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TEKS Curriculum Framework for STAAR Alternate 2
English II
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
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2| English II
STAAR Reporting Category 1 – Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (1) Reading/Vocabulary D evelopment. Stud ents und erstand
new vocabulary and use it w hen read ing and w riting. The stud ent is
expected to
(A) d eterm ine the m eaning of grad e-level technical acad em ic
English w ord s in m ultiple content areas (e.g., science, m athem atics,
social stud ies, the arts) derived from Latin, Greek, or other
linguistic roots and affixes; Supporting Stand ard
(B) analyze textual context (w ithin a sentence and in larger sections
of text) to distinguish betw een denotative and connotative
m eanings of w ord s; Read iness Stand ard
(C) infer w ord m eaning through the id entification and analysis of
analogies and other w ord relationships; Supporting Stand ard
(D) show the relationship betw een the origins and meaning of
foreign w ord s or phrases used frequently in w ritten English and
historical events or d evelopm ents (e.g., glasnost, avant-garde, coup
d’état); Supporting Standard
(E) use a d ictionary, a glossary, or a thesaurus (printed or
electronic) to d eterm ine or confirm the meanings of w ord s and
phrases, includ ing their connotations and d enotations, and their
etym ology. Read iness Stand ard
Eng II (1)
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Uses a variety of strategies and reference m aterials to confirm
w ord m eanings w hen read ing.
Prerequisite Skills/Links to TEKS Vertical Alignment
d eterm ine the m eaning of grad e-level technical acad em ic English w ord s in m ultiple content areas (e.g., science, mathem atics, social
stud ies, the arts) d erived from Latin, Greek, or other linguistic roots and affixes
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine or confirm the m eanings of w ord s and phrases,
includ ing their connotations and d enotations, and their etym ology
analyze textual context (w ithin a sentence and in larger sections of text) to d istinguish betw een the d enotative and connotative
m eanings of w ord s
d escribe the origins and m eanings of foreign w ord s or phrases used frequently in w ritten English (e.g., caveat emptor, carte blanche,
tete a tete, pas de deux, bon appetit, quid pro quo)
prod uce analogies that describe a function of an object or its d escription
Continued
September 2014
1
English Language Arts and Reading
Eng II (1)
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TEKS Curriculum Framework for STAAR Alternate 2| English II
Prerequisite Skills/Links to TEKS Vertical Alignment
id entify com m on w ord s or w ord parts from other languages that are used in w ritten English (e.g., phenom enon, charism a, chorus ,
passé, flora, fauna)
com plete analogies that d escribe a function or its d escription (e.g., pen: paper as chalk: ______ or soft: kitten as hard : ______)
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of un fam iliar or am biguous w ord s
or w ord s w ith novel m eanings
id entify the m eaning of foreign w ord s com m only used in w ritten English w ith em phasis on Latin and Greek w ord s (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
com plete analogies that d escribe part to w hole or w hole to part
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of u nfam iliar or am biguous w ord s
explain the m eaning of foreign w ord s and phrases com m only used in w ritten English (e.g ., RSV P, que sera sera)
com plete analogies that d escribe part to w hole or w hole to part (e.g., ink: pen as page: ____ or pen: ink as book: _____)
use context (e.g., cause and effect or com pare and contrast organizational text structures) to d eterm ine or clarify the m eaning of
unfam iliar or m ultiple meaning w ord s
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine the m eanings, syllabication, pronunciations , alternate
w ord choices, and parts of speech of w ord s
id entify and explain the m eaning of com m on id iom s, ad ages, and other sayings
prod uce analogies w ith know n antonyms and synonym s
use context (e.g., in-sentence restatem ent) to d eterm ine or clarify the meaning of unfamiliar or m ultiple m eaning w ord s
d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pr onunciation of unknow n w ord s
id entify the m eaning of com m on id iom s
com plete analogies using know led ge of antonyms and synonym s (e.g., boy: girl as m ale:____ or girl: w om an as boy:_____)
use the context of the sentence (e.g., in -sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w or d s or multiple
m eaning w ord s
alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication , and
pronunciation of unknow n w ord s
id entify and apply playful uses of language (e.g., tongue tw isters, palind rom es, rid d les)
id entify and use antonym s, synonym s, hom ographs, and hom ophones
use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m eaning w ord s and homographs
id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
id entify and use com m on w ord s that are opposite (antonym s) or similar (synonyms) in m eaning
Continued
September 2014
2
English Language Arts and Reading
Eng II (1)
TEKS Curriculum Framework for STAAR Alternate 2| English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 use context to d etermine the relevant meaning of unfam iliar w or d s or m ultiple-m eaning w ord s
 use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g ., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
 d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com po nent w ord s (e.g., lunchtim e)
 id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
 use a picture d ictionary to find w ord s
 id entify and sort pictures of objects into conceptual categories (e.g ., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills
 attem pt to use new vocabulary and gram mar in speech (ELL)
 use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills
 increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
 use a large speaking vocabulary, ad d ing several new w ord s d aily
 d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
 d em onstrate und erstand ing of term s used in the instructional language of the classroom
Reading/beginning reading skills/phonics*
W orking with W ords
 id entify and read contractions (e.g., I'd , w on't)
 id entify and read at least 300 high -frequency w ord s from a com m only used list
 id entify and read contraction s (e.g., haven't, it's)
 id entify and read abbreviations (e.g., Mr., Ave.)
 read w ord s w ith com m on prefixes (e.g., un -, dis-) and suffixes (e.g., -ly, -less, -ful)
 id entify and read at least 100 high -frequency w ord s from a com m only used list
 id entify and read contractions (e.g., isn't, can't)
 use know led ge of the m eaning of base w ord s to id entify and read com m on com pound w ord s (e.g., fo otball, popcorn, dayd ream )
 read base w ord s w ith inflectional end ings (e.g., plu rals, past tenses)
 id entify and read at least 25 high -frequency w ords from a com m only used list
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
3
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2| English II
STAAR Reporting Category 1 – Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (2) Reading/Comprehension of Literary Text/Theme and
Genre. Stud ents analyze, m ake inferences and d raw conclusions about
them e and genre in d ifferent cultural, historical, and contem porary
contexts and provid e evid ence from the text to support their
und erstanding. The student is expected to
(A) com pare and contrast d ifferences in similar them es expressed
in d ifferent tim e period s. Supporting Stand ard
Eng II (2)
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Com pares them es across texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
relate the figurative language of a literary w ork to its historical and cultural setting
analyze the influence of m ythic, classical and trad itional literature on 20th and 21st century literature
analyze how the genre of texts w ith sim ilar them es shapes meaning
explain how the values and beliefs of particular characters are affected by the his torical and cultural setting of the literary w ork
com pare and contrast the sim ilarities and differences in m ythologies from various cultures (e.g., id eas of afterlife, roles a nd
characteristics of d eities, purposes of m yths)
analyze literary w orks that share sim ilar them es across cultures
analyze how place and tim e influence the them e or m essage of a literary w ork
d escribe conventions in m yths and epic tales (e.g., extend ed sim ile, the quest, the h ero's tasks, circle stories)
d escribe m ultiple them es in a w ork of fiction
com pare and contrast the historical and cultural settings of tw o literary w orks
analyze the function of stylistic elem ents (e.g., m agic helper, rule of three) in trad itional and classical lite rature from various cultures
infer the im plicit them e of a w ork of fiction, d istinguishing theme from the topic
explain the effect of a historical event or m ovement on the t hem e of a w ork of literature
d escribe the phenom ena explained in origin m yths from various cultures
com pare and contrast the them es or m oral lessons of several w orks of fiction from various cultures
com pare and contrast the ad ventures or exploits of characters (e.g., the trickster) in trad itio nal and classical literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
com pare and contrast the settings in m yths and trad itional folktales
paraphrase the them es and supporting d etails of fables, legend s, m yths, or stories
Continued
September 2014
4
English Language Arts and Reading
Eng II (2)
TEKS Curriculum Framework for STAAR Alternate 2| English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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com p are d ifferent versions of the sam e story in trad itional and contem porary folktales w ith respect to their characters, settings ,
and plot
 id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
 explain the function of recurring ph rases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad itional folk - and
fairy tales
 connect the m eaning of a w ell-know n story or fable to personal experiences
 recognize recurring phrases and characters in trad itional fairy tales, lullabies, and folktales from various cultures
 recognize sensory d etails
 d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
 id entify elem ents of a story including setting, character, and key events
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orl d
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraph rase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
Continued
September 2014
5
English Language Arts and Reading
Eng II (2)
TEKS Curriculum Framework for STAAR Alternate 2| English II
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, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
use inform ation learned from books by d escribing, relating, categoriz ing, or com paring and contrasting
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and sup port answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection
and by asking questions related to the content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and supporting id eas
 sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
Continued
September 2014
6
English Language Arts and Reading
Eng II (2)
TEKS Curriculum Framework for STAAR Alternate 2| English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w or d choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and
perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultip le action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
7
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 1 – Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (9) Reading/Comprehension of Informational
Text/Expository Text. Stud ents analyze, m ake inferences and d raw
conclusions about expository text and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(D) synthesize and make logical connections betw een id eas and
d etails in several texts selected to reflect a range of view points on
the sam e topic and support those findings w ith textual evid ence.
Supporting Stand ard
Uses text evid ence to d raw conclusions from inform ational text s.
Eng II (9)
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Prerequisite Skills/Links to TEKS Vertical Alignment
synthesize and make logical connections betw een id eas and d etails in several texts selected to reflect a range of view points on the
sam e topic and support those findings w ith textual evid ence
d ifferentiate betw een opinions that are substantiated and unsubstantiated in the text
sum m arize text and d istinguish betw een a sum mary that captures the main id eas and elem ents of a text and a critique that take s a
position and expresses an opinion
m ake subtle inferences and d raw com plex conclusions about the id eas in text and their organizational patterns
d istinguish factual claims from com m onplace assertions and opinions and evaluate inferen ces from their logic in text
sum m arize the m ain id eas, supporting d etails, and relationships am ong ideas in text succinctly in w ays that m ainta in m eaning and
logical ord er
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or d if ferent
genres, and support those find ings w ith textual evid ence
use d ifferent organizational patterns as guid es for sum m arizing and form ing an overview of d ifferent kind s of expository text
d istinguish factual claims from com m onplace assertions and opinions
evalu ate a sum m ary of the original text for accuracy of the m ain id eas, supporting d etails, and overall m eaning
explain how different organizational patterns (e.g., proposition -and -support, problem -and -solution) d evelop the m ain id ea and the
author's view point
explain w hether facts includ ed in an argum ent are used for or against an issue
sum m arize the m ain id eas and supporting d etails in text, dem onstrating an und erstand ing that a sum m ary d oes not
includ e opinions
Continued
September 2014
8
English Language Arts and Reading
Eng II (9)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or
d ifferent genres
use m ultiple text features and graphics to gain an overview of the contents of te xt and to locate inform ation
analyze how the organizational pattern of a text (e.g., cause-and-effect, com pare-and-contrast, sequential ord er, logical ord er,
classification schem es) influences the relationships am ong the id eas
d eterm ine the facts in text and verify them through established m ethod s
sum m arize the m ain id eas and supporting d etails in a text in w ays that mainta in m eaning and logical ord er
use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sentences) to gain an overview of the conten ts of text and to
locate inform ation
d escribe explicit and im plicit relationships am ong id eas in texts organized by cause -and-effect, sequence, or com parison
d istinguish fact from opinion in a text and explain how to verify w hat is a fact
sum m arize the m ain id ea and supporting d etails in text in w ays that m aintain m eaning
use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred ictions abou t
contents of text
id entify explicit cause and effect relationships among id eas in texts
d raw conclusions from the facts presented in text and support those assertions w ith textual evid ence
id entify the d etails or facts that support the m ain id ea
use text features (e.g., table of contents, index, head ings) to locate specific inform ation in text
d escribe the ord er of events or id eas in a text
locate the facts that are clearly stated in a text
id entify the m ain id ea in a text and distinguish it from the topic
use text features (e.g., title, tables of contents, illustrations) to locate specific inform ation in text
retell the ord er of events in a text by referring to th e w ord s and/ or illustrations
id entify im portant facts or d etails in text, heard or read
restate the m ain id ea, heard or read
use titles and illu strations to m ake pred ictions about text
d iscuss the w ays authors group inform ation in text
retell im portant facts in a text, heard or read
id entify the topic and d etails in expository text heard or read , referring to the w ord s and/ or illustrations
Continued
September 2014
9
English Language Arts and Reading
Eng II (9)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to su pport und erstanding
 reflect on und erstanding to m onitor com prehen sion (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish pu rposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., u sing 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)
Continued
September 2014
10
English Language Arts and Reading
Eng II (9)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions abou t the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
11
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 1 – Understanding and Analysis Across Genres: The student will demonstrate the ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (19) Reading/Comprehension Skills. Stud ents use a flexible
range of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an author’s m essage. The stud ent is expected to
(B) m ake com plex inferences about text and use textual evid ence to
support und erstand ing. Read iness Stand ard
Eng II (19)
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Uses text evid ence to d em onstrate com prehension across genres.
Prerequisite Skills/Links to TEKS Vertical Alignment
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon 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
12
English Language Arts and Reading
Eng II (19)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 iscu ss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act ou t im portant events in stories
m ake inferences based on the cover, title, illu strations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined event s, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m 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.
September 2014
13
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (2) Reading/Comprehension of Literary Text/Theme and
Genre. Stud ents analyze, m ake inferences and d raw conclusions about
them e and genre in d ifferent cultural, historical, and contem porary
contexts and provid e evid ence from the text to support their
und erstanding. The student is expected to
(B) analyze archetypes (e.g., journey of a hero, tragic flaw ) in
m ythic, trad itional and classical literature; Supporting Stand ard
(C) relate the figurative language of a literary w ork to its historical
and cultural setting. Supporting Stand ard
Eng II (2)
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Id entifies the im pact of setting on the them e.
Prerequisite Skills/Links to TEKS Vertical Alignment
relate the figurative language of a literary w ork to its historical and cultural setting
analyze the influence of m ythic, classical and trad itional liter ature on 20th and 21st century literature
analyze how the genre of texts w ith sim ilar them es shapes meaning
explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary w ork
com pare and contrast the sim ilarities and differences in m ythologies from various cultures (e.g., id eas of afterlife, roles and
characteristics of d eities, purposes of m yths)
analyze literary w orks that share sim ilar them es across cultures
analyze how place and tim e influence the them e or m essage of a literary w ork
d escribe conventions in m yths and epic tales (e.g., extend ed sim ile, the quest, the h ero's tasks, circle stories)
d escribe m ultiple them es in a w ork of fiction
com pare and contrast the historical and cultural settings of tw o literary w orks
analyze the function of stylistic elem ents (e.g., m agic helper, rule of three) in trad itional and classical lit erature from various cultures
infer the im plicit them e of a w ork of fiction, d isting uishing theme from the topic
explain the effect of a historical event or m ovement on the t hem e of a w ork of literature
d escribe the phenom ena explained in origin m yths from various cultures
com pare and contrast the them es or m oral lessons of several w orks of fiction from various cultures
com pare and contrast the ad ventures or exploits of characters (e.g., the trickster) in trad itional and classical literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
Continued
September 2014
14
English Language Arts and Reading
Eng II (2)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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com pare and contrast the settings in m yths and trad itional folktales
paraphrase the them es and supporting d etails of fables, legend s, m yths, or stories
com pare d ifferent versions of the sam e story in trad itional and cont em porary folktales w ith respect to their characters, settings,
and plot
 id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
 explain the function of recurring phrases (e.g., "Once upon a tim e" or "They lived happily ever afte r") in trad itional folk- and
fairy tales
 connect the m eaning of a w ell-know n story or fable to personal experiences
 recognize recurring phrases and characters in trad itional fairy tales, lullabies, and fol ktales from various cultures
 recognize sensory d etails
 d iscuss the big id ea (them e) of a w ell-know n folktale or fable and connect it to personal experience
 id entify elem ents of a story including settin g, character, and key events
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, a nd com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to the content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and support ing id eas
 sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effective ness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or sol ve problem s
 listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m ents about the evid ence that sup ports a speaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker 's pu rpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask quest ions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
Continued
September 2014
15
English Language Arts and Reading
Eng II (2)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
September 2014
16
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (3) Reading/Comprehension of Literary Text/Poetry.
Stud ents und erstand , m ake inferences and d raw conclusions about the
structure and elem ents of poetry and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) analyze the structure or prosod y (e.g., m eter, rhym e scheme)
and graphic elem ents (e.g., line length, punctuation, w ord position)
in poetry. Supporting Stand ard
Eng II (3)
Uses text evid ence to identify structure and elem ents in poetry.
Prerequisite Skills/Links to TEKS Vertical Alignment
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analyze the effects of d iction and im agery (e.g., controlling im ages, figurative language, und erstatem ent, overstatem ent, i rony,
parad ox) in poetry
 com pare and contrast the relationship betw een the purpose and characteristics of d ifferent poetic form s (e.g., epic poetry,
lyric poetry)
 analyze the im portance of graphical elem ents (e.g., capital letters, line length, w ord positi on) on the m eaning of a poem
 explain how figurative language (e.g., personification, m etaphors, sim iles, hyperbole) contribu tes to the m eaning of a poem
 analyze how poets use sound effects (e.g., alliteration, internal rhym e, onom atopoeia, rhym e scheme) t o reinforce m eaning in poem s
 explain how the structural elem ents of poetry (e.g., rhym e, m eter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)
 d escribe the characteristics of various form s of poetry and how they create im agery (e.g., narrative poetry, lyrical poetry, hum orous
poetry, free verse)
 d escribe how rhym e, rhythm , and repetition interact to create im ages in poetry
 respond to and use rhythm , rhym e, and alliteration in poetry
 respond to rhythm and rhym e in poetry through id entifying a regular beat and similarities in w ord sound s
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
Continued
September 2014
17
English Language Arts and Reading
Eng II (3)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across text s
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays th at m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act ou t im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined event s, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
Continued
September 2014
18
English Language Arts and Reading
Eng II (3)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/phonological aw areness*
Phonological A wareness at the W ord Level
 segm ent spoken one-syllable w ord s of three to five phonemes in to ind ividual phonem es (e.g., splat =/ s/ p/ l/ a/ t/ )
 isolate initial, m ed ial, and final sound s in one-syllable spoken w ord s
 blend spoken phonem es to form one- and tw o-syllable w ord s, includ ing consonant blend s (e.g., spr)
 recognize the change in a spoken w ord w hen a specified phonem e is ad ded , changed , or rem oved (e.g.,/ b/ l/ o/ w / to/ g/ l/ o/ w / )
 d istinguish betw een long- and short-vow el sound s in spoken one-syllable w ord s (e.g., bit/ bite)
 orally generate a series of original rhym ing w ords using a variety of p honogram s (e.g., -ake, -ant, -ain) and consonant blend s (e.g.,
bl, st, tr)
 segm ent spoken one-syllable w ord s into tw o to three phonem es (e.g., d og:/ d / …/ o/ …/ g/ )
 isolate the initial sound in one-syllable spoken w ord s
 blend spoken phonem es to form one-syllable w ord s (e.g.,/ m / …/ a/ …/ n/ says m an)
 blend spoken onsets and rim es to form sim ple w ord s (e.g., onset/ c/ and rim e/ at/ make cat)
 recognize spoken alliteration or groups of w ord s that begin w ith the same spoken onset or initial sound (e.g., "baby boy
bounces the ball")
 d istinguish orally presented rhym ing pairs of w ord s from non -rhym ing pairs
 orally generate rhym es in response to spoken w ord s (e.g., "What rhym es w ith hat?")
 id entify syllables in spoken w ord s
 id entify a sentence m ad e up of a group of w ord s
Phonological aw areness skills*
 recognize and blend tw o phonem es into real w ord s w ith pictorial support
 com bine onset and rim e to form familiar one-syllable w ord s w ithout pictorial support
 com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one-syllable w ord w ith pictorial support
 prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
 prod uce a w ord that rhym es w ith a given w ord
Continued
September 2014
19
English Language Arts and Reading
Eng II (3)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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
20
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (4) Reading/Comprehension of Literary Text/D rama.
Stud ents und erstand , m ake inferences and d raw conclusions about the
structure and elem ents of d ram a and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) analyze how archetypes and m otifs in d ram a affect the plot of
plays. Supporting Standard
Eng II (4)
Uses text evid ence to identify how structure enhances d ram atic
texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain how d ramatic conventions (e.g., m onologues, soliloquies, d ram atic iron y) enhance d ram atic text
 analyze how d ifferent playw rights characterize their protagonists and antagonists through the dialogu e and staging of their plays
 explain a playw right's use of d ialogue and stage direct ions
 explain the sim ilarities and d ifferences in the setting, characters, and plot of a play and those in a film ba sed upon the same story line
 analyze the sim ilarities and d ifferences betw een an original text and its d ram atic adaptation
 d escribe the stru ctural elem ents particular to d ram atic literature
 explain the elem ents of plot and character as presented through d ialogue in scripts that are read , v iew ed , w ritten, or perform ed
 id entify the elem ents of d ialogue and use them in inform al plays
D ramatic expression skills
 create or recreate stories, m ood s, or experiences through d ram atic representations
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to su pport und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author an alysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
Continued
September 2014
21
English Language Arts and Reading
Eng II (4)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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

sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other text s and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking correction s and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Continued
September 2014
22
English Language Arts and Reading
Eng II (4)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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 contr asting
 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
23
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (5) Reading/Comprehension of Literary Text/Fiction.
Stud ents und erstand , m ake inferences and d raw conclusions about the
structure and elem ents of fiction and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) analyze isolated scenes and their contribution to the success of
the plot as a w hole in a variety of w orks of fiction; Read iness
Stand ard
(B) analyze d ifferences in the characters' m oral d ilemm as in w orks
of fiction across different countries or cultures; Supporting
Stand ard
(C) evaluate the connection betw een form s of narration (e.g.,
unreliable, omniscient) and tone in w orks of fiction. Supporting
Stand ard
Eng II (5)
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Uses text evid ence to identify the elem ents of fiction in
literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
d em onstrate fam iliarity w ith w orks by authors from non -English-speaking literary trad itions w ith em phasis on classical literature
analyze the w ay in w hich a w ork of fiction is shaped by the narrator's point of view
analyze how authors d evelop com plex yet believable characters in w orks of fiction through a range of literary d evices, i nclud ing
character foils
analyze non-linear plot developm ent (e.g., flashbacks, foreshad ow ing, sub-plots, parallel plot structures) and com pare it to linear
plot d evelopm ent
analyze d ifferent form s of point of view , includ ing lim ited versus om niscient, subjective versus objective
analyze how the central characters' qualities influence the them e of a fictional w ork and resolu tion of the central conflict
analyze linear plot developm ents (e.g., conflict, rising action, falling action, resolution, subplots) to d eterm ine w hether a nd how
conflicts are resolved
analyze d ifferent form s of point of view , includ ing first -person, third -person om niscient, and third -person lim ited
analyze the d evelopm ent of the plot through the internal and external responses of the characters, includ ing their m otivation s
and conflicts
explain the influence of the setting on plot d evelopm ent
d escribe d ifferent form s of point-of-view , includ ing first- and third -person
Continued
September 2014
24
English Language Arts and Reading
Eng II (5)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment


recognize dialect and conversational voice and explain how authors use d ialect to convey character
sum m arize the elem ents of plot d evelopm ent (e.g., rising action, turning point, clim ax, falling action, d enouem ent) in various
w orks of fiction
 explain different form s of third -person points of view in stories
 explain the roles and functions of characters in various plots, includ ing their relationships and conflicts
 d escribe incid ents that ad vance the story or novel, explaining how each incid ent gives rise to or foreshad ow s future events
 id entify w hether the narrator or speaker of a story is first or third person
 d escribe the interaction of characters includ ing their relationships an d the changes they und ergo
 sequence and sum m arize the plot's m ain events and explain their influence on future events
 d escribe m ain characters in w orks of fiction, includ ing their traits , m otivations, and feelings
 d escribe sim ilarities and d ifferences in the plots and settings of several w orks by the sam e aut hor
 d escribe characters in a story and the reasons for their actions and feelings
 d escribe the plot (problem and solution) and retell a story's beginning, mid d le, and end w ith attenti on to the sequence of events
 d escribe characters in a story and th e reasons for their actions
 retell a m ain event from a story read aloud
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to su pport und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, pers onal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
Continued
September 2014
25
English Language Arts and Reading
Eng II (5)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon conten t to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustr ations, and plot
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ic tions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and oth er texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking cor rections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
26
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (6) Reading/Comprehension of Literary Text/Literary
N onfiction. Stud ents und erstand , m ake inferences and d raw
conclusions about the varied structural patterns and features of literary
nonfiction and provid e evid ence from text to supp ort their
und erstanding. The student is expected to
(A) evaluate the role of syntax and d iction and the effect of voice,
tone, and im agery on a speech, literary essay, or other form s of
literary nonfiction. Supporting Stand ard
Eng II (6)
Recognizes the author’s use of language in literary nonfiction.
Prerequisite Skills/Links to TEKS Vertical Alignment

analyze how literary essays interw eave personal exam ples and id eas w ith factual inform ation to explain, present a perspective, or
d escribe a situation or event
 analyze passages in w ell-know n speeches for the author's use of literary devices and w ord and phrase choice (e.g., aphorism s,
epigraphs) to appeal to the aud ience
 d escribe the structural and substantive d ifferences betw een an autobiography or a d iary and a fictional ad aptation of it
 id entify the literary language and d evices used in m em oirs and personal narratives and com pare their characteristics w i th those of
an autobiography
 id entify the literary language and d evices used in biographies and autobiographies, includ ing how authors present major events in a
person's life
 id entify sim ilarities and d ifferences betw een the events and characters' experiences in a fictional w ork and the actual event s and
experiences d escribed in an author's biography or autobiography
 explain the d ifference in point of view betw een a biography and autobiography
 d istinguish betw een fiction and nonfiction
 d eterm ine w hether a story is true or a fantasy and explain w hy
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to su pport und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
Continued
September 2014
27
English Language Arts and Reading
Eng II (6)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment




m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eanin g and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining m eaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion alou d ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon con tent to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory imag es, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustr ations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred iction s
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
Continued
September 2014
28
English Language Arts and Reading
Eng II (6)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 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
29
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (7) Reading/Comprehension of Literary Text/Sensory
Language. Stud ents understand , 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) explain the function of sym bolism , allegory, and allusions in
literary w orks. Supporting Stand ard
Eng II (7)
Recognizes the im pact and m eaning of figurative and sensory
language in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
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

explain the role of irony, sarcasm , an d parad ox in literary w orks
explain the effect of sim iles and extend ed m etaphors in literary text
d eterm ine the figurative m eaning of phrases and analyze how an author's use of language creates im agery, appeals to t he senses,
and suggests m ood
 explain how authors create m eaning through stylistic elem ents and figurative language em phasizing the use of personificat ion,
hyperbole, and refrains
 evaluate the im pact of sensory d etails, im agery, and figurative language in literary text
 id entify the author's u se of sim iles and m etaphors to prod uce im agery
 id entify language that creates a graphic visual experience and appeals to the senses
 recognize that som e w ord s and phrases have literal and non -literal meanings (e.g., take steps)
 recognize sensory d etails in literary text
Reading/vocabulary development*
 d eterm ine the m eaning of grad e-level technical acad em ic English w ord s in m ultiple content areas (e.g., science, mathem atics, social
stud ies, the arts) d erived from Latin, Greek, or other linguistic roots an d affixes
 use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine or confirm the m eanings of w ord s and phrase s,
includ ing their connotations and d enotations, and their etym ology
 analyze textual context (w ithin a sentence and in larger sections of text) to d istinguish betw een the d enotative and connotative
m eanings of w ord s
 d escribe the origins and m eanings of foreign w ord s or phrases used frequently in w ritten English (e.g., caveat emptor, carte blanche,
tete a tete, pas de deux, bon appetit, quid pro quo)
 prod uce analogies that describe a function of an object or its d escription
Continued
September 2014
30
English Language Arts and Reading
Eng II (7)
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
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
id entify com m on w ord s or w ord parts from other languages that are used in w ritten English (e.g., phenom enon, charism a, chorus,
passé, flora, fauna)
com plete analogies that d escribe a function or its d escription (e.g., pen: paper as chalk: ______ or soft: kitten as hard : ______)
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of unfam iliar or am biguous w ord s
or w ord s w ith novel m eanings
id entify the m eaning of foreign w ord s com m only used in w ritten English w ith em phasis on Latin and Greek w ord s (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
com plete analogies that d escribe part to w hole or w hole to part
use context (w ithin a sentence and in larger sections of text) to d etermine or clarify the m eaning of unf am iliar or am biguous w ord s
explain the m eaning of foreign w ord s and phrases com m only used in w ritten English (e.g., RSV P, que sera sera)
com plete analogies that d escribe part to w hole or w hole to part (e.g., ink: pen as page: ____ or pen: ink as book: _____)
use context (e.g., cause and effect or com pare and contrast organizational text structures) to d eterm ine or clarify the m eaning of
unfam iliar or m ultiple meaning w ord s
use a d ictionary, a glossary, or a thesaurus (printed or electronic) to d eterm ine the m eanings, syllabication, pronunciations , alternate
w ord choices, and parts of speech of w ord s
id entify and explain the m eaning of com m on id iom s, ad ages, and other sayings
prod uce analogies w ith know n antonyms and synonym s
use context (e.g., in-sentence restatem ent) to d eterm ine or clarify the meaning of unfamilia r or m ultiple m eaning w ord s
use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pron unciation of unknow n w ord s
id entify the m eaning of com m on id iom s
com plete analogies using know led ge of antonyms and synonym s (e.g., boy: girl as m ale:____ or girl: w om an as boy:_____)
use the context of the sentence (e.g., in -sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication , and
pronunciation of unknow n w ord s
id entify and apply playful uses of lan guage (e.g., tongue tw isters, palind rom es, rid d les)
id entify and use antonym s, synonym s, hom ographs, and hom ophones
use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and homographs
id entify the m eaning of com m on prefixes (e.g., in -, d is-) and suffixes (e.g., -full, -less), and know how they change the m eaning
of roots
alphabetize a series of w ord s and use a d ictionary or a glossary to find w ord s
id entify and use com m on w ord s that are opposite (antonym s) or sim ilar (synonyms) in m eaning
use context to d etermine the relevant meaning of unfam iliar w ord s or m ultiple-m eaning w ord s
Continued
September 2014
31
English Language Arts and Reading
Eng II (7)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 use prefixes and suffixes to d eterm ine the m eanin g of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
 d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com ponent w ord s (e.g., lunchtim e)
 id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
 use a picture d ictionary to find w ord s
 id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills*
 attem pt to use new vocabulary and gram mar in speech (ELL)
 use single w ord s and sim ple phrases to com m unicate m eaning in social situations (ELL)
Vocabulary skills*
 increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
 use a large speaking vocabulary, ad d ing several new w ord s d aily
 d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore th an he or she uses
 d em onstrate und erstand ing of term s used in the instructional language of the classroom
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
32
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
English II (12) Reading/Media Literacy. Stud ents use com prehension
skills to analyze how w ord s, im ages, graphics, and sound s w ork
together in various forms to im pact m eaning. The stud ent is expected to
(A) evaluate how m essages presented in m ed ia reflect social and
cultural view s in w ays d ifferent from trad itional texts; Supporting
Stand ard
(D) evaluate changes in form ality and tone w ithin the sam e
m ed ium for specific aud iences and purposes. Supporting Stand ard
Eng II (12)
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Recognizes the w ays various form s of m edia w ork together to
com m unicate id eas in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
evaluate changes in form ality and tone w ithin the sam e m ed ium for specific au d iences and purposes
analyze how m essages in m ed ia are conveyed through visual and sound techniques (e.g., ed iting, reaction shots, sequencing,
backgrou nd m usic)
com pare and contrast coverage of the sam e event in various m ed ia (e.g., new spapers, television, docum ent aries, blogs, Internet)
com pare and contrast how events are presented and inform ation is com municated by visual im ages (e.g., graphic art, i llustrations,
new s photographs) versus non-visual texts
evaluate various techniques used to create a point of view in m ed ia and the im pact on aud ience
evaluate the role of m ed ia in focusing attention on events and informing opinion on issues
assess the correct level of form ality and tone for successful participatio n in various d igital m ed ia
interpret how visual and sound techniques (e.g., special effects, cam era angles, lighting, m u sic) influence the m essage
evaluate various w ays med ia influences and inform s aud iences
interpret both explicit and im plicit m essages in various form s of m ed ia
critique persuasive techniques (e.g., testim onials, bandw agon ap peal) used in m edia m essages
recognize how various techniques influence view ers' em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entar ies, new s)
Continued
September 2014
33
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment

explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online inform ation,
televised new s)
 explain how various d esign techniques used in med ia influence the m essage (e.g., pacin g, close-ups, sound effects)
 explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im pact consum er behavior
 com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
 explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
 und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
 id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
 d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
 id entify techniques used in m ed ia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, in clud ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textua l, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
Continued
September 2014
34
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 log ical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using 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/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w ith return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
Continued
September 2014
35
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
id entify upper- and low er-case letters
id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
 recognize the difference betw een a letter and a printed w ord
 d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
 recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
 nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical reflection
and by asking questions related to the content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and supporting id eas
 sum m arize form al and inform al presentations, d istingu ish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
 listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
Continued
September 2014
36
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 follow , restate, and give oral instructions tha t involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
37
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 Expectations
English II (19) Reading/Comprehension Skills. Stud ents use a flexible
range of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an author’s m essage. The stud ent is expected to
(B) m ake com plex inferences about text and use textual evid ence to
support und erstand ing. Read iness Stand ard (Fiction)/ Supporting
Stand ard (Literary N onfiction, Poetry, Dram a)
Eng II (19)
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Uses text evid ence to m ake inferences from literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays th at m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, 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
Continued
September 2014
38
English Language Arts and Reading
Eng II (19)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment









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 listenin g to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred 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 in g) 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, r e-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
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
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (8) Reading/Comprehension of Informational Text/Culture
and History. Stud ents analyze, m ake inferences and d raw 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 student is expected to
(A) analyze the controlling id ea and specific purpose of a passage
and the textual elem ents that support and elaborate it, including
both the m ost im portant d etails and the less im portant d etails.
Read iness Stand ard
Eng II (8)
Uses text evid ence to identify the author’s purpose in
inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment

explain the controlling idea and specific purpose of an expository text and d istinguish the m ost important from the less important
d etails that supp ort the author's purpose
 analyze w orks w ritten on the sam e topic and com pare how the authors achieved similar or d ifferent purp oses
 explain the d ifference betw een the them e of a literary w ork and the author's p urpose in an expository text
 com pare and contrast the stated or im plied purposes of d ifferent author s w riting on the sam e topic
 d raw conclusions from the inform ation presented by an author and evaluate how w ell the a uthor's purpose w as achieved
 explain the d ifference betw een a stated and an implied pu rpose for an expository text
 id entify the topic and locate the author's stated purposes in w riting the text
 id entify the topic and explain the author's purpose in w riting the text
 id entify the topic and explain the author's purpose in w riting about the text
 id entify the topic of an inform ational text heard
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e.g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
Continued
September 2014
40
English Language Arts and Reading
Eng II (8)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, an d foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generatin g questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
Continued
September 2014
41
English Language Arts and Reading
Eng II (8)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 confirm pred ictions about w hat w ill happ en next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection and
by asking questions related to th e content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and supporting id eas
 sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
 listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m en ts about the evid ence that supports a speaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions t o clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers and ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Continued
September 2014
42
English Language Arts and Reading
Eng II (8)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (9) Reading/Comprehension of Informational
Text/Expository Text. Stud ents analyze, m ake inferences and d raw
conclusions about expository text and provid e evid ence from text to
support their und erstand ing. The stud ent is expected to
(A) sum m arize text and d istinguish betw een a sum mary and a
critique and id entify non-essential inform ation in a sum m ary and
unsubstantiated opinions in a critique; Read iness Stand ard
(B) d istinguish am ong different kind s of evid ence (e.g., logical,
em pirical, anecd otal) used to support conclusions and argum ents
in texts; Supporting Stand ard
(C) m ake and d efend subtle inferences and com plex conclusions
about the id eas in text and their organizational patterns. Read iness
Stand ard
Eng II (9)
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Uses text evid ence to d raw conclusions from inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
synthesize and make logical connections betw een id eas and d etails in several texts selected to reflect a range of view points on the
sam e topic and support those findings w ith textual evid ence
d ifferentiate betw een opinions that are substantiated and unsubstantiated in the text
sum m arize text and d istinguish betw een a sum mary that captures the main id eas and elem ents of a text and a critique that take s a
position and expresses an opinion
m ake subtle inferences and d raw com plex conclusions about the id eas in text and their organizational patterns
d istinguish factual claims from com m onplace assertions and opinions and evaluate inferen ces from their logic in text
sum m arize the m ain id eas, supporting d etails, and relationships am ong ideas in text succinctly in w ays that m aintain m eaning and
logical ord er
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or d if ferent
genres, and support those find ings w ith textual evid ence
use d ifferent organizational patterns as guid es for sum m arizing and form ing an overview of d ifferent kind s of expository text
d istinguish factual claims from com m onplace assertions and opinions
evaluate a sum m ary of the original text for accuracy of th e m ain id eas, supporting d etails, and overall m eaning
explain how d ifferent organizational patterns (e.g., proposition -and -support, problem -and -solution) d evelop the m ain id ea and the
author's view point
Continued
September 2014
44
English Language Arts and Reading
Eng II (9)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
explain w hether facts includ ed in an argum ent are used for or against an issue
sum m arize the m ain id eas and supporting d etails in text, dem onstrating an und erstand ing that a sum m ary d oes not
includ e opinions
synthesize and make logical connections betw een id eas w ithin a text and across tw o or three texts representing similar or
d ifferent genres
use m ultiple text features and graphics to gain an overview of the contents of te xt and to locate inform ation
analyze how the organizational pattern of a text (e.g., cause-and-effect, com pare-and-contrast, sequential ord er, logical ord er,
classification schem es) influences the relationships am ong the id eas
d eterm ine the facts in text and verify them through established m ethod s
sum m arize the m ain id eas and supporting d etails in a text in w ays that maintain m eanin g and logical ord er
use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sentences) to gain an overview of the contents of text an d to
locate inform ation
d escribe explicit and im plicit relationships am ong id eas in texts organized by cause-and-effect, sequence, or com parison
d istinguish fact from opinion in a text and explain how to verify w hat is a fact
sum m arize the m ain id ea and supporting d etails in text in w ays that m aintain m eaning
use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred ictions abou t
contents of text
id entify explicit cause and effect relationships among id eas in texts
d raw conclusions from the facts presented in text and support those assertions w ith textual evid ence
id entify the d etails or facts that support the m ain id ea
use text features (e.g., table of contents, index, head ings) to locate specific inform ation in text
d escribe the ord er of events or id eas in a text
locate the facts that are clearly stated in a text
id entify the m ain id ea in a text and distinguish it from the topic
use text features (e.g., title, tables of contents, illustrations) to locate specific inform ation in text
retell the ord er of events in a text by referring to th e w ord s and/ or illustrations
id entify im portant facts or d etails in text, heard or read
restate the m ain id ea, heard or read
use titles and illustrations to m ake pred ictions about text
d iscuss the w ays authors group inform ation in text
retell im portant facts in a text, heard or read
id entify the topic and d etails in expository text heard or read , referring to the w ord s and/ or illustrations
Continued
September 2014
45
English Language Arts and Reading
Eng II (9)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to su pport und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author 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 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 cont ent 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 u pon 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 image s, 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)
Continued
September 2014
46
English Language Arts and Reading
Eng II (9)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred iction s
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, usin g background know led ge, generating question s, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails abo ut stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover , title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
47
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (10) Reading/Comprehension of Informational
Text/Persuasive Text. Stud ents analyze, m ake inferences and d raw
conclusions about persuasive text and provid e evid ence from text to
support their analysis. The stud ent is expected to
(A) explain shifts in perspective in argum ents about the sam e topic
and evaluate the accuracy of the evid ence used to support the
d ifferent view points w ithin those argum ents. Supporting Stand ard
Eng II (10)
Uses text evid ence to identify the author’s argum ent in
persuasive texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
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analyze fam ous speeches for the rhetorical structures and d evices used to convince the read er of t he authors' propositions
analyze the relevance, quality, and cred ibility of evid ence given to support or oppose an argum ent for a specific aud ience
analyze the use of such rhetorical and logical fallacies as load ed term s, caricatures, lead ing questions, false assum ptions, and
incorrect premises in persuasive texts
 com pare and contrast persuasive texts that reached d ifferent conclusions about the same issue and explain how the authors reached
their conclusions through analyzin g the evid ence each presents
 id entify such rhetorical fallacies as ad hom inem , exaggeration, stereotyping, or categorica l claims in persuasive texts
 analyze the structure of the central argum ent in contem porary policy speeches (e.g., argum ent by cause and effect, analogy,
authority) and id entify the d ifferent types of evidence used to suppo rt the argum ent
 id entify sim ply faulty reasoning used in persuasive texts
 com pare and contrast the structure and view points of tw o d ifferent authors w riting for the sam e purpose, noting the stated claim
and supporting evid ence
 recognize exaggerated , contrad ictory, or m isleading statements in text
 id entify the author's view point or position and explain the basic relationships am ong id eas (e.g., parallelism , com parison , causality)
in the argum ent
 explain how an author uses language to present inform ation to influence w h at the read er thinks or d oes
 id entify w hat the author is trying to persuad e the read er to think or d o
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), and provid e textual evid ence
Continued
September 2014
48
English Language Arts and Reading
Eng II (10)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment


m ake com plex inferences about text and use textual evid ence to support und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or othe rs’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
Continued
September 2014
49
English Language Arts and Reading
Eng II (10)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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 e nts w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/speaking*
 give presentations using inform al, form al, and technical language effectively to m eet the need s of aud ience, purpose, and occasion,
em ploying eye contact, speaking rate (e.g., pauses for effect), volum e, enunciation, purposeful gestures, and conventions of language
to com m unicate id eas effectively
 ad vocate a position using anecd otes, analogies, and / or illustrations, and use eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
 present a critique of a literary w ork, film , or d ram atic prod uction, em ploying eye contact, speaking rate, volum e, enunciation , a
variety of natural gestures, and conventions of language to com m unicate id eas effectively
 give an organized presentation w ith a specific point of view , em ploying eye contact, speaking rate, volum e, enunciation, natural
gestures, and conventions of language to com m unicate id eas effectively
 give organized presentations em ploying eye contact, speaking rate, volume, enunciation, nat ural gestures, and conventions of
language to com m unicate id eas effectively
 express an opinion supported by accurate inform ation, em ploying eye contact, speaking rate, volum e, and enunciation, and the
conventions of language to com m unicate id eas effectively
 speak coherently about the topic und er d iscussion, em ploying eye contact, speaking rate, volum e, enunciation, and the convent ions
of language to com m unicate id eas effectively
 share inform ation and ideas that focus on the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions
of language
 share inform ation and ideas about the topic und er d iscussion, speaking clearly at an appropriate pace, using the conventions of
language
 share inform ation and ideas by speaking aud ibly and clearly using the conventions of language
Speech production skills*
 investigate and d em onstrate grow ing und erstanding of the sound s and intonation of the English language (ELL)
Continued
September 2014
50
English Language Arts and Reading
Eng II (10)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
Speaking (conversation) skills*
 m atch language to social contexts
 d em onstrate know led ge of nonverbal conversational rules
 d em onstrate know led ge of verbal conversational rules
 provid e appropriate inform ation for various situations
 engage in conversations in appropriate w ays
 use language for d ifferent purposes
*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 le vel to the low est grad e level.
September 2014
51
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (11) Reading/Comprehension of Informational
Text/Procedural Texts. Stud ents und erstand how to glean and use
inform ation in proced ural texts and d ocum ents. The stud ent is
expected to
(A) evaluate text for the clarity of its graphics and its visual
appeal; Supporting Stand ard
(B) synthesize inform ation from m ultiple graphical sources
to d raw conclusions about the id eas presented (e.g., m aps,
charts, schem atics). Supporting Stand ard
Eng II (11)
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Follow s instructions in proced ural texts to d etermine clarity.
Prerequisite Skills/Links to TEKS Vertical Alignment
analyze factual, quantitative, or technical d ata presented in m u ltiple graphical sources
analyze the clarity of the objective(s) of proced ural text (e.g., consid er read ing instructions for softw are, w arranties ,
consum er publications)
evaluate graphics for their clarity in com m unicating m eaning or achieving a specific purpose
analyze text for m issing or extraneous inform ation in m ulti-step d irections or legend s for d iagram s
explain the function of the graphical com ponents of a text
follow m ulti-d im ensional instructions from text to com plete a task, solve a pr oblem , or perform proced ures
interpret factual, quantitative, or technical information presented in m aps, charts, illustrations, graphs, timelines, tables ,
and d iagrams
follow m ulti-tasked instructions to com plete a task, solve a pr oblem , or perform proced ures
interpret factual or quantitative inform ation presented in m aps, charts, illustrations, graphs, tim elines, tables, and d iagram s
interpret d etails from proced ural text to com plete a task, solve a pro blem, or perform proced ures
explain factual inform ation presented graphically (e.g., charts, diagram s, graphs, illustrations)
d eterm ine the sequence of activities need ed to carry out a proced ur e (e.g., follow ing a recipe)
locate and use specific inform ation in graphic features of text
follow and explain a set of w ritten m ulti-step d irections
use com m on graphic features to assist in the interpretation of text (e.g., captions, illustrations)
follow w ritten m ulti-step d irections
Continued
September 2014
52
English Language Arts and Reading
Eng II (11)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 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)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, in clud ing other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textua l, personal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 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
Continued
September 2014
53
English Language Arts and Reading
Eng II (11)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment



m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questio ns, solve problem s, and com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highlight the speaker's id eas for critical re flection
and by asking questions related to the content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and supporting id eas
 sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
 listen to and interpret a speaker's purpose by explaining the content, evaluating the d elivery of the presentation, and askin g
questions or m aking com m ents about the evid ence that supports a sp eaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonverbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and in formal presentations
 follow and give oral instructions that includ e m ultiple action steps
Continued
September 2014
54
English Language Arts and Reading
Eng II (11)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
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
55
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (12) Reading/Media Literacy. Stud ents use com prehension
skills to analyze how w ord s, im ages, graphics, and sound s w ork
together in various forms to im pact m eaning. The stud ent is expected to
(A) evaluate how m essages presented in m ed ia reflect social and
cultural view s in w ays d ifferent from trad itional texts; Supporting
Stand ard
(D) evaluate changes in form ality and tone w ithin the sam e
m ed ium for specific aud iences and purposes. Supporting Stand ard
Eng II (12)

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
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


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Recognizes the w ays various form s of m edia w ork together to
com m unicate inform ation in expository texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
evaluate changes in form ality and tone w ithin the sam e m ed ium for specific au d iences and purposes
analyze how m essages in m ed ia are conveyed through visual and sound techniques (e.g., ed iting, reaction shots, sequencin g,
background m usic)
com pare and contrast coverage of the sam e event in various m ed ia (e.g., new spapers, television, docum en taries, blogs, Internet)
com pare and contrast how events are presented and inform ation is com municated by visual im ages (e.g., graphic art, illustr ations,
new s photographs) versus non-visual texts
evaluate various techniques used to create a point of view in m ed ia and the im pact on aud ience
evaluate the role of m ed ia in focusing attention on events and informing opinion on issues
assess the correct level of form ality and tone for successful participation in various d igital m ed ia
interpret how visual and sound techniques (e.g., special effects, cam era angles, lighting, m u sic) influence the m essage
evaluate various w ays med ia influences and inform s aud iences
interpret both explicit and im plicit m essages in various form s of m ed ia
critique persuasive techniques (e.g., testim onials, bandw agon ap peal) used in m edia m essages
recognize how various techniques influence view ers' em otions
explain m essages conveyed in various form s of med ia
analyze various d igital m ed ia venues for levels of form ality and inform ality
id entify the point of view of m edia presentations
consid er the difference in techniques used in m ed ia (e.g., com m ercials, docum entaries, ne w s)
explain how m essages conveyed in various form s of m ed ia are presented differently (e.g., d ocum entaries, online inform ation,
televised new s)
Continued
September 2014
56
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment



explain how various d esign techniques u sed in med ia influence the m essage (e.g., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia to im p act consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e-mail vs. language in a w eb-based
new s article)
 explain how various d esign techniques used in med ia influence the m essage (e.g., sh ape, color, sound )
 und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
 id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
 d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
 id entify techniques used in m ed ia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, new spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
 m ake intertextual links am ong and across texts, includ in g other m ed ia (e.g., film, play), and provid e textual evid ence
 m ake com plex inferences about text and use textual evid ence to support und erstanding
 reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, per sonal, and w orld
connections; creating sensory im ages)
 m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), and provid e textual evid ence
 sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 ask literal, interpretive, evaluative, and universal questions of text
 m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
 sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evalu ative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon content to enhan ce com prehension
Continued
September 2014
57
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment










m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w i th
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using backgroun d know led ge, generating questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/print aw areness*
 d istinguish features of a sentence (e.g., capitalization of first w ord , end ing punctuation, com m as, quotation m arks)
 id entify the inform ation that d ifferent parts of a book provid e (e.g., title, author, illustrator, table of contents)
 read texts by m oving from top to bottom of the page and tracking w ord s from left to right w i th return sw eep
 recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending punctuation)
 sequence the letters of the alphabet
 recognize that spoken w ord s are represented in w ritten English by specific sequences of let ters
 id entify upper- and low er-case letters
Continued
September 2014
58
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment



id entify d ifferent parts of a book (e.g., front and back covers, title page)
hold a book right sid e up, turn its pages correctly, and know that reading m oves from top to bottom and left to right
recognize that sentences are com prised of w ord s separated by spaces and d em onstrate the aw areness of w ord bound aries (e.g.,
through kinesthetic or tactile actions such as clapping and jum ping)
 recognize the difference betw een a letter and a printed w ord
 d em onstrate the one-to-one correspond ence betw een a spoken w ord and a printed w ord in text
 recognize that spoken w ord s can be represented by print for com m unication
Alphabet know ledge skills*
 nam e at least 20 upper and at least 20 low er case letters
Motivation to read skills*
 ask to be read to or ask the m eaning of w ritten text
 use books and other w ritten m aterials to engage in pre-read ing behaviors
 engage in pre-reading and read ing-related activities
Listening and speaking/listening*
 follow and give com plex oral instructions to perform specific tasks, answ er questions, solve problem s, and com plete processes
 listen responsively to a speaker by taking notes that sum m arize, synthesize, or highligh t the speaker's id eas for critical reflection and
by asking questions related to the content for clarification and elaboration
 evaluate the effectiveness of a speaker's main and supporting id eas
 sum m arize form al and inform al presentations, d istinguish betw een facts and opinions, and d etermine the effectiveness of
rhetorical d evices
 follow and give com plex oral instructions to perform specific tasks, answ er questions, or solve problem s
 listen to and interpret a speaker's purpose by explaining the content , evaluating the d elivery of the presentation, and asking
questions or m aking com m ents about the evid ence that supports a speaker's claim s
 d raw conclusions about the speaker's m essage by consid ering verbal comm unication (e.g., w ord choice, tone) and nonve rbal cues
(e.g., posture, gestures, facial expressions)
 paraphrase the m ajor id eas and supporting evidence in form al and informal presentations
 follow and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
and perspective
 d eterm ine both main and supporting id eas in the speaker's m essage
 follow , restate, and give oral instructions that includ e m ultiple action steps
 listen to and interpret a speaker's m essages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose
or perspective
 follow , restate, and give oral instructions that involve a series of related sequences of action
Continued
September 2014
59
English Language Arts and Reading
Eng II (12)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
 listen attentively to speakers, ask relevant questions, and m ake pertinent com m ents
 follow , restate, and give oral instructions that involve a short related sequence of actions
 listen attentively to speakers an d ask relevant questions to clarify inform ation
 follow oral d irections that involve a short related sequence of actions
 listen attentively by facing speakers and asking questions to clarify information
Listening comprehension skills*
 show und erstand ing of the new language being spoken by English -speaking teachers and peers (ELL)
 show und erstand ing by follow ing tw o-step oral directions and usually follow three-step d irections
 show und erstand ing by respond ing appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
60
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 3 – Understanding and Analysis of Informational Texts: The student will demonstrate an ability
to understand and analyze informational texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (19) Reading/Comprehension Skills. Stud ents use a flexible
range of m etacognitive read ing skills in both assigned and ind epend ent
read ing to und erstand an author’s m essage. The stud ent is expected to
(B) m ake com plex inferences about text and use textual evid ence to
support und erstand ing. Read iness Stand ard (Expository)/
Supporting Stand ard (Persuasive)
Eng II (19)
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Uses text evid ence to m ake inferences from inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
reflect on und erstanding to m onitor com prehension (e. g., asking questions, sum m arizing and synthesizing, m aking connections,
creating sensory im ages)
m ake intertextual links am ong and across texts, includ ing other m ed ia (e.g., film, play), a nd provid e textual evid ence
m ake com plex inferences about text and use textual evid ence to su pport und erstanding
reflect on und erstanding to m onitor com prehension (e.g., sum m arizing and synthesizing; m aking textual, personal, and w orld
connections; creating sensory im ages)
m ake connections betw een and across texts, includ ing other m ed ia (e.g., film , play), an d provid e textual evid ence
sum m arize, paraphrase, and synthesize texts in w ays that m aintain m eaning and logical ord er w ithin a text and across texts
ask literal, interpretive, evaluative, and universal questions of text
m ake connections (e.g., them atic links, author analysis) betw een and across m ultiple texts of various genres, and provid e
textual evid ence
sum m arize and paraphrase texts in w ays that m aintain m eaning and logical ord er w ith in a text and across texts
establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
sum m arize inform ation in text, m aintaining m eaning and logical ord er
m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, 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 an d use textual evid ence to support und erstand ing
Continued
September 2014
61
English Language Arts and Reading
Eng II (19)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment









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 ou tcom e to enhance com prehension
m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
m onitor and ad just comprehension (e.g., using background know led ge, creating sens ory 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 t exts (e.g., to becom e involved in real and im agined events, settings,
actions, and to en joy 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 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 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
62
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 5 – Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(C) revise d rafts to im prove style, w ord choice, figurative
language, sentence variety, and subtlety of m eaning after
rethinking how w ell questions of purpose, aud ience, and genre
have been ad d ressed . Read iness Standard
Eng II (13)
Revises a text to clarify m eaning.
Prerequisite Skills/Links to TEKS Vertical Alignment
Revising
 revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
 revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
N OTE: Und er each head ing the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
63
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 5 – Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (15) Writing/Expository [and Procedural] Texts. Stud ents
w rite expository [and proced ural or w ork-related] texts to com m unicate
id eas and inform ation to specific aud iences for specific purposes. The
stud ent is expected to
(A) w rite an [analytical] essay of sufficient length that includ es
(i) effective introd uctory and conclud ing paragraphs and a
variety of sentence structures; Supporting Stand ard
(ii) rhetorical d evices, and transitions betw een paragraphs;
Supporting Stand ard
(iii) a thesis or controlling id ea; Supporting Standard
(iv) an organizing structure appropriate to purpose, aud ience,
and context; and Supporting Stand ard
(v) relevant evid ence and w ell-chosen d etails; Supporting
Stand ard
(vi) d istinctions about the relative value of specific d ata, facts,
and id eas that support the thesis statem ent. Supporting
Stand ard
Eng II (15)
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Revises an expository text to com m unicate inform ation to a
specific aud ience.
Prerequisite Skills/Links to TEKS Vertical Alignment
w rite an interpretative response to an expository or a literary text (e.g., essay or review ) that:
(i) extend s beyond a sum m ary and literal analysis;
(ii) ad d resses the w riting skills for an analytical essay and provid es evid ence from the text using em bed d ed quotations; and
(iii) analyzes the aesthetic effects of an author's use of stylistic or rhetorical d evices
prod uce a m ultim ed ia presentation (e.g., d ocum entary, class new spaper, d ocud ram a, infom ercial, visual or textual parod ies,
theatrical prod uction) w ith graphics, im ages, and sound that conveys a distinctive point of view and appeals to a specific au d ience
w rite proced ural or w ork-related d ocum ents (e.g., instructions, e-m ails, correspond ence, m em os, project plans) that include:
(i) organized and accurately conveyed inform ation; and
(ii) read er-friendly formatting techniques
w rite an analytical essay of sufficient length that includ es:
(i) effective introd uctory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical d evices, and transitions betw een paragraphs;
Continued
September 2014
64
English Language Arts and Reading
Eng II (15)
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



TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
(iii) a controlling id ea or thesis;
(iv) an organizing structure appropriate to purpose, aud ience, and context; and
(v) relevant inform ation and valid inferences (Eng I)
prod uce a m ultim ed ia presentation involving text, graphics, im ages, and sound using available technology
w rite responses to literary or expository texts that d em onstrate the use of w riting skills for a m ulti -paragraph essay and provid e
sustained evid ence from the text using quotations w hen appropriate
w rite a letter that reflects an opinion, registers a com plaint, or requests inform ation in a business or friendly context
w rite a m ulti-paragraph essay to convey inform ation about a topic that:
(i) presents effective introd uctions and conclud ing paragraphs;
(ii) contains a clearly stated purpose or controlling id ea;
(iii) is logically organized w ith appropriate facts and d etails and includ es no extraneous inform ation or inconsistencies;
(iv) accurately synthesizes id eas from several sources; and
(v) uses a variety of sentence structures, rhetor ical d evices, and transitions to link paragraphs
w rite responses to literary or expository texts that d em onstrate the w riting skills for m ulti -paragraph essays and provid e sustained
evid ence from the text using quotations w hen appropriate
prod uce a m ultim ed ia presentation involving text and graphics using available technology
w rite inform al letters that convey id eas, includ e im portant inform ation, dem onstrate a sense of closure, and use appropriate
conventions (e.g., d ate, salutation, closing)
create m u lti-paragraph essays to convey inform ation about the topic that:
(i) present effective introd uctions and conclud ing paragraphs;
(ii) guid e and inform the read er's und erstanding of key id eas and evid ence;
(iii) includ e specific facts, d etails, and exam ples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs
w rite form al and informal letters that convey id eas, includ e im portant inform ation, d em onstrate a sense of closure, and use
appropriate conventions (e.g., d ate, salutation, closing)
w rite responses to literary or expository texts and provid e evid ence from the text to d em onstrate und erstand ing
w rite letters w hose language is tailored to the aud ience and purpose (e.g., a thank you n ote to a friend ) and that use appropriate
conventions (e.g., d ate, salutation, closing)
create brief com positions that:
(i) establish a central id ea in a topic sentence;
(ii) includ e supporting sentences w ith sim ple facts, d etails, and explanations; and
(iii) contain a conclud ing statem ent
w rite responses to literary or expository texts that d em onstrate an und erstand ing of the text
w rite brief com m ents on literary or inform ational texts
Continued
September 2014
65
English Language Arts and Reading
Eng II (15)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment

w rite short letters that put id eas in a chronological or logical sequence and use appropriate conventions (e.g., d ate,
salutation, closing)
 w rite brief com positions about topics of interest to the stud ent
 d ictate or w rite inform ation for lists, cap tions, or invitations
Writing/w riting process*
Revising
 revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
 revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple, com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove t ransitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest gra d e level to the low est grad e level.
September 2014
66
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 5 – Revision: The student will demonstrate an ability to revise a variety of written texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (16) Writing/Persuasive Texts. Stud ents w rite persuasive
texts to influence the attitud es or actions of a specific aud ience on
specific issues. The stud ent is expected to w rite an argum entative essay
to the appropriate aud ience that includ es
(A) a clear thesis or position based on logical reasons supported by
precise and relevant evidence; Supporting Standard
(C) counter-argum ents based on evid ence to anticipate and ad d ress
objections; Supporting Stand ard
(D) an organizing structure appropriate to the purpose, aud ience,
and context; Supporting Stand ard
(E) an analysis of the relative value of specific d ata, facts,
and id eas; Supporting Stand ard
(F) a range of appropriate appeals (e.g., d escriptions,
anecd otes, case stud ies, analogies, illustrations). Supporting
Stand ard
Eng II (16)
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Revises a persuasive text for an appropriate aud ience using
correct structure.
Prerequisite Skills/Links to TEKS Vertical Alignment
w rite an argum entative essay to the appropriate aud ience that includ es an analysis of the relative value of specific d ata, facts,
and id eas
w rite an argum entative essay to the appropriate aud ience that includ es an organizing structure appropriate to the purpose,
aud ience, and context
w rite an argum entative essay to the appropriate aud ience that includ es counter -argum ents based on evid ence to anticipate and
ad d ress objections
w rite an argum entative essay to the appropriate aud ience that includ es a clear thesis or position based on logical reasons
supported by precise and relevant evid ence
w rite an argum entative essay to the appropriate aud ience that includ es consid eration of the w hole range of inform ation and
view s on the topic and accurate and honest representation of these view s
w rite a persuasive essay to the appropriate aud ience that includ es evidence that is logically organized to support the author 's
view point and that d ifferentiates betw een fact and opinion
w rite a persuasive essay to the appropriate aud ience that consid ers and respond s to the view s of others and anticipates and
answ ers read er concerns and counter-argum ents
Continued
September 2014
67
English Language Arts and Reading
Eng II (16)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment


w rite a persuasive essay to the appropriate aud ience that establishes a clear thes is or position
w rite persuasive essays for appropriate aud iences that establish a position and includ e sound reasoning, d etailed and relevan t
evid ence, and consid eration of alternatives
 w rite persuasive essays for appropriate aud iences that establish a p osition and use supporting d etails
 w rite persuasive statem ents about issues that are im portant to the stud ent for the appropriate aud ience in the school, hom e, or
local com m unity
Writing/w riting process*
Revising
 revise d rafts to im prove style, w ord choice, figurative language, sentence variety, and subtlety of m eaning after rethinking how w ell
questions of purpose, aud ience, and genre have been ad d ressed
 revise d rafts to ensure precise w ord choice and vivid im ages; consistent point of view ; use of sim ple , com pound , and com plex
sentences; internal and external coherence; and the use of effective transitions after rethinking how w ell questions of purpo se,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for appropriate aud iences
 revise d rafts to clarify meaning, enhance style, includ e sim ple and com pound sentences, and im prove transitions by ad ding,
d eleting, com bining, and rearranging sentences or larger units of text after rethinking how w ell questions of purpose,
aud ience, and genre have been ad d ressed
 revise final d raft in response to feed back from peers and teacher and publish w ritten w ork for a specific aud ience
 revise d rafts for coherence, organization, use of sim ple and com pound sentences,
and aud ience
 revise d rafts by ad d ing or d eleting w ord s, phrases, or sentences
 revise d rafts by ad d ing or d eleting a w ord , phrase, or sentence
 revise d rafts by ad d ing details or sentences
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
68
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 6 – Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (13) Writing/Writing Process. Stud ents use elem ents of the
w riting process (planning, d rafting, revising, ed iting, and publishing) to
com pose text. The stud ent is expected to
(D) ed it d rafts for gram m ar, m echanics, and spelling.
Read iness Stand ard
Eng II (13)
Ed its a variety of texts using correct gram m ar, m echan ics,
and spelling.
Prerequisite Skills/Links to TEKS Vertical Alignment
Editing
 edit drafts for grammar, mechanics, and spelling
 edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
 edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
 edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
 use conventions of capitalization
 use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
 use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
 use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
(iii) official titles of people
 use capitalization for:
(i) proper nouns;
(ii) m onths and d ays of the w eek; and
(iii) the salutation and closing of a letter
 recognize and use basic capitalization for:
(i) the beginning of sentences;
September 2014
69
Continued
English Language Arts and Reading
Eng II (13)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
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
 use correct punctuation m arks includ ing:
(i) quotation m arks to ind icate sarcasm or irony;
(ii) com m a placem ent in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) d ashes to em phasize parenthetical inform ation
 use correct punctuation m arks, includ ing:
(i) com m as after introd uctory structures and d epend ent ad verbial clauses, and correct punctuation of com plex sentences; and
(ii) sem icolons, colons, hyphens, parentheses, brackets, and ellipses
 recognize and use punctuation m arks includ ing:
(i) com m as after introd uctory w ord s, phrases, and clauses; and
(ii) sem icolons, colons, and hyphens
 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 indicate 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
70
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 6 – Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (17) [Oral and] Written Conventions/Conventions. Stud ents
und erstand the function of and use the conventions of acad em ic
language w hen [speaking and ] w riting. The student is expected to
(A) use and und erstand the function of the follow ing parts of
speech in the context of read ing, w riting, [and speaking]:
Read iness Stand ard
(i) m ore com plex active and passive tenses and verbals
(gerund s, infinitives, participles); Supporting Stand ard
(ii) restrictive and nonrestrictive relative clauses;
Supporting Stand ard
(iii) reciprocal pronouns (e.g., each other, one another);
Supporting Stand ard
(C) use a variety of correctly structured sentences (e.g., com pound ,
com plex, com pound -com plex). Read iness Standard
Eng II (17)
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Ed its texts for correct w ord usage and variance in sentence
patterns.
Prerequisite Skills/Links to TEKS Vertical Alignment
use a variety of correctly structured sentences (e.g., com pound , com plex, com pound -com plex)
id entify and use the subjunctive m ood to express d oubts, w ishes, and possibilities
use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) m ore com plex active and passive tenses and verbals (gerund s, infinitives, participles);
(ii) restrictive and nonrestrictive relative clauses; and
(iii) reciprocal pronouns (e.g., each other, one another)
use and und erstand the function of the follow ing parts of speech in the context of reading, w riting, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) ad verbial and adjectival phrases and clauses;
(iv) relative pronouns (e.g., w hose, that, w hich); and
(v) subord inating conjunctions (e.g., because, since)
use a variety of com plete sentences (e.g., sim ple, com pound , com plex) that includ e properly placed m od ifiers, correctly id entified
anteced ents, parallel structures, and consistent tenses
w rite com plex sentences and d ifferentiate betw een m ain versus subord inate clauses
Continued
September 2014
71
English Language Arts and Reading
Eng II (17)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
id entify, use, and und erstand the function of the follow ing parts of speech in the context of read ing, w riting, and speaking:
(i) verbs (perfect and progressive tenses) and participles;
(ii) appositive phrases;
(iii) ad verbial and adjectival phrases and clauses;
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore, ind eed);
(v) prepositions and prepositional phrases and their influence on subject -verb agreem ent;
(vi) relative pronouns (e.g., w hose, that, w hich);
(vii) subord inating conjunctions (e.g., because, since); and
(viii) transitions for sentence to sentence or paragraph to paragraph coherence
d ifferentiate betw een the active and passive voice and know how to use them both
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 intelligen t.) and their com parative and superlative form s (e.g., m any, m ore, m ost);
(iv) conjunctive ad verbs (e.g., consequently, furtherm ore, ind eed);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e d etails;
(vi) ind efinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if);
(viii) transitional w ord s and phrases that d em onstrate an und erstand ing of the function of the transition related to the
organization of the w riting (e.g., on the contrary, in ad dition to)
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., frequ ency: usually, som etim es; intensity: alm ost, a lot);
(v) prepositions and prepositional phrases to convey location, tim e, d irection, or to provid e details;
(vi) indefinite pronouns (e.g., all, both, nothing, anything);
(vii) subord inating conjunctions (e.g., w hile, because, although, if); and
(viii) transitional w ord s (e.g., also, therefore)
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);
Continued
September 2014
72
English Language Arts and Reading
Eng II (17)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
(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
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, theirs);
(vii) coord inating conjunctions (e.g., and , or, but); and
(viii) tim e-ord er transition w ord s and transitions that ind icate a conclusion
d istinguish am ong d eclarative and interrogative sentences
use com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(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 su bject-verb inversion
speak in com plete sentences w ith correct subject-verb agreem ent
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking:
(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
Continued
September 2014
73
English Language Arts and Reading
Eng II (17)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment



use com plete sim ple sentences
speak in com plete sentences to com m unicate
und erstand and use the follow ing parts of speech in the context of read ing, w riting, and speaking (w ith ad ult assistance):
(i) past and futu re tenses w hen speaking;
(ii) nouns (singular/ plural);
(iii) d escriptive w ord s;
(iv) prepositions and simple prepositional phrases appropriately w hen speaking or w riting (e.g., in, on, und er, over); and
(v) pronouns (e.g., I, m e)
Concepts about print skills
 use som e appropriate w riting conventions w hen w riting or giving dictation
Sentences and structure skills
 com bine sentences that give lots of d etail, sticks to the topic, and clearly com m unicates intend ed meaning
 com bine m ore than one id ea using com p lex sentences
 use sentences w ith m ore than one phrase
 use regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject -verb agreem ent
 use com plete sentences of four or m ore w ord s and gram m atical com plexity usually w it h subject, verb, and object ord er
Vocabulary skills
 use category labels to und erstand how the w ord s/ objects relate to each other
 use a w id e variety of w ord s to label and d escribe people, places, things, and actions
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
74
English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 6 – Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
English II (18) [Oral and] Written Conventions/Handw riting,
Capitalization, and Punctuation. Stud ents w rite legibly and use
appropriate capitalization and punctuation conventions in their
com positions. The stud ent is expected to
(A) use conventions of capitalization; Read iness Standard
(B) use correct punctuation m arks
Read iness Stand ard
includ ing
(i) com m a placem ent in nonrestrictive phrases, clauses, and
contrasting expressions; Supporting Stand ard
(ii) quotation marks to ind icate sarcasm or irony.
Supporting Stand ard
Eng II (18)
Ed its a variety of texts for correct capitalization and
punctuation.
Prerequisite Skills/Links to TEKS Vertical Alignment
Editing
 edit drafts for grammar, mechanics, and spelling
 edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
 edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
 edit drafts by leaving spaces between letters and words
Written conventions/handw riting, capitalization, and punctuation*
Capitalization
 use conventions of capitalization
 use capitalization for:
(i) abbreviations;
(ii) initials and acronym s; and
(iii) organizations
 use capitalization for:
(i) historical events and d ocum ents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities
 use capitalization for:
(i) geographical nam es and places;
(ii) historical period s; and
September 2014
75
Continued
English Language Arts and Reading
Eng II (18)



TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
(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
(iii) nam es of people
capitalize the first letter in a sentence
Punctuation


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use correct punctuation m arks includ ing:
(i) quotation marks to ind icate sarcasm or irony;
(ii) com m a placem ent in nonrestrictive phrases, clauses, and contrasting expressions; and
(iii) d ashes to em phasize parenthetical inform ation
use correct punctuation m arks, includ ing:
(i) com m as after introd uctory structures and d ependent ad verbial clauses, and correct punctuation of com plex sentences; and
(ii) sem icolons, colons, hyphens, parentheses, brackets, and ellipses
recognize and use p unctuation m arks includ ing:
(i) com m as after introd uctory w ord s, phrases, and clauses; and
(ii) sem icolons, colons, and hyphens
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 m arks
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) ending punctuation in sentences;
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English Language Arts and Reading
Eng II (18)
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TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
(ii) apostrophes and contractions: and
(iii) apostrophes and possessives
recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences
use punctuation at the end of a sentence
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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English Language Arts and Reading
TEKS Curriculum Framework for STAAR Alternate 2 | English II
STAAR Reporting Category 6 – Editing: The student will demonstrate an ability to edit a variety of texts.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
English II (19) [Oral and] Written Conventions/Spelling. Stud ents spell
correctly. The stud ent is expected to
(A) spell correctly, includ ing using various resources to d eterm ine
and check correct spellings. Read iness Stand ard
Eng II (19)
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Ed its spelling using various resources.
Prerequisite Skills/Links to TEKS Vertical Alignment
spell correctly, includ ing using various resources to d eterm ine and check cor rect spellings
know how to use the spell-check function in w ord processing w hile und erstand ing its limitations
d ifferentiate betw een com m only confused term s (e.g., its, it's; affect, effect)
spell w ord s w ith:
(i) Greek Roots (e.g., tele, photo, graph, m eter);
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, d ict);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism , -ist); and
(iv) Latin d erived suffixes (e.g., -able, -ible; -ance, -ence)
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant changes (e.g.,/ t/ to/ sh/ in select, selection;/ k/ to/ sh/ in music, m usician);
(ii) vow el changes (e.g., long to short in crim e, crim inal; long to schw a in define, d efinition; short to schw a in legality, legal); and
(iii) silent and sound ed consonants (e.g., haste, hasten; sign, signal; cond em n, cond emnation)
use spelling patterns and rules and print and electronic resources to d eterm ine and check correct spellings
spell com m only used hom ophones (e.g., there, they're, their; tw o, t oo, to)
spell base w ord s and roots w ith affixes (e.g., -ion, -m ent, -ly, d is-, pre-)
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)
spell single syllable homophones (e.g., bear/ bare; w eek/ w eak; road/ rod e)
Continued
September 2014
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English Language Arts and Reading
Eng II (19)
TEKS Curriculum Framework for STAAR Alternate 2 | English II
Prerequisite Skills/Links to TEKS Vertical Alignment
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spell w ord s w ith com m on syllable constructions (e.g., closed , open, final stable syllable)
spell high-frequency and com pound w ord s from a com m only used list
spell w ord s w ith m ore ad vanced orthographic patterns and rules:
(i) consonant d oubling w hen ad d ing an ending;
(ii) d ropping final "e" w hen end ings are ad d ed (e.g., -ing, -ed);
(iii) changing y to i before ad d ing an end ing;
(iv) d ouble consonants in m id d le of w ord s;
(v) com plex consonants (e.g., scr-, -d ge, -tch); and
(vi) abstract vow els (e.g., ou as in could , touch, through, bought)
 use know led ge of letter sound s, w ord parts, w ord segm entation, and syllabication to spell
 spell sim ple contractions (e.g., isn't, aren't, can't)
 spell base w ord s w ith inflectional end ings (e.g., -ing and -ed)
 spell w ord s w ith com m on orthographic patterns and rules:
(i) com plex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vow els;
(iii) long vow els (e.g., VCe-hope); and
(iv) vow el d igraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou -out, ow -cow , oi-coil, oy-toy)
 use phonological know led ge to m atch sound s to letters to construct unknow n w ord s
 use resources to find correct spellings
 spell high-frequency w ord s from a com m only used list
 spell base w ord s w ith inflectional end ings (e.g., ad d ing "s" to make w ord s plurals)
 use letter-sound patterns to spell:
(i) consonant-vow el-consonant (CVC) w ord s;
(ii) consonant-vow el-consonant-silent e (CVCe) w ord s (e.g., "hope"); and
(iii) one-syllable w ord s w ith consonant blend s (e.g., "d rop")
 use phonological know led ge to m atch sound s to letters to construct know n w ord s
 w rite one's ow n nam e
 use letter-sound correspond ences to spell consonant-vow el-consonant (CVC) w ord s (e.g., "cut")
 use phonological know led ge to m atch sound s to letters
Independently conveys meanings skills
 w rite ow n nam e (first nam e or frequent nicknam e), not necessarily w ith full correct spelling or w ell-form ed letters
Speech production skills
 perceive d ifferences betw een sim ilar sound ing w ord s
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
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