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TEKS Curriculum Framework for STAAR Alternate 2
Grade 5 Reading
Copyright © September 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.
STAAR Alternate 2 Reading Instructional Terms
The curriculum that will be assessed each year for STAAR Alternate 2 is determined by the essence statements that are selected for each administration. Teachers should refer
to the Curriculum Framework documents for each selected essence statement to locate the prerequisite skills that are linked to that essence statement. Instruction should focus
on the listed prerequisite skills. The teacher should determine what skills have been mastered and which need to be taught according to the developmental level of the student.
The goal should be to assist the student in attaining the highest academic level the student is capable of within a given year. In addition to the prerequisite skills, there are
instructional terms that students will need exposure to during instruction. The following list includes the terms for all the essence statements and not just the ones selected for
a given administration. Students need to become familiar with these terms as the student is developmentally able to comprehend the content. Students in higher grades need
to also know the terms presented in earlier grades.
vowels: long, short
consonants
suffix/prefix
noun/verb
synonym
antonym/opposite
contractions
text
paragraph
phrase
main idea/supporting
details
evidence from text
alphabetize
text features
table of contents
glossary
meaning for the word
heading
graphics
root word
plural
past tense
homophone
textual evidence
alphabetical
compound word
symbol
guide words
expository text
persuade/persuasive
opinion
sensory language
figurative language
lines from text or poem
diary
base word
writing selection
appositive
conclude
Grade 3 Reading
photograph
captions
illustration
inform/entertain
advertisement
e-mail
website
supports the story/main idea
topic
informational text
Grade 4 Reading
narrator
biography/autobiography
conclusion
summary, summarize
Grade 5 Reading
similes/metaphors
dictionary: entry, definition
Grade 6 Reading
analogy
Grade 7 Reading
subtitle
Grade 8 Reading
conflict
English I and II
article
fiction/nonfiction
true/facts
folktale
fairy tale
fable
procedural text: steps,
directions
poetry/poem: rhyme, line
setting
character: feelings, traits,
motivations
events
sequence
logical order
plot: problem/solution
predict/prediction:
clues, confirm
inference
drama: dialogue, script,
performed
symbol
compare
cause/effect
imagery
chart
diagram
time line
memoirs
audience
stanza
summary
personal essay
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.2) Reading/Vocabulary D evelopment. Stud ents und erstand new
vocabulary and use it w hen read ing and w riting. The stud ent is
expected to
(A) d eterm ine the m eaning of grad e-level acad em ic English w ord s
d erived from Latin, Greek, or other linguistic roots and affixes;
Read iness Stand ard
(B) use context (e.g., in-sentence restatem ent) to d eterm ine or
clarify the meaning of unfam iliar or m ultiple m eaning w ord s;
Read iness Stand ard
(E) use a d ictionary, a glossary, or a thesaurus (printed or
electronic) to d eterm ine the m eanings, syllabication,
pronunciations, alternate w ord choices, and parts of speech of
w ord s. Read iness Stand ard
5.2
Id entifies new vocabulary w ord s using a variety of strategies.
Prerequisite Skills/Links to TEKS Vertical Alignment
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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 pronunciation 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 (syno nyms) in m eaning
Continued
September 2014
1
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.2
Prerequisite Skills/Links to TEKS Vertical Alignment
 use context to d etermine the relevant meaning of unfam iliar w ord s or m ultiple-m eaning w ord s
 use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sen tence, either heard or read
 d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com pone nt w ord s (e.g., lunchtim e)
 id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
 use a picture d ictionary to find w ord s
 id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, positions, sequences, a nd 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., football, popcorn, dayd ream )
 read base w ord s w ith inflectional end ings (e.g., plurals, past tenses)
 id entify and read at least 25 high -frequency w ords from a com m only used list
*These 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 p rerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
2
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(5.3) Reading/Comprehension of Literary Text/Theme and Genre.
Stud ents analyze, m ake inferences and d raw conclusions about them e
and genre in d ifferent cultural, historical, and contem porary contexts
and provid e evid ence from the text to support their und erstanding. The
stud ent is expected to
(A) com pare and contrast the them es or m oral lessons of several
w orks of fiction from various cultures. Supporting Stand ard
5.3
Id entifies them es across fictional stories.
Prerequisite Skills/Links to TEKS Vertical Alignment
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com pare and contrast the ad ventures or exploits of characters (e.g., the trickster) in trad itional and classical literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
com pare and contrast the settings in m yths 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 contem porary folktales w ith respect to their characters, sett ings,
and plot
 id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
 explain the function of recurring phrases (e.g., “Once upon a tim e” or “They lived happily ever after”) in trad itional folk - and
fairy tales
 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)*
 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)
Continued
September 2014
3
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.3
Prerequisite Skills/Links to TEKS Vertical Alignment
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
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retell im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon content to enhance com prehension
m ake inferences about text and use textual evid ence to support und erstand ing
ask literal questions of text
retell or act out im portant events in stories in logical ord er
establish purposes for read ing selected texts based upon d esired outcom e to enhance com 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, crea ting 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) t o 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, ca tegorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/listening*
 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
4
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.3
Prerequisite Skills/Links to TEKS Vertical Alignment
Listening comprehension
 show und erstand ing
 show und erstand ing
 show und erstand ing
skills *
of the new language being spoken by English -speaking teachers and peers (ELL)
by follow ing tw o-step oral directions and usually follow three-step d irections
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
5
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 1—Understanding and Analysis Across Genres: The student will demonstrate an ability to
understand and analyze a variety of written texts across reading genres.
TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(5.19) Reading/Comprehension Skills. Stud ents use a flexible range of
m etacognitive read ing skills in both assigned and ind epend ent read ing
to und erstand an author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(F) 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. Readiness Stand ard
5.19
Uses a variety of strategies to d em onstrate com prehension
across genres.
Prerequisite Skills/Links to TEKS Vertical Alignment

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
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


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


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establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to en hance com prehension
ask literal, interpretive, and evaluative questions of text
m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and 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 i scuss 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)
Continued
September 2014
6
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.19
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 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
N OTE: Und er each heading the prerequisite skills are arranged from the h ighest grad e level to the low est grad e level.
September 2014
7
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.3) Reading/Comprehension of Literary Text/Theme and Genre.
Stud ents analyze, m ake inferences and d raw conclusions about them e
and genre in d ifferent cultural, historical, and contem porary contexts
and provid e evid ence from the text to support their und erstanding. The
stud ent is expected to
(B) d escribe the phenom ena explained in origin m yths from
various cultures; Supporting Stand ard
(C) explain the effect of a historical event or m ovement on the
them e of a w ork of literature. Supporting Stand ard
5.3
Id entifies them es in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment





com pare and contrast the ad ventures or exploits of char acters (e.g., the trickster) in trad itional and classical literature
sum m arize and explain the lesson or m essage of a w ork of fiction as its them e
com pare and contrast the settings in m yths 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 contem porary folktales w ith respect to their char acters, settings,
and plot
 id entify m oral lessons as them es in w ell-know n fables, legend s, m yths, or stories
 explain the function of recurring phrases (e.g., "Once upon a tim e" or "They lived happily ever after") in trad iti onal 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 folkt ales 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 in cluding setting, character, and key events
Reading/comprehension skills (figure 19)*
 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 t ext
 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
Continued
September 2014
8
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.3
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 content to enhance com prehension
 m ake inferences about text and use textual evid ence to support und erstand ing
 ask literal questions of text
 retell or act out im portant events in stories in logical ord er
 establish purposes for read ing selected texts based upon d esired outcom e to enhance com prehension
 m ake connections to ow n experiences, to id eas in other texts, and to the larger com m unity and d iscuss textual evid ence
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, reread ing a portion aloud )
 retell or act out im portant events in stories
 m ake inferences based on the cover, title, illustrations, and plot
 ask and respond to questions about text
 d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and 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 foresh ad 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 questi ons, 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 , 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
Continued
September 2014
9
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.3
Prerequisite Skills/Links to TEKS Vertical Alignment
 listen attentively to speakers and ask relevant questions to clarify information
 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
10
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.4) Reading/Comprehension of Literary Text/Poetry. Stud ents
und erstand , make 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 how poets use sound effects (e.g., alliteration,
internal rhym e, onom atopoeia, rhym e schem e) to reinforce
m eaning in poem s. Supporting Stand ard
5.4
Id entifies the structure and elem ents of poetry.
Prerequisite Skills/Links to TEKS Vertical Alignment


explain how the structural elem ents of poetry (e.g., rhym e, m eter, stanzas, line breaks) relate to form (e.g., ly rical poetry, free verse)
d escribe the characteristics of various form s of poetry and how they create im agery (e.g., narrative poetry, lyrical poetry, hum orous
poetry, free verse)
 d escribe how rhym e, rhythm , and repetition interact to create im ages in poetry
 respond to and use rhythm , rhym e, and alliteration in poetry
 respond to rhythm and rhym e in poetry through id entifying a regular beat an d similarities in w ord sound s
Reading/comprehension skills (figure 19)*
 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
Continued
September 2014
11
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.4
Prerequisite Skills/Links to TEKS Vertical Alignment





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 an d 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/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)
Continued
September 2014
12
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.4
Prerequisite Skills/Links to TEKS Vertical Alignment

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 sup port
 com bine onset (initial consonant or consonants) and rim e (vow el to end ) to form a familiar one -syllable w ord w ith pictorial support
 prod uce a w ord that begins w ith the sam e sound as a given pair of w ord s
 prod uce a w ord that rhym es w ith a given w ord
 d elete a syllable from a w ord
 com bine syllables into w ord s
 d elete a w ord from a com pound w ord
 com bine w ord s to make a com pound w ord
 separate a norm ally spoken four-w ord sentence into ind ivid ual w ord s
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
13
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.5) Reading/Comprehension of Literary Text/D rama. Stud ents
und erstand , make inferences and d raw conclusions about the structure
and elements of d ram a and provid e evid ence from text to support their
und erstanding. Supporting Stand ard
5.5
Id entifies the structure and elem ents of d ram a.
Prerequisite Skills/Links to TEKS Vertical Alignment
 d escribe the structural elem ents particular to d ram atic literature
 explain the elem ents of plot and character as presented through d ialogue in scripts that are read , view ed , w ritten , or perform ed
 id entify the elem ents of d ialogue and u se them in inform al plays
D ramatic Expression Skills
 create or recreate stories, m ood s, or experiences through d ram atic representations
Reading/comprehension skills (figure 19)*
 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 supp ort 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, an d plot
 ask and respond to questions about text
Continued
September 2014
14
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.5
Prerequisite Skills/Links to TEKS Vertical Alignment

d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m a ke and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m a ke and confirm pred ictions
 establish purpose for read ing selected texts and m onit or 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 a nd 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 t ells"
 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
*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
15
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.6) Reading/Comprehension of Literary Text/Fiction. Stud ents
und erstand , make inferences and d raw conclusions about the structure
and elements of fiction and provid e evid ence from text to support their
und erstanding. The student is expected to
(A) 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;
Read iness Stand ard
(B) explain the roles and functions of characters in various plots,
includ ing their relationships and conflicts; Read iness Stand ard
(C) explain different form s of third -person points of view in stories.
Supporting Stand ard
5.6
Id entifies plot and character interaction in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify w hether the narrator or speaker of a story is first or third person
 d escribe the interaction of characters includ ing their relationships and the changes they und ergo
 sequence and sum m arize the plot's m ain events and exp lain 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 severa l w orks by the sam e author
 d escribe characters in a story and the reasons for their actions and feelings
 d escribe the plot (problem and solution) and retell a story's beginning, mid d le, and end w ith attentio n to the sequence of events
 d escribe characters in a story and the reasons for their actions
 retell a m ain event from a story read aloud
Reading/comprehension skills (figure 19)*
 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)
Continued
September 2014
16
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.6
Prerequisite Skills/Links to TEKS Vertical Alignment












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 purp oses 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 enc e
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 plo t
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settings,
actions, and to enjoy language)
Reading/beginning reading/strategies
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and 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, generat ing questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other t exts
 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 headin g the prerequisite skills are arranged from the highest grad e level to the low est grad e level .
September 2014
17
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.7) Reading/Comprehension of Literary Text/Literary N onfiction.
Stud ents und erstand , m ake inferences an d d raw conclusions about the
varied structural patterns and features of literary nonfiction and provid e
evid ence from text to support their und erstand ing. The stud ent is
expected to
(A) id entify the literary language and d evices used in biographies
and autobiographies, includ ing how authors present m ajor events
in a person's life. Supporting Stand ard
5.7
Id entifies features of literary nonfiction.
Prerequisite Skills/Links to TEKS Vertical Alignment

id entify sim ilarities and d ifferences betw een the events and characters’ experiences in a fictional w ork and the actual events 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)*
 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 co ntent 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
Continued
September 2014
18
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.7
Prerequisite Skills/Links to TEKS Vertical Alignment





m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m 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 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, usin g background know led ge, generating questions, re-read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails ab out 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 conten t.
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
19
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.8) Reading/Comprehension of Literary Text/Sensory Language.
Stud ents und erstand , m ake inferences and d raw conclusions about how
an author’s sensory language creates im agery in literary text and
provid e evid ence from text to support their und erstand ing. The stud ent
is expected to
(A) evaluate the im pact of sensory d etails, im agery, and figurative
language in literary text. Read iness Stand ard
5.8
Recognizes sensory language in literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 id entify the author’s use of sim iles and m etaphors to prod uce im agery
 id entify language that creates a graphic visual experience and appeals to the senses
 recognize that som e w ord s and phrases have literal and non -literal meanings (e.g., take steps)
 recognize sensory d etails in literary text
Reading/vocabulary development*
 use a d ictionary or glossary to d eterm ine the meanings, syllabication, and pronunciation of unknow n w ord s
 id entify the m eaning of com m on id iom s
 com plete analogies using know led ge of antonyms and synonym s (e.g., boy:girl as m ale:____ o r girl:w om an as boy:_____)
 use the context of the sentence (e.g., in -sentence exam ple or d efinition) to d eterm ine the m eaning of unfam iliar w ord s or multiple
m eaning w ord s
 d eterm ine the m eaning of grad e-level acad em ic English w ord s d erived from Latin, Greek, or other linguistic roots and affixes
 alphabetize a series of w ord s to the third letter and use a d ictionary or a glossary to d eterm ine the m eanings, syllabication , and
pronunciation of unknow n w ord s
 id entify and apply playful uses of language (e.g., tongue tw ist ers, palind rom es, rid d les)
 id entify and use antonym s, synonym s, hom ographs, and hom ophones
 use context to d etermine the relevant meaning of unfam iliar w ord s or d istinguish am ong m ultiple m e aning w ord s and 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
20
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.8
Prerequisite Skills/Links to TEKS Vertical Alignment
 use context to d etermine the relevant meaning of unfam iliar w ord s or m ultiple-m eaning w ord s
 use prefixes and suffixes to d eterm ine the m eaning of w ord s (e.g., allow / disallow )
 alphabetize a series of w ord s to the first or second letter and use a d ictionary to find w ord s
 id entify and sort w ord s into conceptual categories (e.g., opposites, living things)
 d eterm ine w hat w ord s m ean from how they are used in a sentence, either heard or read
 d eterm ine the m eaning of com pound w ord s using know led ge of the m eaning of their individ ual com pone nt w ord s (e.g., lunchtim e)
 id entify w ord s that name actions (verbs) and w ord s that nam e persons, places, or things (nouns)
 use a picture d ictionary to find w ord s
 id entify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures)
 recognize that com pound w ord s are m ad e up of shorter w ord s
 id entify and use w ord s that nam e actions, d irections, positions, sequences, and locations
Sentences and structure skills*
 attem pt to use new vocabulary and gram mar in speech (ELL)
 use single words and simple phrases to communicate meaning in social situations (ELL)
Vocabulary skills*
 increase listening vocabulary and begin to d evelop vocabulary of object nam es and com m on phrases in English (ELL)
 use a large speaking vocabulary, ad d ing several new w ord s d aily
 d em onstrate und erstand ing in a variety of w ays or know ing the m eaning of 3,000 to 4,000 w ord s, many m ore than he or she uses
 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
21
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
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
(5.14) Reading /Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sounds w ork together in
various form s to im pact m eaning. Stud ents continue to apply earlier
stand ard s w ith greater depth in increasingly m ore com plex texts. The
stud ent is expected to
(C) id entify the point of view of m edia presentation s.
Supporting Stand ard
5.14
Recognizes that literary m ed ia conveys m eaning.
Prerequisite Skills/Links to TEKS Vertical Alignment



explain how various d esign techniques used in med ia influence the m essage (e.g., pacing, close-ups, sound effects)
explain the positive and negative im pacts of advertisem ent techniques used in various genres of med ia 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 en t) (w ith ad ult assistance)
 id entify techniques used in m edia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, n ew spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 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)
Continued
September 2014
22
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.14
Prerequisite Skills/Links to TEKS Vertical Alignment












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 ans w ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Reading/beginning reading skills/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
Continued
September 2014
23
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.14
Prerequisite Skills/Links to TEKS Vertical Alignment







recognize the distinguishing features of a sentence (e.g., capitalization of first w ord , ending p unctuation)
sequence the letters of the alphabet
recognize that spoken w ord s are represented in w ritten English by specific sequences of letters
id entify upper- and low er-case letters
id entify d ifferent parts of a book (e.g., front and back covers, tit le 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 , 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 sh ort 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
24
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 2—Understanding and Analysis of Literary Texts: The student will demonstrate an ability to
understand and analyze literary texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.19) Reading/Comprehension Skills. Stud ents use a flexible range of
m etacognitive read ing skills in both assigned and ind epend ent read ing
to und erstand an author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(D) m ake inferences about text and use textual evid ence to support
und erstanding; Readiness Stand ard (Fiction)/ Supporting Stand ard
(Literary N onfiction, Poetry, Dram a)
(E) sum m arize and paraphrase texts in w ays that m aintain
m eaning and logical order w ithin a text and across texts. Read iness
Stand ard (Fiction)/ Supporting Stand ard (Literary N onfiction,
Poetry, Dram a)
5.19
Uses a variety of strategies to d em onstrate com prehension w ithin
and across literary texts.
Prerequisite Skills/Links to TEKS Vertical Alignment














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
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
25
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.19
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 rea l 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 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 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
26
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(5.10) 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
stud ent is expected to
(A) d raw conclusions from the inform ation presented by an author
and evaluate how w ell the author's purpose w as achieved .
Supporting Stand ard
5.10
Id entifies topic and author’s purpose in inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment




explain the d ifference betw een a stated and an implied purpose for an expository text
id entify the topic and locate the author's stated purp oses in w riting the text
id entify the topic and explain the author's pur pose 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)*
 establish purposes for read ing selected texts based upon ow n o r 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 en ce
 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
Continued
September 2014
27
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.10
Prerequisite Skills/Links to TEKS Vertical Alignment





m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud )
retell or act out im portant events in stories
m ake inferences based on the cover, title, illustrations, and plot
ask and respond to questions about text
d iscuss the purposes for read ing and listening to various texts (e.g., to becom e involved in real and im agined events, settin gs,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support an sw 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 ent s 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 p red 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 , 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 o f 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 understanding by responding appropriately
*These prerequisite skills w ere borrow ed from d ifferent know led ge and skills bank(s) d ue to sim ilar content.
N OTE: Und er each heading the prerequisite skills are arranged from the highest grad e level to the low est grad e level.
September 2014
28
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.11) Reading/Comprehension of Informational Text/Expository Text.
Stud ents analyze, m ake inferences and d raw conclusions about
expository text and provid e evid ence from text to support their
und erstanding. The student is expected to
(A) sum m arize the m ain id eas and supporting d etails in a text in
w ays that m aintain m eaning and logical ord er; Read iness Standard
(B) d eterm ine the facts in text and verify them through established
m ethod s; Supporting Stand ard
(C) analyze how the organizational pattern of a text (e.g., causeand -effect, com pare-and -contrast, sequential ord er, logical ord er,
classification schem es) influences the relationship s am ong the
id eas; Read iness Stand ard
(D) use m ultiple text features and graphics to gain an overview of
the contents of text and to locate inform ation; Read iness Stand ard
(E) synthesize and make logical connections betw een id eas w ithin
a text and across tw o or three texts representing sim ilar or d ifferent
genres. Read iness Standard
5.11
Id entifies the main id ea and supporting details in
inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment









use m ultiple text features (e.g., guid e w ord s, topic and conclud ing sentences) to gain an overview of the contents of text and to
locate inform ation
d escribe explicit and im plicit relationships am ong id eas in texts organized by cause -and-effect, sequence, or com parison
d istinguish fact from opinion in a text and explain how to verify w hat is a fact
sum m arize the m ain id ea and supporting d etails in text in w ays that m aintain m eaning
use text features (e.g., bold print, captions, key w ord s, italics) to locate inform ation and m ake and verify pred icti ons about
contents of text
id entify explicit cause and effect relation ships among id eas in texts
d raw conclusions from the facts presented in text and support those assert ions 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
Continued
September 2014
29
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.11
Prerequisite Skills/Links to TEKS Vertical Alignment
 d escribe the ord er of events or id eas in a text
 locate the facts that are clearly stated in a text
 id entify the m ain id ea in a text and distinguish it from the topic
 use text features (e.g., title, tables of contents, illustrations) to locate sp ecific inform ation in text
 retell the ord er of events in a text by referring to the w ord s and/ or illustrations
 id entify im portant facts or d etails in text, heard or read
 restate the m ain id ea, heard or read
 use titles and illustrations to m ake pred ictions about text
 d iscuss the w ays authors group inform ation in text
 retell im portant facts in a text, heard or read
 id entify the topic and d etails in expository text heard or read , referring to the w ord s and/ or illustrations
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion 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, 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
30
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.11
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 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 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 question s about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com parin g 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
31
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.12) 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) 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; Supporting Stand ard
(B) recognize exaggerated , contrad ictory, or m islead ing statem ents
in text. Supporting Stand ard
5.12
Recognizes persuasive language in texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain how an author uses language to present inform ation to influence w hat t he read er thinks or d oes
 id entify w hat the author is trying to persuad e the read er to think or d o
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and provid e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 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
32
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.12
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, s ettings,
actions, and to enjoy language)
Reading/beginning reading/strategies*
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing clues) to m ake and confirm pred ictions
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts and support answ ers w ith
evid ence from text
 use id eas (e.g., illustrations, titles, topic sentences, key w ord s, and foreshad ow ing) to m ake and confirm pred ictions
 establish purpose for read ing selected texts and m onitor com prehension, m aking corrections and ad justm ents w hen that
und erstanding breaks d ow n (e.g., id entifying clues, using background know led ge, generating questions, re -read ing a portion aloud )
 ask relevant questions, seek clarification, and locate facts and d etails about stories and other texts
 confirm pred ictions about w hat w ill happen next in text by "read ing the part that tells"
 ask and respond to questions about texts read aloud
 pred ict w hat might happen next in text based on the cover, title, and illustrations
Comprehension of text read aloud skills*
 ask and answ er appropriate questions about the book
 use inform ation learned from books by d escribing, relating, categorizing, or com paring and contrasting
 retell or re-enact a story after it is read aloud
Listening and speaking/speaking*
 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 conventions
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 appro priate 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)
Speaking (conversation) skills*
 m atch language to social contexts
Continued
September 2014
33
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.12
Prerequisite Skills/Links to TEKS Vertical Alignment





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 level to the low est grad e leve l.
September 2014
34
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.13) 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) interpret d etails from proced ural text to com plete a task, solve
a problem , or perform proced ures; Supporting Stand ard
(B) interpret factual or quantitative inform ation presented in m aps,
charts, illustrations, graphs, timelines, tables, and d iagram s.
Supporting Stand ard
5.13
Recognizes sequence and uses factual inform ation from graphic
features in proced ural texts.
Prerequisite Skills/Links to TEKS Vertical Alignment
 explain factual inform ation presented graphically (e.g., charts, diagra m s, graphs, illustrations)
 d eterm ine the sequence of activities need ed to carry out a proced ure (e.g., follow ing a recipe)
 locate and use specific inform ation in graphic features of text
 follow and explain a set of w ritten m ulti-step d irections
 use com m on graph ic features to assist in the interpretation of text (e.g., captions, illustrations)
 follow w ritten m ulti-step d irections
 explain the m eaning of specific signs and symbols (e.g., m ap features)
 follow w ritten m ulti-step d irections w ith picture cues to assist w ith und erstand ing
 id entify the m eaning of specific signs (e.g., traffic signs, w arning signs)
 follow pictorial d irections (e.g., recipes, science experim ents)
Reading/comprehension skills (figure 19)*
 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
Continued
September 2014
35
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.13
Prerequisite Skills/Links to TEKS Vertical Alignment










m ake inferences about text and use textual evid ence to support un d 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 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 ake 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 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 , 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 clar ify information
Continued
September 2014
36
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.13
Prerequisite Skills/Links to TEKS Vertical Alignment
Listening comprehension
 show und erstand ing
 show und erstand ing
 show und erstand ing
skills*
of the new language being spoken by English -speaking teachers and peers (ELL)
by follow ing tw o-step oral directions and usually follow three-step d irections
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
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectation
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectation
(5.14) Reading/Media Literacy. Stud ents use com prehension skills to
analyze how w ord s, im ages, graphics, and sound s w ork together in
various form s to im pact m eaning. Stud ents continue to apply earlier
stand ard s w ith greater depth in increasingly m ore com plex texts. The
stud ent is expected to
(C) id entify the point of view of m ed ia presentation s.
Supporting Stand ard
5.14
Recognizes that inform ational m ed ia conveys m eaning.
Prerequisite Skills/Links to TEKS Vertical Alignment



explain how various d esign techniques used in med ia influence the m essage (e.g., pacing, close -ups, sound effects)
explain the positive an d negative im pacts of advertisem ent techniques used in various genres of med ia t o im pact consum er behavior
com pare various w ritten conventions used for d igital m ed ia (e.g., language in an inform al e -mail vs. language in a w eb-based
new s article)
 explain how various d esign techniques used in med ia influence the m essage (e.g., shape, color, sound )
 und erstand how com m unication changes w hen m oving from one genre of m ed ia to another
 id entify various w ritten conventions for using digital m ed ia (e.g., e -m ail, w ebsite, vid eo gam e)
 d escribe techniques used to create m ed ia m essages (e.g., sound , graphics)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent)
 recognize different purposes of m ed ia (e.g., inform ational, entertainm ent) (w ith ad ult assistance)
 id entify techniques used in m edia (e.g., sound , movem ent)
 id entify d ifferent form s of m ed ia (e.g., ad vertisem ents, n ew spapers, rad io program s)
Reading/comprehension skills (figure 19)*
 establish purposes for read ing selected texts based upon ow n or others’ desired outcom e to enhance com prehension
 ask literal, interpretive, and evaluative questions of text
 m ake connections (e.g., them atic links, author analysis) betw een literary and inform ational texts w ith sim ilar id eas and prov id e
textual evid ence
 sum m arize inform ation in text, m aintaining meaning and logical ord er
 m onitor and ad just comprehension (e.g., using background know led ge, creating sensory images, re read ing a portion aloud ,
generating questions)
 retell im portant events in stories in logical ord er
Continued
September 2014
38
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.14
Prerequisite Skills/Links to TEKS Vertical Alignment











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 an d 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 an d 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 text s
 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
39
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.14
Prerequisite Skills/Links to TEKS Vertical Alignment



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 read ing 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 reading-related activities
Listening and speaking/listening*
 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
40
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
STAAR Reporting Category 3—Understanding and Analysis of Informational Texts: The student will demonstrate an ability to
understand and analyze informational texts.
TEKS Know ledge and Skills Statement/
STAAR-Tested Student Expectations
Essence of TEKS Knowledge and Skills Statement/
STAAR-Tested Student Expectations
(5.19) Reading/Comprehension Skills. Stud ents use a flexible range of
m etacognitive read ing skills in both assigned and ind epend ent read ing
to und erstand an author’s m essage. Stud ents w ill continue to apply
earlier stand ard s w ith greater d epth in increasingly m ore com plex texts
as they becom e self-d irected , critical read ers. The stud ent is expected to
(D) m ake inferences about text and use textual evid ence to support
und erstanding; Readiness Stand ard (Expository)/ Supporting
Stand ard (Persuasive)
(E) sum m arize and paraphrase texts in w ays that m aintain
m eaning and logical order w ithin a text and across texts. Read iness
Stand ard (Expository)/ Supporting Stand ard (Persuasive)
5.19
Uses a variety of strategies to d em onstrate com prehension w ithin
and across inform ational texts.
Prerequisite Skills/Links to TEKS Vertical Alignment















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 litera ry 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
September 2014
Continued
41
Reading
TEKS Curriculum Framework for STAAR Alternate 2 | Grade 5
5.19
Prerequisite Skills/Links to TEKS Vertical Alignment


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 ev ents, 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 an d 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
42