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TEKS Curriculum Framework for STAAR Alternate 2
Grade 7 Reading
Copyright © September 2014, 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 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. The following list includes the terms for all the essence statements and not just the ones selected for
a given administration. 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.
vowels: long, short
consonants
suffix/prefix
noun/verb
synonym
antonym/opposite
contractions
text
paragraph
phrase
main idea/supporting
details
evidence from text
alphabetize
text features
table of contents
glossary
meaning for the word
heading
graphics
root word
plural
past tense
homophone
textual evidence
alphabetical
compound word
symbol
guide words
expository text
persuade/persuasive
opinion
sensory language
figurative language
lines from text or poem
diary
base word
writing selection
appositive
conclude
Grade 3 Reading
photograph
captions
illustration
inform/entertain
advertisement
e-mail
website
supports the story/main idea
topic
informational text
Grade 4 Reading
narrator
biography/autobiography
conclusion
summary, summarize
Grade 5 Reading
similes/metaphors
dictionary: entry, definition
Grade 6 Reading
analogy
Grade 7 Reading
subtitle
Grade 8 Reading
conflict
English I and II
article
fiction/nonfiction
true/facts
folktale
fairy tale
fable
procedural text: steps,
directions
poetry/poem: rhyme, line
setting
character: feelings, traits,
motivations
events
sequence
logical order
plot: problem/solution
predict/prediction:
clues, confirm
inference
drama: dialogue, script,
performed
symbol
compare
cause/effect
imagery
chart
diagram
time line
memoirs
audience
stanza
summary
personal essay
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an 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/
STAAR-Tested Student Expectations
(7.2) 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 acad em ic English w ord s
d erived from Latin, Greek, or other linguistic roots a nd affixes;
Read iness Stand ard
(B) use context (w ithin a sentence and in larger sections of text) to
d eterm ine or clarify the m eaning of unfam iliar or am biguous
w ord s; Read iness Stand ard
(E) 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. Read iness Stand ard
7.2
Id entifies new vocabulary w ord s in text using a variety of
strategies.
Prerequisite Skills/Links to TEKS Vertical Alignment
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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)
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, sylla bication, 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 pron unciation of unknow n w ord s
id entify the m eaning of com m on id iom s
com plete analogies using know led ge of antonyms and synonym s (e.g., boy:girl as m ale:____ o r girl:w om an as boy:_____)
use the context of the sentence (e.g., in -sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
Continued
September 2014
1
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.2
Prerequisite Skills/Links to TEKS Vertical Alignment

alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication, and
pronunciation of unknow n w ord s
 id entify and apply playful uses of language (e.g., tongue tw ist ers, palind rom es, rid d les)
 id entify and use antonym s, synonym s, hom ographs, and hom ophones
 use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and 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
 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 pone nt 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
 demonstrate understanding of terms 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.)
Continued
September 2014
2
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.2
Prerequisite Skills/Links to TEKS Vertical Alignment
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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., football, popcorn, dayd ream )
read base w ord s w ith inflectional end ings (e.g., plurals, past tenses)
id entify and read at least 25 high -frequency w ords from a com m only used list
*These p rerequisite 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 2014
3
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.7) Reading/Comprehension of Literary Text/Literary N onfiction.
Stud ents und erstand , m ake inferences and d raw conclusions about the
varied structural patterns and features of literary nonfiction and provid e
evid ence from text to support their und erstand ing. The stud ent is
expected to
(A) d escribe the structural and substantive d ifferences betw een an
autobiography or a diary and a fictional ad aptation of it.
Supporting Stand ard
7.7
Id entifies features across literary nonfiction texts.
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify the literary language and d evices used in m em oirs and personal narratives and com pare their characteristics w ith those of
an autobiography
 id entify the literary language and d evices used in biographies and autobiographies, includ ing how authors present major events in a
person's life
 id entify sim ilarities and d ifferences betw een the events and characters' experiences in a fictional w ork and the actual event s and
experiences d escribed in an author's biography or autobiography
 explain the d ifference in point of view betw een a biography and autobiography
 d istinguish betw een fiction and nonfiction
 d eterm ine w hether a story is true or a fantasy and explain w hy
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
Continued
September 2014
4
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.7
Prerequisite Skills/Links to TEKS Vertical Alignment

m onitor and ad just comprehension (e.g., using background know led ge, creating s ensory images, reread ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance co m prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred i ctions
 ask relevant questions, seek clarification, and locate facts and d etails a bout stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com pr ehension, 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 question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
5
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.9) Reading/Comprehension of Informational Text/Culture and
History. Stud ents analyze, m ake inferences and draw conclusions about
the author’s purpose in cultural, historical, and contem porary contexts
and provid e evid ence from the text to support their und erstanding. The
stud ent is expected to:
(A) explain the d ifference betw een the them e of a literary w ork and
the author’s purpose in an expository text. Supporting Stand ard
7.9
Id entifies authors’ purposes across inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 com pare and contrast the stated or im plied purposes of d ifferent authors w riting on the sam e topic
 d raw conclusions from the inform ation presented by a n author and evaluate how w ell the author's purpose w as achieved
 explain the d ifference betw een a stated and an implied purpose for an expository text
 id entify the topic and locate the author's stated purp oses in w riting the text
 id entify the topic and explain the author's purpose in w riting the text
 id entify the topic and explain the author's purpose in w riting about the text
 id entify the topic of an inform ational text heard
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
Continued
September 2014
6
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.9
Prerequisite Skills/Links to TEKS Vertical Alignment

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






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establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textua l evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 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 n ext 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*
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
Continued
September 2014
7
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.9
Prerequisite Skills/Links to TEKS Vertical Alignment

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 pe rtinent 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 o f 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 understanding by responding appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading th e prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
8
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.19) 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 author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stu d ent is expected to
(F) m ake connections betw een and across texts, includ ing other
m ed ia (e.g., film , play), and provid e textual evid ence. Readiness
Stand ard
7.19
Uses a variety of strategies to d em onstrate com prehension across
genres.
Prerequisite Skills/Links to TEKS Vertical Alignment

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











sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith si m ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to e nhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
Continued
September 2014
9
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment





m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails abou t stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails 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 illustration s
Comprehension of text read aloud skills
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
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 2014
10
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.3) 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
stud ent is expected to
(A) d escribe m ultiple them es in a w ork of fiction; Supporting
Stand ard
(B) d escribe conventions in m yths and epic tales (e.g., extend ed
sim ile, the quest, the hero’s tasks, circle stories); Supporting
Stand ard
(C) analyze how place and tim e influence the them e or m essage of
a literary w ork. Supporting Stand ard
7.3
Id entifies them es in a variety of literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
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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 litera ture 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 them 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
com pare and contrast the settings in m yths an d 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 contem porary folktales w ith respect to their characters, sett ings,
and p lot
id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
explain the function of recurring phrases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad itional folk - and
fairy tales
connect the m eaning of a w ell-know n story or fable to personal experiences
Continued
September 2014
11
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.3
Prerequisite Skills/Links to TEKS Vertical Alignment
 recognize recurring phrases and characters in trad itional fairy tales, lullabies, and folk tales 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)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using backgroun d know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im p ortant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, se ttings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
Continued
September 2014
12
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.9
Prerequisite Skills/Links to TEKS Vertical Alignment
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use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake an d 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 p ortion 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, categorizin g, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m u ltiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
13
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.4) Reading/Comprehension of Literary Text/Poetry. Stud ents
und erstand , make inferences and d raw conclusions about the structure
and elements of poetry and provid e evid ence from text to support their
und erstanding. The student is expected to
(A) analyze the im portance of graphical elem ents (e.g., capital
letters, line length, w ord position) on the m eaning of a poem .
Supporting Stand ard
7.4
Id entifies structure and elem ents of poetry includ ing graphical
elem ents.
Prerequisite Skills/Links to TEKS Vertical Alignment
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explain how figurative language (e.g., personification, m etaphors, sim iles, hyperbole) contributes to the m eaning of a poem
analyze how poets use sound effects (e.g., alliteration, internal rhym e, onom atopoeia, rhym e scheme) to reinforce m eaning i n poem s
explain how the structural elem ents of poetry (e.g., rhym e, m eter, stanzas, line breaks) relate to form (e.g., ly rical 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 regula r beat and similarities in w ord sound s
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text a nd across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
Continued
September 2014
14
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.4
Prerequisite Skills/Links to TEKS Vertical Alignment
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retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com pre hension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im a gined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w 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
Reading/beginning reading skills/phonological aw areness*
Phonological A wareness at the W ord Level
 segm ent spoken one-syllable w ord s of three to five phonemes into ind ividual phonem es (e.g., splat =/ s/ p/ l/ a/ t/ )
 isolate initial, m ed ial, and final sound s in one-syllable spoken w ord s
 blend spoken phonem es to form one- and tw o-syllable w ord s, includ ing consonant blend s (e.g., spr)
Continued
September 2014
15
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.4
Prerequisite Skills/Links to TEKS Vertical Alignment
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

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 o f phonogram s (e.g., -ake, -ant, -ain) and consonant blend s (e.g., bl,
st, tr)
 segm ent spoken one-syllable w ord s into tw o to three 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 b oy 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 grou p of w ord s
Phonological aw areness skills*
 recognize and blend tw o phonem es into real w ord s w ith pictorial support
 com bine onset and rim e to form familiar one-syllable w ord s w ithout pictorial support
 com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one-syllable w ord w ith pictorial support
 prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
 prod uce a w ord that rhym es w ith a given w ord
 d elete a syllable from a w ord
 com bine syllables into w ord s
 d elete a w ord from a com pound w ord
 com bine w ord s to make a com pound w ord
 separate a norm ally spoken four-w ord sentence into ind ivid ual w ord s
*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 2014
16
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.5) Reading/Comprehension of Literary Text/D rama. Stud ents
und erstand , make inferences and d raw conclusions about the structure
and elements of d ram a and provid e evid ence from text to support their
und erstanding. The students is expected to
(A) explain a playw right’s use of d ialogue and stage d irections.
Supporting Stand ard
7.5
Id entifies the structure and elem ents of a d ram a.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain the sim ilarities and d ifferences in the setting, characters, and plot of a play and those in a film based upon the same story line
 analyze the sim ilarities and d ifferences betw een an original text and its d ram at ic adaptation
 d escribe the structural elem ents particular to d ram atic literature
 explain the elem ents of plot and character as presented through d ialogue in scripts that are read , view ed , w ritten, or perform ed
 id entify the elem ents of d ialogue and u se them in inform al plays
D ramatic expression skills
 create or recreate stories, m ood s, or experiences through d ram atic representations
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ d esired 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 m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
Continued
September 2014
17
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.5
Prerequisite Skills/Links to TEKS Vertical Alignment

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m ake inferences about text and use textual evid ence to su pport und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen t hat
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
18
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.6) Reading Comprehension of Literary Text/Fiction. Stud ents
und erstand , make inferences and d raw conclusions about the structure
and elements of fiction and provid e evid ence from text to support their
und erstanding. The student is expected to
(A) explain the influence of the setting on plot d evelopm ent;
Read iness Stand ard
(B) analyze the d evelopm ent of the plot through the internal and
external responses of the characters, includ ing their m otivations
and conflicts; Read iness Stand ard
(C) analyze d ifferent form s of point of view , includ ing first-person,
third -person omniscient, and third -person lim ited. Supporting
Stand ard
7.6
Recognizes how elem ents of fiction contribute to plot d evelopm ent.
Prerequisite Skills/Links to TEKS Vertical Alignment

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d escribe d ifferent form s of point-of-view , includ ing first- and third -person
recognize dialect and conversational voice and explain how authors use d ialect to convey character
sum m arize the elem ents of plot d evelopm ent (e.g., rising action, turning point, clim ax, falling action, d enouem ent) in various
w orks of fiction
explain different form s of third -person points of view in stories
explain the roles and functions of characters in various plots, includ ing their r elationships 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 and the changes they und ergo
sequence and sum m arize the plot's m ain events and explain their in fluence on future events
d escribe m ain characters in w orks of fiction, includ ing their traits, m otivations, and feelings
d escribe sim ilarities and d ifferences in the plots and settings of several w orks by the sam e author
d escribe characters in a story and the reasons for their actions and feelings
d escribe the plot (problem and solution) and retell a story's beginning, mid d le, and end w ith attention to the sequence of ev ents
d escribe characters in a story and the reasons for their actions
retell a m ain event from a story read aloud
Continued
September 2014
19
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.6
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com preh ension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read in g selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background k now led ge, creating sensory images, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and fo reshad 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 qu estions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
Continued
September 2014
20
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.6
Prerequisite Skills/Links to TEKS Vertical Alignment
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
21
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.8) Reading/Comprehension of Literary Text/Sensory Language.
Stud ents und erstand , m ake inferences and d raw conclusions about how
an author’s 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) d eterm ine the figurative m eaning of phrases and analyze how
an author’s use of language creates im agery, appeals to the senses,
and suggests m ood . Read iness Stand ard
7.8
Recognizes the m eaning of figurative and sensory language in
literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment

explain how authors create m eaning through stylistic elem ents and figurative language em phasizing the use of personification ,
hyperbole, and refrains
 evaluate the im pact of sensory d etails, im agery, and figurative la nguage in literary text
 id entify the author’s use of sim iles and m etaphors to prod uce im agery
 id entify language that creates a graphic visual experience and appeals to the senses
 recognize that som e w ord s and phrases have literal and non -literal meanings (e.g., take steps)
 recognize sensory d etails in literary text
Reading/vocabulary development*
 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 t o part (e.g., ink:pen as page: ____ or pen:ink as book: _____)
 use context (e.g., cause and effect or com pare and contrast organizational text structures) to d eterm ine or clarify the m eani ng of
unfam iliar or m ultiple meaning w ord s
 use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine the m eanings, syllabication, pronunciations, alternate
w ord choices, and parts of speech of w ord s
 id entify and explain the m eaning of com m on id iom s, ad ages, and other sayings
 prod uce analogies w ith know n antonyms and synonym s
 use context (e.g., in-sentence restatem ent) to d eterm ine or clarify the meaning of unfamiliar or m ultiple m eaning w ord s
 use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pron unciation of unknow n w ord s
 id entify the m eaning of com m on id iom s
 com plete analogies using know led ge of antonyms and synonym s (e.g., boy:girl as m ale:____ or girl:w om an as boy:_____)
Continued
September 2014
22
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.8
Prerequisite Skills/Links to TEKS Vertical Alignment

use the context of the sentence (e.g., in-sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
 d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
 alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication, and
pronunciation of unknow n w ord s
 id entify and apply playful uses of language (e.g., tongue tw ist ers, palind rom es, rid d les)
 id entify and use antonym s, synonym s, hom ographs, and hom ophones
 use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and
hom ographs
 id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
 alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
 id entify and use com m on w ord s that are opposite (antonym s) or sim ilar (synonyms) in m eaning
 use context to d etermine the relevant meaning of unfam iliar w ord s or m ultiple-m eaning w ord s
 use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sent ence, either heard or read
 d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com 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 than he or she uses
Continued
September 2014
23
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.8
Prerequisite Skills/Links to TEKS Vertical Alignment

d em onstrate und erstand ing of term s used in the instructional language of the classroom
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
24
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.13) Reading/Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sounds w ork together in
various form s to im pact m eaning. Stud ents w ill continue to apply earlier
stand ard s w ith greater depth in increasingly m ore com plex texts. The
stud ent is expected to
(A) interpret both explicit and im plicit m essages in various form s
of m ed ia; Supporting Stand ard
(B) evaluate various w ays med ia influences and inform s
aud iences. Supporting Stand ard
7.13
Recognizes the various techniques used in m ed ia that im pact the
m eaning in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment

















analyze various d igital m ed ia venues for levels of form ality and inform ality
critique persuasive techniques (e.g., testim onials, bandw agon appeal) used in m edia m essages
recognize how various techniques influence view ers’ em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entaries, new s)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online in form ation,
televised new s)
explain how various d esign techniques used in med ia influence the m essage (e.g., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia t o im pact consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e -mail vs. language in a w eb-based
new s article)
explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
recognize different purposes of m ed ia (e.g., inform ational, entertainm en t) (w ith ad ult assistance)
Continued
September 2014
25
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify techniques used in m edia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, n ew spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical or d er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
Continued
September 2014
26
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment

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 abou t w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w ith return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
 recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
 id entify upper- and low er-case letters
 id entify d ifferent parts of a book (e.g., front and back covers, title page)
 hold a book right sid e up, turn its pages correctly, and know that rea ding m oves from top to bottom and left to right
 recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
 recognize the difference betw een a letter and a printed w ord
 d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
 recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
 nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
Continued
September 2014
27
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment


follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequence s 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 cla rify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English-speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
28
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.19) 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 author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(D) m ake com plex inferences about text and use textual evid ence
to support und erstand ing; Read iness Standard
(Fiction)/ Supporting Stand ard (Literary N onfiction, Poetry,
Dram a)
(E) 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.
Read iness Stand ard (Fiction)/ Supporting Stand ard (Literary
N onfiction, Poetry, Dram a)
Uses a range of read ing skills to make inferences w ithin and across
literary texts.
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment













sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author an alysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid en ce
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 ima ges, reread ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
Continued
September 2014
29
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment








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 e nhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in r eal and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and con firm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant question s, 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 alou d
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
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 2014
30
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.10) 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 erstanding. The student is expected to
(A) evaluate a sum m ary of the original text for accuracy of the
m ain id eas, supporting details, and overall m eaning; Read iness
Stand ard
(B) d istinguish factual claim s from com m onplace assertions and
opinions; Supporting Stand ard
(C) 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;
Read iness Stand ard
(D) synthesize and make logical connections betw een id eas w ithin
a text and across tw o or three texts representing sim ilar or d ifferent
genres, and support those find ings w ith textual evid ence.
Read iness Stand ard
7.10
Recognizes how organizational patterns im pact m ain id ea and
d etails in inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
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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
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 cont ents of text and to locate inform ation
analyze how the organizational pattern of a text (e.g., cause-and-effect, com pare-and-contrast, sequential ord er, logical ord er,
classification schem es) influences the relationships am ong the id eas
Continued
September 2014
31
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.10
Prerequisite Skills/Links to TEKS Vertical Alignment



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 eaning and logical ord er
use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sentences) to gain an overview of the contents of 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 a nd verify pred ictions about
contents of text
 id entify explicit cause and effect relation ships among id eas in texts
 d raw conclusions from the facts presented in text and support those assertions w ith textual ev id ence
 id entify the d etails or facts that su pport the m ain id ea
 use text features (e.g., table of contents, index, head ings) to locate sp ecific 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 sp ecific inform ation in text
 retell the ord er of events in a text by referring to the 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
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
Continued
September 2014
32
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.10
Prerequisite Skills/Links to TEKS Vertical Alignment


sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehen sion
 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 sens ory images, reread ing a portion alou d )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various t exts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pr ed 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 ak e 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 p ortion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizin g, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arrang ed from the highest grad e level to the low est grad e level.
September 2014
33
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.11) Reading/Comprehension of Informational Text/Persuasive Text.
Stud ents analyze, m ake inferences and d raw conclusions about
persuasive text and provid e evid ence from text to support their analysis.
The stud ent is expected to
(A) analyze the structure of the central argum ent in contem porary
policy speeches (e.g., argum ent by cause and effect, analogy,
authority) and id entify the d ifferent types of evidence used to
support the argum ent; Supporting Stand ard
(B) id entify such rhetorical fallacies as ad hom inem , exaggeration,
stereotyping, or categorical claim s in persuasive texts. Supporting
Stand ard
7.11
Recognizes the argum ents presented in persuasive texts.
Prerequisite Skills/Links to TEKS Vertical Alignment


id entify sim ply faulty reasonin g 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, noti ng the stated claim
and supporting evid ence
 recognize exaggerated , contrad ictory, or misleading 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 hat t he read er thinks or d oes
 id entify w hat the author is trying to persuad e the read er to think or d o
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
Continued
September 2014
34
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.11
Prerequisite Skills/Links to TEKS Vertical Alignment


sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d i scuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and p lot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 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/speaking*
 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
Continued
September 2014
35
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.11
Prerequisite Skills/Links to TEKS Vertical Alignment

give organized presentations em ploying eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of
language to com m unicate id eas effectively
 express an opinion supported by accurate inform ation, em ploying eye contact, speaking rate, volum e, and enunciatio n, 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 conventi ons
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)
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 app ropriate w ays
 use language for d ifferent purposes
*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 t o the low est grad e level.
September 2014
36
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.12) Reading/Comprehension of Informational Text/Procedural
Texts. Stud ents und erstand how to glean and use inform ation in
proced ural texts and d ocum ents. The stud ent is expected to
(B) explain the function of the graphical com ponents of a text.
Supporting Stand ard
7.12
Uses graphic features to und erstand proced ural texts.
Prerequisite Skills/Links to TEKS Vertical Alignment

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 prob lem , or perform proced ures
 interpret factual or quantitative inform ation presented in m aps, charts, illustrations, graphs, tim elines, tables, and d iagram s
 interpret d etails from proced ural text to com plete a task, solve a problem, or perform proced ures
 explain factual inform ation presented graphically (e.g., charts, diagra m s, graphs, illustrations)
 d eterm ine the sequence of activities need ed to carry out a proced ure (e.g., follow ing a recipe)
 locate and use specific inform ation in graphic features of text
 follow and explain a set of w ritten m ulti-step d irections
 use com m on graphic features to assist in the interpretation of text (e.g., captions, illustrations)
 follow w ritten m ulti-step d irections
 explain the m eaning of specific signs and symbols (e.g., m ap features)
 follow w ritten m ulti-step d irections w ith picture cues to assist w ith und erstand ing
 id entify the m eaning of specific signs (e.g., traffic signs, w arning signs)
 follow pictorial d irections (e.g., recipes, science experim ents)
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
Continued
September 2014
37
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.12
Prerequisite Skills/Links to TEKS Vertical Alignment

m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 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
Continued
September 2014
38
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.12
Prerequisite Skills/Links to TEKS Vertical Alignment
Listening and speaking/listening*
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and
perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and n onverbal) 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 ent s
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
39
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.13) Reading/Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sound s w ork together in
various form s to im pact m eaning. Stud ents w ill continue to apply earlier
stand ard s w ith greater depth in increasingly m ore com plex texts. The
stud ent is expected to:
(A) interpret both explicit and im plicit m essages in various form s
of m ed ia; Supporting Stand ard
(C) evaluate various w ays m ed ia influences and inform s aud iences.
Supporting Stand ard
7.13
Recognizes the various techniques used in m ed ia that im pact the
m eaning in inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
















critique persuasive techniques (e.g., testim onials, bandw agon appeal) used in m edia m essages
recognize how various techniques influence view ers’ em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entaries, new s)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online in form ation,
televised new s)
explain how various d esign techniques used in med ia influence the m essage (e.g., pacing , close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent tech niques 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)
Continued
September 2014
40
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify techniques used in m edia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to en hance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foresha d ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
Continued
September 2014
41
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment

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 h appen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w ith return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
 recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
 id entify upper- and low er-case letters
 id entify d ifferent parts of a book (e.g., front and back covers, title page)
 hold a book right sid e up, turn its pages correctly, and know that reading m 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 an d at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
Continued
September 2014
42
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.13
Prerequisite Skills/Links to TEKS Vertical Alignment


follow and give oral instructions that includ e m ultiple action steps
listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English-speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
September 2014
43
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.19) 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 author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(D) m ake com plex inferences about text and use textual evid ence
to support und erstand ing; Read iness Standard
(Expository)/ Supporting Stand ard (Persuasive)
(E) 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.
Read iness Stand ard (Expository)/ Supporting Stand ard
(Persuasive)
Uses a range of read ing skills to make inferences w ithin and across
inform ational texts.
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment
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sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform at ional texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining meaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon conten t to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal qu estions of text
Continued
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Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment
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retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails 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 question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
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