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TEKS Curriculum Framework for STAAR Alternate 2
Grade 7 Writing
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 Writing Instructional Terms
The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers
should refer to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence statement.
Instruction should focus on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the
developmental level of the student. The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In
addition to the prerequisite skills, there are instructional terms that students will need exposure to during instruction. 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.
Grade 4 Writing
topic sentence
details
support (for topic sentence)
revise/revises/revised/revision
add/added/adding
delete/deleted/deleting
concluding sentence
combine sentences
transition/transition word
edit/edited
end punctuation
capital letter/capitalized
misspelled
noun/verb
singular noun/plural noun
past/present
convince/persuade/persuasive
writer
proper nouns
description
meaning (retain meaning)
punctuation
comma/commas
formal/informal
dialogue
figurative language: simile, metaphor
conclude/concluding statement
article
vowel/consonant
contraction
homophone
text
phrase
graphic
Grade 7 Writing
English I Writing
concluding paragraph/introductory paragraph
English II Writing
conjunction
salutation/closing
topic
character
plot
setting
caption
sequence
facts
informational
descriptive words
initials
root word/base word
suffix
feedback
abbreviations
appositive
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.14) Writing/Writing Process. Stud ents use elem ents of the w riting
process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(C) revise d rafts to ensure precise w ord choice and vivid im ages;
consistent point of view ; use of sim ple, com pound , and com p lex
sentences; internal and external coherence; and the use of effective
transitions after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed . Read iness Stand ard
7.14
Revises text using appropriate w ord choice.
Prerequisite Skills/Links to TEKS Vertical Alignment
Revising
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound senten ces, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers an d teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences, and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eletin g a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
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
2
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.17) Writing/Expository [and Procedural] Texts. Stud ents w rite
expository [and proced ural or w ork-related ] texts to com m unicate
id eas and inform ation to specific aud iences for specific purposes.
The stud ent is expected to
(A) w rite a m ulti-paragraph essay to convey inform ation about
a topic that
(i) presents effective introd uctions and conclud ing paragraphs;
Supporting Stand ard
(ii) contains a clearly stated purpose or controlling id ea;
Supporting Stand ard
(iii) is logically organized w ith appropriate facts and d etails
and includ es no extran eous inform ation or inconsistencies;
Supporting Stand ard
(iv) accurately synthesizes id eas from several sources;
Supporting Stand ard
(v) uses a variety of sentence structures, rhetorical d evices,
and transitions to link paragraphs. Supporting Stand ard
7.17
Revises an expository text.
Prerequisite Skills/Links to TEKS Vertical Alignment
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prod uce a m ultim ed ia presentation involving text and graphics using available technology
w rite inform al letters that convey id eas, includ e im portant inform ation, dem onstrate a sense of closure, and use appropriate
conventions (e.g., d ate, salutation, closing)
create m ulti-paragraph essays to convey inform ation about the topic that:
(i) present effective introd uctions and conclud ing paragraphs;
(ii) guid e and inform the read er's und erstanding of key id eas and evid ence;
(iii) includ e specific facts, d etails, and exam ples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs
w rite form al and informal letters that convey id eas, includ e im portant inform ation, d em onstrate a sense of closure, and use
appropriate conventions (e.g., d ate, salutation, closing)
w rite responses to literary or expository texts and provid e evid ence from the text to d em onstrate und erstand ing
w rite letters w hose language is tailored to the aud ience and purpose (e.g., a thank you note to a friend ) and that use approp riate
conventions (e.g., d ate, salutation, closing)
Continued
September 2014
3
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.17
Prerequisite Skills/Links to TEKS Vertical Alignment

create brief com positions that:
(i) establish a central id ea in a topic sentence;
(ii) includ e supporting sentences w ith sim ple facts, d etails, and explanations; and
(iii) contain a conclud ing statem ent
 w rite responses to literary or expository texts that d em onstrate an und erstand ing of the text
 w rite brief com m ents on literary or inform ational texts
 w rite short letters that put id eas in a chronological or logical sequence and use appropriate conventions (e.g., d ate, saluta tion,
closing)
 w rite brief com positions about topics of interest to the stud ent
 d ictate or w rite inform ation for lists, captions, or invitations
Writing/w riting process*
Revising
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropria te aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences, and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
4
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 2—Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.18) Writing/Persuasive Texts. Stud ents w rite persuasive texts to
influence the attitud es or actions of a specific aud ience on specific issues.
Stud ents are expected to w rite a persuasive essay to the appropriate
aud ience that
(A) establishes a clear thesis or position; Supporting Stand ard
(C) includ es evid ence that is logically organized to support the
author's view point and that d ifferentiates betw een fact and
opinion. Supporting Stand ard
7.18
Revises persuasive text.
Prerequisite Skills/Links to TEKS Vertical Alignment

w rite persuasive essays for appropriate aud iences that establish a position and includ e sound reasoning, d etailed and relevant
evid ence, and consid eration of alternatives
 w rite persuasive essays for appropriate aud iences that establish a position and use supporting d etails
 w rite persuasive statem ents about issues tha t are im portant to the stud ent for the appropriate aud ience in the school, hom e, or
local com m unity
Writing/w riting process*
Revising
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences, and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim il ar 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
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.14) Writing/Writing Process. Stud ents use elem ents of the w riting
process (planning, d rafting, revising, ed iting, and pu blishing) to
com pose text. The stud ent is expected to
(D) ed it d rafts for gram m ar, m echanics, and spelling. Read iness
Stand ard
7.14
Ed its text using correct gram m ar, m echanics, and spelling.
Prerequisite Skills/Links to TEKS Vertical Alignment
Editing
 ed it d rafts for gram m ar, m echanics, and spelling
 ed it d rafts for gram m ar, m echanics, and spelling using a teacher -d eveloped rubric
 ed it d rafts for gram m ar, punctuation, and spelling using a teacher -d eveloped rubric
 ed it d rafts by leaving spaces betw een letters and w ord s
Oral and Written Conventions/Handw riting, Capitalization, and Punctuation .*
Capitalization
 use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
 use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
 use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
(iii) official titles of people
 use cap italization for:
(i) proper nouns;
(ii) m onths and d ays of the w eek; and
(iii) the salutation and closing of a letter
 recognize and use basic capitalization for:
(i) the beginning of sentences;
September 2014
6
Continued
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.14
Prerequisite Skills/Links to TEKS Vertical Alignment

(ii) the pronoun "I"; and
(iii) nam es of people
capitalize the first letter in a sentence
Punctuation
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recognize and use punctuation m arks includ ing:
(i) com m as in com pound sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to ind icate om issions and interruptions or incom plete statem ents)
recognize and use punctuation m arks includ ing:
(i) com m as in com pound sentences; and
(ii) proper punctuation and spacing for quotations
recognize and use punctuation m arks includ ing:
(i) com m as in com pound sentences; and
(ii) quotation marks
recognize and use punctuation m arks includ ing:
(i) apostrophes in contractions and possessives; and
(ii) com m as in series and d ates
recognize and use punctuation m arks, includ ing:
(i) end ing punctuation in sentences;
(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
recognize and use punctuation m arks at the end of d eclarative, exclam atory, and interrogative sentences
use punctuation at the end of a sentence
*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
7
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.19) [Oral and] Written Conventions/Conventions. Stud ents
und erstand the function of and use the conventions of acad em ic
language w hen speaking and w riting. Stud ents w ill continue to apply
earlier stand ard s w ith greater com plexity. The stud ent is expected to
(A) id entify, use, and und erstand the function of the follow ing
parts of speech in the context of reading, w riting, and speaking:
Read iness Stand ard
(i) verbs (perfect and progressive tenses) and participles;
Supporting Stand ard
(ii) app ositive phrases; Supporting Stand ard
(iii) ad verbial and adjectival phrases and clauses; Supporting
Stand ard
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore,
ind eed); Supporting Stand ard
(v) prepositions and prepositional phrases and their influence
on subject-verb agreem ent; Supporting Stand ard
(vi) relative pronouns (e.g., w hose, that, w hich); Supporting
Stand ard
(vii) subord inating conjunctions (e.g., because, since); and
Supporting Stand ard
(viii) transitions for sentence to sentence or paragraph to
paragraph coherence; Supporting Stand ard
(B) w rite com plex sentences and d ifferentiate betw een m ain versus
subord inate clauses; Supporting Stand ard
(C) use a variety of com plete sentences (e.g., sim ple, com pound ,
com plex) that includ e properly placed m od ifiers, correctly
id entified anteced ents, parallel structures, and consistent tenses.
Read iness Stand ard
Ed its text for correct w ord usage and variance in sentence patterns.
Continued
September 2014
8
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment
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d ifferentiate betw een the active and passive voice and know how to use them both
use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (irregular verbs and active and passive voice);
(ii) non-count nouns (e.g., rice, paper);
(iii) pred icate adjectives (She is intelligent.) and their com parative and superlative form s (e.g., m any, m ore, m ost);
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore, ind eed);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) ind efinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if);
(viii) transitional w ord s and phrases that d em on strate an und erstand ing of the function of the transition related to the
organization of the w riting (e.g., on the contrary, in ad dition to)
 use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (irregular verbs and active voice);
(ii) collective nouns (e.g., class, public);
(iii) adjectives (e.g., d escriptive, includ ing origins: French w ind ow s, Am erican cars) and their com parative and superlative
form s (e.g., good , better, best);
(iv) ad verbs (e.g., frequency: usually, som etimes; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) ind efinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if); and
(viii) transitional w ord s (e.g., also, therefore)
 use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (irregular verbs);
(ii) nouns (singular/ plural, com m on/ proper);
(iii) adjectives (e.g., d escriptive, includ ing purpose: sleeping bag, frying pan) and their com parative and superlative form s
(e.g., fast, faster, fastest);
(iv) ad verbs (e.g., frequency: usually, som etimes; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) reflexive pronouns (e.g., m yself, ourselves);
(vii) correlative conjunctions (e.g., either/ or, neither/ nor); and
(viii) use tim e-ord er transition w ord s and transitions that ind icate a conclusion
 use com plete sim ple and com pound sentences w ith correct subject-verb agreem ent
 use the com plete subject and the com plete pred icate in a sentence
Continued
September 2014
9
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment
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use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (past, present, and future);
(ii) nouns (singular/ plural, com m on/ proper);
(iii) adjectives (e.g., d escriptive: w ood en, rectangular; lim iting: this, that; articles: a, an, the);
(iv) ad verbs (e.g., tim e: before, next; m anner: carefully, beautifully);
(v) prepositions and prepositional phrases;
(vi) possessive pronouns (e.g., his, hers, their s);
(vii) coord inating conjunctions (e.g., and , or, but); and
(viii) tim e-ord er transition w ord s and transitions that ind icate a conclusion
d istinguish am ong d eclarative and interrogative sentences
use com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(i) verbs (past, present, and future);
(ii) nouns (singular/ plural, com m on/ proper);
(iii) adjectives (e.g., d escriptive: old , w ond erful; articles: a , an, the);
(iv) ad verbs (e.g., tim e: before, next; m anner: carefully, beautifully);
(v) prepositions and prepositional phrases;
(vi) pronouns (e.g., he, him ); and
(vii) tim e-ord er transition w ord s
ask questions w ith appropriate subject-verb inversion
speak in com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(i) verbs (past, present, and future);
(ii) nouns (singular/ plural, com m on/ proper);
(iii) adjectives (e.g., d escriptive: green, tall);
(iv) ad verbs (e.g., tim e: before, next);
(v) prepositions and prepositional phrases;
(vi) pronouns (e.g., I, m e); and
(vii) tim e-ord er transition w ord s
use com plete sim ple sentences
speak in com plete sentences to com m unicate
September 2014
10
Continued
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.19
Prerequisite Skills/Links to TEKS Vertical Alignment

und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking (w ith ad ult assistance):
(i) past and future tenses w hen speaking;
(ii) nouns (singular/ plural);
(iii) d escriptive w ord s;
(iv) prepositions and sim ple prepositional phrases appropriately w hen speaking or w riting (e.g., in, on, und er, over); and
(v) pronouns (e.g., I, m e)
Concepts about print skills
 use som e appropriate w riting conventions w hen w riting or giving dictation
Sentences and structure skills
 com bine sentences that give lots of d etail, sticks to the topic, and clearly com m unicates intend ed meaning
 com bine m ore than one id ea using com plex sentences
 use sentences w ith m ore than one phrase
 use regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject -verb agreem ent
 use com plete sentences of four or m ore w ord s and gram m atical com plexity usually w ith subject, verb, and object ord er
Vocabulary skills
 use category labels to und erstand how the w ord s/ objects relate to each other
 use a w id e variety of w ord s to label and d escribe people, places, things, and actions
N OTE: Und er each heading the prerequisite skills are arr anged from the highest grad e level to the low est grad e level.
September 2014
11
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(7.20) [Oral and] Written Conventions/Handw riting, Capitalization,
and Punctuation. Stud ents w rite legibly and use appropriate
capitalization and punctuation conventions in their com positions. The
stud ent is expected to
(A) use conventions of capitalization; Read iness Standard
(B) recognize and use punctuation m arks Readiness Stand ard
includ ing:
(i) com m as after introd uctory w ord s, phrases, and clauses;
Supporting Stand ard
(ii) sem icolons, colons, and hyphens. Supporting Stand ard
7.20
Ed its text for correct capitalization and punctuation.
Prerequisite Skills/Links to TEKS Vertical Alignment
Capitalization
 use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
 use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
 use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
(iii) official titles of people
 use capitalization for:
(i) proper nouns;
(ii) m onths and d ays of the w eek; and
(iii) the salutation and closing of a letter
 recognize and use basic capitalization for:
(i) the beginning of sentences;
(ii) the pronoun "I"; and
September 2014
Continued
12
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.20
Prerequisite Skills/Links to TEKS Vertical Alignment
(iii) nam es of people
 capitalize the first letter in a sentence
Punctuation
 recognize and use punctuation m arks includ ing:
(i) com m as in com poun d sentences;
(ii) proper punctuation and spacing for quotations; and
(iii) parentheses, brackets, and ellipses (to ind icate om issions and interruptions or incom plete statem ents)
 recognize and use punctuation m arks includ ing:
(i) com m as in com pound sentences; and
(ii) proper punctuation and spacing for quotations
 recognize and use punctuation m arks includ ing:
(i) com m as in com pound sentences; and
(ii) quotation marks
 recognize and use punctuation m arks includ ing:
(i) apostrophes in contractions and possessives; and
(ii) com m as in series and d ates
 recognize and use punctuation m arks, includ ing:
(i) end ing punctuation in sentences;
(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
 recognize and use punctuation m arks at the end of d eclarative, exclam atory, and interrogative sentences
 use punctuation at the end of a sentence
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
Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
STAAR Reporting Category 3—Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(7.21) [Oral and] Written Conventions/Spelling. Stud ents spell
correctly. Stud ents are expected to spell correctly, includ ing using
various resources to d eterm ine and check correct spellings. The stud ent
is expected to
(A) spell correctly, includ ing using various resources to d eterm ine
and check correct spellings. Read iness Stand ard
7.21
Ed its spelling using various resources.
Prerequisite Skills/Links to TEKS Vertical Alignment
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know how to use the spell-check function in w ord processing w hile und erstand ing its limitations
d ifferentiate betw een com m only confused term s (e.g., its, it's; affect, effect)
spell w ord s w ith:
(i) Greek Roots (e.g., tele, photo, graph, m eter);
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, d ict);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism , -ist); and
(iv) Latin d erived suffixes (e.g., -able, -ible; -ance, -ence)
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant changes (e.g.,/ t/ to/ sh/ in select, selection;/ k/ to/ sh/ in music, m usician);
(ii) vow el changes (e.g., long to short in crim e, crim inal; long to schw a in define, d efinition; short to schw a in legality, legal); and
(iii) silent and sound ed consonants (e.g., haste, hasten; sign, signal; cond em n, cond emnation)
use spelling patterns and rules and p rint and electronic resources to d eterm ine and check correct spellings
spell com m only used hom ophones (e.g., there, they're, their; tw o, too, to)
spell base w ord s and roots w ith affixes (e.g., -ion, -m ent, -ly, d is-, pre-)
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) plural rules (e.g., w ord s end ing in f as in leaf, leaves; ad d ing -es);
(ii) irregular plurals (e.g., m an/ men, foot/ feet, child / child ren);
(iii) d ouble consonants in m id d le of w ord s;
(iv) other w ays to spell sh (e.g., -sion, -tion, -cian); and
(v) silent letters (e.g., knee, w ring)
use print and electronic resources to find and check correct spellings
spell com plex contractions (e.g., should 've, w on't)
Continued
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Writing
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 7
7.21
Prerequisite Skills/Links to TEKS Vertical Alignment
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spell single syllable homophones (e.g., bear/ bare; w eek/ w eak; road/ rod e)
spell w ord s w ith com m on syllable constructions (e.g., closed , open, final stable syllable)
spell high-frequency and com pound w ord s from a com m only used list
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant d oubling w hen ad d ing an ending;
(ii) d ropping final "e" w hen end ings are ad d ed (e.g., -ing, -ed);
(iii) changing y to i before ad d ing an end ing;
(iv) d ouble consonants in m id d le of w ord s;
(v) com plex consonants (e.g., scr-, -d ge, -tch); and
(vi) abstract vow els (e.g., ou as in could , touch, through, bought)
 use know led ge of letter sound s, w ord parts, w ord segm entation, and syllabication to spell
 spell sim ple contractions (e.g., isn't, aren't, can't)
 spell base w ord s w ith inflectional end ings (e.g., -ing and -ed)
 spell w ord s w ith com m on orthographic patterns and rules:
(i) com plex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vow els;
(iii) long vow els (e.g., VCe-hope); and
(iv) vow el d igraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou -out, ow -cow , oi-coil, oy-toy)
 use phonological know led ge to m atch sound s to letters to construct unknow n w ord s
 use resources to find correct spellings
 spell high-frequency w ord s from a com m only used list
 spell base w ord s w ith inflectional end ings (e.g., ad d ing "s" to make w ord s plurals)
 use letter-sound patterns to spell:
(i) consonant-vow el-consonant (CVC) w ord s;
(ii) consonant-vow el-consonant-silent e (CVCe) w ord s (e.g., "h ope"); and
(iii) one-syllable w ord s w ith consonant blend s (e.g., "d rop")
 use phonological know led ge to m atch sound s to letters to construct know n w ord s
 w rite one's ow n nam e
 use letter-sound correspond ences to spell consonant-vow el-consonant (CVC) w ord s (e.g., "cut")
 use phonological know led ge to m atch sound s to letters
Independently conveys meaning skills
 w rite ow n nam e (first nam e or frequent nicknam e), not necessarily w ith full correct spelling or w ell -form ed letters
Speech production skills
 perceive d ifferences betw een sim ilar sound ing w ord s
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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