2015 Staar-Alt Eng2 Curriculum Framework

____________________________________________________________________________________
TEKS Curriculum Framework for STAAR Alternate 2
English II
Copyright September 2015, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
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
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2| English II
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 II (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) derived 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 denotative and connotative
m eanings of w ord s; Read iness Stand ard
(C) infer w ord m eaning through the id entification and analysis of
analogies and other w ord relationships; Supporting Stand ard
(D) show the relationship betw een the origins and meaning of
foreign w ord s or phrases used frequently in w ritten English and
historical events or d evelopm ents (e.g., glasnost, avant-garde, coup
dtat); Supporting Standard
(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 II (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

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, mathem atics, social
stud ies, the arts) d erived from Latin, Greek, or other linguistic roots and affixes
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine or confirm the m eanings of w ord s and phrases,
includ ing their connotations and d enotations, and their etym ology
analyze textual context (w ithin a sentence and in larger sections of text) to d istinguish betw een the d enotative and connotative
m eanings of w ord s
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)
prod uce analogies that describe a function of an object or its d escription
Continued
September 2015
Eng II (1)

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 un fam 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 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: _____)
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 meaning 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 or d 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 ultiple 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
Continued
September 2015
Eng II (1)
use context to d etermine the relevant meaning of unfam iliar w or d s or m ultiple-m eaning w ord s
use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
id entify and sort w ord s into conceptual categories (e.g ., opposites, living things)
d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com po nent w ord s (e.g., lunchtim e)
id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
use a picture d ictionary to find w ord s
id entify and sort pictures of objects into conceptual categories (e.g ., colors, shapes, textures)
recognize that com pound w ord s are m ad e up of shorter w ord s
id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills
attem pt to use new vocabulary and gram mar in speech (ELL)
use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills
increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
use a large speaking vocabulary, ad d ing several new w ord s d aily
d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
d em onstrate und erstand ing of term s used in the instructional language of the classroom
Reading/beginning reading skills/phonics*
W orking with W ords
id entify and read contractions (e.g., I'd , w on't)
id entify and read at least 300 high -frequency w ord s from a com m only used list
id entify and read contraction s (e.g., haven't, it's)
id entify and read abbreviations (e.g., Mr., Ave.)
read w ord s w ith com m on prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful)
id entify and read at least 100 high -frequency w ord s from a com m only used list
id entify and read contractions (e.g., isn't, can't)
use know led ge of the m eaning of base w ord s to id entify and read com m on com pound w ord s (e.g., fo otball, popcorn, dayd ream )
read base w ord s w ith inflectional end ings (e.g., plu rals, past tenses)
id entify and read at least 25 high -frequency w ords from a com m only used list
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
STAAR-Tested Student Expectation

English II (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) com pare and contrast d ifferences in similar them es expressed
in d ifferent tim e period s. Supporting Stand ard
Eng II (2)
Com pares them es across texts.

relate the figurative language of a literary w ork to its historical and cultural setting
analyze the influence of m ythic, classical and trad itional literature on 20th and 21st century literature
analyze how the genre of texts w ith sim ilar them es shapes meaning
explain how the values and beliefs of particular characters are affected by the his torical 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 lite rature from various cultures
infer the im plicit them e of a w ork of fiction, d istinguishing 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, m yths, or stories
Continued
September 2015
Eng II (2)
com p are d ifferent versions of the sam e story in trad itional and contem porary folktales w ith respect to their characters, settings ,
and plot
id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
explain the function of recurring ph rases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad itional folk - and
fairy tales
connect the m eaning of a w ell-know n story or fable to personal experiences
recognize recurring phrases and characters in trad itional fairy tales, lullabies, and folktales from various cultures
recognize sensory d etails
d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
id entify elem ents of a story including setting, character, and key events
Reading/comprehension skills (figure 19)*
reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orl d
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraph rase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
Continued
September 2015
Eng II (2)
retell or act out im portant events in stories in logical ord er

establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
use inform ation learned from books by d escribing, relating, categoriz ing, or com paring and contrasting
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and sup port answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
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*
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection
and by asking questions related to the content for clarification and elaboration
evaluate the effectiveness of a speaker's main and supporting id eas
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
Continued
September 2015
Eng II (2)
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w or d choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and
perspective
d eterm ine both main and supporting id eas in the speaker's m essage
follow , restate, and give oral instructions that includ e m ultip le action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
follow , restate, and give oral instructions that involve a series of related sequences of action
listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
follow , restate, and give oral instructions that involve a short related sequence of actions
listen attentively to speakers and ask relevant questions to clarify inform ation
follow oral d irections that involve a short related sequence of actions
listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
show und erstand ing by respond ing appropriately
September 2015
TEKS Curriculum Framework for STAAR Alternate 2 | English II

English II (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 und erstand ing. The stud ent is expected to
(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 sam e topic and support those findings w ith textual evid ence.
Supporting Stand ard
Uses text evid ence to d raw conclusions from inform ational text s.
Eng II (9)

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
sam e topic and support those findings w ith textual evid ence
d ifferentiate betw een opinions that are substantiated and unsubstantiated in the text
sum m arize text and d istinguish betw een a sum mary that captures the main id eas and elem ents of a text and a critique that take s a
position and expresses an opinion
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
sum m arize the m ain id eas, supporting d etails, and relationships am ong ideas in text succinctly in w ays that m ainta 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 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 ifferent kind s of expository text
d istinguish factual claims from com m onplace assertions and opinions
evalu ate 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 m ain 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
sum m arize the m ain id eas and supporting d etails in text, dem onstrating an und erstand ing that a sum m ary d oes not
includ e opinions
Continued
September 2015
Eng II (9)

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
use m ultiple text features and graphics to gain an overview of the contents of te xt 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
sum m arize the m ain id eas and supporting d etails in a text in w ays that mainta in 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 conten ts 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
sum m arize the m ain id ea and supporting d etails in text in w ays that m aintain m eaning
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 m ain 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 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 illu strations 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
Continued
September 2015
Eng II (9)

reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehen sion (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
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 ord er w ith in a text and across texts
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 ,
establish pu rposes for read ing selected texts based upon conten t to enhance com prehension
m onitor and ad just comprehension (e.g., u sing background know led ge, creating sensory images, reread ing a portion aloud )
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,
Continued
September 2015
10
Eng II (9)
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
pred ict w hat might happen next in text based on the cover , title, and illustrations
ask and answ er appropriate questions abou t the book
September 2015
11

English II (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
Eng II (19)
Uses text evid ence to d em onstrate com prehension across genres.

reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
textual evid ence
textual evid ence
establish purposes for read ing selected texts based upon conten t to enhance com prehension
Continued
September 2015
12
Eng II (19)

m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscu ss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act ou t im portant events in stories
m ake inferences based on the cover, title, illu strations, and plot
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined event s, settings,
Reading/beginning reading/strategies
evid ence from text
Comprehension of text read aloud skills
ask and answ er appropriate question s about the book
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 II (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
(B) analyze archetypes (e.g., journey of a hero, tragic flaw ) in
m ythic, trad itional and classical literature; Supporting Stand ard
(C) relate the figurative language of a literary w ork to its historical
and cultural setting. Supporting Stand ard
Eng II (2)
Id entifies the im pact of setting on the them e.

relate the figurative language of a literary w ork to its historical and cultural setting
analyze the influence of m ythic, classical and trad itional liter ature on 20th and 21st century literature
analyze how the genre of texts w ith sim ilar them es shapes meaning
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 and
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 lit erature 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 literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
Continued
September 2015
14
Eng II (2)
com pare and contrast the settings in m yths and trad itional folktales
paraphrase the them es and supporting d etails of fables, legend s, m yths, or stories
com pare d ifferent versions of the sam e story in trad itional and cont em porary folktales w ith respect to their characters, settings,
and plot
id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
explain the function of recurring phrases (e.g., "Once upon a tim e" or "They lived happily ever afte r") in trad itional folk- and
fairy tales
connect the m eaning of a w ell-know n story or fable to personal experiences
recognize recurring phrases and characters in trad itional fairy tales, lullabies, and fol ktales from various cultures
recognize sensory d etails
d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
id entify elem ents of a story including settin g, character, and key events
follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, a nd com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to the content for clarification and elaboration
evaluate the effectiveness of a speaker's main and support ing id eas
sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effective ness of
rhetorical d evices
follow and give com plex oral instructions to perform specific tasks, answ er questions, or sol ve problem s
listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m ents about the evid ence that sup ports a speaker's claim s
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker 's pu rpose
and perspective
follow , restate, and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask quest ions to clarify the speaker's purpose
or perspective
Continued
September 2015
15
Eng II (2)
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
September 2015
16

English II (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
(A) analyze the structure or prosod y (e.g., m eter, rhym e scheme)
and graphic elem ents (e.g., line length, punctuation, w ord position)
in poetry. Supporting Stand ard
Eng II (3)
Uses text evid ence to identify structure and elem ents in poetry.
analyze the effects of d iction and im agery (e.g., controlling im ages, figurative language, und erstatem ent, overstatem ent, i rony,
parad ox) in poetry
com pare and contrast the relationship betw een the purpose and characteristics of d ifferent poetic form s (e.g., epic poetry,
lyric poetry)
analyze the im portance of graphical elem ents (e.g., capital letters, line length, w ord positi on) on the m eaning of a poem
explain how figurative language (e.g., personification, m etaphors, sim iles, hyperbole) contribu tes to the m eaning of a poem
analyze how poets use sound effects (e.g., alliteration, internal rhym e, onom atopoeia, rhym e scheme) t o reinforce m eaning in poem s
explain how the structural elem ents of poetry (e.g., rhym e, m eter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)
d escribe the characteristics of various form s of poetry and how they create im agery (e.g., narrative poetry, lyrical poetry, hum orous
poetry, free verse)
d escribe how rhym e, rhythm , and repetition interact to create im ages in poetry
respond to and use rhythm , rhym e, and alliteration in poetry
respond to rhythm and rhym e in poetry through id entifying a regular beat and similarities in w ord sound s
Continued
September 2015
17
Eng II (3)
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across text s
textual evid ence
sum m arize and paraphrase texts in w ays th at m aintain m eaning and logical ord er w ithin a text and across texts
textual evid ence
retell or act ou t im portant events in stories
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined event s, settings,
evid ence from text
Continued
September 2015
18
Eng II (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 in to ind ividual phonem es (e.g., splat =/ s/ p/ l/ a/ t/ )
isolate initial, m ed ial, and final sound s in one-syllable spoken w ord s
blend spoken phonem es to form one- and tw o-syllable w ord s, includ ing consonant blend s (e.g., spr)
recognize the change in a spoken w ord w hen a specified phonem e is ad ded , changed , or rem oved (e.g.,/ b/ l/ o/ w / to/ g/ l/ o/ w / )
d istinguish betw een long- and short-vow el sound s in spoken one-syllable w ord s (e.g., bit/ bite)
orally generate a series of original rhym ing w ords using a variety of p honogram s (e.g., -ake, -ant, -ain) and consonant blend s (e.g.,
bl, st, tr)
segm ent spoken one-syllable w ord s into tw o to three phonem es (e.g., d og:/ d / / o/ / g/ )
isolate the initial sound in one-syllable spoken w ord s
blend spoken phonem es to form one-syllable w ord s (e.g.,/ m / / a/ / n/ says m an)
blend spoken onsets and rim es to form sim ple w ord s (e.g., onset/ c/ and rim e/ at/ make cat)
recognize spoken alliteration or groups of w ord s that begin w ith the same spoken onset or initial sound (e.g., "baby boy
bounces the ball")
d istinguish orally presented rhym ing pairs of w ord s from non -rhym ing pairs
orally generate rhym es in response to spoken w ord s (e.g., "What rhym es w ith hat?")
id entify syllables in spoken w ord s
id entify a sentence m ad e up of a group of w ord s
Phonological aw areness skills*
recognize and blend tw o phonem es into real w ord s w ith pictorial support
com bine onset and rim e to form familiar one-syllable w ord s w ithout pictorial support
com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one-syllable w ord w ith pictorial support
prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
prod uce a w ord that rhym es w ith a given w ord
Continued
September 2015
19
Eng II (3)

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 ind ivid ual w ord s
September 2015
20

English II (4) Reading/Comprehension of Literary Text/D rama.

structure and elem ents of d ram a and provid e evid ence from text to
(A) analyze how archetypes and m otifs in d ram a affect the plot of
plays. Supporting Standard
Eng II (4)
Uses text evid ence to identify how structure enhances d ram atic
texts.
explain how d ramatic conventions (e.g., m onologues, soliloquies, d ram atic iron y) enhance d ram atic text
analyze how d ifferent playw rights characterize their protagonists and antagonists through the dialogu e and staging of their plays
explain a playw right's use of d ialogue and stage direct ions
explain the sim ilarities and d ifferences in the setting, characters, and plot of a play and those in a film ba sed upon the same story line
analyze the sim ilarities and d ifferences betw een an original text and its d ram atic adaptation
d escribe the stru ctural elem ents particular to d ram atic literature
explain the elem ents of plot and character as presented through d ialogue in scripts that are read , v iew ed , w ritten, or perform ed
id entify the elem ents of d ialogue and use them in inform al plays
D ramatic expression skills
create or recreate stories, m ood s, or experiences through d ram atic representations
m ake connections (e.g., them atic links, author an alysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
Continued
September 2015
21
Eng II (4)
textual evid ence
ask relevant questions, seek clarification, and locate facts and d etails about stories and other text s and support answ ers w ith
evid ence from text
establish purpose for read ing selected texts and m onitor com prehension, m aking correction s and ad justm ents w hen that
Continued
September 2015
22
Eng II (4)

use inform ation learned from books by d escribing, relating, categorizing, or com paring and contr asting
September 2015
23

English II (5) Reading/Comprehension of Literary Text/Fiction.

structure and elem ents of fiction and provid e evid ence from text to
(A) analyze isolated scenes and their contribution to the success of
the plot as a w hole in a variety of w orks of fiction; Read iness
Stand ard
(B) analyze d ifferences in the characters' m oral d ilemm as in w orks
of fiction across different countries or cultures; Supporting
Stand ard
(C) evaluate the connection betw een form s of narration (e.g.,
unreliable, omniscient) and tone in w orks of fiction. Supporting
Stand ard
Eng II (5)
Uses text evid ence to identify the elem ents of fiction in

literary texts.

d em onstrate fam iliarity w ith w orks by authors from non -English-speaking literary trad itions w ith em phasis on classical literature
analyze the w ay in w hich a w ork of fiction is shaped by the narrator's point of view
analyze how authors d evelop com plex yet believable characters in w orks of fiction through a range of literary d evices, i nclud ing
character foils
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 evelopm ent
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 a nd 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 otivation s
and conflicts
explain the influence of the setting on plot d evelopm ent
d escribe d ifferent form s of point-of-view , includ ing first- and third -person
Continued
September 2015
24
Eng II (5)
recognize dialect and conversational voice and explain how authors use d ialect to convey character
sum m arize the elem ents of plot d evelopm ent (e.g., rising action, turning point, clim ax, falling action, d enouem ent) in various
w orks of fiction
explain different form s of third -person points of view in stories
explain the roles and functions of characters in various plots, includ ing their relationships and conflicts
d escribe incid ents that ad vance the story or novel, explaining how each incid ent gives rise to or foreshad ow s future events
id entify w hether the narrator or speaker of a story is first or third person
d escribe the interaction of characters includ ing their relationships an d the changes they und ergo
sequence and sum m arize the plot's m ain events and explain their influence on future events
d escribe m ain characters in w orks of fiction, includ ing their traits , m otivations, and feelings
d escribe sim ilarities and d ifferences in the plots and settings of several w orks by the sam e aut hor
d escribe characters in a story and the reasons for their actions and feelings
d escribe the plot (problem and solution) and retell a story's beginning, mid d le, and end w ith attenti on to the sequence of events
d escribe characters in a story and th e reasons for their actions
retell a m ain event from a story read aloud
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, pers onal, and w orld
textual evid ence
textual evid ence
Continued
September 2015
25
Eng II (5)
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
m ake inferences based on the cover, title, illustr ations, and plot
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ic tions
ask relevant questions, seek clarification, and locate facts and d etails about stories and oth er texts and support answ ers w ith
evid ence from text
establish purpose for read ing selected texts and m onitor com prehension, m aking cor rections and ad justm ents w hen that
September 2015
26

English II (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 supp ort their
(A) evaluate the role of syntax and d iction and the effect of voice,
tone, and im agery on a speech, literary essay, or other form s of
literary nonfiction. Supporting Stand ard
Eng II (6)
Recognizes the authors use of language in literary nonfiction.
analyze how literary essays interw eave personal exam ples and id eas w ith factual inform ation to explain, present a perspective, or
d escribe a situation or event
analyze passages in w ell-know n speeches for the author's use of literary devices and w ord and phrase choice (e.g., aphorism s,
epigraphs) to appeal to the aud ience
d escribe the structural and substantive d ifferences betw een an autobiography or a d iary and a fictional ad aptation of it
id entify the literary language and d evices used in m em oirs and personal narratives and com pare their characteristics w i th those of
an autobiography
id entify the literary language and d evices used in biographies and autobiographies, includ ing how authors present major events in a
person's life
id entify sim ilarities and d ifferences betw een the events and characters' experiences in a fictional w ork and the actual event s and
experiences d escribed in an author's biography or autobiography
explain the d ifference in point of view betw een a biography and autobiography
d istinguish betw een fiction and nonfiction
d eterm ine w hether a story is true or a fantasy and explain w hy
Continued
September 2015
27
Eng II (6)
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eanin g and logical ord er w ithin a text and across texts
textual evid ence
textual evid ence
establish purposes for read ing selected texts based upon con tent to enhance com prehension
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory imag es, reread ing a portion aloud )
m ake inferences based on the cover, title, illustr ations, and plot
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred iction s
evid ence from text
Continued
September 2015
28
Eng II (6)
September 2015
29

English II (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 function of sym bolism , allegory, and allusions in
literary w orks. Supporting Stand ard
Eng II (7)
Recognizes the im pact and m eaning of figurative and sensory

language in literary texts.
explain the role of irony, sarcasm , an d parad ox in literary w orks

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 u se 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*
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, mathem atics, social
stud ies, the arts) d erived from Latin, Greek, or other linguistic roots an d affixes
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine or confirm the m eanings of w ord s and phrase s,
includ ing their connotations and d enotations, and their etym ology
analyze textual context (w ithin a sentence and in larger sections of text) to d istinguish betw een the d enotative and connotative
m eanings of w ord s
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)
prod uce analogies that describe a function of an object or its d escription
Continued
September 2015
30
Eng II (7)

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 unf am 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: _____)
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 meaning of unfamilia r 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:____ 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
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 lan guage (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 ultiple m e aning 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 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
Continued
September 2015
31
Eng II (7)
use prefixes and suffixes to d eterm ine the m eanin g of w ord s (e.g., allow / disallow )
alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com ponent w ord s (e.g., lunchtim e)
id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
use a picture d ictionary to find w ord s
id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
recognize that com pound w ord s are m ad e up of shorter w ord s
id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills*
attem pt to use new vocabulary and gram mar in speech (ELL)
use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills*
increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
use a large speaking vocabulary, ad d ing several new w ord s d aily
d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
d em onstrate und erstand ing of term s used in the instructional language of the classroom
September 2015
32

English II (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) evaluate how m essages presented in m ed ia reflect social and
cultural view s in w ays d ifferent from trad itional texts; Supporting
Stand ard
(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 II (12)
Recognizes the w ays various form s of m edia w ork together to

com m unicate id eas in literary texts.

evaluate changes in form ality and tone w ithin the sam e m ed ium for specific au d iences and purposes
analyze how m essages in m ed ia are conveyed through visual and sound techniques (e.g., ed iting, reaction shots, sequencing,
backgrou nd m usic)
com pare and contrast coverage of the sam e event in various m ed ia (e.g., new spapers, television, docum ent aries, blogs, Internet)
com pare and contrast how events are presented and inform ation is com municated by visual im ages (e.g., graphic art, i llustrations,
new s photographs) versus non-visual 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 participatio n 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 form s of m ed ia
critique persuasive techniques (e.g., testim onials, bandw agon ap peal) 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 entar ies, new s)
Continued
September 2015
33
Eng II (12)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online inform ation,
televised new s)
explain how various d esign techniques used in med ia influence the m essage (e.g., pacin g, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im pact consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
id entify techniques used in m ed ia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
m ake intertextual links am ong and across texts, in clud ing other m ed ia (e.g., film, play), and provid e textual evid ence
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textua l, personal, and w orld
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
textual evid ence
Continued
September 2015
34
Eng II (12)

retell or act out im portant events in stories in log ical ord er
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
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re-read ing a portion aloud )
Reading/beginning reading skills/print aw areness*
d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
read texts by m oving from top to bottom of the page and tracking w ord s from left to right w 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
Continued
September 2015
35
Eng II (12)
recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
id entify upper- and low er-case letters
id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
recognize the difference betw een a letter and a printed w ord
d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
ask to be read to or ask the m eaning of w ritten text
use books and other w ritten m aterials to engage in pre-read ing behaviors
engage in pre-reading and read ing-related activities
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical reflection
sum m arize form al and inform al presentations, d istingu ish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
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
Continued
September 2015
36
Eng II (12)
follow , restate, and give oral instructions tha t involve a series of related sequences of action
September 2015
37


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

textual evid ence
sum m arize and paraphrase texts in w ays th at m aintain m eaning and logical ord er w ith in a text and across texts
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 ,
Continued
September 2015
38
Eng II (19)

d iscuss the purposes for read ing and listenin g to various texts (e.g., to becom e involved in real and im agined events, settings,
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow in g) to m ake and confirm pred ictions
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, r e-read ing a portion aloud )
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.

English II (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) analyze the controlling id ea and specific purpose of a passage
and the textual elem ents that support and elaborate it, including
both the m ost im portant d etails and the less im portant d etails.
Read iness Stand ard
Eng II (8)
Uses text evid ence to identify the authors purpose in

inform ational texts.
explain the controlling idea and specific purpose of an expository text and d istinguish the m ost important from the less important
d etails that supp ort the author's purpose
analyze w orks w ritten on the sam e topic and com pare how the authors achieved similar or d ifferent purp oses
explain the d ifference betw een the them e of a literary w ork and the author's p urpose in an expository text
com pare and contrast the stated or im plied purposes of d ifferent author s w riting on the sam e topic
d raw conclusions from the inform ation presented by an author and evaluate how w ell the a uthor's purpose w as achieved
explain the d ifference betw een a stated and an implied pu rpose for an expository text
id entify the topic and locate the author's stated purposes in w riting the text
id entify the topic and explain the author's purpose in w riting the text
id entify the topic and explain the author's purpose in w riting about the text
id entify the topic of an inform ational text heard
Continued
September 2015
40
Eng II (8)
textual evid ence
textual evid ence
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, an d foreshad ow ing) to m ake and confirm pred ictions
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generatin g questions, re-read ing a portion aloud )
Continued
September 2015
41
Eng II (8)
confirm pred ictions about w hat w ill happ en next in text by "read ing the part that tells"
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to th e content for clarification and elaboration
rhetorical d evices
questions or m aking com m en ts about the evid ence that supports a speaker's claim s
and perspective
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions t o clarify the speaker's purpose
or perspective
Continued
September 2015
42
Eng II (8)

September 2015
43


Text/Expository Text. Stud ents analyze, m ake inferences and d raw
conclusions about expository text and provid e evid ence from text to
(A) sum m arize text and d istinguish betw een a sum mary and a
critique and id entify non-essential inform ation in a sum m ary and
unsubstantiated opinions in a critique; Read iness Stand ard
(B) d istinguish am ong different kind s of evid ence (e.g., logical,
em pirical, anecd otal) used to support conclusions and argum ents
in texts; Supporting Stand ard
(C) m ake and d efend subtle inferences and com plex conclusions
about the id eas in text and their organizational patterns. Read iness
Stand ard
Eng II (9)
Uses text evid ence to d raw conclusions from inform ational texts.

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
sam e topic and support those findings w ith textual evid ence
d ifferentiate betw een opinions that are substantiated and unsubstantiated in the text
sum m arize text and d istinguish betw een a sum mary that captures the main id eas and elem ents of a text and a critique that take s a
position and expresses an opinion
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
sum m arize the m ain id eas, supporting d etails, and relationships am ong ideas in text succinctly in w ays that m aintain 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 ifferent kind s of expository text
d istinguish factual claims from com m onplace assertions and opinions
evaluate a sum m ary of the original text for accuracy of th e m ain id eas, supporting d etails, and overall m eaning
explain how d ifferent organizational patterns (e.g., proposition -and -support, problem -and -solution) d evelop the m ain id ea and the
author's view point
Continued
September 2015
44
Eng II (9)

explain w hether facts includ ed in an argum ent are used for or against an issue
sum m arize the m ain id eas and supporting d etails in text, dem onstrating an und erstand ing that a sum m ary 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
use m ultiple text features and graphics to gain an overview of the contents of te xt 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
sum m arize the m ain id eas and supporting d etails in a text in w ays that maintain m eanin g 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 text an d 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
sum m arize the m ain id ea and supporting d etails in text in w ays that m aintain m eaning
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 m ain 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 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
Continued
September 2015
45
Eng II (9)

textual evid ence
textual evid ence
establish purposes for read ing selected texts based upon cont ent to enhance com prehension
establish purposes for read ing selected texts based u pon d esired outcom e to enhance com prehension
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory image s, reread ing a portion aloud )
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,
Continued
September 2015
46
Eng II (9)
evid ence from text
use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred iction s
und erstanding breaks d ow n (e.g., id entifying clues, usin g background know led ge, generating question s, re-read ing a portion aloud )
September 2015
47


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) explain shifts in perspective in argum ents about the sam e topic
and evaluate the accuracy of the evid ence used to support the
d ifferent view points w ithin those argum ents. Supporting Stand ard
Eng II (10)
Uses text evid ence to identify the authors argum ent in

persuasive texts.
analyze fam ous speeches for the rhetorical structures and d evices used to convince the read er of t he authors' propositions
analyze the relevance, quality, and cred ibility of evid ence given to support or oppose an argum ent for a specific aud ience
analyze the use of such rhetorical and logical fallacies as load ed term s, caricatures, lead ing questions, false assum ptions, and
incorrect premises in persuasive texts
com pare and contrast persuasive texts that reached d ifferent conclusions about the same issue and explain how the authors reached
their conclusions through analyzin g the evid ence each presents
id entify such rhetorical fallacies as ad hom inem , exaggeration, stereotyping, or categorica l claims in persuasive texts
analyze the structure of the central argum ent in contem porary policy speeches (e.g., argum ent by cause and effect, analogy,
authority) and id entify the d ifferent types of evidence used to suppo rt the argum ent
id entify sim ply faulty reasoning used in persuasive texts
com pare and contrast the structure and view points of tw o d ifferent authors w riting for the sam e purpose, noting the stated claim
and supporting evid ence
recognize exaggerated , contrad ictory, or m isleading statements in text
id entify the author's view point or position and explain the basic relationships am ong id eas (e.g., parallelism , com parison , causality)
in the argum ent
explain how an author uses language to present inform ation to influence w h at the read er thinks or d oes
id entify w hat the author is trying to persuad e the read er to think or d o
Continued
September 2015
48
Eng II (10)
textual evid ence
establish purposes for read ing selected texts based upon ow n or othe rs desired outcom e to enhance com prehension
textual evid ence
evid ence from text
Continued
September 2015
49
Eng II (10)
establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm e nts w hen that
Listening and speaking/speaking*
give presentations using inform al, form al, and technical language effectively to m eet the need s of aud ience, purpose, and occasion,
em ploying eye contact, speaking rate (e.g., pauses for effect), volum e, enunciation, purposeful gestures, and conventions of language
to com m unicate id eas effectively
ad vocate a position using anecd otes, analogies, and / or illustrations, and use eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
present a critique of a literary w ork, film , or d ram atic prod uction, em ploying eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
give an organized presentation w ith a specific point of view , em ploying eye contact, speaking rate, volum e, enunciation, natural
gestures, and conventions of language to com m unicate id eas effectively
give organized presentations em ploying eye contact, speaking rate, volume, enunciation, nat ural gestures, and conventions of
language to com m unicate id eas effectively
express an opinion supported by accurate inform ation, em ploying eye contact, speaking rate, volum e, and enunciation, and the
conventions of language to com m unicate id eas effectively
speak coherently about the topic und er d iscussion, em ploying eye contact, speaking rate, volum e, enunciation, and the convent ions
of language to com m unicate id eas effectively
share inform ation and ideas that focus on the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions
of language
share inform ation and ideas about the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions of
language
share inform ation and ideas by speaking aud ibly and clearly using the conventions of language
Speech production skills*
investigate and d em onstrate grow ing und erstanding of the sound s and intonation of the English language (ELL)
Continued
September 2015
50
Eng II (10)
Speaking (conversation) skills*

m atch language to social contexts
d em onstrate know led ge of nonverbal conversational rules
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
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e le vel to the low est grad e level.
September 2015
51


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) evaluate text for the clarity of its graphics and its visual
appeal; Supporting Stand ard
(B) synthesize inform ation from m ultiple graphical sources
to d raw conclusions about the id eas presented (e.g., m aps,
charts, schem atics). Supporting Stand ard
Eng II (11)
Follow s instructions in proced ural texts to d etermine clarity.

analyze factual, quantitative, or technical d ata presented in m u ltiple graphical sources
analyze the clarity of the objective(s) of proced ural text (e.g., consid er read ing instructions for softw are, w arranties ,
consum er publications)
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, illustrations, 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 pro blem, or perform proced ures
explain factual inform ation presented graphically (e.g., charts, diagram s, graphs, illustrations)
d eterm ine the sequence of activities need ed to carry out a proced ur e (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
Continued
September 2015
52
Eng II (11)
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)
m ake intertextual links am ong and across texts, in clud ing other m ed ia (e.g., film, play), and provid e textual evid ence
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textua l, personal, and w orld
textual evid ence
textual evid ence
Continued
September 2015
53
Eng II (11)

evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re-read ing a portion aloud )
follow and give com plex oral instructions to perform specific tasks, answ er questio ns, solve problem s, and com plete processes
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection
rhetorical d evices
questions or m aking com m ents about the evid ence that supports a sp eaker's claim s
paraphrase the m ajor id eas and supporting evidence in form al and in formal presentations
Continued
September 2015
54
Eng II (11)
and perspective
or perspective
September 2015
55

English II (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) evaluate how m essages presented in m ed ia reflect social and
cultural view s in w ays d ifferent from trad itional texts; Supporting
Stand ard
(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 II (12)
Recognizes the w ays various form s of m edia w ork together to

com m unicate inform ation in expository texts.

evaluate changes in form ality and tone w ithin the sam e m ed ium for specific au d iences and purposes
analyze how m essages in m ed ia are conveyed through visual and sound techniques (e.g., ed iting, reaction shots, sequencin g,
background m usic)
com pare and contrast coverage of the sam e event in various m ed ia (e.g., new spapers, television, docum en taries, blogs, Internet)
com pare and contrast how events are presented and inform ation is com municated by visual im ages (e.g., graphic art, illustr ations,
new s photographs) versus non-visual 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 participation 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 form s of m ed ia
critique persuasive techniques (e.g., testim onials, bandw agon ap peal) 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, ne w 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)
Continued
September 2015
56
Eng II (12)
explain how various d esign techniques u sed in med ia influence the m essage (e.g., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im p act consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
explain how various d esign techniques used in med ia influence the m essage (e.g., sh ape, color, sound )
und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
id entify techniques used in m ed ia (e.g., sound , movem ent)
id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
m ake intertextual links am ong and across texts, includ in g other m ed ia (e.g., film, play), and provid e textual evid ence
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, per sonal, and w orld
textual evid ence
ask literal, interpretive, and evalu ative questions of text
textual evid ence
establish purposes for read ing selected texts based upon content to enhan ce com prehension
Continued
September 2015
57
Eng II (12)
evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, using backgroun d know led ge, generating questions, re-read ing a portion aloud )
Reading/beginning reading skills/print aw areness*
d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
read texts by m oving from top to bottom of the page and tracking w ord s from left to right w i th return sw eep
recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
sequence the letters of the alphabet
recognize that spoken w ord s are represented in w ritten English by specific sequences of let ters
id entify upper- and low er-case letters
Continued
September 2015
58
Eng II (12)
id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
recognize the difference betw een a letter and a printed w ord
d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
ask to be read to or ask the m eaning of w ritten text
use books and other w ritten m aterials to engage in pre-read ing behaviors
engage in pre-reading and read ing-related activities
listen responsively to a speaker by taking notes that sum m arize, synthesize, or highligh t the speaker's id eas for critical reflection and
by asking questions related to the content for clarification and elaboration
rhetorical d evices
listen to and interpret a speaker's purpose by explaining the content , evaluating the d elivery of the presentation, and asking
d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonve rbal cues
and perspective
or perspective
Continued
September 2015
59
Eng II (12)
listen attentively to speakers an d ask relevant questions to clarify inform ation
September 2015
60


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

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 ,
m ake inferences about text an d use textual evid ence to support und erstand ing
Continued
September 2015
61
Eng II (19)

establish purposes for read ing selected texts based upon d esired ou tcom e to enhance com prehension
m onitor and ad just comprehension (e.g., using background know led ge, creating sens ory images, reread ing a portion aloud )
d iscuss the purposes for read ing and listening to various t exts (e.g., to becom e involved in real and im agined events, settings,
actions, and to en joy language)
evid ence from text
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a p ortion aloud )
September 2015
62
STAAR Reporting Category 5 Revision: The student will demonstrate an ability to revise a variety of written texts.

English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(C) revise d rafts to im prove style, w ord choice, figurative
language, sentence variety, and subtlety of m eaning after
rethinking how w ell questions of purpose, aud ience, and genre
have been ad d ressed . Read iness Standard
Eng II (13)
Revises a text to clarify m eaning.
Revising
revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
revise d rafts by ad d ing details or sentences
N OTE: Und er each head ing the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2015
63

English II (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 thesis or controlling id ea; Supporting Standard
(iv) an organizing structure appropriate to purpose, aud ience,
and context; and Supporting Stand ard
(v) relevant evid ence and w ell-chosen d etails; Supporting
Stand ard
(vi) d istinctions about the relative value of specific d ata, facts,
and id eas that support the thesis statem ent. Supporting
Stand ard
Eng II (15)
Revises an expository text to com m unicate inform ation to a

specific aud ience.

w rite an interpretative response to an expository or a literary text (e.g., essay or review ) that:
(i) extend s beyond a sum m ary and literal analysis;
(ii) ad d resses the w riting skills for an analytical essay and provid es evid ence from the text using em bed d ed quotations; and
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical d evices
prod uce a m ultim ed ia presentation (e.g., d ocum entary, class new spaper, d ocud ram a, infom ercial, visual or textual parod ies,
theatrical prod uction) w ith graphics, im ages, and sound that conveys a distinctive point of view and appeals to a specific au d ience
w rite proced ural or w ork-related d ocum ents (e.g., instructions, e-m ails, correspond ence, m em os, project plans) that include:
(i) organized and accurately conveyed inform ation; and
(ii) read er-friendly formatting techniques
w rite an analytical essay of sufficient length that includ es:
(i) effective introd uctory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical d evices, and transitions betw een paragraphs;
Continued
September 2015
64
Eng II (15)

(iii) a controlling id ea or thesis;
(iv) an organizing structure appropriate to purpose, aud ience, and context; and
(v) relevant inform ation and valid inferences (Eng I)
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, rhetor ical 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)
create m u lti-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 n ote to a friend ) and that use appropriate
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 sim ple 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
Continued
September 2015
65
Eng II (15)
w rite short letters that put id eas in a chronological or logical sequence and use appropriate conventions (e.g., d ate,
salutation, closing)
w rite brief com positions about topics of interest to the stud ent
d ictate or w rite inform ation for lists, cap tions, or invitations
Writing/w riting process*
Revising
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove t ransitions by ad ding,
and aud ience
N OTE: Und er each heading the prerequisite skills are arranged from the highest gra d e level to the low est grad e level.
September 2015
66

English II (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 evidence; Supporting Standard
(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
(F) a range of appropriate appeals (e.g., d escriptions,
anecd otes, case stud ies, analogies, illustrations). Supporting
Stand ard
Eng II (16)
Revises a persuasive text for an appropriate aud ience using

correct structure.

w rite an argum entative essay to the appropriate aud ience that includ es an analysis of the relative value of specific d ata, facts,
and id eas
w rite an argum entative essay to the appropriate aud ience that includ es an organizing structure appropriate to the purpose,
aud ience, and context
w rite an argum entative essay to the appropriate aud ience that includ es counter -argum ents based on evid ence to anticipate and
ad d ress objections
w rite an argum entative essay to the appropriate aud ience that includ es a clear thesis or position based on logical reasons
supported by precise and relevant evid ence
w rite an argum entative essay to the appropriate aud ience that includ es consid eration of the w hole range of inform ation and
view s on the topic and accurate and honest representation of these view s
w rite a persuasive 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 respond s to the view s of others and anticipates and
answ ers read er concerns and counter-argum ents
Continued
September 2015
67
Eng II (16)
w rite a persuasive essay to the appropriate aud ience that establishes a clear thes is or position
w rite persuasive essays for appropriate aud iences that establish a position and includ e sound reasoning, d etailed and relevan t
evid ence, and consid eration of alternatives
w rite persuasive essays for appropriate aud iences that establish a p osition and use supporting d etails
w rite persuasive statem ents about issues that are im portant to the stud ent for the appropriate aud ience in the school, hom e, or
local com m unity
Writing/w riting process*
Revising
revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple , com pound , and com plex
revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
and aud ience
September 2015
68
STAAR Reporting Category 6 Editing: The student will demonstrate an ability to edit a variety of texts.

English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(D) ed it d rafts for gram m ar, m echanics, and spelling.
Eng II (13)
Ed its a variety of texts using correct gram m ar, m echan ics,

and spelling.
Editing
edit drafts for grammar, mechanics, and spelling
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
use conventions of capitalization
use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
(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
(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;
September 2015
69
Continued
Eng II (13)
(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) quotation m arks to ind icate sarcasm or irony;
(ii) com m a placem ent in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) d ashes to em phasize parenthetical inform ation
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 punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to indicate 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
(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
70

English II (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 student 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]:
(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 pound ,
com plex, com pound -com plex). Read iness Standard
Eng II (17)
Ed its texts for correct w ord usage and variance in sentence

patterns.

use a variety of correctly structured sentences (e.g., com pound , com plex, com pound -com plex)
id entify and use the subjunctive m ood to express d oubts, w ishes, and possibilities
use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) m ore com plex active and passive tenses and verbals (gerund s, infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
(iii) reciprocal pronouns (e.g., each other, one another)
(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 entified
anteced ents, parallel structures, and consistent tenses
w rite com plex sentences and d ifferentiate betw een m ain versus subord inate clauses
Continued
September 2015
71
Eng II (17)

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;
(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 intelligen t.) 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 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);
(viii) transitional w ord s and phrases that d em onstrate 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., frequ ency: usually, som etim es; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e details;
(vi) indefinite 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 com parative and superlative form s
(e.g., fast, faster, fastest);
(iv) ad verbs (e.g., frequency: usually, som etimes; intensity: alm ost, a lot);
Continued
September 2015
72
Eng II (17)

(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
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 su bject-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
Continued
September 2015
73
Eng II (17)
use com plete sim ple sentences

speak in com plete sentences to com m unicate
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 futu re 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 appropriate 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 p lex 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 it h 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
74

English II (18) [Oral and] Written Conventions/Handw riting,

Capitalization, and Punctuation. Stud ents w rite legibly and use
appropriate capitalization and punctuation conventions in their
com positions. The stud ent is expected to
(A) use conventions of capitalization; Read iness Standard
(B) use correct punctuation m arks
includ ing
(i) com m a placem ent in nonrestrictive phrases, clauses, and
contrasting expressions; Supporting Stand ard
(ii) quotation marks to ind icate sarcasm or irony.
Eng II (18)
Ed its a variety of texts for correct capitalization and

punctuation.
Editing
edit drafts for grammar, mechanics, and spelling
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
use conventions of capitalization
(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
75
Continued
Eng II (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) quotation marks to ind icate sarcasm or irony;
(ii) com m a placem ent in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) d ashes to em phasize parenthetical inform ation
use correct punctuation m arks, includ ing:
(i) com m as after introd uctory structures and d ependent ad verbial clauses, and correct punctuation of com plex sentences; and
(ii) sem icolons, colons, hyphens, parentheses, brackets, and ellipses
recognize and use p unctuation 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 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 m arks
(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) ending punctuation in sentences;
September 2015
76
Eng II (18)

(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences
use punctuation at the end of a sentence
September 2015
77

English II (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 II (19)
Ed its spelling using various resources.

spell correctly, includ ing using various resources to d eterm ine and check cor rect spellings
know how to use the spell-check function in w ord processing w hile und erstand ing its limitations
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, t oo, 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/ bare; w eek/ w eak; road/ rod e)
Continued
September 2015
78
Eng II (19)
spell w ord s w ith com m on syllable constructions (e.g., closed , open, final stable syllable)
spell high-frequency and com pound w ord s from a com m only used list
(i) consonant d oubling w hen ad d ing an ending;
(ii) d ropping final "e" w hen end ings are ad d ed (e.g., -ing, -ed);
(iii) changing y to i before ad d ing an end ing;
(iv) d ouble consonants in m id d le of w ord s;
(v) com plex consonants (e.g., scr-, -d ge, -tch); and
(vi) abstract vow els (e.g., ou as in could , touch, through, bought)
use know led ge of letter sound s, w ord parts, w ord segm entation, and syllabication to spell
spell sim ple contractions (e.g., isn't, aren't, can't)
spell base w ord s w ith inflectional end ings (e.g., -ing and -ed)
spell w ord s w ith com m on orthographic patterns and rules:
(i) com plex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vow els;
(iii) long vow els (e.g., VCe-hope); and
(iv) vow el d igraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou -out, ow -cow , oi-coil, oy-toy)
use phonological know led ge to m atch sound s to letters to construct unknow n w ord s
use resources to find correct spellings
spell high-frequency w ord s from a com m only used list
spell base w ord s w ith inflectional end ings (e.g., ad d ing "s" to make w ord s plurals)
use letter-sound patterns to spell:
(i) consonant-vow el-consonant (CVC) w ord s;
(ii) consonant-vow el-consonant-silent e (CVCe) w ord s (e.g., "hope"); and
(iii) one-syllable w ord s w ith consonant blend s (e.g., "d rop")
use phonological know led ge to m atch sound s to letters to construct know n w ord s
w rite one's ow n nam e
use letter-sound correspond ences to spell consonant-vow el-consonant (CVC) w ord s (e.g., "cut")
use phonological know led ge to m atch sound s to letters
Independently conveys meanings skills
w rite ow n nam e (first nam e or frequent nicknam e), not necessarily w ith full correct spelling or w ell-form ed letters
Speech production skills
perceive d ifferences betw een sim ilar sound ing w ord s
September 2015
79

2015 Staar-Alt Eng2 Curriculum Framework

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2015 Staar-Alt Eng2 Curriculum Framework

Uploaded by

Copyright:

Available Formats

____________________________________________________________________________________

TEKS Curriculum Framework for STAAR Alternate 2

STAAR Alternate 2 Reading Instructional Terms

STAAR Alternate 2 Writing Instructional Terms

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Essence of TEKS Knowledge and Skills Statement/

English II (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

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Essence of TEKS Knowledge and Skills Statement/

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

Com pares them es across texts.

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Prerequisite Skills/Links to TEKS Vertical Alignment

retell or act out im portant events in stories in logical ord er

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2| English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Essence of TEKS Knowledge and Skills Statement/

English II (9) Reading/Comprehension of Informational

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Prerequisite Skills/Links to TEKS Vertical Alignment

Reading/comprehension skills (figure 19)*

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Prerequisite Skills/Links to TEKS Vertical Alignment

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Essence of TEKS Knowledge and Skills Statement/

English II (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

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Prerequisite Skills/Links to TEKS Vertical Alignment

retell or act out im portant events in stories in logical ord er

English Language Arts and Reading

TEKS Curriculum Framework for STAAR Alternate 2 | English II

Essence of TEKS Knowledge and Skills Statement/

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

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