2015 Staar-Alt Eng1 Curriculum Framework 1

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TEKS Curriculum Framework for STAAR Alternate 2
English I
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.
STAAR Alternate 2 Reading Instructional Terms

The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers should refer
to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked t o that essence statement. Instruction should focus
on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the developmental level of the student.
The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In addition to the prerequisite skills, there are
instructional terms that students will need exposure to during instruction. This list does not encompass all the curriculum a student would be responsible for; it is a unique list of
instructional terms developed by educator teams. Students need to become familiar with these terms as the student is developmentally able to comprehend the content.
Students in higher grades need to also know the terms presented in earlier grades.
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
STAAR Alternate 2 Writing Instructional Terms

The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers
should refer to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence
statement. Instruction should focus on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught
according to the developmental level of the student. The goal should be to assist the student in attaining the highest academic level the student is capable of
within a given year. In addition to the prerequisite skills, there are instructional terms that students will need exposure to during instruction. This list does not
encompass all the curriculum a student would be responsible for; it is a unique list of instructional terms developed by educator teams. Students need to become
familiar with these terms as the student is developmentally able to comprehend the content. Students in higher grades need to also know the terms presented in
earlier grades.
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
TEKS Curriculum Framework for STAAR Alternate 2 | English I
English Language Arts and Reading
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
Essence of TEKS Knowledge and Skills Statement/

English I (1) Reading/Vocabulary D evelopment. Stud ents und erstand

new vocabulary and use it w hen read ing and w riting. The stud ent is
expected to
(A) d eterm ine the m eaning of grad e-level technical acad em ic
English w ord s in m ultiple content areas (e.g., science,
m athem atics, social stud ies, the arts) d erived from Latin, Greek, or
other linguistic roots and affixes; Supporting Stand ard
(B) analyze textual context (w ithin a sentence and in larger sections
of text) to distinguish betw een the d enotative and connot ative
m eanings of w ord s; Read iness Stand ard
(D) d escribe the origins and m eanings of foreign w ord s or phrases
used frequently in w ritten English (e.g., caveat emptor, carte blanche,
tete a tete, pas de deux, bon appetit, quid pro quo); Supporting Stand ard
(E) use a d ictionary, a glossary, or a thesaurus (printed or
electronic) to d eterm ine or confirm the meanings of w ord s and
phrases, includ ing their connotations and d enotations, and their
etym ology. Read iness Stand ard
Eng I (1)
Uses a variety of strategies and reference m aterials to confirm

w ord m eanings w hen read ing.
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify com m on w ord s or w ord parts from other languages that are used in w ritten English (e.g., phenom enon, charism a, chorus ,
pass, flora, fauna)
com plete analogies that d escribe a function or its d escription (e.g., pen:paper as chalk: ______ or soft:kitten as hard : ______)
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of unfam i liar or am biguous w ord s
or w ord s w ith novel m eanings
id entify the m eaning of foreign w ord s com m only used in w ritten English w ith em phasis on Latin and Greek w ord s (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
com plete analogies that d escribe part to w hole or w hole to part
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of u nfam iliar or am biguous w ord s
explain the m eaning of foreign w ord s and phrases com m only used in w ritten English (e.g., RSV P, que sera sera)
com plete analogies that d escribe part to w hole or w hole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____)
Continued
September 2015
Eng I (1)

use context (e.g., cause and effect or com pare and contrast organizational text structures) to d eterm ine or clarify the m eaning of
unfam iliar or m ultiple meaning w ord s
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine the m eanings, syllabication, pronunciations , alternate
w ord choices, and parts of speech of w ord s
id entify and explain the m eaning of com m on id iom s, ad ages, and other sayings
prod uce analogies w ith know n antonyms and synonym s
use context (e.g., in-sentence restatem ent) to d eterm ine or clarify the meanin g of unfamiliar or m ultiple m eaning w ord s
d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pr onunciation of unknow n w ord s
id entify the m eaning of com m on id iom s
com plete analogies using know led ge of antonyms and synonym s (e.g., boy:girl as m ale:____ or girl:w om an as boy:_____)
use the context of the sentence (e.g., in -sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication , and
pronunciation of unknow n w ord s
id entify and apply playful uses of language (e.g., tongue tw isters, palind rom es, rid d les)
id entify and use antonym s, synonym s, hom ographs, and hom ophones
use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultipl e m eaning w ord s and homographs
id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
id entify and use com m on w ord s that are opposite (antonym s) or similar (synonyms) in m eaning
use context to d etermine the relevant meaning of unfam iliar w ord 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 person s, 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
Continued
September 2015
Eng I (1)
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 contractions (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., footb all, 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-Tested Student Expectation

Com pares them es across texts.
English I (2) Reading/Comprehension of Literary Text/Theme and

Genre. Stud ents analyze, m ake inferences and d raw conclusions about
them e and genre in d ifferent cultural, historical, and contem porary
contexts and provid e evid ence from the text to support their
und erstanding. The student is expected to
(A) analyze how the genre of texts with similar themes shapes
meaning. Supporting Standard
Eng I (2)

explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary w ork
com pare and contrast the sim ilarities and differences in m ythologies from various cultures (e.g., id eas of afterlife, roles a nd
characteristics of d eities, purposes of m yths)
analyze literary w orks that share sim ilar them es across cultures
analyze how place and tim e influence the them e or m essage of a literary w ork
d escribe conventions in m yths and epic tales (e.g., extend ed sim ile, the quest, the h ero's tasks, circle stories)
d escribe m ultiple them es in a w ork of fiction;
com pare and contrast the historical and cultural settings of tw o literary w orks
analyze the function of stylistic elem ents (e.g., m agic helper, rule of three) in trad itional and classical literature from v arious cultures
infer the im plicit them e of a w ork of fiction, d isting uishing theme from the topic
explain the effect of a historical event or m ovement on the t hem e of a w ork of literature
d escribe the phenom ena explained in origin m yths from various cultures
com pare and contrast the them es or m oral lessons of several w orks of fiction from various cultures
com pare and contrast the ad ventures or exploits of characters (e.g., the trickster) in trad itio nal and classical literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
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, myths, or stories
com pare 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 phrases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad itional folk- and
fairy tales
Continued
September 2015
Eng I (2)
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 settin g, character, and key events
Reading/comprehension skills (figure 19)*
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
make complex inferences about text and use textual evid ence to support und er standing
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 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 ea s 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, re read ing a portion aloud ,
generating questions)
retell im p ortant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
make 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 text ual 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
Continued
September 2015
Eng I (2)
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 st ories 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 prehensio n, 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 abou t 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/listening*
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 making comments about the evid ence that supports a speaker's claims
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 major 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 message
follow , restate, and give oral instructions that includ e m ultiple action steps
or perspective
Continued
September 2015
Eng I (2)
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
September 2015

English I (9) Reading/Comprehension of Informational Text/Expository

Text. Stud ents analyze, m ake inferences and d raw conclusions about
expository text and provid e evid ence from text to support their
(D) synthesize and make logical connections betw een id eas and
d etails in several texts selected to reflect a range of view points on
the same topic and support those findings w ith textual evid ence.
Supporting Stand ard
Eng I (9)
Uses text evid ence to d raw conclusions from inform ational texts.

m ake subtle inferences and d raw com plex conclusions about the id eas in text and their organizational patterns
d istinguish factual claims from com m onplace assertions and opinions and evaluate inferen ces from their logic in text
summarize the main id eas, supporting d etails, and relationships am ong ideas in text succinct ly in w ays that maintain m eaning and
logical ord er
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or d if ferent
genres, and support those find ings w ith textual evid ence
use d ifferent organizational patterns as guid es for sum m arizing and form ing an overview of d iffer ent kind s of expository text
d istinguish factual claims from com m onp lace assertions and opinions
evaluate a sum m ary of the original text for accuracy of the m ain id eas, su pporting d etails, and overall m eaning
explain how different organizational patterns (e.g., proposition -and -support, problem -and -solution) d evelop the main id ea and the
author's view point
explain w hether facts includ ed in an argum ent are used for or again st an issue
summarize the main id eas and supporting d etails in text, demonstrating an und erstand ing that a summa ry d oes not includ e
opinions
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing si milar or
d ifferent genres
use m ultiple text features and graphics to gain an overview of the contents of text and to locate inform ation
analyze how the organizational pattern of a text (e.g., cause-and-effect, com pare-and-contrast, sequential ord er, logical ord er,
classification schem es) influences the relationships am ong the id eas
d eterm ine the facts in text and verify them through established m ethod s
Continued
September 2015
Eng I (9)
sum m arize the m ain id eas and supp orting d etails in a text in w ays that maintain m eaning and logical ord er
use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sentences) to gain an overview of the contents of te xt and to
locate inform ation
d escribe explicit and im plicit relationships am ong id eas in texts organized by cause-and-effect, sequence, or com parison
d istinguish fact from opinion in a text and explain how to verify w hat is a fact
summarize the main id ea and supporting d etails in text in w ays that maintain meaning
use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred ictions abou t
contents of text
id entify explicit cause and effect relationships among id eas in texts
d raw conclusions from the facts presen ted in text and support those assertions w ith textual evid ence
id entify the d etails or facts that support the main id ea
use text features (e.g., table of contents, index, head ings) to locate specific inform ation in text
d escribe the ord er of events or id eas in a text
locate the facts that are clearly stated in a text
id entify the m ain id ea in a text and distinguish it from the topic
use text features (e.g., title, tables of contents, illustrations) to locate specific infor m ation in text
retell the ord er of events in a text by referring to th e w ord s and/ or illustrations
id entify im portant facts or d etails in text, heard or read
restate the m ain id ea, heard or read
use titles and illustrations to m ake pred ictions about text
d iscuss the w ays authors group inform ation in text
retell im portant facts in a text, heard or read
id entify the topic and d etails in expository text heard or read , referring to th e w ord s and/ or illustrations
m ake intertextual links am on g and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
make complex 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 synth esizing; m aking textual, personal, and w orld
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and pr ovid e
textual evid ence
Continued
September 2015
Eng I (9)
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 up on ow n or others desired outcom e to enhance com prehension
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 ,
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehe nsion
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
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
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
confirm pred ictions about w hat w ill happen next in text by "rea d ing the part that tells"
Continued
September 2015
10
Eng I (9)

ask and answ er appropriate question s about the book
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e
September 2015
11

English I (19) Reading/Comprehension Skills. Stud ents use a flexible

range of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an authors m essage. The stud ent is expected to
(B) m ake com plex inferences about text and use textual evid ence to
support und erstand ing. Read iness Stand ard
Uses text evid ence to d em onstrate com prehension across genres.
Eng I (19)

m ake intertextual links am ong an d across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
make complex 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 synthesiz ing; m aking textual, personal, and w orld
sum m arize, paraphrase, and synthesize texts in w ays that m ain tain m eaning and logical ord er w ithin a text and across texts
textual evid ence
establish purposes for read ing selected texts based upon ow n or others desired outcom e to en hance com prehension
textual evid ence
make inferences about text and use textual evid ence to support un d erstand ing
Continued
September 2015
12
Eng I (19)
Reading/beginning reading/strategies
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
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 in g the part that tells"
pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the l ow 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.

English I (2) Reading/Comprehension of Literary Text/Theme and

Genre. Stud ents analyze, m ake inferences and d raw conclusions about
them e and genre in d ifferent cultural, historica l, and contem porary
(B) analyze the influence of m ythic, classical and trad itional
literature on 20th and 21st century literature; Supporting Stand ard
(C) relate the figurative language of a literary w ork to its historical
and cultural setting. Supporting Stand ard
Eng I (2)
Id entifies the im pact of setting on the them e.

explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary w ork
com pare and contrast the sim ilarities and differences in m ythologies from various cultures (e.g., id eas of afterlife, roles a nd
characteristics of d eities, purposes of m yths)
analyze literary w orks that share sim ilar them es across cultures
analyze how place and tim e influence the them e or m essage of a literary w ork
d escribe conventions in m yths and epic tales (e.g., extend ed sim ile, the quest, the hero's tasks, circle stories)
d escribe m ultiple them es in a w ork of fiction
com pare and contrast the historical and cultural settings of tw o literary w orks
analyze the function of stylistic elem ents (e.g., m agic helper, rule of three) in trad itional and classical literature from various cultures
infer the im plicit them e of a w ork of fiction, d isting uishing theme from the topic
explain the effect of a historical event or m ovement on the t hem e of a w ork of literature
d escribe the phenom ena explained in origin m yths from various cultures
com pare and contrast the them es or m oral lessons of several w orks of fiction from various cultures
com pare and contrast the ad ventures or exploits of characters (e.g., the trickster) in trad itional and classical l iterature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
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, myths, or stories
com pare d ifferent versions of the sam e story in trad itional and contem porary folktales w ith respect to their characters, settings,
and plot
Continued
September 2015
14
Eng I (2)
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 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 p hrases 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 settin g, character, and key events
make complex inferences about text and use textu al evid ence to support und erstanding
m ake connections betw een and across texts, includ ing oth er m ed ia (e.g., film , play), and provid e textual evid ence
textual evid ence
textual evid ence
m ake connections to ow n experiences, to id eas in other texts, and to the larg er com m unity and d iscuss textual evid ence
Continued
September 2015
15
Eng I (2)
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, sett ings,
evid ence from text
rhetorical d evices
paraphrase the major id eas and supporting evidence in form al and informal presentation s
and perspective
Continued
September 2015
16
Eng I (2)
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask qu estions to clarify the speaker 's purpose
or perspective
N OTE: Und er each heading the prerequisite skills are arranged fro m the highest grad e level to the low est grad e level.
September 2015
17

English I (3) Reading/Comprehension of Literary Text/Poetry.

Stud ents und erstand , m ake inferences and d raw conclusions about the
structure and elem ents of poetry and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) analyze the effects of d iction and im agery (e.g., controlling
im ages, figurative language, und erstatem ent, overstatem ent, irony,
parad ox) in poetry. Supporting Stand ard
Eng I (3)
Uses text evid ence to identify im agery 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
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provi d e
textual evid ence
Continued
September 2015
18
Eng I (3)
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
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
confirm pred ictions about w hat w ill happen next in text by "read in g the part that tells"
Continued
September 2015
19
Eng I (3)

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 into 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 phonogram 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 p honem 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 bou nces
the ball")
d istinguish orally presented rhym ing pairs of w ord s from non -rhym ing pairs
orally generate rhym es in respon se 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
d elete a syllable from a w ord
com bine syllables into w ord s
d elete a w ord from a com pound w ord
com bine w ord s to make a com pound w ord
separate a norm ally spoken four-w ord sentence into in d ivid ual w ord s
September 2015
20

Uses text evid ence to identify how structure enhances d ram atic
texts.
English I (4) Reading/Comprehension of Literary Text/D rama.

Stud ents und erstand , m ake inferences and d raw conclusions about the
structure and elem ents of d ram a and provid e evid ence from text to
support their un d erstand ing. The stud ent is expected to
(A) explain how d ramatic conventions (e.g., m onologues,
soliloquies, d ram atic irony) enhance d ram atic text. Supporting
Stand ard
Eng I (4)
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 directions
explain the sim ilarities and d ifferences in the setting, characters, and plot of a play and those in a film based 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 structural 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 an d use them in inform al plays
D ramatic expression skills
create or recreate stories, m ood s, or experiences through d ram atic representations
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 connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical or d er w ithin a text and across texts
Continued
September 2015
21
Eng I (4)

textual evid ence
m onitor and ad ju st comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
establish purposes for read ing selected texts based upon conten t to enhance com prehension
establish purposes for read ing selected texts based upon d esired ou tcom 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 enc e
m ake inferences based on the cover, title, illustrations, and plo t
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,
evid ence from text
ask relevant questions, seek clarification, and locate facts and d etails about stories and other te xts
pred ict w hat migh t happen next in text based on the cover, title, and illustrations
Continued
September 2015
22
Eng I (4)

September 2015
23

English I (5) Reading/Comprehension of Literary Text/Fiction. Stud ents

und erstand , make inferences and d raw conclusions about the structure
and elements of fiction and provid e evid ence from text to support their
(A) analyze non-linear plot developm ent (e.g., flashbacks,
foreshad ow ing, sub-plots, parallel plot structures) and com pare it
to linear plot d evelopment; Supporting Stand ard
(B) analyze how authors d evelop com plex yet believable characters
in w orks of fiction through a range of literary d evices, includ ing
character foils; Read iness Stand ard
(C) analyze the w ay in w hich a w ork of fiction is shaped by the
narrators point of view . Supporting Stand ard
Eng I (5)
Uses text evid ence to identify the elem ents of fiction in literary
texts.

analyze d ifferent form s of point of view , includ ing lim ited versus om niscient, subjective versus objective
analyze how the central characters' qualities influence the them e of a fictional w ork and resolu tion of the central conflict
analyze linear plot developm ents (e.g., conflict, rising action, falling action, resolution, subplots) to d eterm ine w hether an d how
conflicts are resolved
analyze d ifferent form s of point of view , includ ing first -person, third -person om niscient, and third -person lim ited
analyze the d evelopm ent of the plot through the internal and external responses of the characters, includ ing their m otivations
and conflicts
explain the influence of the setting on plot d evelopment
d escribe d ifferent form s of point-of-view , includ ing first- and third -person
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 stor y is first or third person
Continued
September 2015
24
Eng I (5)
d escribe the interaction of characters includ ing their relationships and 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 author
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
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, p lay), and provid e textual evid ence
textual evid ence
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion alou d ,
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehen sion
Continued
September 2015
25
Eng I (5)

evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating quest ions, re-read ing a portion aloud )
ask and respond to question s about texts read aloud
use inform ation learned from books by d escribing, r elating, categorizing, or com p aring and contrasting
September 2015
26

English I (6) Reading/Comprehension of Literary Text/Literary

N onfiction. Stud ents und erstand , m ake inferences and d raw conclusions
about the varied structural patterns and features of literary nonfiction
and provid e evid ence from text to support their und erstand ing. The
stud ent is expected to
(A) analyze how literary essays interw eave personal exam ples and
id eas w ith factual information to explain, present a perspective, or
d escribe a situation or event. Supporting Stand ard
Eng I (6)
Recognizes the authors use of language in literary nonfiction.
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
Continued
September 2015
27
Eng I (6)
textual evid ence
textual evid ence
m onitor and ad ju st comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
evid ence from text
Continued
September 2015
28
Eng I (6)

September 2015
29

English I (7) Reading/Comprehension of Literary Text/Sensory

Language. Stud ents understand , m ake inferences and d raw conclusions
about how an authors sensory language creates im agery in literary text
and provid e evid ence from text to support their und erstand ing. The
stud ent is expected to
(A) explain the role of irony, sarcasm , and parad ox in literary
w orks. Supporting Standard
Eng I (7)
Recognizes the im pact and m eaning of figurative and sensory

language in literary texts.
explain the effect of sim iles and extend ed m etaphors in literary text
d eterm ine the figurative m eaning of phrases and analyze how an author's use of language creates im agery, appeals to t he senses,
and suggests m ood
explain how authors create m eaning through stylistic elem ents and figurative language em phasizing the use of personificat ion,
hyperbole, and refrains
evaluate the im pact of sensory d etails, im agery, and figurative language in literary text
id entify the author's use of sim iles and m etaphors to prod uce im agery
id entify language that creates a graphic visual experience and appeals to the senses
recognize that som e w ord s and phrases have literal and non -literal meanings (e.g., take steps)
recognize sensory d etails in literary text
Reading/vocabulary development*
id entify com m on w ord s or w ord parts from other languages that are used in w ritten English (e.g., phenom enon, charism a, chorus ,
pass, flora, fauna)
com plete analogies that d escribe a function or its d escription (e.g., pen:paper as chalk: ______ or soft:kitten as hard : ______)
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of unfam iliar or am biguous w ord s
or w ord s w ith novel m eanings
id entify the m eaning of foreign w ord s com m only used in w ritten English w ith em phasis on Latin and Greek w ord s (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
com plete analogies that d escribe part to w hole or w hole to part
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of unfam iliar or am biguous w ord s
explain the m eaning of foreign w ord s and phrases com m only used in w ritten English (e.g., RSV P, que sera sera)
Continued
September 2015
30
Eng I (7)

com plete analogies that d escribe part to w hole or w hole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____)
use context (e.g., cause and effect or com pare and contrast organizational text structures) to d eterm ine or clarify the m eani ng of
unfam iliar or m ultiple meaning w ord s
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine the m eanings, syllabication, pronunciations , alternate
w ord choices, and parts of speech of w ord s
id entify and explain the m eaning of com m on id iom s, ad ages, and other sayings
prod uce analogies w ith know n antonyms and synonym s
use context (e.g., in-sentence restatem ent) to d eterm ine or clarify the meaning of unfamiliar or m ultiple m eaning w ord s
use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pron unciation of unknow n w ord s
id entify the m eaning of com m on id iom s
com plete analogies using know led ge of antonyms and synonym s (e.g., boy:girl as m ale:____ o r girl:w om an as boy:_____)
use the context of the sentence (e.g., in-sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication, and
pronunciation of unknow n w ord s
id entify and apply playful uses of language (e.g., tongue tw ist ers, palind rom es, rid d les)
id entify and use antonym s, synonym s, hom ographs, and hom ophones
use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and
hom ographs
id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
id entify and use com m on w ord s that are opposite (antonym s) or sim ilar (synonyms) in m eaning
use context to d etermine the relevant meaning of unfam iliar w ord 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 sent ence, 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 pon ent 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
Continued
September 2015
31
Eng I (7)
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 o n 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 than he or she uses
d em onstrate und erstand ing of term s used in the instructional language of the classroom
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level t o the low est grad e level.
September 2015
32

English I (12) Reading/Media Literacy. Stud ents use com prehension

skills to analyze how w ord s, im ages, graphics, and sound s w ork
together in various forms to im pact m eaning. The stud ent is expected to
(A) com pare and contrast how events are presented and
inform ation is com m unicated by visual images (e.g., graphic art,
illustrations, new s photographs) versus non -visual texts;
Recognizes the w ays various form s of m edia w ork together to

com m unicate id eas in literary texts.
(D) evaluate changes in formality and tone within the same medium
for specific audiences and purposes. Supporting Stand ard
Eng I (12)

evaluate various techniques used to create a point of view in m ed ia and the im pact on aud ience
evaluate the role of m ed ia in focusing attention on events and informing opinion on issues
assess the correct level of form ality and tone for successful participation in various d igital m ed ia
interpret how visual and sound techniques (e.g., special effects, cam era angles, lighting, m usi c) influence the m essage
evaluate various w ays med ia influences and inform s aud iences
interpret both explicit and im plicit m essages in various form s of m ed ia
critique persuasive techniques (e.g., testim onials, bandw agon appeal) used in m edia m essages
recognize how various techniques influence view ers em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entaries, new s)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online in form ation,
televised new s)
explain how various d esign techniques used 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 t o 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)
Continued
September 2015
33
Eng I (12)
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 en t) (w ith ad ult assistance)
id entify techniques used in m edia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, n ew spapers, rad io program s)
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple text s of various genres, and provid e
textual evid ence
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enh ance com prehension
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
Continued
September 2015
34
Eng I (12)

evid ence from text
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 ith 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 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 o ves 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
Continued
September 2015
35
Eng I (12)
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 pr int for com m unication
Alphabet know ledge skills*
name 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
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of rheto rical
d evices
follow and give com p lex oral instructions to perform specific tasks, answ er questions, or solve problem s
paraphrase the major id eas and supporting ev idence in form al and informal presentations
and perspective
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the spe aker's purpose
or perspective
follow , restate, and give oral instruction s that involve a short related sequence of actions
Continued
September 2015
36
Eng I (12)

September 2015
37


support und erstand ing. Read iness Stand ard (Fiction)/ Supporting
Stand ard (Literary N onfiction, Poetry, Dram a)
Eng I (19)
Uses text evid ence to m ake inferences from literary texts.

textual evid ence
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enha nce com prehension
textual evid ence
m onitor and ad just comprehension (e.g., using backgroun d know led ge, creating sensory images, reread ing a portion alou d ,
Continued
September 2015
38
Eng I (19)
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss tex tual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
d iscuss the purposes for read ing and listening to va rious texts (e.g., to becom e involved in real and im agined events, settings,
evid ence from text
ask relevant questions, seek clarification, and locate facts and d etails about stories a nd other texts
pred ict w hat might happen next in text based on the cover, title, and illustration s
use inform ation learned from books by d escribing, relating, catego rizing, or com paring and contrasting
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.

Uses text evid ence to identify the authors purpose in
inform ational texts.
English I (8) Reading/Comprehension of Informational Text/Culture

and History. Stud ents analyze, m ake inferences and d raw conclusions
about the authors purpose in cultural, historical, and contem porary
(A) explain the controlling idea and specific purpose of an
expository text and d istinguish the m ost im portant from the less
im portant d etails that support the authors purpose. Read iness
Stand ard
Eng I (8)
analyze w orks w ritten on the sam e topic and com pare how the authors achieved s imilar or d ifferent purposes
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 author'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
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, a nd provid e
textual evid ence
Continued
September 2015
40
Eng I (8)
textual evid ence
evid ence from text
confirm pred ictions about w hat w ill happen next in text b y "read ing the part that tells"
Continued
September 2015
41
Eng I (8)
rhetorical d evices
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
and perspective
or perspective
September 2015
42

English I (9) Reading/Comprehension of Informational Text/Expository

Text. Stud ents analyze, m ake inferences and d raw conclusions about
expository text and provid e evid ence from text to support their
(A) sum m arize text and d istinguish betw een a sum mary that
captures the m ain id eas and elements of a text and a critique that
takes a position and expresses an opinion; Readiness Stand ard
(B) d ifferentiate betw een opinions that are substantiated and
unsubstantiated in the text; Supporting Stand ard
(C) m ake subtle inferences and d raw com plex conclusions about
the id eas in text an d their organizational patterns. Read iness
Stand ard
Uses text evid ence to d raw conclusions from inform ational texts.
Eng I (9)

m ake subtle inferences and d raw com plex conclusions about the id eas in text and their organizational patterns
d istinguish factual claims from com m onplace assertions and opinions and evaluate inferen ces from their logic in text
summarize the main id eas, supporting d etails, and relationships am ong ideas in text succinctly in w ays that mainta in m eaning and
logical ord er
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or d ifferent
genres, and support those find ings w ith textual evid ence
use d ifferent organizational patterns as guid es for sum m arizing and form ing an overview of d iffer ent kind s of expository text
d istinguish factual claims from com m onp lace assertions and opinions
evaluate a sum m ary of the original text for accuracy of the m ain id eas, supporting d etails, and overall m eaning
explain how different organizational patterns (e.g., proposition -and -support, problem -and -solution) d evelop the main id ea and the
author's view point
explain w hether facts includ ed in an argum ent are used for or against an issue
summarize the main id eas and supporting d etails in text, demonstrating an und erstand ing that a summary d oes not
includ e opinions
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or
d ifferent genres
Continued
September 2015
43
Eng I (9)
use m ultiple text features and graphics to gain an overview of the contents of text and to locate inform ation
analyze how the organizational pattern of a text (e.g., cause-and-effect, com pare-and-contrast, sequential ord er, logical ord er,
classification schem es) influences the relationships am ong the id eas
d eterm ine the facts in text and verify them through established m ethod s
summarize the main id eas and supporting d etails in a text in w ays that mainta in meaning and logical ord er
use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sen tences) to gain an overview of the contents of text and to
locate inform ation
d escribe explicit and im plicit relationships am ong id eas in texts organized by cause -and-effect, sequence, or com parison
d istinguish fact from opinion in a text and explain how to verify w hat is a fact
summarize the main id ea and supporting d etails in text in w ays that maintain meaning
use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred ictions abou t
contents of text
id entify explicit cause and effect relationships among id eas in texts
d raw conclusions from the facts presented in text and support those assertions w ith textual evid ence
id entify the d etails or facts that support the main id ea
use text features (e.g., table of contents, index, head ings) to locate specific infor m ation in text
d escribe the ord er of events or id eas in a text
locate the facts that are clearly stated in a text
id entify the m ain id ea in a text and distinguish it from the topic
use text features (e.g., title, tables of contents, illustrations) to locate specific inform ation in text
retell the ord er of events in a text by referring to th e w ord s and/ or illustrations
id entify im portant facts or d etails in text, heard or read
restate the m ain id ea, heard or read
use titles and illustrations to m ake pred ictions about text
d iscuss the w ays authors group inform ation in text
retell im portant facts in a text, heard or read
id entify the topic and d etails in expository text heard or read , referring to the w ord s and/ or illustrations
make complex inferences about text and use textual ev id ence to support und erstanding
Continued
September 2015
44
Eng I (9)
textual evid ence
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion alou d ,
evid ence from text
establish purpose for read ing selected texts an d m onitor com prehension, m aking corrections and ad justm ents w hen that
Continued
September 2015
45
Eng I (9)
pred ict w hat might happen next in text based on the cover, title, and illust rations
use inform ation learned from books by d escribing, relating, categorizing , or com paring and contrasting
September 2015
46

English I (10) Reading/Comprehension of Informational

Text/Persuasive Text. Stud ents analyze, m ake inferences and d raw
conclusions about persuasive text and provid e evid ence from text to
support their analysis. The stud ent is expected to
(A) analyze the relevance, quality, and cred ibility of evid ence given
to support or oppose an argument for a specific aud ience;
(B) analyze fam ous speeches for the rhetorical structures and
d evices used to convince the read er of the authors propositions.
Eng I (10)
Uses text evid ence to identify the authors argum ent in

persuasive texts.
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 analyzing 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 support the argument
id entify simply 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 c laim
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
Continued
September 2015
47
Eng I (10)
textual evid ence
ask literal, interpretive, and evaluative questions of t ext
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
m ake inferences about text and use textual evid ence to support und erstand ing
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real an d im agined events, settings,
evid ence from text
Continued
September 2015
48
Eng I (10)
use inform ation learned from books by d escr ibing, relating, categorizing, or com paring and contrasting
Listening and speaking/speaking*
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, enunciatio n, 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, natu ral
gestures, and conventions of language to com m unicate id eas effectively
give organized presentations em ploying eye contact, speaking rate, volume, enunciation, natural 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, volume, 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 conv entions
of language
share inform ation and ideas about the topic und er d iscussion, speaking clear ly 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 into nation of the English language (ELL)
Speaking (conversation) skills*
m atch language to social contexts
d em onstrate know led ge of nonverbal conversational rules
Continued
September 2015
49
Eng I (10)

d em onstrate know led ge of verbal conversational rules
provid e appropriate inform ation for various situations
engage in conversations in appropriate w ays
use language for d ifferent purposes
September 2015
50

English I (11) Reading/Comprehension of Informational

Text/Procedural Texts. Stud ents und erstand how to glean and use
inform ation in proced ural texts and d ocum ents. The stud ent is
expected to
(A) analyze the clarity of the objective(s) of proced ural text (e.g.,
consid er reading instructions for softw are, w arranties, consum er
publications); Supporting Stand ard
(B) analyze factual, quantitative, or technical d ata presented in
multiple graphical sources. Supporting Stand ard
Eng I (11)
Follow s instructions in proced ural texts to d etermine clarity.

evaluate graphics for their clarity in com m unicating m eaning or achieving a specific purpose
analyze text for m issing or extraneous inform ation in m ulti-step d irections or legend s for d iagram s
explain the function of the graphical com ponents of a text
follow m ulti-d im ensional instructions from text to com plete a task, solve a pr oblem , or perform proced ures
interpret factual, quantitative, or technical information presented in m aps, charts, illustr ations, graphs, timelines, tables,
and d iagrams
follow m ulti-tasked instructions to com plete a task, solve a pr oblem , or perform proced ures
interpret factual or quantitative inform ation presented in m aps, charts, illustrations, graphs, tim elines, tables, and d iagram s
interpret d etails from proced ural text to com plete a task, solve a problem, or perform proced ures
explain factual inform ation presented graphically (e.g., charts, diag ram s, graphs, illustrations)
d eterm ine the sequence of activities need ed to carry out a proced ure (e.g., follow ing a recipe)
locate and use specific inform ation in graphic features of text
follow and explain a set of w ritten m ulti-step d irections
use com m on graphic features to assist in the interpretation of text (e.g., captions, illustrations)
follow w ritten m ulti-step d irections
explain the m eaning of specific signs and symbols (e.g., m ap features)
follow w ritten m ulti-step d irections w ith picture cues to assist w ith und erstand ing
id entify the m eaning of specific signs (e.g., traffic signs, w arning signs)
follow pictorial d irections (e.g., recipes, science experim ents)
Continued
September 2015
51
Eng I (11)

sum m arize, paraphrase, and synthesize texts in w ays that m aintain m ean ing and logical ord er w ithin a text and across texts
textual evid ence
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory im ages, reread ing a portion aloud )
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ict ions
Continued
September 2015
52
Eng I (11)
evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, u sing background know led ge, generating questions, re-read ing a portion aloud )
confirm pred ictions about w hat w ill happen next in text by "read ing the pa rt that tells"
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of rhetorical
d evicesfollow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
(e.g., p osture, gestures, facial expressions)
and perspective
or perspective
Continued
September 2015
53
Eng I (11)

show und erstand ing of the new language being spoken by English-speaking teachers and peers (ELL)
September 2015
54

English I (12) Reading/Media Literacy. Stud ents use com prehension

skills to analyze how w ord s, im ages, graphics, and sound s w ork together
in various form s to im pact m eaning. The stud ent is expected to
(A) com pare and contrast how events are presented and
inform ation is com m unicated by visual images (e.g., graphic art,
illustrations, new s photographs) versus non -visual texts;
(D) evaluate changes in form ality and tone w ithin the sam e
m ed ium for specific aud iences and purposes. Supporting Stand ard
Eng I (12)
Recognizes the w ays various form s of m edia w ork together to

com m unicate inform ation in expository texts.

evaluate various techniques used to create a point of view in m ed ia and the im pact on aud ience
evaluate the role of m ed ia in focusing attention on events and informing opinion on issues
assess the correct level of form ality and tone for successful particip ation in various d igital m ed ia
interpret how visual and sound techniques (e.g., special effects, cam era angles, lighting, m u sic) influence the m essage
evaluate various w ays med ia influences and inform s aud iences
interpret both explicit and im plicit m essages in various for m s of m ed ia
critique persuasive techniques (e.g., testim on ials, bandw agon ap peal) used in m edia m essages
recognize how various techniqu es influence view ers' em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entaries, new s)
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., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia t o 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 )
Continued
September 2015
55
Eng I (12)
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 en t) (w ith ad ult assistance)
id entify techniques used in m edia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, n ew spapers, rad io program s)
textual evid ence
textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
Continued
September 2015
56
Eng I (12)

evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating question s, re-read ing a portion aloud )
use inform ation learned from books by d escribing, rela ting, categorizing, or com paring and contrasting
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, quota tion 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 ith return sw eep
recognize the d istinguishing 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 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 or d 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
Continued
September 2015
57
Eng I (12)
recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
name 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
rhetorical d evices
and perspective
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speake r's purpose
or perspective
follow oral d irections that involve a shor t related sequence of actions
Continued
September 2015
58
Eng I (12)

September 2015
59


support und erstand ing. Read iness Stand ard (Expository)/
Supporting Stand ard (Persuasive)
Eng I (19)
Uses text evid ence to m ake inferences from inform ational texts.

m ake com plex inferences about text and use textual evid ence to su pport und erstanding
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and pr ovid e
textual evid ence
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehens ion
textual evid ence
Continued
September 2015
60
Eng I (19)
evid ence from text
establish purpose for read ing selected texts and m onitor com p rehension, m aking corrections and ad justm ents w hen that
ask relevant questions, seek clarification, and locate facts and d eta ils about stories and other texts
September 2015
61
STAAR Reporting Category 5 Revision: The student will demonstrate an ability to revise a variety of written texts.

English I (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 I (13)
Revises a text to im prove w riting.
Revising
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com poun d , 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 p ublish 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 rethinkin g how w ell questions of purpose,
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 po und 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
September 2015
62

English I (15) Writing/Expository [and Procedural] Texts. Stud ents w rite

expository [and proced ural or w ork-related ] texts to com m unicate id eas
and inform ation to specific aud iences for specific purposes. The stud ent is
expected to
(A) w rite an [analytical] essay of sufficient length that includ es:
(i) effective introd uctory and conclud ing paragraphs and a
variety of sentence structures; Supporting Stand ard
(ii) rhetorical d evices, and transitions betw een paragraphs;
(iii) a controlling id ea or thesis; Supporting Standard
(iv) an organizing structure appropriate to purpose, aud ience,
and context; Supporting Stand ard
(v) relevant inform ation and valid in ferences. Supporting
Stand ard
Eng I (15)
Revises an expository text to com m unicate inform ation to a

specific aud ience.

prod uce a m ultim ed ia presentation involving text, graphics, im ages, and sound using available technology
w rite responses to literary or expository texts that d em onstrate the use of w riting skills for a m ulti -paragraph essay and provid e
sustained evid ence from the text using quotations w hen appropriate
w rite a letter that reflects an opinion, registers a com plaint, or requests inform ation in a business or friendly context
w rite a m ulti-paragraph essay to convey inform ation about a topic that:
(i) presents effective introd uctions and conclud ing paragraphs;
(ii) contains a clearly stated purpose or controlling id ea;
(iii) is logically organized w ith appropriate facts and d etails and includ es no extraneous inform ation or inconsistencies;
(iv) accurately synthesizes id eas from several sources; and
(v) uses a variety of sentence structures, rhetorical d evices, and transitions to link paragraphs
w rite responses to literary or expository texts that d em onstrate the w riting skills for m ulti -paragraph essays and provid e sustained
evid ence from the text using quotations w hen appropriate
prod uce a m ultim ed ia presentation involving text and graphics using available technology
w rite inform al letters that convey id eas, includ e im portant inform ation, dem onstrate a sense of closure, and use appropriate
conventions (e.g., d ate, salutation, closing)
Continued
September 2015
63
Eng I (15)
create m ulti-paragraph essays to convey inform ation about the topic that:
(i) present effective introd uctions and conclud ing paragraphs;
(ii) guid e and inform the read er's und erstanding of key id eas and evid ence;
(iii) includ e specific facts, d etails, and exam ples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs
w rite form al and informal letters that convey id eas, includ e im portant inform ation, d em onstrate a sense of closure, and use
appropriate conventions (e.g., d ate, salutation, closing)
w rite responses to literary or expository texts and provid e evid ence from the text to d em onstrate und erstand ing
w rite letters w hose language is tailored to the aud ience and purpose (e.g., a thank you note to a friend ) and that use appropr iate
conventions (e.g., d ate, salutation, closing)
create brief com positions that:
(i) establish a central id ea in a topic sentence;
(ii) includ e supporting sentences w ith simple facts, d etails, and explanations; and
(iii) contain a conclud ing statem ent
w rite responses to literary or expository texts that d em onstrate an und erstand ing of the text
w rite brief com m ents on literary or inform ational texts
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, captions, or invitations
Writing/w riting process*
Revising
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 u se of effective transitions after rethinking how w ell questions of purpose,
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
revise d rafts for coherence, organization, use of sim ple and com pound sentences, and aud ience
Continued
September 2015
64
Eng I (15)

September 2015
65

English I (16) Writing/Persuasive Texts. Stud ents w rite persuasive texts

to influence the attitud es or actions of a specific aud ience on specific
issues. The stud ent is expected to w rite an argum entative essay to the
appropriate aud ience that includ es:
(A) a clear thesis or position based on logical reasons
supported by precise and relevant evid ence; Supporting
Stand ard
(C) counter-argum ents based on evid ence to anticipate and
ad d ress objections; Supporting Stand ard
(D) an organizing structure appropriate to the purpose,
aud ience, and context; Supporting Stand ard
(E) an analysis of the relative value of specific d ata, facts,
and id eas. Supporting Stand ard
Eng I (16)
Revises a persuasive text for an appropriate aud ience using

correct structure.
w rite a p ersuasive essay to the appropriate aud ience that includ es evidence that is logically organized to support the author's
view point and that d ifferentiates betw een fact and opinion
w rite a persuasive essay to the appropriate aud ience that consid ers and respo nd s to the view s of others and anticipates and answ ers
read er concerns and counter-argum ents
w rite a persuasive essay to the appropriate aud ience that establishes a clear thesis or position
w rite persuasive essays for appropriate aud iences that establish a position and includ e sound reasoning, d etailed and relevant
evid ence, and consid eration of alternatives
w rite persuasive essays for appropriate aud iences that establish a position and use supporting d etails
w rite persuasive statem ents about issues tha t 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 ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com p lex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
Continued
September 2015
66
Eng I (16)

d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
revise d rafts for coherence, organization, use of sim ple and com pound sentences, and aud ience
September 2015
67
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.

English I (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 I (13)
Ed its a variety of texts using correct gram m ar, m echanics,

and spelling.
Editing
ed it d rafts for gram m ar, m echanics, and spelling
ed it d rafts for gram m ar, m echanics, and spelling using a teacher-d eveloped rubric
ed it d rafts for grammar, punctuation, and spelling using a teacher -d eveloped rubric
ed it d rafts by leaving spaces betw een letters and w ord s
Written conventions/handwriting, capitalization, and punctuation*

Capitalization
use conventions of capitalization
use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) langu ages, races, and nationalities
(i) geographical nam es and places;
(ii) historical period s; and
(iii) official titles of people
(i) proper nouns;
(ii) m onths and d ays of the w eek; and
(iii) the salutation and closing of a letter
Continued
September 2015
68
Eng I (13)

recognize and use basic capitalization for:
(i) the beginning of sentences;
(ii) the pronoun "I"; and
(iii) nam es of people
capitalize the first letter in a sentence
Punctuation
use correct punctuation m arks, includ ing:
(i) com m as after introd uctory structures and d epend ent ad verbial clauses, and correct punctuation of com plex sentences; and
(ii) sem icolons, colons, hyphens, parentheses, brackets, and ellipses
recognize and use punctuation m arks includ ing:
(i) com m as after introd uctory w ord s, phrases, and clauses; and
(ii) sem icolons, colons, and hyphens
(i) com m as in com pound sentences;
(ii) proper pu nctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to ind icate om issions and interruptions or incom plete statem ents)
(i) com m as in com pound sentences; and
(ii) proper punctuation and spacing for quotations
ecognize and use punctuation marks includ ing:
(i) com m as in compound sentences; and
(ii) quotation marks
(i) apostrophes in contractions and possessives; and
(ii) com m as in series and d ates
recognize and use punctuation m arks, includ ing:
(i) end ing punctuation in sentences;
(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
recognize and use punctuation m arks at the end of d eclarative, exclam atory, and interrogative sentences
use punctuation at the end of a sentence
September 2015
69

English I (17) [Oral and] Written Conventions/Conventions. Stud ents

und erstand the function of and use the conventions of acad em ic language
w hen [speaking and ] w riting. The stud en t is expected to
(A) use and und erstand the function of the follow ing parts of
speech in the context of read ing, w riting, [and speaking]: Read iness
Stand ard
(i) m ore com plex active and passive tenses and verbals
(gerund s, infinitives, participles); Supporting Stand ard
(ii) restrictive and nonrestrictive relative clauses;
(iii) reciprocal pronouns (e.g., each other, one another);
(C) use a variety of correctly structured sentences (e.g., com pou nd ,
com plex, com pound -com plex). Read iness Standard
Eng I (17)
Ed its texts for correct w ord usage and variance in sentence

patterns.

use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) ad verbial and adjectival phrases and clauses;
(iv) relative pronouns (e.g., w hose, that, w hich); and
(v) subord inating conjunctions (e.g., because, since)
use a variety of com plete sentences (e.g., sim ple, com pound , com plex) that includ e properly placed m od ifiers, correctly id ent ified
anteced ents, parallel structures, and consistent tenses
w rite com plex sentences and d ifferentiate betw een m ain versus subord inate clauses
id entify, use, and und erstand the function of the follow ing parts of speech in the context of read ing, w riting, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) ad verbial and adjectival phrases and clauses;
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore, ind eed);
(v) prepositions and prepositional phrases and their influence on subject -verb agreem ent;
Continued
September 2015
70
Eng I (17)

(vi) relative pronouns (e.g., w hose, that, w hich);
(vii) subord inating conjunctions (e.g., because, since); and
(viii) transitions for sentence to sentence or paragraph to paragraph coherence
d ifferentiate betw een the active and passive voice and know how to use them both
(i) verbs (irregular verbs and active and passive voice);
(ii) non-count nouns (e.g., rice, paper);
(iii) pred icate adjectives (She is intelligent.) and their com parative and superlative form s (e.g., m any, m ore, m ost);
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore, ind eed);
(v) prepositions and prepositional p hrases to convey location, tim e, d irection, or to provid e d etails;
(vi) ind efinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if);
(viii) transitional w ord s and phrases that d em onstra te an und erstand ing of the function of the transition related to the
organization of the w riting (e.g., on the contrary, in ad dition to)
(i) verbs (irregular verbs and active voice);
(ii) collective nouns (e.g., class, public);
(iii) adjectives (e.g., d escriptive, includ ing origins: French w ind ow s, Am erican cars) and their com parative and superlative
form s (e.g., good , better, best);
(iv) ad verbs (e.g., frequency: usually, som etimes; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) ind efinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if); and
(viii) transitional w ord s (e.g., also, therefore)
(i) verbs (irregular verbs);
(ii) nouns (singular/ plural, com m on/ proper);
(iii) adjectives (e.g., d escriptive, includ ing purpose: sleeping bag, frying pan) and their comparative and superlative form s
(e.g., fast, faster, fastest);
(iv) ad verbs (e.g., frequency: usually, som etimes; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) reflexive pronouns (e.g., m yself, ourselves);
(vii) correlative conjunctions (e.g., either/ or, neither/ nor); and
(viii) use tim e-ord er transition w ord s and transitions that ind icate a conclusion
use com plete sim ple and com pound sentences w ith correct subject-verb agreem ent
Continued
September 2015
71
Eng I (17)

use the com plete subject and the com plete pred icate in a sentence
(i) verbs (past, present, and future);
(iii) adjectives (e.g., d escriptive: w ood en, rectangular; lim iting: this, that; articles: a, an, the);
(iv) ad verbs (e.g., tim e: before, next; m anner: carefully, beautifully);
(v) prepositions and prepositional phrases;
(vi) possessive pronouns (e.g., his, hers, theirs);
(vii) coord inating conjunctions (e.g., and , or, but); and
(viii) tim e-ord er transition w ord s and transitions that ind icate a conclusion
d istinguish am ong d eclarative and interrogative sentences
use com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(iii) adjectives (e.g., d escriptive: old , w ond erful; articles: a, an, the);
(iv) ad verbs (e.g., tim e: before, next; m anner: carefully, beautifully);
(vi) pronouns (e.g., he, him ); and
(vii) tim e-ord er transition w ord s
ask questions w ith appropriate subject-verb inversion
speak in com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(iii) adjectives (e.g., d escriptive: green, tall);
(iv) ad verbs (e.g., tim e: before, next);
(vi) pronouns (e.g., I, m e); and
(vii) tim e-ord er transition w ord s
use com plete sim ple sentences
speak in com plete sentences to com m unicate
Continued
September 2015
72
Eng I (17)
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking (w ith ad ult assistance):
(i) past and future tenses w hen speaking;
(ii) nouns (singular/ plural);
(iii) d escriptive w ord s;
(iv) prepositions and simple prepositional phrases appropriately w hen speaking or w riting (e.g., in, on, und er, over); and
(v) pronouns (e.g., I, m e)
Concepts about print skills
use som e app ropriate w riting conventions w hen w riting or giving dictation
Sentences and structure skills
com bine sentences that give lots of d etail, sticks to the topic, and clearly com m unicates intend ed meaning
com bine m ore than one id ea using com plex sentences
use sentences w ith m ore than one phrase
use regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject -verb agreem ent
use com plete sentences of four or m ore w ord s and gram m atical com plexity usually w ith subject, verb, and object ord er
Vocabulary skills
use category labels to und erstand how the w ord s/ objects relate to each other
use a w id e variety of w ord s to label and d escribe people, places, things, and actions
September 2015
73

Ed its a variety of texts for correct capitalization and
punctuation.
English I (18) [Oral and] Written Conventions/Handw riting,

Capitalization, and Punctuation. Stud ents w rite legibly and use
appropriate capitalization and punctuation conventions in th eir
com positions. The stud ent is expected to
(A) use conventions of capitalization; Read iness Standard
(B) use correct punctuation m arks Read iness Stand ard
includ ing
(i) quotation marks to ind icate sarcasm or irony; Supporting
Standard
(ii) com m a placem ent in nonrestrictive phrases, clauses, and
contrasting expressions. Supporting Stand ard
Eng I (18)
Editing
ed it d rafts for gram m ar, m echanics, and spelling
ed it d rafts for gram m ar, m echanics, and spelling using a teacher -d eveloped rubric
ed it d rafts for grammar, punctuation, and spelling using a teacher -d eveloped rubric
ed it d rafts by leaving spaces betw een letters and w ord s
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
use conventions of capitalization
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
(i) geographical nam es and places;
(ii) historical period s; and
September 2015
Continued
74
Eng I (18)
(iii) official titles of people

(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;
(ii) the pronoun "I"; and
(iii) nam es of people
capitalize the first letter in a sentence
Punctuation
use correct punctuation m arks, includ ing:
(i) com m as after introd uctory structures and d epend ent ad verbial claus es, and correct punctuation of com plex sentences; and
(ii) sem icolons, colons, hyphens, parentheses, brackets, and ellipses
(i) com m as after introd uctory w ord s, phrases, and clauses; and
(ii) sem icolons, colons, and hyphens
(i) com m as in com pound sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to ind icate om issions and interruptions or incom plete statem ents)
(ii) proper punctuation and spacing for quotations
(ii) quotation marks
(i) apostrophes in contractions and possessives; and
(ii) com m as in series and d ates
recognize and use punctuation m arks, includ ing:
(i) end ing punctuation in sentences;
(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
recognize and use punctuation m arks at the end of d eclarative, exclam atory, and interrogative sentences
Continued
September 2015
75
Eng I (18)

use punctuation at the end of a sentence
September 2015
76
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of written texts.

English I (19) [Oral and] Written Conventions/Spelling. Stud ents spell

correctly. The stud ent is expected to
(A) spell correctly, includ ing using various resources to d eterm ine
and check correct spellings. Read iness Stand ard
Eng I (19)
Ed its spelling using various resources.

spell correctly, includ ing using various resources to d eterm ine and check correct spellings
know how to use the spell-check function in w ord processing w hile und erstand ing its limitat ions
d ifferentiate betw een com m only confused term s (e.g., its, it's; affect, effect)
spell w ord s w ith:
(i) Greek Roots (e.g., tele, photo, graph, m eter);
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, d ict);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism , -ist); and
(iv) Latin d erived suffixes (e.g., -able, -ible; -ance, -ence)
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant changes (e.g.,/ t/ to/ sh/ in select, selection;/ k/ to/ sh/ in music, m usician);
(ii) vow el changes (e.g., long to short in crim e, crim inal; long to schw a in define, d efinition; short to schw a in legality, legal ); and
(iii) silent and sound ed consonants (e.g., haste, hasten; sign, signal; cond em n, cond emnation)
use spelling patterns and rules and print and electronic resources to d eterm ine and check correct spellings
spell com m only used hom ophones (e.g., there, they're, their; tw o, too, to)
spell base w ord s and roots w ith affixes (e.g., -ion, -m ent, -ly, d is-, pre-)
(i) plural rules (e.g., w ord s end ing in f as in leaf, leaves; ad d ing -es);
(ii) irregular plurals (e.g., m an/ men, foot/ feet, child / child ren);
(iii) d ouble consonants in m id d le of w ord s;
(iv) other w ays to spell sh (e.g., -sion, -tion, -cian); and
(v) silent letters (e.g., knee, w ring)
use print and electronic resources to find and check correct spellings
spell com plex contractions (e.g., should 've, w on't)
spell single syllable homophones (e.g., bear/ bar e; w eek/ w eak; road/ rod e)
spell w ord s w ith com m on syllable constructions (e.g., closed , open, final stable syllable)
Continued
September 2015
77
Eng I (19)
spell high-frequency and com pound w ord s from a com m only used list
(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
Indepenently conveys meaning 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
September 2015
78

2015 Staar-Alt Eng1 Curriculum Framework 1

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TEKS Curriculum Framework for STAAR Alternate 2

STAAR Alternate 2 Reading Instructional Terms

STAAR Alternate 2 Writing Instructional Terms

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Essence of TEKS Knowledge and Skills Statement/

English I (1) Reading/Vocabulary D evelopment. Stud ents und erstand

Uses a variety of strategies and reference m aterials to confirm

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

Sentences and structure skills

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Essence of TEKS Knowledge and Skills Statement/

English I (2) Reading/Comprehension of Literary Text/Theme and

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

connect the m eaning of a w ell-know n story or fable to personal experiences

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

ask and respond to questions about text

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Essence of TEKS Knowledge and Skills Statement/

English I (9) Reading/Comprehension of Informational Text/Expository

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

Comprehension of text read aloud skills*

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Essence of TEKS Knowledge and Skills Statement/

English I (19) Reading/Comprehension Skills. Stud ents use a flexible

Uses text evid ence to d em onstrate com prehension across genres.

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Prerequisite Skills/Links to TEKS Vertical Alignment

TEKS Curriculum Framework for STAAR Alternate 2 | English I

English Language Arts and Reading

Essence of TEKS Knowledge and Skills Statement/

English I (2) Reading/Comprehension of Literary Text/Theme and

Id entifies the im pact of setting on the them e.