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English II
Copyright September 2015, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
Vocabulary Terms
Literary Terms
nouns/verbs
author/illustrator
fiction
/
character
poetry
/
rhyme/rhythm
compound words
character
actions
character
feelings
conclusion
folktale/lesson
learned
alphabetical
order
context
dictionary-
definition;
entry
guide
words
character
motivations
character
traits
drama-line;
stage
directions
plot
prediction
Expository
Terms
Grade
3
Reading
article/section
authors
purpose
main
idea
supporting
details
Grade
4
Reading
photograph/caption
text
features/subtitles
topic/facts
Procedural Terms
Persuasive Terms
directions/steps
Grade
5
Reading
chart/diagram
fiction/nonfiction
topic
supporting
details
Grade
6
Reading
antonyms
(opposites)
interaction of characters
cause/effect
synonyms
poet/speaker
summary/summarizes
sensory language
text
evidence
Grade
7
Reading
table
of
contents/entry
multi-meaning
words
prefix/suffix
symbols
arguments
Grade
8
Reading
root
words
drama/dialogue
personification
English
I
and
II
appositives
homophones
poetry/stanza
setting
opinion
add/added/adding
combine
sentences
end
punctuation
revise/revises/revised/revision
title
comma/commas
graphic
phrase
vowel/consonant
conclude/concluding
sentence/
concluding
statement
abbreviations
caption
transition/transition
word
Grade
4
Writing
article
details
lowercase/uppercase
support
(for
topic
sentence)
topic/topic
sentence
Grade
7
Writing
contraction
misspelled
proper
nouns
writer
English
I
Writing
meaning/retain
meaning
English
II
Writing
apostrophe
initials
capital
letter/capitalized
edit/edited
paragraph
text
convince/persuade/persuasive
noun/verb
setting
past/present
appositive
quotation/quotation
marks
STAAR Reporting Category 1 Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (1)
September 2015
Eng II (1)
September 2015
Eng II (1)
use context to d etermine the relevant meaning of unfam iliar w or d s or m ultiple-m eaning w ord s
use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
id entify and sort w ord s into conceptual categories (e.g ., opposites, living things)
d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com po nent w ord s (e.g., lunchtim e)
id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
use a picture d ictionary to find w ord s
id entify and sort pictures of objects into conceptual categories (e.g ., colors, shapes, textures)
recognize that com pound w ord s are m ad e up of shorter w ord s
id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills
attem pt to use new vocabulary and gram mar in speech (ELL)
use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills
increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
use a large speaking vocabulary, ad d ing several new w ord s d aily
d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
d em onstrate und erstand ing of term s used in the instructional language of the classroom
Reading/beginning reading skills/phonics*
W orking with W ords
id entify and read contractions (e.g., I'd , w on't)
id entify and read at least 300 high -frequency w ord s from a com m only used list
id entify and read contraction s (e.g., haven't, it's)
id entify and read abbreviations (e.g., Mr., Ave.)
read w ord s w ith com m on prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful)
id entify and read at least 100 high -frequency w ord s from a com m only used list
id entify and read contractions (e.g., isn't, can't)
use know led ge of the m eaning of base w ord s to id entify and read com m on com pound w ord s (e.g., fo otball, popcorn, dayd ream )
read base w ord s w ith inflectional end ings (e.g., plu rals, past tenses)
id entify and read at least 25 high -frequency w ords from a com m only used list
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
STAAR Reporting Category 1 Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (2)
September 2015
Eng II (2)
com p are d ifferent versions of the sam e story in trad itional and contem porary folktales w ith respect to their characters, settings ,
and plot
id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
explain the function of recurring ph rases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad itional folk - and
fairy tales
connect the m eaning of a w ell-know n story or fable to personal experiences
recognize recurring phrases and characters in trad itional fairy tales, lullabies, and folktales from various cultures
recognize sensory d etails
d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
id entify elem ents of a story including setting, character, and key events
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orl d
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraph rase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
Continued
September 2015
Eng II (2)
September 2015
Eng II (2)
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w or d choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and
perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultip le action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
STAAR Reporting Category 1 Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Uses text evid ence to d raw conclusions from inform ational text s.
Eng II (9)
September 2015
Eng II (9)
September 2015
Eng II (9)
September 2015
10
Eng II (9)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate questions abou t the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
11
STAAR Reporting Category 1 Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (19)
September 2015
12
Eng II (19)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
13
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (2)
September 2015
14
Eng II (2)
com pare and contrast the settings in m yths and trad itional folktales
paraphrase the them es and supporting d etails of fables, legend s, m yths, or stories
com pare d ifferent versions of the sam e story in trad itional and cont em porary folktales w ith respect to their characters, settings,
and plot
id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
explain the function of recurring phrases (e.g., "Once upon a tim e" or "They lived happily ever afte r") in trad itional folk- and
fairy tales
connect the m eaning of a w ell-know n story or fable to personal experiences
recognize recurring phrases and characters in trad itional fairy tales, lullabies, and fol ktales from various cultures
recognize sensory d etails
d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
id entify elem ents of a story including settin g, character, and key events
Listening and speaking/listening*
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, a nd com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to the content for clarification and elaboration
evaluate the effectiveness of a speaker's main and support ing id eas
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effective ness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or sol ve problem s
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m ents about the evid ence that sup ports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker 's pu rpose
and perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask quest ions to clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
Continued
September 2015
15
Eng II (2)
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
September 2015
16
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (3)
Uses text evid ence to identify structure and elem ents in poetry.
analyze the effects of d iction and im agery (e.g., controlling im ages, figurative language, und erstatem ent, overstatem ent, i rony,
parad ox) in poetry
com pare and contrast the relationship betw een the purpose and characteristics of d ifferent poetic form s (e.g., epic poetry,
lyric poetry)
analyze the im portance of graphical elem ents (e.g., capital letters, line length, w ord positi on) on the m eaning of a poem
explain how figurative language (e.g., personification, m etaphors, sim iles, hyperbole) contribu tes to the m eaning of a poem
analyze how poets use sound effects (e.g., alliteration, internal rhym e, onom atopoeia, rhym e scheme) t o reinforce m eaning in poem s
explain how the structural elem ents of poetry (e.g., rhym e, m eter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)
d escribe the characteristics of various form s of poetry and how they create im agery (e.g., narrative poetry, lyrical poetry, hum orous
poetry, free verse)
d escribe how rhym e, rhythm , and repetition interact to create im ages in poetry
respond to and use rhythm , rhym e, and alliteration in poetry
respond to rhythm and rhym e in poetry through id entifying a regular beat and similarities in w ord sound s
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
Continued
September 2015
17
Eng II (3)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across text s
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays th at m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act ou t im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined event s, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
Continued
September 2015
18
Eng II (3)
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate questions about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
Reading/beginning reading skills/phonological aw areness*
Phonological A wareness at the W ord Level
segm ent spoken one-syllable w ord s of three to five phonemes in to ind ividual phonem es (e.g., splat =/ s/ p/ l/ a/ t/ )
isolate initial, m ed ial, and final sound s in one-syllable spoken w ord s
blend spoken phonem es to form one- and tw o-syllable w ord s, includ ing consonant blend s (e.g., spr)
recognize the change in a spoken w ord w hen a specified phonem e is ad ded , changed , or rem oved (e.g.,/ b/ l/ o/ w / to/ g/ l/ o/ w / )
d istinguish betw een long- and short-vow el sound s in spoken one-syllable w ord s (e.g., bit/ bite)
orally generate a series of original rhym ing w ords using a variety of p honogram s (e.g., -ake, -ant, -ain) and consonant blend s (e.g.,
bl, st, tr)
segm ent spoken one-syllable w ord s into tw o to three phonem es (e.g., d og:/ d / / o/ / g/ )
isolate the initial sound in one-syllable spoken w ord s
blend spoken phonem es to form one-syllable w ord s (e.g.,/ m / / a/ / n/ says m an)
blend spoken onsets and rim es to form sim ple w ord s (e.g., onset/ c/ and rim e/ at/ make cat)
recognize spoken alliteration or groups of w ord s that begin w ith the same spoken onset or initial sound (e.g., "baby boy
bounces the ball")
d istinguish orally presented rhym ing pairs of w ord s from non -rhym ing pairs
orally generate rhym es in response to spoken w ord s (e.g., "What rhym es w ith hat?")
id entify syllables in spoken w ord s
id entify a sentence m ad e up of a group of w ord s
Phonological aw areness skills*
recognize and blend tw o phonem es into real w ord s w ith pictorial support
com bine onset and rim e to form familiar one-syllable w ord s w ithout pictorial support
com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one-syllable w ord w ith pictorial support
prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
prod uce a w ord that rhym es w ith a given w ord
Continued
September 2015
19
Eng II (3)
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
20
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (4)
Uses text evid ence to identify how structure enhances d ram atic
texts.
explain how d ramatic conventions (e.g., m onologues, soliloquies, d ram atic iron y) enhance d ram atic text
analyze how d ifferent playw rights characterize their protagonists and antagonists through the dialogu e and staging of their plays
explain a playw right's use of d ialogue and stage direct ions
explain the sim ilarities and d ifferences in the setting, characters, and plot of a play and those in a film ba sed upon the same story line
analyze the sim ilarities and d ifferences betw een an original text and its d ram atic adaptation
d escribe the stru ctural elem ents particular to d ram atic literature
explain the elem ents of plot and character as presented through d ialogue in scripts that are read , v iew ed , w ritten, or perform ed
id entify the elem ents of d ialogue and use them in inform al plays
D ramatic expression skills
create or recreate stories, m ood s, or experiences through d ram atic representations
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author an alysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
Continued
September 2015
21
Eng II (4)
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other text s and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking correction s and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Continued
September 2015
22
Eng II (4)
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
23
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (5)
September 2015
24
Eng II (5)
recognize dialect and conversational voice and explain how authors use d ialect to convey character
sum m arize the elem ents of plot d evelopm ent (e.g., rising action, turning point, clim ax, falling action, d enouem ent) in various
w orks of fiction
explain different form s of third -person points of view in stories
explain the roles and functions of characters in various plots, includ ing their relationships and conflicts
d escribe incid ents that ad vance the story or novel, explaining how each incid ent gives rise to or foreshad ow s future events
id entify w hether the narrator or speaker of a story is first or third person
d escribe the interaction of characters includ ing their relationships an d the changes they und ergo
sequence and sum m arize the plot's m ain events and explain their influence on future events
d escribe m ain characters in w orks of fiction, includ ing their traits , m otivations, and feelings
d escribe sim ilarities and d ifferences in the plots and settings of several w orks by the sam e aut hor
d escribe characters in a story and the reasons for their actions and feelings
d escribe the plot (problem and solution) and retell a story's beginning, mid d le, and end w ith attenti on to the sequence of events
d escribe characters in a story and th e reasons for their actions
retell a m ain event from a story read aloud
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, pers onal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
Continued
September 2015
25
Eng II (5)
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustr ations, and plot
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ic tions
ask relevant questions, seek clarification, and locate facts and d etails about stories and oth er texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking cor rections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate question s about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
26
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (6)
analyze how literary essays interw eave personal exam ples and id eas w ith factual inform ation to explain, present a perspective, or
d escribe a situation or event
analyze passages in w ell-know n speeches for the author's use of literary devices and w ord and phrase choice (e.g., aphorism s,
epigraphs) to appeal to the aud ience
d escribe the structural and substantive d ifferences betw een an autobiography or a d iary and a fictional ad aptation of it
id entify the literary language and d evices used in m em oirs and personal narratives and com pare their characteristics w i th those of
an autobiography
id entify the literary language and d evices used in biographies and autobiographies, includ ing how authors present major events in a
person's life
id entify sim ilarities and d ifferences betw een the events and characters' experiences in a fictional w ork and the actual event s and
experiences d escribed in an author's biography or autobiography
explain the d ifference in point of view betw een a biography and autobiography
d istinguish betw een fiction and nonfiction
d eterm ine w hether a story is true or a fantasy and explain w hy
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
Continued
September 2015
27
Eng II (6)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eanin g and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon con tent to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory imag es, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustr ations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred iction s
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
Continued
September 2015
28
Eng II (6)
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate question s about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
29
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (7)
September 2015
30
Eng II (7)
September 2015
31
Eng II (7)
use prefixes and suffixes to d eterm ine the m eanin g of w ord s (e.g., allow / disallow )
alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com ponent w ord s (e.g., lunchtim e)
id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
use a picture d ictionary to find w ord s
id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
recognize that com pound w ord s are m ad e up of shorter w ord s
id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills*
attem pt to use new vocabulary and gram mar in speech (ELL)
use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills*
increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
use a large speaking vocabulary, ad d ing several new w ord s d aily
d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
d em onstrate und erstand ing of term s used in the instructional language of the classroom
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
32
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (12)
September 2015
33
Eng II (12)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online inform ation,
televised new s)
explain how various d esign techniques used in med ia influence the m essage (e.g., pacin g, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im pact consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
id entify techniques used in m ed ia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, in clud ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textua l, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
Continued
September 2015
34
Eng II (12)
September 2015
35
Eng II (12)
recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
id entify upper- and low er-case letters
id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
recognize the difference betw een a letter and a printed w ord
d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
ask to be read to or ask the m eaning of w ritten text
use books and other w ritten m aterials to engage in pre-read ing behaviors
engage in pre-reading and read ing-related activities
Listening and speaking/listening*
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical reflection
and by asking questions related to the content for clarification and elaboration
evaluate the effectiveness of a speaker's main and supporting id eas
sum m arize form al and inform al presentations, d istingu ish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
Continued
September 2015
36
Eng II (12)
follow , restate, and give oral instructions tha t involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
37
STAAR Reporting Category 2 Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (19)
September 2015
38
Eng II (19)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
39
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (8)
explain the controlling idea and specific purpose of an expository text and d istinguish the m ost important from the less important
d etails that supp ort the author's purpose
analyze w orks w ritten on the sam e topic and com pare how the authors achieved similar or d ifferent purp oses
explain the d ifference betw een the them e of a literary w ork and the author's p urpose in an expository text
com pare and contrast the stated or im plied purposes of d ifferent author s w riting on the sam e topic
d raw conclusions from the inform ation presented by an author and evaluate how w ell the a uthor's purpose w as achieved
explain the d ifference betw een a stated and an implied pu rpose for an expository text
id entify the topic and locate the author's stated purposes in w riting the text
id entify the topic and explain the author's purpose in w riting the text
id entify the topic and explain the author's purpose in w riting about the text
id entify the topic of an inform ational text heard
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
Continued
September 2015
40
Eng II (8)
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, an d foreshad ow ing) to m ake and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generatin g questions, re-read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
Continued
September 2015
41
Eng II (8)
confirm pred ictions about w hat w ill happ en next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate questions about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
Listening and speaking/listening*
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to th e content for clarification and elaboration
evaluate the effectiveness of a speaker's main and supporting id eas
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m en ts about the evid ence that supports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions t o clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Continued
September 2015
42
Eng II (8)
September 2015
43
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (9)
Uses text evid ence to d raw conclusions from inform ational texts.
September 2015
44
Eng II (9)
September 2015
45
Eng II (9)
September 2015
46
Eng II (9)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred iction s
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, usin g background know led ge, generating question s, re-read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate question s about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
47
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (10)
analyze fam ous speeches for the rhetorical structures and d evices used to convince the read er of t he authors' propositions
analyze the relevance, quality, and cred ibility of evid ence given to support or oppose an argum ent for a specific aud ience
analyze the use of such rhetorical and logical fallacies as load ed term s, caricatures, lead ing questions, false assum ptions, and
incorrect premises in persuasive texts
com pare and contrast persuasive texts that reached d ifferent conclusions about the same issue and explain how the authors reached
their conclusions through analyzin g the evid ence each presents
id entify such rhetorical fallacies as ad hom inem , exaggeration, stereotyping, or categorica l claims in persuasive texts
analyze the structure of the central argum ent in contem porary policy speeches (e.g., argum ent by cause and effect, analogy,
authority) and id entify the d ifferent types of evidence used to suppo rt the argum ent
id entify sim ply faulty reasoning used in persuasive texts
com pare and contrast the structure and view points of tw o d ifferent authors w riting for the sam e purpose, noting the stated claim
and supporting evid ence
recognize exaggerated , contrad ictory, or m isleading statements in text
id entify the author's view point or position and explain the basic relationships am ong id eas (e.g., parallelism , com parison , causality)
in the argum ent
explain how an author uses language to present inform ation to influence w h at the read er thinks or d oes
id entify w hat the author is trying to persuad e the read er to think or d o
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
Continued
September 2015
48
Eng II (10)
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or othe rs desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
Continued
September 2015
49
Eng II (10)
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm e nts w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate questions about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
Listening and speaking/speaking*
give presentations using inform al, form al, and technical language effectively to m eet the need s of aud ience, purpose, and occasion,
em ploying eye contact, speaking rate (e.g., pauses for effect), volum e, enunciation, purposeful gestures, and conventions of language
to com m unicate id eas effectively
ad vocate a position using anecd otes, analogies, and / or illustrations, and use eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
present a critique of a literary w ork, film , or d ram atic prod uction, em ploying eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
give an organized presentation w ith a specific point of view , em ploying eye contact, speaking rate, volum e, enunciation, natural
gestures, and conventions of language to com m unicate id eas effectively
give organized presentations em ploying eye contact, speaking rate, volume, enunciation, nat ural gestures, and conventions of
language to com m unicate id eas effectively
express an opinion supported by accurate inform ation, em ploying eye contact, speaking rate, volum e, and enunciation, and the
conventions of language to com m unicate id eas effectively
speak coherently about the topic und er d iscussion, em ploying eye contact, speaking rate, volum e, enunciation, and the convent ions
of language to com m unicate id eas effectively
share inform ation and ideas that focus on the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions
of language
share inform ation and ideas about the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions of
language
share inform ation and ideas by speaking aud ibly and clearly using the conventions of language
Speech production skills*
investigate and d em onstrate grow ing und erstanding of the sound s and intonation of the English language (ELL)
Continued
September 2015
50
Eng II (10)
September 2015
51
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (11)
September 2015
52
Eng II (11)
September 2015
53
Eng II (11)
September 2015
54
Eng II (11)
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
55
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (12)
September 2015
56
Eng II (12)
explain how various d esign techniques u sed in med ia influence the m essage (e.g., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im p act consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
explain how various d esign techniques used in med ia influence the m essage (e.g., sh ape, color, sound )
und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
id entify techniques used in m ed ia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ in g other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, per sonal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evalu ative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhan ce com prehension
Continued
September 2015
57
Eng II (12)
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using backgroun d know led ge, generating questions, re-read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
ask and respond to questions about texts read aloud
pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
ask and answ er appropriate questions about the book
use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
read texts by m oving from top to bottom of the page and tracking w ord s from left to right w i th return sw eep
recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
sequence the letters of the alphabet
recognize that spoken w ord s are represented in w ritten English by specific sequences of let ters
id entify upper- and low er-case letters
Continued
September 2015
58
Eng II (12)
id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
recognize the difference betw een a letter and a printed w ord
d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
ask to be read to or ask the m eaning of w ritten text
use books and other w ritten m aterials to engage in pre-read ing behaviors
engage in pre-reading and read ing-related activities
Listening and speaking/listening*
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highligh t the speaker's id eas for critical reflection and
by asking questions related to the content for clarification and elaboration
evaluate the effectiveness of a speaker's main and supporting id eas
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
listen to and interpret a speaker's purpose by explaining the content , evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonve rbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
Continued
September 2015
59
Eng II (12)
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers an d ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
60
STAAR Reporting Category 3 Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (19)
Uses text evid ence to m ake inferences from inform ational texts.
September 2015
61
Eng II (19)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
62
STAAR Reporting Category 5 Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(C) revise d rafts to im prove style, w ord choice, figurative
language, sentence variety, and subtlety of m eaning after
rethinking how w ell questions of purpose, aud ience, and genre
have been ad d ressed . Read iness Standard
Eng II (13)
Revising
revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
revise d rafts by ad d ing details or sentences
N OTE: Und er each head ing the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
63
STAAR Reporting Category 5 Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (15)
September 2015
64
Eng II (15)
September 2015
65
Eng II (15)
w rite short letters that put id eas in a chronological or logical sequence and use appropriate conventions (e.g., d ate,
salutation, closing)
w rite brief com positions about topics of interest to the stud ent
d ictate or w rite inform ation for lists, cap tions, or invitations
Writing/w riting process*
Revising
revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove t ransitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest gra d e level to the low est grad e level.
September 2015
66
STAAR Reporting Category 5 Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (16)
September 2015
67
Eng II (16)
w rite a persuasive essay to the appropriate aud ience that establishes a clear thes is or position
w rite persuasive essays for appropriate aud iences that establish a position and includ e sound reasoning, d etailed and relevan t
evid ence, and consid eration of alternatives
w rite persuasive essays for appropriate aud iences that establish a p osition and use supporting d etails
w rite persuasive statem ents about issues that are im portant to the stud ent for the appropriate aud ience in the school, hom e, or
local com m unity
Writing/w riting process*
Revising
revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple , com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
68
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(D) ed it d rafts for gram m ar, m echanics, and spelling.
Read iness Stand ard
Eng II (13)
Editing
edit drafts for grammar, mechanics, and spelling
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
use conventions of capitalization
use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
(iii) official titles of people
use capitalization for:
(i) proper nouns;
(ii) m onths and d ays of the w eek; and
(iii) the salutation and closing of a letter
recognize and use basic capitalization for:
(i) the beginning of sentences;
September 2015
69
Continued
Eng II (13)
September 2015
70
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (17)
September 2015
71
Eng II (17)
September 2015
72
Eng II (17)
September 2015
73
Eng II (17)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
74
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Eng II (18)
Editing
edit drafts for grammar, mechanics, and spelling
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
use conventions of capitalization
use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
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Continued
Eng II (18)
Punctuation
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76
Eng II (18)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
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STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Eng II (19)
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Eng II (19)
spell w ord s w ith com m on syllable constructions (e.g., closed , open, final stable syllable)
spell high-frequency and com pound w ord s from a com m only used list
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant d oubling w hen ad d ing an ending;
(ii) d ropping final "e" w hen end ings are ad d ed (e.g., -ing, -ed);
(iii) changing y to i before ad d ing an end ing;
(iv) d ouble consonants in m id d le of w ord s;
(v) com plex consonants (e.g., scr-, -d ge, -tch); and
(vi) abstract vow els (e.g., ou as in could , touch, through, bought)
use know led ge of letter sound s, w ord parts, w ord segm entation, and syllabication to spell
spell sim ple contractions (e.g., isn't, aren't, can't)
spell base w ord s w ith inflectional end ings (e.g., -ing and -ed)
spell w ord s w ith com m on orthographic patterns and rules:
(i) com plex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vow els;
(iii) long vow els (e.g., VCe-hope); and
(iv) vow el d igraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou -out, ow -cow , oi-coil, oy-toy)
use phonological know led ge to m atch sound s to letters to construct unknow n w ord s
use resources to find correct spellings
spell high-frequency w ord s from a com m only used list
spell base w ord s w ith inflectional end ings (e.g., ad d ing "s" to make w ord s plurals)
use letter-sound patterns to spell:
(i) consonant-vow el-consonant (CVC) w ord s;
(ii) consonant-vow el-consonant-silent e (CVCe) w ord s (e.g., "hope"); and
(iii) one-syllable w ord s w ith consonant blend s (e.g., "d rop")
use phonological know led ge to m atch sound s to letters to construct know n w ord s
w rite one's ow n nam e
use letter-sound correspond ences to spell consonant-vow el-consonant (CVC) w ord s (e.g., "cut")
use phonological know led ge to m atch sound s to letters
Independently conveys meanings skills
w rite ow n nam e (first nam e or frequent nicknam e), not necessarily w ith full correct spelling or w ell-form ed letters
Speech production skills
perceive d ifferences betw een sim ilar sound ing w ord s
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
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