology. HB 1605 added Texas Education Code (TEC), §28.002(c-4), which requires the SBOE, in adopting essential knowledge and skills for English language arts, to specify a list of required vocabulary and at least one literary work to be taught in each grade level. A discussion item at the November 2025 SBOE meeting provided an opportunity for the Committee of the Full Board to discuss recommendations from the commissioner of education for literary works to be taught in each grade level as required by HB 1605. At the January 2026 meeting, the SBOE postponed first reading and filing authorization of proposed new 19 TAC §§128.10, 128.30, and 128.70 until the April 2026 meeting. The SBOE approved proposed new 19 TAC §§128.10, 128.30, and 128.70 for first reading and filing authorization at the April 2026 meeting.
The new sections adopt literary works lists required to be taught in English and Spanish language arts and reading in Kindergarten-Grade 12.
The following changes were made since approved for first reading and filing authorization.
Section 128.10(a) was amended to establish implementation of the provisions of the section beginning with the 2030-2031 school year.
Section 128.10(c) was amended to clarify requirements related to the use and local selection of additional literary works for Spanish language arts and reading instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §128.10(f)(1)-(6).
Section 128.10(d) was amended to strongly encourage the use of print-based texts.
Figure: 19 TAC §128.10(f)(1)
The Kindergarten literary works list was amended to remove the English title Anansi the Spider: A Tale from the Ashanti by Gerald McDermott and the Spanish title Anansi: En Busca de las Estrellas by Juan Diego González.
The Kindergarten literary works list was amended to correct the Spanish title for Chicka Chicka Boom Boom.
The Kindergarten literary works list was amended to replace the English title Cinderella by Marcia Brown with the bilingual edition Cinderella/Cenicienta adapted by Francesca Boada.
The Kindergarten literary works list was amended to remove Hey Diddle Diddle from the selected excerpts for the English title Classic Nursery Rhymes.
The Kindergarten literary works list was amended to make a technical capitalization correction in the Spanish entry for La Madre Goose: Nursery Rhymes for los niños.
The Kindergarten literary works list was amended to correct the Spanish title ¡Todos al Rodeo! A Vaquero Alphabet Book by adding the opening inverted exclamation mark.
The Kindergarten literary works list was amended to move editor to the author field for The Lion and the Mouse.
The Kindergarten literary works list was amended to specify selected excerpts for Thomas Edison: La revolución de la luz.
The Kindergarten literary works list was amended to replace the English title The Three Little Pigs by Paul Galdone with the bilingual edition The Three Little Pigs/Los tres cerditos Bilingual Storybook by Patricia Seibert.
Figure: 19 TAC §128.10(f)(2)
The Grade 1 literary works list was amended to correct the title of the selected excerpt Then Your Heart is Full of Love in A Beautiful Day in the Neighborhood.
The Grade 1 literary works list was amended to update the Spanish title for The Boy Who Cried Wolf.
The Grade 1 literary works list was amended to remove Danny and the Dinosaur by Syd Hoff and the corresponding Spanish title Danielito y el Dinosaurio by Syd Hoff from the list of required literary works.
The Grade 1 literary works list was amended to remove The Hare in the Moon by Angela McAllister and the corresponding Spanish title La liebre en la luna by Angela McAllister.
The Grade 1 literary works list was amended to remove The Fox and the Grapes and the corresponding Spanish title El zorro y las uvas from the list of required literary works.
The Grade 1 literary works list was amended to replace the English title Davy Crockett (excerpt from A Book of Americans) and its corresponding Spanish title with updated English and Spanish versions of Davy Crockett.
The Grade 1 literary works list was amended to make a technical capitalization correction in the Spanish title for Jack and the Beanstalk.
The Grade 1 literary works list was amended to add Jonah (Book of Jonah, Chapter 1, Verses 1-5 and 10-17; Chapter 2, Verse 10) to the list of required literary works.
The Grade 1 literary works list was amended to remove Noah's Ark by Peter Spier and the corresponding Spanish title El Arca de Noé by Peter Spier and Manu Manzano.
The Grade 1 literary works list was amended to remove Rapunzel (excerpt from Usborne Illustrated Grimm's Fairy Tales) and the corresponding Spanish title Rapunzel Verdezuela (excerpt from Cuentos ilustrados de los hermanos Grimm).
The Grade 1 literary works list was amended to correct the author name Sharon Coan for the Spanish entry for Pocahontas.
Figure: 19 TAC §128.10(f)(3)
The Grade 2 literary works list was amended to correct the Spanish title for David and Goliath.
The Grade 2 literary works list was amended to revise the selected excerpts for the Spanish entry ¿Quién Fue Harriet Tubman?.
The Grade 2 literary works list was amended to remove The Mouse and the Motorcycle by Beverly Cleary and the corresponding Spanish title El ratoncito de la moto by Beverly Cleary.
The Grade 2 literary works list was amended to specify selected excerpts for La Revolución Estadounidense: La lucha por la libertad.
Figure: 19 TAC §128.10(f)(4)
The Grade 3 literary works list was amended to remove Hercules and the Wagoner and the corresponding Spanish title Hércules y el carretero.
The Grade 3 literary works list was amended to replace the corresponding Spanish title Teseo y Ariadna with Ariadna y el Minotauro for Icarus and Daedalus.
The Grade 3 literary works list was amended to update the source text and ISBN for Smart by Shel Silverstein and add the corresponding Spanish title El más listo (excerpt from Cayendo hacia arriba).
The Grade 3 literary works list was amended to replace The Story of Benjamin Franklin: An Inspiring Biography for Young Readers with Benjamin Franklin (Life Stories/Biografías Bilingual Edition) and update the corresponding Spanish title Benjamin Franklin (Life Stories/Biografías Bilingual Edition).
The Grade 3 literary works list was amended to update the ISBN for The Wind in the Willows.
Figure: 19 TAC §128.10(f)(5)
The Grade 4 literary works list was amended to replace the Spanish paired text for The Ant and the Dove with El saltamontes y la hormiga.
The Grade 4 literary works list was amended to update the specified excerpt for the Spanish edition of The Boy Who Harnessed the Wind, El niño que domó el viento.
The Grade 4 literary works list was amended to remove The Road Not Taken and the corresponding Spanish title El Camino no elegido from the list of required literary works. The poem was moved to the required literary works for Grade 7 in Figure: 19 TAC §128.30(f)(2).
The Grade 4 literary works list was amended to remove St. George and the Dragon and the corresponding Spanish title San Jorge y el dragón.
The Grade 4 literary works list was amended to remove Thunderstorm in the Church and the corresponding Spanish title Marcelino pan y vino.
The Grade 4 literary works list was amended to indicate that a Spanish edition is not available for The Story of King Arthur and His Knights.
Figure: 19 TAC §128.10(f)(6)
The Grade 5 literary works list was amended to replace The Monkey and the Camel from Jerry Pinkney's adaptation of Aesop's Fables and the corresponding Spanish title El mono y el camello from Fábulas de Esopo with The Monkey as King from Charles Santore's adaptation of Aesop's Fables and the corresponding Spanish title El mono como rey from Fábulas de Esopo.
The Grade 5 literary works list was amended to add Paul Revere's Ride by Henry Wadsworth Longfellow and identify that a corresponding Spanish title is not available.
The Grade 5 literary works list was amended to specify selected excerpts for the corresponding Spanish title ¿Quién fue Tomás Jefferson?.
The Grade 5 literary works list was amended to specify selected excerpts for Who Was Davy Crockett?.
Section 128.10(g) was amended to provide guidance on the use of English texts when the Spanish version is not available.
Section 128.30(a) was amended to establish implementation of the provisions of the section applicable to Grade 6 beginning with the 2031-2032 school year and provisions of the section applicable to Grades 7 and 8 beginning with the 2032-2033 school year.
Section 128.30(c) was amended to clarify requirements related to the use and local selection of additional literary works for Spanish language arts and reading instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §128.30(f)(1)-(3).
Section 128.30(d) was amended to strongly encourage the use of print-based texts.
Figure: 19 TAC §128.30(f)(1)
The Grade 6 literary works list was amended to specify Volumes 1-3 of the Spanish title Todas las criaturas grandes y pequeñas: Aventuras y desventuras de un veterinario en la campiña inglesa for All Creatures Great and Small.
Figure: 19 TAC §128.30(f)(2)
The Grade 7 literary works list was amended by adding The Road Not Taken.
Section 128.30(g) was amended to provide guidance on the use of English texts when the Spanish version is not available.
Section 128.70(a) was amended to establish implementation of the provisions of the section beginning with the 2033-2034 school year.
Section 128.70(c) was amended to clarify requirements related to the use and local selection of additional literary works for Spanish language arts and reading and English as a second language instruction that support coverage of the essential knowledge and skills and maintain similar rigor as the required literary works in the figures in §128.70(f)(1) and (2).
Section 128.70(d) was amended to strongly encourage the use of print-based texts.
The SBOE approved the new sections for first reading and filing authorization at its April 10, 2026 meeting and for second reading and final adoption at its June 26, 2026 meeting.
The effective date is July 1, 2027.
SUMMARY OF COMMENTS AND RESPONSES: The public comment period on the proposal began May 15, 2026, and ended at 5:00 p.m. on June 15, 2026. The SBOE also provided an opportunity for registered oral and written comments at its June 2026 meeting in accordance with the SBOE board operating policies and procedures. Following is a summary of public comments received and corresponding responses.
Comment. Two community members stated that the proposed standards do not meet the obligation to teach truthful and complete history. The commenters explained that the curriculum leans heavily into Texas history while cutting world history and cultures, presents Native peoples such as the Lipan Apache, Comanche, and Caddo in the past tense, and removes references to diverse American Indian groups and Muslim contributions to science. The commenters indicated that these omissions limit students' ability to become informed citizens by presenting an incomplete narrative of history. The commenters requested that the SBOE slow the process and revise the standards to ensure a full and accurate history of Texas and the world that includes Native peoples in the present.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One teacher, five parents, and one community member expressed opposition to the proposed action, proposed change, or proposed reading list. The commenters stated dissatisfaction or opposition without providing an additional specific rationale.
Response. In response to public comments, the SBOE took action to adopt the new Spanish language arts and reading (SLAR) TEKS for Kindergarten-Grade 12 as amended in June 2026 based on statutory requirements included in HB 1605. The literary works lists were intentionally developed with grade-level differentiation to support engagement in a progression of complex texts from Kindergarten-Grade 12.
Comment. Two teachers stated that learning Spanish in a basic way is essential.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Two parents stated concern about perceived attacks on public schools and undisclosed conflicts of interest. The commenters stated a desire for schools to teach history as it actually happened without omitting content or restricting teachers' ability to discuss complex topics. The commenters noted that inclusive teaching and diverse perspectives have positively influenced student understanding of current affairs. The commenters indicated an intent to share these concerns with others.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Two teachers, one community member, and one university/college staff member expressed concern about banning books, censorship, or censoring books from minority authors. The commenters stated that censorship promotes ignorance, may hinder critical thinking, and does not reflect the broader population. The commenters asked that there be no bans and that actions prioritize what is best for all students, parents, and educators.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Six teachers, one administrator, three parents, and five community members expressed concern that the proposed reading lists include limited representation of women authors, authors of color, and diverse cultural communities and that the proposal limits student choice by requiring specific authors and perspectives while excluding labor, civil rights, and critical theory viewpoints. The commenters noted specifics, including relatively few works by diverse authors, only two authors of color on the Grades 7-12 lists, about 64% of selections written by white male authors, and about 8% by authors of color. The commenters explained that the lists should better reflect Texas students, including Hispanic, African American, Asian American, Indigenous, Hispanic, and Black students, and should include contemporary voices addressing culture, identity, and community. The commenters expressed opposition to the adoption of a state-mandated reading list, stating that it is influenced by political and ideological pressure rather than educational expertise. The commenters also requested removal of sectarian texts and that the lists be broadened, revised, or delayed to include more diverse, contemporary, and representative works while maintaining rigor. The commenters asked that decision-makers trust educators, librarians, and literacy experts.
Response. The SBOE disagrees with the commenters' proposal to remove required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. In response to public comments, the SBOE took action to adopt the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026. The literary works lists were intentionally selected to include a variety of authors, text types, perspectives and genres that maintain rigor, and support the development of student proficiency for the specific TEKS in each grade. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Eighteen teachers, one administrator, one parent, two community members, one university/college staff, three community members, two university/college staff members, and two out-of-state commenters expressed opposition or concern that a mandatory statewide literary works list would limit teacher autonomy and instructional flexibility. The commenters expressed support for retaining local school board autonomy over literature selections. The commenters stated that teachers select texts based on students' reading levels, interests, backgrounds, needs, school communities, and classroom contexts, and that Texas students are not served by a one-size-fits-all approach. The commenters explained that required lists may invalidate educators' professional judgment, require curriculum changes, reduce responsiveness to diverse learners, and make it harder to meet individual student needs especially amid concerns about teacher shortages. The commenters requested that TEA or the SBOE reconsider the mandate, require TEKS only, or allow educators and local decision-makers to select texts.
Response: The SBOE disagrees with the commenters' proposal to reconsider the mandate and use the list as a flexible resource. HB 1605 required that the SBOE adopt a literary works list for each grade level. Additionally, local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Six teachers, one parent, one community member, and one university/college staff member expressed concern that mandated or overly restrictive reading lists may reduce student engagement, student choice, and the development of a love of reading. The commenters stated that teachers' enthusiasm for selected novels, current titles students can see themselves in, and literature matched to student interests can encourage creativity, collaboration, meaningful connections, and reading motivation. The commenters explained that selections viewed as old, boring, too narrow, too numerous, or insufficiently flexible may turn students off reading or limit time for play, exploration, and self-expression. The commenters requested that teachers and school leaders be trusted to choose materials, that students or experienced educators have input, that the list be reduced to one required text per grade, or that approval be delayed or substantially revised.
Response. The SBOE disagrees with the commenters' proposal to delay or substantially revise the list. HB 1605 required that the SBOE adopt a literary works list for each grade level. The literary works lists were intentionally selected to include a variety of text types and genres to support student engagement and the development of student proficiency for the specific TEKS in each grade. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 requiring districts to adopt additional texts to support instruction.
Comment. Two teachers and one community member expressed concern that the proposed list includes compulsory religious or sectarian content and may raise inclusivity, First Amendment, or separation of church and state concerns. The commenters stated that prioritizing Christian texts or adding compulsory religious passages may displace diverse, academically relevant, and culturally representative literature. The commenters requested removal of sectarian texts, adoption of academically neutral and culturally responsive materials, and restoration of local control in selecting instructional resources.
Response. The SBOE disagrees with the commenters' proposal to remove or reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Three teachers and two parents stated concern about the process used to develop the literary works lists and whether educators, scholars, parents, responsible students, or Texas English teachers from diverse districts were consulted. The commenters asked who selected the lists, when decision-makers were last in classrooms, how compliance would be monitored, and whether teachers could be penalized for interpretation of choices, pacing, or omission. The commenters explained that lack of transparency and unclear enforcement may raise concerns about appropriateness, effectiveness, excessive state overreach, fear, inconsistency, or politicization of education. The commenters requested experienced teacher input and decisions that prioritize what best serves Texas students.
Response. In response to public comments, the SBOE took action to adopt the new English language arts and reading (ELAR) and SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026 based on statutory requirements in HB 1605. The adopted lists take into consideration extensive research that resulted in the assembly of a comprehensive list of over 10,000 titles cross-referenced with a survey of responses from over 5,700 Texas teachers. All SBOE titles must be included in classroom instruction to be in compliance with TEKS implementation. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Nine teachers, two parents, and one community member noted concerns about the size of the required lists and the lack of clarity regarding funding for class sets of texts, supplemental materials, professional development, new assessments, and instructional resources. The commenters asked who would be responsible for purchasing the texts for teachers and expressed concern about whether teachers are expected to only read the works aloud or provide additional instruction. The commenters stated that requiring schools or districts to purchase books without additional or dedicated funding would create financial strain, particularly amid budget constraints, staffing shortages, competing demands, and other needed supplies. The commenters explained that local school boards and educators are best positioned to select literary works aligned to TEKS while maintaining instructional flexibility and fiscal responsibility. The commenters requested that literary text selection remain a local decision unless sufficient funding and implementation support are provided.
Response. In response to public comments, the SBOE approved a staggered implementation of the adopted SLAR TEKS for Kindergarten-Grade 12 to ensure procurement of and access to materials in a timely manner. The amended implementation timeline adopted by the SBOE provides greater time for teacher training, curriculum redesign, and resource funding management and adequate funding. The timeline is as follows: Kindergarten-Grade 5, 2030-2031; Grade 6, 2031-2032; Grades 7 and 8, 2032-2033; and high school, 2033-2034. Districts will use currently available funding through the Instructional Materials Allotment and Entitlement Funds to support instructional materials purchases over the biennium. Publishers will integrate the required literary works lists into updated instructional materials approved through the IMRA process and districts will use currently available funds within the state-appropriated Instruction Materials Allotment as well as entitlement funds to purchase a new adoption inclusive of the required titles or purchase the titles to integrate into locally developed curriculum.
Comment. Two teachers, three community members, and one university/college staff member stated that the proposed literary works lists in Chapter 128 should be revised to better support English proficiency, academic rigor, and civic literacy while respecting parental rights and avoiding ideological content. The commenters explained that English-language core texts should be prioritized and that Spanish/English learners language arts selections should clearly support English acquisition and align with TEKS literacy goals. The commenters noted that objective selection criteria should be required, including literary quality, grade-level appropriateness, standards alignment, and vetted neutral translations or editions. The commenters requested that violent and sexual content not be included and that age appropriateness be ensured through content warnings, alternative assignments, and clear opt-out procedures.
Response. The SBOE disagrees with commenters' proposal to reject the literary works list. Statutory requirements in HB 1605 and 19 TAC §120.20 and §120.21 allow students to be provided with language support through the English Language Proficiency Standards. No changes were made to TEC, §26.010, which provides a parent authority to remove a student temporarily from a class or activity that conflicts with the parent's religious or moral beliefs, subject to certain limitations. As a result of public comment, the SBOE took action to adopt the new SLAR TEKS for Kindergarten-Grade 12 as amended with consideration for educator flexibility to support student needs.
Comment. Five teachers, two parents, one administrator, and three community members expressed concern or opposition regarding proposed required literary works lists for English for speakers of other languages (ESOL), English as a second language, SLAR, or Spanish. The commenters stated that required texts may not meet the needs of newcomer emergent bilingual students, multilingual learners, or bilingual students with varied language proficiency levels, prior schooling, home languages, reading levels, and cultural backgrounds; may contribute to students feeling excluded or not represented; and may hinder a sense of belonging. The commenters explained that texts such as Great Expectations and Pride and Prejudice may not be appropriate for Grade 9 students who are English learners or who struggle with reading due to dyslexia or attention-deficit/hyperactivity disorder. The commenters explained that ESOL instruction may require short, modified, annotated, or incremental texts and that strict alignment may disrupt effective instruction, language acquisition. The commenters noted that objective selection criteria should be required, including literary quality, grade-level appropriateness, standards alignment, and vetted neutral translations or editions. The commenters requested that the SBOE reject, substantially revise, or make the lists advisory while preserving educator flexibility and supports such as accommodations or alternative versions. The commenters also requested that violent and sexual content not be included and that age appropriateness be ensured through content warnings, alternative assignments, and clear opt-out procedures.
Response. The SBOE disagrees with commenters' proposal to reject or make the literary works list advisory. HB 1605 required that the SBOE adopt a literary works list for each grade level. In response to public comments, the SBOE adopted the new ELAR and SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026. The literary works lists include texts intentionally chosen to be consistent with the SBOE suitability rubric and comply with related statutes including TEC, §28.0022. The literary works lists were intentionally developed with grade level differentiation to support engagement of emergent bilingual students in the progression of complex texts from Kindergarten-Grade 12. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. One parent and one community member requested that the proposed lists be maintained without changes.
Response. In response to public comments, the SBOE took action to adopt the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026.
Comment. Four community members and one university/college staff member expressed concern that proposed literary works policies or related public input processes may limit parental rights or reflect ideological influence. The commenters stated that the proposal may override parental rights with an ideological agenda or that external organizations may shape opinions of legislators and media. The commenters noted concern about inappropriate materials in schools and asked that decisions prioritize constituents. The commenters requested that the SBOE shorten the lists, preserve flexibility, ensure inclusive representation, respect parental rights, and prioritize student engagement and meaningful learning experiences.
Response. In response to public comments, the SBOE adopted the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026 based on statutory requirements included in HB 1605. No changes were made to TEC, §26.010, which provides a parent authority to remove a student temporarily from a class or activity that conflicts with the parent's religious or moral beliefs, subject to certain limitations.
Comment. One university/college staff member stated that children are the future and that it is important for individuals to be well informed. The commenter noted that tax dollars should be used to provide access to all available information.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One teacher stated that support for these changes is inappropriate.
Response. In response to public comments, the SBOE adopted the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026 based on statutory requirements in HB 1605.
Comment. One university/college staff member stated that there is no need for teaching English as a second language and that English serves as the national language and the primary language of international travel and business.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Two teachers expressed concerns about the developmental appropriateness of introducing complex historical concepts in Kindergarten-Grade 2, stating that the proposed changes do not align with research on young learners' ability to process such material. The commenters described the potential long-term impact as creating gaps in students' civic understanding and limiting intellectual growth. The commenters requested that the committee reconsider the proposed changes and maintain a balanced approach that includes both Texas and U.S. History to support informed citizenship and a comprehensive education.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Two teachers expressed opposition to the proposed curriculum changes, stating that eliminating the Grade 8 U.S. History course creates an imbalance between Texas and national history education. The commenters explained that while incorporating Texas history is valuable, removing comprehensive U.S. History limits students' understanding of the nation's past and weakens opportunities to develop critical-thinking and problem-solving skills necessary for informed decision-making. The commenters noted concerns that the proposal prioritizes state identity over cultivating well-rounded American citizens and diminishes students' understanding of federalism and the cooperative relationship between state and federal government systems.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Three teachers and one administrator expressed concerns that several proposed middle school required texts may not be developmentally appropriate or well matched to students' grade levels and reading needs. The commenters stated that Great Expectations presents barriers because of complex language and reading level, that All Creatures Great and Small is too long for Grade 6 students and not relatable to a diverse population, that The Diary of a Young Girl is not appropriate for Grade 7 due to certain situations, and that Night by Elie Wiesel contains graphic and mature content more suitable for high school, specifically Grade 10. The commenters explained that assigning texts above students' independent reading ability or emotional and mental readiness may discourage engagement, limit comprehension, or fail to foster literacy growth. The commenters noted the reduction of the number of required readings to two selections as more realistic and asked that the placement of Night and the proposed list decisions be considered in final decisions.
Response. In response to public comments, the SBOE took action to adopt the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026. The literary works lists were intentionally selected to include a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade, with consideration for age appropriateness and student engagement.
Comment. One teacher expressed that teachers should have the autonomy to choose literature that best suits the needs of their students without adhering to a mandated list that makes little sense. The commenter explained that English IV is supposed to be British literature, but the list includes works that are not British in nature. The commenter stated that this reinforces the perception that those who create these lists know little or nothing about teaching, English classes, or the TEKS. The commenter noted that teachers are the experts and know how to do their jobs better than anyone.
Response. In response to public comments, the literary works lists were intentionally selected to include a variety of text types and genres to support the development of student proficiency for the specific TEKS in each grade. Local decision-making authority to select additional instructional materials that align with TEKS is preserved by 19 TAC §67.63 and newly adopted rule text in Chapters 110 and 128 that requires districts to adopt additional texts to support instruction.
Comment. Four teachers, two parents, and one community member stated that the reading lists should reflect balance by including classical literature in the proposed reading lists due to its influence on Western civilization. The commenters stated concerns about content related to Islam and its compatibility with American values. Commenters supported preserving classical and foundational American texts, including Christianity's influence on the nation's principles and American exceptionalism. The commenters requested support to ensure this emphasis is maintained.
Response. In response to public comments, the SBOE took action to adopt the new SLAR TEKS for Kindergarten-Grade 12 as amended in June 2026 with consideration for a classical approach to text selection.
Comment. Twenty-four teachers, one administrator, twenty-one parents, two counselors, and eleven community members stated that public education in Texas should not require specifically Christian biblical texts, even when those texts have historical or literary value, because a dominant religion should not be imposed on others. The commenters stated that the Bible contains multiple genres and that unclear classification as fiction, nonfiction, mythology, literature, or religious doctrine creates confusion for educators and students. The commenters explained that mandating Christian scripture risks violating constitutional boundaries, privileging one religious framework, and marginalizing students from varied religious and non-religious backgrounds. The commenters noted that families should retain authority over religious instruction. The commenters stated that a stronger humanities curriculum would prioritize comparative world literature, intellectual diversity, neutrality, and equal representation. The commenters indicated that this position would affect future voting decisions regarding public officials who support the action.
Response. The SBOE disagrees with the commenters' proposal to remove or reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025.
Comment. Sixteen teachers, fifteen parents, seventeen community members, and two university/college staff members stated that if religious works are included in public school reading lists, they should represent multiple faith traditions rather than only the Bible or Christian texts. The commenters stated that the lists do not adequately reflect Texas's religious diversity, world perspectives, or a broad range of cultural, philosophical, and political viewpoints. The commenters explained that equal or broader representation could include non-Judeo-Christian texts and perspectives from major religions. The commenters noted that focusing on one tradition may be perceived as promoting one religion or failing to represent all students. The commenters requested balanced religious perspectives or removal of religious content altogether.
Response. The SBOE disagrees with the commenters' proposal to remove or reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025.
Comment. Two teachers, one parent, and one community member stated that the proposed lists include religious texts or translations that are not appropriate for the specified grade levels. The commenters noted concerns about Lexile level, vocabulary, theological complexity, and developmental expectations for elementary, middle, or other grades. The commenters explained that curriculum should support comprehension, critical thinking, and age-appropriate instruction rather than requiring materials students may not be prepared to understand. The commenters requested reconsideration of the religious selections and their grade-level placement.
Response. The SBOE disagrees with the commenters' proposal to reconsider required religious texts because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. The adopted literary works lists represent a variety of text types to support the development of student proficiency for the specific TEKS in each grade level.
Comment. One teacher stated concerns about the emphasis on the Holocaust without similar attention to other instances of genocide, and the commenter stated that prioritizing Christian texts raises concerns about inclusivity and separation of church and state.
Response. The SBOE disagrees with the commenters because TEC, §28.002(a)(2)(G), requires instruction in religious literature and its impact on literature and history as part of the required curriculum, a statutory requirement affirmed by Texas Attorney General Opinion No. KP-0503 (RQ-0621-KP) as issued on November 17, 2025. The SBOE disagrees with the commenters' recommendation to reduce the emphasis on Holocaust-focused texts. Stakeholder feedback, including input from the Texas Holocaust, Genocide, and Antisemitism Advisory Commission, supports the inclusion of this content and its grade-level placement in the adopted lists. Furthermore, TEC, §29.9072, requires instruction that includes information about the history of and lessons learned from the Holocaust.
Comment. One community member expressed concern that anti-Muslim rhetoric in school curriculum may increase Islamophobia and lead to bullying of Muslim students. The commenter explained that this could negatively impact communities and create division and stated that education should be inclusive and promote unity rather than contribute to harm or exclusion.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Three parents expressed that the proposed social studies curriculum should provide accurate, truthful, and academically neutral instruction on history, religion, and underrepresented regions and peoples. The commenters stated that religious content should reflect true teachings and perspectives from within each faith tradition, including concerns that Islam is portrayed inaccurately or primarily through conflict. The commenters noted that instruction should include the rise of Islam, the influence of Arab and Muslim civilization, and the contributions of Muslim scientists to global progress. The commenters identified concerns that Palestine, parts of Africa and Asia, Indigenous history, and American slavery are minimized or omitted and that misrepresentation may contribute to bullying, alienation, and reduced student readiness for college and the workforce. The commenters requested revisions to ensure accuracy, truthfulness, academic neutrality, and fuller historical and cultural representation.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. Two parents expressed support for keeping Texas and American history, constitutional principles, and civic knowledge central to the proposed social studies standards. The commenters stated that students need to learn about the people, places, events, ideas, historical milestones, foundational principles, and figures that shaped the state and nation. The commenters noted that Texas and American history should serve as the foundation of social studies instruction and that curriculum should remain rooted in established historical facts. The commenters explained concern about outside advocacy group influence and requested that the SBOE maintain the proposed standards and reject amendments perceived as introducing ideological or divisive perspectives.
Response. This comment is outside the scope of the proposed rulemaking.
Comment. One counselor recommended removing 19 TAC §113.127, noting that the bill's authors requested delaying course designation until standards are finalized and arguing the proposal conflicts with that intent. The commenter emphasized that personal finance education is essential for preparing students for adulthood and long-term success, highlighting strong outcomes as former students apply these skills to budgeting, loans, and major financial decisions. The commenter stressed the value of instructional resources like Next Gen Personal Finance and the importance of personal finance education for underserved and Title I students who may lack financial guidance at home. The commenter advocated for maintaining and strengthening personal finance instruction, arguing that reducing it would negatively impact financial literacy and student success.
Response. This comment is outside the scope of the proposed rulemaking.
SUBCHAPTER
A.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§128.10.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). These Texas Essential Knowledge and Skills will be implemented in the 2030-2031 school year, in conjunction with §§128.2-128.7 of this chapter (relating to Spanish Language Arts and Reading, Kindergarten, Adopted 2017; Spanish Language Arts and Reading, Grade 1, Adopted 2017; Spanish Language Arts and Reading, Grade 2, Adopted 2017; Spanish Language Arts and Reading, Grade 3, Adopted 2017; Spanish Language Arts and Reading, Grade 4, Adopted 2017; and Spanish Language Arts and Reading, Grade 5, Adopted 2017).
(b) The literary works in an English or Spanish version included in the figures in subsection (f)(1)-(6) of this section shall be included in instruction at or before the designated grade level for students receiving instruction in Spanish language arts and reading. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1)-(6) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §§128.2-128.7 of this chapter (relating to Spanish Language Arts and Reading, Kindergarten, Adopted 2017; Spanish Language Arts and Reading, Grade 1, Adopted 2017; Spanish Language Arts and Reading, Grade 2, Adopted 2017; Spanish Language Arts and Reading, Grade 3, Adopted 2017; Spanish Language Arts and Reading, Grade 4, Adopted 2017; and Spanish Language Arts and Reading, Grade 5, Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1)-(6) of this section. The literary works required by this section represent a portion of the literary works to be read by or for students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in Spanish language arts and reading, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed versions of required literary works as opposed to digital copies on digital devices.
(e) Students in Kindergarten-Grade 4 are still developing proficiency in beginning reading and writing skills. Specific reading material used to develop those reading and writing skills, including decodable readers and grammar and handwriting guidance documents, are necessary to support that instruction but are not referenced in this section. Student expectations related to listening and speaking in those grades can be supported by exposing students to a range of literary works with more complex vocabulary. Consequently, certain literary works required by this section in Kindergarten-Grade 4 are noted as being recommended for implementation as being read aloud to the student as noted in the figures in subsection (f)(1)-(6) of this section. Even if a literary work is listed with a recommendation that it be read aloud, it may be read directly by students when appropriate, potentially with adult assistance. If a literary work is not listed with a recommendation that it be read aloud, it must be read by students, with adult assistance where necessary.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) Kindergarten list, entitled "Required Spanish Literary Works - Kindergarten."
Figure: 19 TAC §128.10(f)(1) (.pdf)
(2) Grade 1 list, entitled "Required Spanish Literary Works - Grade 1."
Figure: 19 TAC §128.10(f)(2) (.pdf)
(3) Grade 2 list, entitled "Required Spanish Literary Works - Grade 2."
Figure: 19 TAC §128.10(f)(3) (.pdf)
(4) Grade 3 list, entitled "Required Spanish Literary Works - Grade 3."
Figure: 19 TAC §128.10(f)(4) (.pdf)
(5) Grade 4 list, entitled "Required Spanish Literary Works - Grade 4."
Figure: 19 TAC §128.10(f)(5) (.pdf)
(6) Grade 5 list, entitled "Required Spanish Literary Works - Grade 5."
Figure: 19 TAC §128.10(f)(6) (.pdf)
(g) All titles must be taught, either in English or in Spanish. If a Spanish version is not available, the English version must be taught. The determination as to whether a title is taught in English or Spanish is based on the language of instruction determined by the Language Proficiency Assessment Committee (LPAC), as applicable, and the bilingual program model as described in Chapter 89, Subchapter BB, of this title (relating to Commissioner's Rules Concerning State Plan for Educating Emergent Bilingual Students) and further adjusted based on individual student need.
(h) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1)-(6) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1)-(6) of this section or the information maintained on the TEA website.
(i) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(j) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1)-(6) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603570
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
SUBCHAPTER
B.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§128.30.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). The provisions of this section applicable to Grade 6 shall be implemented beginning with the 2031-2032 school year, in conjunction with §128.21 of this chapter (relating to Spanish Language Arts and Reading, Grade 6, Adopted 2017). The provisions of this section applicable to Grades 7 and 8 shall be implemented beginning with the 2032-2033 school year, in conjunction with §128.22 of this chapter (relating to English Learners Language Arts (ELLA), Grade 7, Adopted 2017) and §128.23 of this chapter (relating to English Learners Language Arts (ELLA), Grade 8, Adopted 2017).
(b) The literary works in an English or Spanish version included in the figures in subsection (f)(1)-(3) of this section shall be included in instruction at or before the designated grade level for students receiving instruction in Spanish language arts and reading. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1)-(3) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §§128.21-128.23 of this chapter (relating to Spanish Language Arts and Reading, Grade 6, Adopted 2017; English Learners Language Arts (ELLA), Grade 7, Adopted 2017; and English Learners Language Arts (ELLA), Grade 8, Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1)-(3) of this section. The literary works required by this section represent a portion of the literary works to be read by or for students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in Spanish language arts and reading and English as a second language, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed copies of required literary works as opposed to digital copies on digital devices.
(e) Literary works listed in the figures for Grades 6-12 are organized by grouping required titles into a set. Each set of literary works identifies an anchor work along with additional shorter works that may be read to support the anchor, with the shorter works denoted in the figures with a set of dashes that points back to each anchor. This approach to grouping is recommended as an option to consider for instruction but is not required.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) Grade 6 list, entitled "Required Spanish Literary Works - Grade 6."
Figure: 19 TAC §128.30(f)(1) (.pdf)
(2) ELLA Grade 7 list, entitled "Required Literary Works - Grade 7."
Figure: 19 TAC §128.30(f)(2) (.pdf)
(3) ELLA Grade 8 list, entitled "Required Literary Works - Grade 8."
Figure: 19 TAC §128.30(f)(3) (.pdf)
(g) All titles must be taught, either in English or in Spanish. If a Spanish version is not available, the English version must be taught. The determination as to whether a title is taught in English or Spanish is based on the language of instruction determined by the Language Proficiency Assessment Committee (LPAC), as applicable, and the bilingual program model as described in Chapter 89, Subchapter BB, of this title (relating to Commissioner's Rules Concerning State Plan for Educating Emergent Bilingual Students) and further adjusted based on individual student need.
(h) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1)-(3) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1)-(3) of this section or the information maintained on the TEA website.
(i) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(j) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1)-(3) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603572
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
SUBCHAPTER
C.
STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023, which requires the State Board of Education, in adopting essential knowledge and skills for English language arts under TEC, §28.002(a)(1)(A), to specify a list of required vocabulary and at least one literary work to be taught in each grade level.
CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §28.002(c-4), as added by House Bill 1605, 88th Texas Legislature, Regular Session, 2023.
§128.70.
(a) This section implements the requirements of Texas Education Code (TEC), §28.002(c-4), and, in conjunction with Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies), implements the requirements of TEC, §28.002(a)(2)(G), (h), and (h-1). The provisions of this section shall be implemented beginning with the 2033-2034 school year, in conjunction with §128.34 of this chapter (relating to English I for Speakers of Other Languages (One Credit), Adopted 2017) and §128.35 of this chapter (relating to English II for Speakers of Other Languages (One Credit), Adopted 2017).
(b) The literary works included in the figures in subsection (f)(1) and (2) of this section shall be included in instruction at or before the designated grade level for students receiving instruction in Spanish language arts and reading. Each required literary work shall be read in its entirety unless otherwise indicated in the figures in subsection (f)(1) and (2) of this section.
(c) Students shall demonstrate proficiency in the student expectations described in §128.34 and §128.35 of this chapter (relating to English I for Speakers of Other Languages (One Credit), Adopted 2017; and English II for Speakers of Other Languages (One Credit), Adopted 2017) using, at a minimum, the required literary works listed in the figures in subsection (f)(1) and (2) of this section. The literary works required by this section represent a portion of the literary works to be read by or for students in that grade and do not include texts that would cover all of the essential knowledge and skills for that grade. Additional literary works to be used in instruction must be selected at the local level, which may be accomplished by using literary works provided in a local adoption of instructional materials. When making local selections of additional literary works for instruction in Spanish language arts and reading and English as a second language, school districts and charter schools should include texts that cover the remainder of the essential knowledge and skills and prioritize content that reinforces required student expectations of knowledge from other subjects, including social studies. Additional locally selected literary works must be of similar rigor as required by the list in the figure for the given grade level.
(d) Research consistently shows that print-based reading supports stronger comprehension and retention than screen-based reading. It is strongly recommended that students read from printed versions of required literary works as opposed to digital copies on digital devices.
(e) Literary works listed in the figures for Grades 6-12 are organized by grouping required titles into a set. Each set of literary works identifies an anchor work along with additional shorter works that may be read to support the anchor, with the shorter works denoted in the figures with a set of dashes that points back to each anchor. This approach to grouping is recommended as an option to consider for instruction but is not required.
(f) The literary works lists to be used by school districts and charter schools are provided in the figures in this subsection.
(1) English I for Speakers of Other Languages (ESOL) list, entitled "Required Literary Works - ESOL I."
Figure: 19 TAC §128.70(f)(1) (.pdf)
(2) English II for Speakers of Other Languages (ESOL) list, entitled "Required Literary Works - ESOL II."
Figure: 19 TAC §128.70(f)(2) (.pdf)
(g) For each literary work that has an associated International Standard Book Number (ISBN), the ISBN is included in the figures in subsection (f)(1) and (2) of this section. For literary works without an ISBN, the Texas Education Agency (TEA) shall maintain a website providing information on how to identify the specific version of the literary work. Some literary works are available in multiple versions, and, as such, districts and charter schools shall use a version of each required literary work that includes text that is identical to the version featured in the ISBN listed in the figures in subsection (f)(1) and (2) of this section or the information maintained on the TEA website.
(h) In accordance with TEC, §26.010, a parent retains the right to temporarily remove the parent's child from instruction in a required literary work that conflicts with the parent's religious or moral beliefs if the parent presents or delivers to the teacher of the parent's child a written statement authorizing the removal of the child from the instruction. If a graded assignment or local assessment is based solely on the content of a required literary work for which a parent exercised a right under TEC, §26.010, the school district or charter school is encouraged, but not required, to provide an alternative graded assignment or local assessment that is based on an alternative literary work provided for the student who was removed from instruction.
(i) In the event the commissioner of education determines that a literary work required in any of the figures in subsection (f)(1) and (2) of this section is no longer available at a reasonable cost at the volume required for implementation across the state, the commissioner shall report that finding to the State Board of Education (SBOE), and the SBOE may consider an amendment to remove that specific literary work from the relevant figure, subject to holding two board meetings for a first and second reading without a separate meeting for discussion before first reading.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603573
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: July 1, 2027
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497
CHAPTER 153. SCHOOL DISTRICT PERSONNEL
SUBCHAPTER
EE.
The Texas Education Agency (TEA) adopts an amendment to §153.1201 and new §153.1253, concerning the registry of persons not eligible for employment in public schools. The amendment to §153.1201 is adopted with changes to the proposed text as published in the May 15, 2026 issue of the Texas Register (51 TexReg 3293) and will be republished. New §153.1253 is adopted without changes to the proposed text as published in the May 15, 2026 issue of the Texas Register (51 TexReg 3293) and will not be republished. The adopted revisions provide clarification to existing statutory provisions and implement the requirements of Senate Bill (SB) 571, 89th Texas Legislature, Regular Session, 2025.
REASONED JUSTIFICATION: SB 571 was passed by the 89th Texas Legislature, Regular Session, 2025, and created Texas Education Code (TEC), §22A.152, Temporary Inclusion in Registry Based on Continuing and Imminent Threat to Public Welfare, which requires the commissioner of education to adopt rules to temporarily place a person in the registry of persons not eligible for employment in public schools if the commissioner determines that the person's continued employment at or provision of services to an educational entity constitutes a continuing and imminent threat to public welfare. SB 571 also created TEC, §22A.153, Temporary Inclusion in Registry for Certain Arrests, which requires the commissioner to adopt rules to temporarily include a person who is employed by or acting as a service provider for an educational entity in the registry if the person is arrested for an offense listed in TEC, §22A.201(a).
Pursuant to these statutory changes, the adopted amendment to §153.1201 adds definitions for the terms "appropriate boundary" and "inappropriate communication" in new subsections (b) and (d). The new definitions implement the requirements of TEC, §22A.051 and §22A.052, which require a superintendent or director of an educational entity to report misconduct to the commissioner, specifically, inappropriate communications and failure to maintain appropriate boundaries with a student or minor as defined in State Board for Educator Certification (SBEC) rule.
In response to public comment, §153.1201 was modified at adoption to add a definition for "service provider" in new subsection (g), reflecting that the definition is the statutory definition in TEC, §22A.001(8). In addition, the definition for "inappropriate communication" in subsection (d) was clarified at adoption by adding a comma following the examples of inappropriate communication.
Adopted new §153.1253 on temporary inclusions implements the requirements of TEC, §22A.152 and §22A.153. The new section increases the commissioner's authority by rule to resolve allegations of misconduct or abuse by non-certified school personnel and determine whether placement on the do not hire registry is warranted. Specifically, the new section expands the commissioner's authority to place an individual on the registry if it is determined that the individual's continued employment or provision of services at an educational entity constitutes a continuing and imminent threat to the public welfare or the person is arrested for an offense listed under TEC, §22A.201(a), and is employed by or acting as a service provider for an educational entity.
SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began May 15, 2026, and ended June 15, 2026. Following is a summary of the comments received and agency responses.
Comment: A commenter recommended including a definition for "service provider" and editing the definitions of "inappropriate communication" and "appropriate boundary" for clarity.
Response: The agency agrees in part and has modified §153.1201 at adoption to include a definition for "service provider" in new subsection (g). The definition clarifies that the term has the meaning assigned by TEC, §22A.001(8). The definition for "inappropriate communication" in subsection (d) was also modified to incorporate the commenter's suggestion to add a comma after the examples of inappropriate communication for clarity. The agency disagrees with the recommendation to change "appropriate boundary" since the language provides clarity in response to another request for expanded language.
Comment: A commenter expressed concern with the vagueness of "continuing and imminent threat to public welfare" outlined in the rule.
Response: The agency provides the following clarification. The proposed language comes from statute, and identical language has previously been discussed at length in relation to SBEC's rules, after which these rules are modeled.
Comment: A commenter supported the proposed revisions to the registry of persons not eligible for employment in public schools.
Response: The agency agrees.
Comment: A commenter supported the proposed revisions and urged TEA to prioritize clarity, statewide consistency, and practical implementation support.
Response: The agency agrees.
STATUTORY AUTHORITY. The amendment and new section are adopted under Texas Education Code (TEC), §22A.052, as added by Senate Bill (SB) 571, 89th Texas Legislature, Regular Session, 2025, which requires the superintendent or director of an educational entity to report misconduct as outlined in TEC, §22A.051, to the commissioner; TEC, §22A.152, as added by SB 571, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to temporarily include a person in the registry if the commissioner, based on evidence or information presented to the commissioner regarding a complaint alleging misconduct by the person, determines that the person's continued employment at or provision of services to an educational entity constitutes continuing and imminent threat to the public welfare; and TEC, §22A.153, as added by SB 571, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to temporarily include a person who is employed by or acting as a service provider for an educational entity if the person is arrested for an offense under TEC, §22A.201(a).
CROSS REFERENCE TO STATUTE. The amendment and new section implement Texas Education Code, §§22A.052, 22A.152, and 22A.153, as added by SB 571, 89th Texas Legislature, Regular Session, 2025.
§153.1201.
(a) Abuse--This term has the meaning assigned by Texas Family Code, §261.001(1).
(b) Appropriate boundary--For purposes of this subchapter, an appropriate boundary is a separation between an employee or service provider and a student that maintains an appropriate professional relationship between the two, based on a reasonably prudent person standard. Factors that may be considered in context and in the totality of the circumstances in assessing whether appropriate boundaries were maintained include, but are not limited to:
(1) physical proximity or physical contact beyond the professional role or that the student has indicated is unwelcome, unless such contact is professionally required;
(2) contacting or meeting the student beyond the professional role or making efforts to gain access to or time alone with a student with no discernible professional purpose;
(3) transporting the student without permission from the student's legal guardian or in violation of school board policy, unless for an emergency;
(4) taking or possessing a photo or video of the student beyond the professional role or in violation of school board policy; and
(5) showing favoritism or isolation through gifts, rewards, or privileges.
(c) Employee--A person who is employed by a school district, district of innovation, charter school, service center, or shared services arrangement and does not hold a certification issued by the State Board for Educator Certification under Texas Education Code (TEC), Chapter 21, Subchapter B.
(d) Inappropriate communication--An oral or written communication between an employee or service provider and a student or minor, whether made in person or remotely, including, but not limited to, a hand-delivered or mailed note or letter, a telephone call made by landline or mobile network, and an electronic communication such as text message, email, instant message, blog entry, or other online social network communication, that does not maintain an appropriate boundary. Factors that may be considered in context and in the totality of the circumstances in assessing whether the communication is inappropriate include, but are not limited to:
(1) the nature, purpose, timing, and amount of the communication;
(2) the subject matter of the communication;
(3) whether the communication was made openly or the employee or service provider attempted to conceal the communication;
(4) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
(5) whether the communication was sexually explicit;
(6) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the employee or service provider or the student; and
(7) whether the communication could be reasonably interpreted as threatening the welfare and/or safety of the student.
(e) Nonprofit teacher organization--An organization approved by the commissioner to participate in a tutoring program under TEC, §33.913.
(f) Private school--A non-public school that offers a course of instruction for students in Texas in one or more grades from Prekindergarten-Grade 12 and is:
(1) accredited by an organization that is monitored and approved by the Texas Private School Accreditation Commission;
(2) listed in the National Center for Education Statistics database; or
(3) a child care provider that is licensed by the Texas Health and Human Services Commission.
(g) Service provider--This term has the meaning assigned by TEC, §22A.001(8).
(h) Solicitation of sexual contact--Deliberate or repeated acts that can be reasonably interpreted as the solicitation by an employee of a relationship with a student that is sexual in nature. Solicitation of sexual contact is often characterized by a strong emotional or sexual attachment and/or by patterns of exclusivity but does not include appropriate relationships that arise out of legitimate contexts such as familial connections or longtime acquaintance. The following acts, considered in context, may constitute prima facie evidence of the solicitation by an employee of sexual contact with a student:
(1) behavior, gestures, expressions, or communications with a student that are unrelated to the employee's job duties and evidence a sexual intent or interest in the student, including statements of love, affection, or attraction. Factors that may be considered in determining the intent of such communications or behavior, include, without limitation:
(A) the nature of the communications;
(B) the timing of the communications;
(C) the extent of the communications;
(D) whether the communications were made openly or secretly;
(E) the extent that the employee attempts to conceal the communications;
(F) if the employee claims to be counseling a student, the commissioner may consider whether the employee's job duties included counseling, whether the employee reported the subject of the counseling to the student's guardians or to the appropriate school personnel, or, in the case of alleged abuse or neglect, whether the employee reported the abuse or neglect to the appropriate authorities; and
(G) any other evidence tending to show the context of the communications between employee and student;
(2) making inappropriate comments about a student's body, creating or transmitting sexually suggestive photographs or images, or encouraging the student to transmit sexually suggestive photographs or images;
(3) making sexually demeaning comments to a student;
(4) making comments about a student's potential sexual performance;
(5) requesting details of a student's sexual history;
(6) requesting a date, sexual acts, or any activity intended for the sexual gratification of the employee;
(7) engaging in conversations regarding the sexual problems, preferences, or fantasies of either party;
(8) inappropriate hugging, kissing, or excessive touching;
(9) providing the student with drugs or alcohol;
(10) violating written directives from school administrators regarding the employee's behavior toward a student;
(11) suggestions that a romantic relationship is desired after the student graduates, including post-graduation plans for dating or marriage; and
(12) any other acts tending to show that the employee solicited sexual contact with a student.
The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.
Filed with the Office of the Secretary of State on August 17, 2026.
TRD-202603553
Cristina De La Fuente-Valadez
Director, Rulemaking
Texas Education Agency
Effective date: September 7, 2026
Proposal publication date: May 15, 2026
For further information, please call: (512) 475-1497