Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
3. Fig 19A
Establish purposes for reading
selected texts based upon own
or others’ desired outcome to
enhance comprehension
4. Fig 19A
Establish purposes for reading
selected texts based upon own
or others’ desired outcome to
enhance comprehension
5. Fig. 19A
Establish purposes for reading
selected texts based upon own
or others’ desired outcome to
enhance comprehension
6. Fig. 19A
Establish purposes for reading
selected texts based upon own
or others’ desired outcome to
enhance comprehension
7. Fig. 19A
Establish purposes for reading
selected texts based upon own
or others’ desired outcome to
enhance comprehension
3. Fig 19B
Ask literal, interpretive, and
evaluative questions of text
4. Fig 19B
Ask literal, interpretive, and
evaluative questions of text
5. Fig. 19B
Ask literal, interpretive,
evaluative, and universal
questions of text
6. Fig. 19B
Ask literal, interpretive,
evaluative, and universal
questions of text
7. Fig. 19B
Ask literal, interpretive,
evaluative, and universal
questions of text
3. Fig 19C
Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
4. Fig 19C
Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
5. Fig. 19C
Monitor and adjust
comprehension (e.g., using
background knowledge, creating
sensory images, re-reading a
portion aloud, generating
questions)
6. Fig. 19C
Monitor and adjust
comprehension (e.g., using
background knowledge; creating
sensory images; rereading a
portion aloud; generating
questions)
7. Fig. 19C
Reflect on understanding to
monitor comprehension (e.g.,
summarizing and synthesizing;
making textual, personal, and
world connections; creating
sensory images)
3. Fig 19D
Make inferences about text and
use textual evidence to support
understanding
4. Fig 19D
Make inferences about text and
use textual evidence to support
understanding
5. Fig. 19D
Make inferences about text and
use textual evidence to support
understanding
6. Fig. 19D
Make inferences about text and
use textual evidence to support
understanding
7. Fig. 19D
Make complex inferences about
text and use textual evidence to
support understanding
3. Fig 19E
Summarize information in text,
maintaining meaning and logical
order
4. Fig 19E
Summarize information in text,
maintaining meaning and logical
order
5. Fig. 19E
Summarize and paraphrase
texts in ways that maintain
meaning and logical order within
a text and across texts
6. Fig. 19E
Summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical
order within a text and across
texts
7. Fig. 19E
Summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical
order within a text and across
texts
3. Fig 19F
Make connections (e.g., thematic
links, author analysis) between
literary and informational texts
with similar ideas and provide
textual evidence
4. Fig 19F
Make connections (e.g., thematic
links, author analysis) between
literary and informational texts
with similar ideas and provide
textual evidence
5. Fig. 19F
Make connections (e.g.,
thematic links, author analysis)
between and across multiple
texts of various genres and
provide textual evidence
6. Fig. 19F
Make connections (e.g., thematic
links, author analysis) between
and across multiple texts of
various genres, and provide
textual evidence
7. Fig. 19F
Make connections between and
across texts, including other
media (e.g., film, play), and
provide textual evidence
3.1(A) decode multisyllabic
words in context and
independent of context by
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
applying common spelling
patterns including: (i) dropping
the final "e" and add endings
such as -ing, -ed, or -able (e.g.,
use, using, used, usable)
3.1(A) decode multisyllabic
words in context and
independent of context by
applying common spelling
patterns including: (ii) doubling
final consonants when adding an
ending (e.g., hop to hopping)
3.1(A) decode multisyllabic
words in context and
independent of context by
applying common spelling
patterns including: (iii) changing
the final "y" to "i" (e.g., baby to
babies)
3.1(A) decode multisyllabic
words in context and
independent of context by
applying common spelling
patterns including: (iv) using
knowledge of common prefixes
and suffixes (e.g., dis-, -ly)
3.1(A) decode multisyllabic
words in context and
independent of context by
applying common spelling
patterns including: (v) using
knowledge of derivational affixes
(e.g., -de, -ful, -able)
3.1(B) use common syllabication
patterns to decode words
including: (i) closed syllable
(CVC) (e.g., mag-net, splen-did)
3.1(B) use common syllabication
patterns to decode words
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
including: (ii) open syllable (CV)
(e.g., ve-to)
3.1(B) use common syllabication
patterns to decode words
including: (iii) final stable syllable
(e.g., puz-zle, con-trac-tion)
3.1(B) use common syllabication
patterns to decode words
including: (v) vowel digraphs and
diphthongs (e.g., ei-ther)
3.1(C) decode words applying
knowledge of common spelling
patterns (e.g., -eigh, -ought)
3.1(D) identify and read
contractions (e.g., I’d, won’t)
3.1(E) monitor accuracy in
decoding
3.2(A) use ideas (e.g.,
illustrations, titles, topic
sentence, key words, and
foreshadowing clues to make
and confirm predictions
3.2(B) ask relevant questions,
seek clarification, and locate
facts and details about stories
and other texts and support
answers with evidence from text
3.2C establish purpose for
reading selected texts and
monitor comprehension, making
corrections and adjustments
when that understanding breaks
down (e.g., identifying clues,
using background knowledge,
generating questions, re-reading
a portion aloud)
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.3A
Read aloud grade-level
appropriate text with fluency
(rate, accuracy, expression,
appropriate phrasing) and
comprehension
4.1A
read aloud grade-level stories
with fluency (rate, accuracy,
expression, appropriate phrasing
and comprehension)
5.1A
Read aloud grade-level stories
with fluency (rate, accuracy,
expression, appropriate phrasing
and comprehension)
6.1A
Read aloud grade-level
appropriate text with fluency
(rate, accuracy, expression,
appropriate phrasing) and
comprehension
7.1A
Read aloud grade-level
appropriate text with fluency
(rate, accuracy, expression,
appropriate phrasing) and
comprehension
3.4(A)
Identify the meaning of common
prefixes (e.g., in-, dis-) and
suffixes (e.g., -full, -less), and
know how they change the
meaning of roots
4.2(A)
Determine the meaning of
grade-level academic English
words derived from Latin, Greek,
or other linguistic roots and
affixes
5.2(A)
Determine the meaning of
grade-level academic English
words derived from Latin, Greek,
or other linguistic roots and
affixes
6.2(A)
Determine the meaning of
grade-level academic English
words derived from Latin, Greek,
or other linguistic roots and
affixes
7.2(A)
Determine the meaning of
grade-level academic English
words derived from Latin, Greek,
or other linguistic roots and
affixes
3.4(B)
Use context to determine the
relevant meaning of unfamiliar
words or distinguish among
multiple meaning words and
homographs
4.2(B)
Use the context of the sentence
(e.g., in-sentence example or
definition) to determine the
meaning of unfamiliar words or
multiple meaning words
5.2(B)
Use context (e.g., in-sentence
restatement) to determine or
clarify the meaning of unfamiliar
or multiple meaning words
6.2(B)
Use context (e.g., cause and
effect or compare and contrast
organizational text structures) to
determine or clarify the meaning
of unfamiliar or multiple meaning
words
7.2(B)
Use context (within a sentence
and in larger sections of text) to
determine or clarify the meaning
of unfamiliar or ambiguous words
3.4(C)
Identify and use antonyms,
synonyms, homographs, and
homophones
4.2(C)
Complete analogies using
knowledge of antonyms and
synonyms (e.g., boy:girl as
male:____ or girl:woman as
boy:_____)
5.2(C)
Produce analogies with known
antonyms and synonyms
6.2(C)
Complete analogies that
describe part to whole or whole
to part (e.g., ink:pen as page:
____ or pen:ink as book: _____)
7.2(C)
Complete analogies that
describe part to whole or whole
to part
3.4(D) identify and apply playful
uses of language (e.g., tongue
twisters, palindromes, riddles)
4.2(D)
Identify the meaning of common
idioms
5.2(D)
Identify and explain the meaning
of common idioms, adages, and
other sayings
6.2(D)
Explain the meaning of foreign
words and phrases commonly
used in written English (e.g.,
RSVP, que sera sera)
7.2(D)
Identify the meaning of foreign
words commonly used in written
English with emphasis on Latin
and Greek words (e.g., habeus
corpus, e pluribus unum, bona
fide, nemesis)
3.4(E) alphabetize a series of
words to the third letter and use
a dictionary or a glossary to
determine the meanings,
syllabication, and pronunciation
of unknown words
4.2(E)
Use a dictionary or glossary to
determine the meanings,
syllabication, and pronunciation
of unknown words
5.2(E)
Use a dictionary, a glossary, or a
thesaurus (printed or electronic)
to determine the meanings,
syllabication, pronunciations,
alternate word choices, and
parts of speech of words
6.2(E)
Use a dictionary, a glossary, or a
thesaurus (printed or electronic)
to determine the meanings,
syllabication, pronunciations,
alternate word choices, and parts
of speech of words
7.2(E)
Use a dictionary, a glossary, or a
thesaurus (printed or electronic)
to determine the meanings,
syllabication, pronunciations,
alternate word choices, and parts
of speech of words
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.5
Analyze, make inferences and
draw conclusions about theme
and genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding
4.3
Analyze, make inferences and
draw conclusions about theme
and genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding
5.3
Analyze, make inferences and
draw conclusions about theme
and genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding
6.3
Analyze, make inferences and
draw conclusions about theme
and genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding
7.3
Analyze, make inferences and
draw conclusions about theme
and genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding.
3.5(A) paraphrase the themes
and supporting details of fables,
legends, myths, or stories
4.3(A)
Summarize and explain the
lesson or message of a work of
fiction as its theme
5.3(A)
Compare and contrast the
themes or moral lessons of
several works of fiction from
various cultures
6.3(A)
Infer the implicit theme of a work
of fiction, distinguishing theme
from the topic
7.3(A)
Describe multiple themes in a
work of fiction
3.5(B)
Compare and contrast the
settings in myths and traditional
folktales
4.3(B)
Compare and contrast the
adventures or exploits of
characters (e.g., the trickster) in
traditional and classical literature
5.3(B)
Describe the phenomena
explained in origin myths from
various cultures
6.3(B)
Analyze the function of stylistic
elements (e.g., magic helper,
rule of three) in traditional and
classical literature from various
cultures
7.3(B)
Describe conventions in myths
and epic tales (e.g., extended
simile, the quest, the hero's
tasks, circle stories)
5.3(C)
Explain the effect of a historical
event or movement on the
theme of a work of literature
6.3(C)
Compare and contrast the
historical and cultural settings of
two literary works
7.3(C)
Analyze how place and time
influence the theme or message
of a literary work
3.6
Understand, make inferences
and draw conclusions about the
structure and elements of poetry
and provide evidence from text to
support their understanding
4.4
Understand, make inferences
and draw conclusions about the
structure and elements of poetry
and provide evidence from text to
support their understanding
5.4
Understand, make inferences
and draw conclusions about the
structure and elements of poetry
and provide evidence from text
to support their understanding
6.4
Understand, make inferences
and draw conclusions about the
structure and elements of poetry
and provide evidence from text to
support their understanding
7.4
Understand, make inferences
and draw conclusions about the
structure and elements of poetry
and provide evidence from text to
support their understanding
3.6(A)
Describe the characteristics of
various forms of poetry and how
they create imagery (e.g.,
narrative poetry, lyrical poetry,
humorous poetry, free verse)
4.4(A)
Explain how the structural
elements of poetry (e.g., rhyme,
meter, stanzas, line breaks)
relate to form (e.g., lyrical poetry,
free verse)
5.4(A)
Analyze how poets use sound
effects (e.g., alliteration, internal
rhyme, onomatopoeia, rhyme
scheme) to reinforce meaning in
poems
6.4(A)
Explain how figurative language
(e.g., personification, metaphors,
similes, hyperbole) contributes to
the meaning of a poem
7.4(A)
Analyze the importance of
graphical elements (e.g., capital
letters, line length, word position)
on the meaning of a poem
4.5
understand, make inferences
and draw conclusions about the
structure and elements of drama
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
and provide evidence from text to
support their understanding
3.7(A)
Explain the elements of plot and
character as presented through
dialogue in scripts that are read,
viewed, written, or performed
4.5(A)
Describe the structural elements
particular to dramatic literature
5.5
Students understand, make
inferences and draw conclusions
about the structure and elements
of drama and provide evidence
from text to support their
understanding.
6.5
Students understand, make
inferences and draw conclusions
about the structure and elements
of drama and provide evidence
from text to support their
understanding.
7.5(A)
Explain a playwright's use of
dialogue and stage directions
3.8
Make inferences and draw
conclusions about the structure
and elements of fiction and
provide evidence from text to
support their understanding
4.6
Understand, make inferences
and draw conclusions about the
structure and elements of fiction
and provide evidence from text to
support their understanding
5.6
Understand, make inferences
and draw conclusions about the
structure and elements of fiction
and provide evidence from text
to support their understanding
6.6
Understand, make inferences
and draw conclusions about the
structure and elements of fiction
and provide evidence from text to
support their understanding
7.6
Understand, make inferences
and draw conclusions about the
structure and elements of fiction
and provide evidence from text to
support their understanding
3.8(A)
Sequence and summarize the
plot's main events and explain
their influence on future events
4.6(A)
Sequence and summarize the
plot's main events and explain
their influence on future events
5.6(A)
Describe incidents that advance
the story or novel, explaining
how each incident gives rise to
or foreshadows future events
6.6(A)
Summarize the elements of plot
development (e.g., rising action,
turning point, climax, falling
action, denouement) in various
works of fiction
7.6(A) explain the influence of
the setting on plot development
3.8(B)
Describe the interaction of
characters including their
relationships and the changes
they undergo
4.6(B)
Describe the interaction of
characters including their
relationships and the changes
they undergo
5.6(B)
Explain the roles and functions
of characters in various plots,
including their relationships and
conflicts
6.6(B)
Recognize dialect and
conversational voice and explain
how authors use dialect to
convey character
7.6(B) analyze the development
of the plot through the internal
and external responses of the
characters, including their
motivations and conflicts
3.8(C)
Identify whether the narrator or
speaker of a story is first or third
person
4.6(C)
Identify whether the narrator or
speaker of a story is first or third
person
5.6(C)
Explain different forms of
third-person points of view in
stories
6.6(C)
Describe different forms of
point-of-view, including first- and
third-person
7.6(C) analyze different forms of
point of view, including
first-person, third-person
omniscient, and third-person
limited
3.9(A)
Explain the difference in point of
view between a biography and
autobiography
4.7(A)
Identify similarities and
differences between the events
and characters' experiences in a
fictional work and the actual
events and experiences
described in an author's
biography or autobiography
5.7(A)
Identify the literary language and
devices used in biographies and
autobiographies, including how
authors present major events in
a person's life
6.7(A)
Identify the literary language and
devices used in memoirs and
personal narratives and compare
their characteristics with those of
an autobiography
7.7(A)
Describe the structural and
substantive differences between
an autobiography or a diary and
a fictional adaptation of it
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.10 Students understand, make
inferences and draw conclusions
about how an author’s sensory
language creates imagery in
literary text and provide evidence
from text to support their
understanding
3.10(A)
Identify language that creates a
graphic visual experience and
appeals to the senses
4.8(A)
Identify the author's use of
similes and metaphors to
produce imagery
5.8(A)
Evaluate the impact of sensory
details, imagery, and figurative
language in literary text
6.8(A)
Explain how authors create
meaning through stylistic
elements and figurative language
emphasizing the use of
personification, hyperbole, and
refrains
7.8(A)
Determine the figurative meaning
of phrases and analyze how an
author's use of language creates
imagery, appeals to the senses,
and suggests mood
3.11(A)
Read independently for a
sustained period of time and
paraphrase what the reading was
about, maintaining meaning and
logical order (e.g., generate a
reading log or journal; participate
in book talks)
4.9(A)
Read independently for a
sustained period of time and
paraphrase what the reading was
about, maintaining meaning and
logical order (e.g., generate a
reading log or journal; participate
in book talks)
5.9(A)
Read independently for a
sustained period of time and
summarize or paraphrase what
the reading was about,
maintaining meaning and logical
order (e.g., generate a reading
log or journal; participate in book
talks)
6 Fig.19(E)
Summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical
order within a text and across
texts
7 Fig.19(E)
Summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical
order within a text and across
texts
3.12* analyze, make inferences
and draw conclusions about the
author's purpose in cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding.
4.10
Students analyze, make
inferences and draw conclusions
about the author's purpose in
cultural, historical, and
contemporary contexts and
provide evidence from the text to
support their understanding.
5.10(A)
Draw conclusions from the
information presented by an
author and evaluate how well the
author's purpose was achieved
6.9(A)
Compare and contrast the stated
or implied purposes of different
authors writing on the same topic
7.9(A)
Explain the difference between
the theme of a literary work and
the author's purpose in an
expository text
3.12(A)*
Identify the topic and locate the
author’s stated purposes in
writing the text
4.10(A)*
Explain the difference between a
stated and implied purpose for
an expository text.
3.13
Analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding
4.11
Analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding
5.11
Analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding
6.10
Analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding
7.10
Analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.13(A)
Identify the details or facts that
support the main idea
4.11(A)
Summarize the main idea and
supporting details in text in ways
that maintain meaning
5.11(A) summarize the main
ideas and supporting details in a
text in ways that maintain
meaning and logical order
6.10(A) summarize the main
ideas and supporting details in
text, demonstrating an
understanding that a summary
does not include opinions
7.10(A) evaluate a summary of
the original text for accuracy of
the main ideas, supporting
details, and overall meaning
3.13(B)
Draw conclusions from the facts
presented in text and support
those assertions with textual
evidence
4.11(B)
Distinguish fact from opinion in a
text and explain how to verify
what is a fact
5.11(B) determine the facts in
text and verify them through
established methods
6.10(B) explain whether facts
included in an argument are
used for or against an issue
7.10(B) distinguish factual claims
from commonplace assertions
and opinions
3.13(C)
Identify explicit cause and effect
relationships among ideas in
texts
4.11(C)
Describe explicit and implicit
relationships among ideas in
texts organized by
cause-and-effect, sequence, or
comparison
5.11(C) analyze how the
organizational pattern of a text
(e.g., cause-and-effect,
compare-and-contrast,
sequential order, logical order,
classification schemes)
influences the relationships
among the ideas
6.10(C) explain how different
organizational patterns (e.g.,
proposition-and-support,
problem-and-solution) develop
the main idea and the author's
viewpoint
7.10(C) use different
organizational patterns as guides
for summarizing and forming an
overview of different kinds of
expository text 7
3.13(D)
Use text features (e.g., bold print,
captions, key words, italics) to
locate information and make and
verify predictions about contents
of text
4.11(D)
Use multiple text features (e.g.,
guide words, topic and
concluding sentences) to gain an
overview of the contents of text
and to locate information
5.11(D) use multiple text
features and graphics to gain an
overview of the contents of text
and to locate information
5.11(E) synthesize and make
logical connections between
ideas within a text and across
two or three texts representing
similar or different genres
6.10(D) synthesize and make
logical connections between
ideas within a text and across
two or three texts representing
similar or different genres
7.10(D) synthesize and make
logical connections between
ideas within a text and across
two or three texts representing
similar or different genres, and
support those findings with
textual evidence
5.12
Analyze, make inferences and
draw conclusions about
persuasive text and provide
evidence from text to support
their analysis
6.11
Analyze, make inferences and
draw conclusions about
persuasive text and provide
evidence from text to support
their analysis
7.11
Analyze, make inferences and
draw conclusions about
persuasive text and provide
evidence from text to support
their analysis.
5.12(A) identify the author's
viewpoint or position and explain
6.11(A) compare and contrast
the structure and viewpoints of
7.11(A) analyze the structure of
the central argument in
3.14(A) identify what the author
is trying to persuade the reader
Bullard ISD
Updated January 2017
4.12(A) explain how an author
uses language to present
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
to think or do
information to influence what the
reader thinks or does
the basic relationships among
ideas (e.g., parallelism,
comparison, causality) in the
argument
two different authors writing for
the same purpose, noting the
stated claim and supporting
evidence
contemporary policy speeches
(e.g., argument by cause and
effect, analogy, authority) and
identify the different types of
evidence used to support the
argument
5.12(B) recognize exaggerated,
contradictory, or misleading
statements in text
6.11(B) identify simply faulty
reasoning used in persuasive
texts
7.11(B) identify such rhetorical
fallacies as ad hominem,
exaggeration, stereotyping, or
categorical claims in persuasive
texts
3.15(A)
Follow and explain a set of
written multi-step directions
4.13(A)
Determine the sequence of
activities needed to carry out a
procedure (e.g., following a
recipe)
5.13(A)
Interpret details from procedural
text to complete a task, solve a
problem, or perform procedures
6.12(A)
Follow multi-tasked instructions
to complete a task, solve a
problem, or perform procedures
7.12(A)
Follow multi-dimensional
instructions from text to complete
a task, solve a problem, or
perform procedures
3.15(B)
Locate and use specific
information in graphic features of
text
4.13(B)
Explain factual information
presented graphically (e.g.,
charts, diagrams, graphs,
illustrations)
5.13(B)
Interpret factual or quantitative
information presented in maps,
charts, illustrations, graphs,
timelines, tables, and diagrams
6.12(B)
Interpret factual, quantitative, or
technical information presented
in maps, charts, illustrations,
graphs, timelines, tables, and
diagrams
7.12(B)
Explain the function of the
graphical components of a text
3.16
Students use comprehension
skills to analyze how words,
images, graphics, and sounds
work together in various forms to
impact meaning. Students will
continue to apply earlier
standards with greater depth in
increasingly more complex texts.
4.14
Students use comprehension
skills to analyze how words,
images, graphics, and sounds
work together in various forms to
impact meaning.
5.14
Use comprehension skills to
analyze how words, images,
graphics, and sounds work
together in various forms to
impact meaning. Students
continue to apply earlier
standards with greater depth in
increasingly more complex texts
6.13
Use comprehension skills to
analyze how words, images,
graphics, and sounds work
together in various forms to
impact meaning. Students will
continue to apply earlier
standards with greater depth in
increasingly more complex texts
7.13
Use comprehension skills to
analyze how words, images,
graphics, and sounds work
together in various forms to
impact meaning. Students will
continue to apply earlier
standards with greater depth in
increasingly more complex texts
3.16(A)
Understand how communication
changes when moving from one
genre of media to another
4.14(A)
Explain the positive and negative
impacts of advertisement
techniques used in various
genres of media to impact
consumer behavior
5.14(A)
Explain how messages
conveyed in various forms of
media are presented differently
(e.g., documentaries, online
information, televised news)
6.13(A)
Explain messages conveyed in
various forms of media
7.13(A)
Interpret both explicit and implicit
messages in various forms of
media
3.16(B)
Explain how various design
4.14(B)
Explain how various design
5.14(B)
Consider the difference in
6.13(B)
Recognize how various
7.13(B)
Interpret how visual and sound
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
techniques used in media
influence the message (e.g.,
shape, color, sound)
techniques used in media
influence the message (e.g.,
pacing, close-ups, sound effects)
techniques used in media (e.g.,
commercials, documentaries,
news)
techniques influence viewers'
emotions
techniques (e.g., special effects,
camera angles, lighting, music)
influence the message
5.14(C) identify the point of view
of media presentations
6.13(C)
Critique persuasive techniques
(e.g., testimonials, bandwagon
appeal) used in media messages
7.13(C)
Evaluate various ways media
influences and informs
audiences
3.16(C)
Compare various written
conventions used for digital
media (e.g., language in an
informal e-mail vs. language in a
web-based news article)
4.14(C)
Compare various written
conventions used for digital
media (e.g. language in an
informal e-mail vs. language in a
web-based news article)
5.14(D)
Analyze various digital media
venues for levels of formality and
informality
6.13(D)
Analyze various digital media
venues for levels of formality and
informality
7.13(D)
Assess the correct level of
formality and tone for successful
participation in various digital
media
3.17(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience and generating ideas
through a range of strategies
(e.g., brainstorming, graphic
organizers, logs, journals)
4.15(A) Plan a first draft by
selecting a genre appropriate for
conveying the intended meaning
to an audience and generating
ideas through a range of
strategies (e.g., brainstorming,
graphic organizers, logs,
journals)
5.15(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
6.14(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
7.14(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
3.17(B)
Develop drafts by categorizing
ideas and organizing them into
paragraphs
4.15(B)
Develop drafts by categorizing
ideas and organizing them into
paragraphs
5.15(B)
Develop drafts by choosing an
appropriate organizational
strategy (e.g., sequence of
events, cause-effect,
compare-contrast) and building
on ideas to create a focused,
organized, and coherent piece of
writing
6.14(B)
Develop drafts by choosing an
appropriate organizational
strategy (e.g., sequence of
events, cause-effect,
compare-contrast) and building
on ideas to create a focused,
organized, and coherent piece of
writing
7.14(B)
Develop drafts by choosing an
appropriate organizational
strategy (e.g., sequence of
events, cause-effect,
compare-contrast) and building
on ideas to create a focused,
organized, and coherent piece of
writing
3.17(C)
Revise drafts for coherence,
organization, use of simple and
compound sentences, and
audience
4.15(C)
Revise drafts for coherence,
organization, use of simple and
compound sentences, and
audience
5.15(C)
Revise drafts to clarify meaning,
enhance style, include simple
and compound sentences, and
improve transitions by adding,
deleting, combining, and
rearranging sentences or larger
units of text after rethinking how
6.14(C)
Revise drafts to clarify meaning,
enhance style, include simple
and compound sentences, and
improve transitions by adding,
deleting, combining, and
rearranging sentences or larger
units of text after rethinking how
7.14(C)
Revise drafts to ensure precise
word choice and vivid images;
consistent point of view; use of
simple, compound, and complex
sentences; internal and external
coherence; and the use of
effective transitions after
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
well questions of purpose,
audience, and genre have been
addressed
well questions of purpose,
audience, and genre have been
addressed
rethinking how well questions of
purpose, audience, and genre
have been addressed
3.17(D)
Edit drafts for grammar,
mechanics, and spelling using a
teacher-developed rubric
4.15(D)
Edit drafts for grammar,
mechanics, and spelling [using a
teacher-developed rubric]
5.15(D)
Edit drafts for grammar,
mechanics, and spelling
6.14(D)
Edit drafts for grammar,
mechanics, and spelling
7.14(D)
Edit drafts for grammar,
mechanics, and spelling
3.17(E)
Publish written work for a specific
audience
4.15(E)
Revise final draft in response to
feedback from peers and teacher
and publish written work for a
specific audience
5.15(E)
Revise final draft in response to
feedback from peers and
teacher and publish written work
for appropriate audiences
6.14(E)
Revise final draft in response to
feedback from peers and teacher
and publish written work for
appropriate audiences
7.14(E)
Revise final draft in response to
feedback from peers and teacher
and publish written work for
appropriate audiences
7.15(A)
Write an imaginative story that:
(i) sustains reader interest
3.18(A)
Write imaginative stories that
build the plot to a climax and
contain details about the
characters and setting
4.16(A)
Write imaginative stories that
build the plot to a climax and
contain details about the
characters and setting
5.16(A)
Write imaginative stories that
include: (i) a clearly defined
focus, plot, and point of view
6.15(A)
Write imaginative stories that
include: (i) a clearly defined
focus, plot, and point of view
7.15(A)
Write an imaginative story that:
(ii) includes well-paced action
and an engaging story line
5.16(A)
Write imaginative stories that
include: (ii) a specific, believable
setting through the use of
sensory details (
6.15(A)
Write imaginative stories that
include: (ii) a specific, believable
setting through the use of
sensory details
7.15(A)
Write an imaginative story that:
(iii) creates a specific, believable
setting through the use of
sensory details
5.16(A)
Write imaginative stories that
include: iii) dialogue that
develops the story
6.15(A)
Write imaginative stories that
include: (iii) dialogue that
develops the story
7.15(A)
Write an imaginative story that:
(iv) develops interesting
characters (v) uses a range of
literary strategies and devices to
enhance the style and tone
7.15(A)
Write an imaginative story that:
v) uses a range of literary
strategies and devices to
enhance the style and tone
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.18(B) write poems that convey
sensory details using the
conventions of poetry (e.g.,
rhyme, meter, patterns of verse)
4.16(B) write poems that convey
sensory details using the
conventions of poetry (e.g.,
rhyme, meter, patterns of verse)
5.16(B) write poems using: (i)
poetic techniques (e.g.,
alliteration, onomatopoeia)
6.15(B) write poems using:( i)
poetic techniques (e.g.,
alliteration, onomatopoeia)
7.15(B) write a poem using: (i)
poetic techniques (e.g., rhyme
scheme, meter)
5.16(B) write poems using: (ii)
figurative language (e.g., simile,
metaphor)
6.15(B) write poems using: (ii)
figurative language (e.g., simile,
metaphor)
7.15(B) write a poem using: (ii)
figurative language (e.g.,
personification, idioms,
hyperbole)
5.16(B) write poems using: (iii)
graphic elements (e.g., capital
letters, line length)
6.15(B) write poems using: (iii)
graphic elements (e.g., capital
letters, line length)
7.15(B) write a poem using: (iii)
graphic elements (e.g., word
position)
3.19(A)
Write about important personal
experiences
4.17(A)
Write about personal important
experiences
5.17(A)
Write a personal narrative that
conveys thoughts and feelings
about an experience
6.16(A)
Write a personal narrative that
has a clearly defined focus and
communicated the importance of
or reasons for actions and/or
consequences
7.16(A)
Write a personal narrative that
has a clearly defined focus and
communicates the importance of
or reasons for actions and/or
consequences
3.20(A) Create brief
compositions that: (i) establish a
central idea in a topic sentence
4.18(A) Create brief
compositions that (i) establish a
central idea in a topic sentence
5.15(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
6.14(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
7.14(A)
Plan a first draft by selecting a
genre appropriate for conveying
the intended meaning to an
audience, determining
appropriate topics through a
range of strategies (e.g.,
discussion, background reading,
personal interests, interviews),
and developing a thesis or
controlling idea
7.17(A) Write a multi-paragraph
essay to convey information
about a topic
3.20(A) Create brief
compositions that: (ii) include
supporting sentences with simple
facts details and explanations
Bullard ISD
Updated January 2017
4.18(A) Create brief
compositions that (ii) include
supporting sentences with simple
facts, details, and explanations
5.18(A) Create multi paragraph
essays to convey information
about the topic that: (iii)* include
specific facts, details, and
examples in an appropriately
organized structure
6.17(A) Create multi paragraph
essays to convey information
about the topic that: (iii)* include
specific facts, details, and
examples in an appropriately
organized structure
7.17(A) Write a multi-paragraph
essay to convey information
about a topic that: (iii) is logically
organized with appropriate facts
and details and includes no
extraneous information or
inconsistencies
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.20(A) Create brief
compositions that: (iii) contain a
concluding statement
4.18(A) Create brief
compositions that (iii) contain a
concluding statement
5.18(A) Create multi paragraph
essays to convey information
about the topic that:(i)* presents
effective introductions and
concluding paragraphs
6.17(A) Create multi paragraph
essays to convey information
about the topic that: (i)* presents
effective introductions and
concluding paragraphs
7.17(A) Write a multi-paragraph
essay to convey information
about a topic that: (i) presents
effective introductions and
concluding paragraphs
5.18(A) Create multi paragraph
essays to convey information
about the topic that:(ii)* guide
and inform the reader's
understanding of key ideas and
evidence
6.17(A) Create multi paragraph
essays to convey information
about the topic that: (ii)* guide
and inform the reader's
understanding of key ideas and
evidence
7.17(A) Write a multi-paragraph
essay to convey information
about a topic that: (ii) contains a
clearly stated purpose or
controlling idea
5.18(A) Create multi paragraph
essays to convey information
about the topic that: (iv)* use a
variety of sentence structures
and transitions to link
paragraphs
6.17(A) Create multi paragraph
essays to convey information
about the topic that: (iv)* use a
variety of sentence structures
and transitions to link paragraphs
7.17(A) Write a multi-paragraph
essay to convey information
about a topic that: (v) uses a
variety of sentence structures,
rhetorical devices, and
transitions to link paragraphs
7.17(A) Write a multi-paragraph
essay to convey information
about a topic that: (iv) accurately
synthesizes ideas from several
sources
3.20(B)
Write letters whose language is
tailored to audience and purpose
(e.g., thank you note to a friend)
and that use appropriate
conventions (e.g., date,
salutation, closing)
4.18(B)
Write letters whose language is
tailored to the audience and
purpose (e.g., a thank you note
to a friend) and that use
appropriate conventions (e.g.,
date, salutation, closing)
5.18(B)
Write formal and informal letters
that convey ideas, include
important information,
demonstrate a sense of closure,
and use appropriate conventions
(e.g., date, salutation, closing)
6.17(B)
Write informal letters that convey
ideas, include important
information, demonstrate a
sense of closure, and use
appropriate conventions (e.g.,
date, salutation, closing)
7.17(B)
Write a letter that reflects an
opinion, registers a complaint, or
requests information in a
business or friendly context
3.20(C)
Write responses to literary or
expository texts and provide
evidence from the text to
demonstrate understanding
4.18(C)
Write responses to literary or
expository texts and provide
evidence from the text to
demonstrate understanding
5.18(C)
Write responses to literary and
expository texts and provide
evidence from the text to
demonstrate understanding
6.17(C)
Write responses to literary and
expository texts and provide
evidence from the text to
demonstrate understanding
7.17(C)
Write responses to literary or
expository texts that demonstrate
the writing skills for
multi-paragraph essays and
provide sustained evidence from
the text using quotations when
appropriate
6.17(D) produce a multimedia
presentation involving text and
7.17(D) produce a multimedia
presentation involving text and
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.21(A)
Write persuasive essays for
appropriate audiences that
establish a position and use
supporting details
4.19(A) write persuasive essays
for appropriate audiences that
establish a position and use
supporting details
5.19(A) write persuasive essays
for appropriate audiences that
establish a position and include
sound reasoning, detailed and
relevant evidence, and
consideration of alternatives
graphics using available
technology
graphics using available
technology
6.18(A) write persuasive essays
for appropriate audiences that
establish a position and include
sound reasoning, detailed and
relevant evidence, and
consideration of alternatives
7.18 write a persuasive essay to
the appropriate audience that:
(A) establishes a clear thesis or
position
7.18 write a persuasive essay to
the appropriate audience that:
(B) considers and responds to
the views of others and
anticipates and answers reader
concerns and counter-arguments
7.18 write a persuasive essay to
the appropriate audience that:
(C) includes evidence that is
logically organized to support the
author's viewpoint and that
differentiates between fact and
opinion
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking:
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking:
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(i)* verbs (past, present, future)
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (i) verbs
(irregular verbs)
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (i)* verbs (irregular
verbs and active voice)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(i)* verbs (irregular verbs and
active and passive voice)
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(ii)* nouns (singular/plural,
common/proper)
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (ii) nouns
(singular/plural, common/proper)
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (ii)* collective nouns
(e.g., public, class)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(ii)* non-count nouns (e.g., rice,
paper)
Bullard ISD
Updated January 2017
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (i) verbs (perfect and
progressive tenses) and
participles
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking:(ii) appositive phrases
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(iii)* adjectives (e.g., descriptive:
wooden, rectangular; limiting:
this, that; articles: a, an, the)
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (iii)
adjectives (e.g., descriptive,
including purpose: sleeping bag,
frying pan) and their comparative
and superlative forms (e.g., fast,
faster, fastest)
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (iii)* adjectives (e.g.,
descriptive, including origins:
French windows, American cars)
and their comparative and
superlative forms (e.g., good,
better, best)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(iii)* predicate adjectives (She is
intelligent.) and their comparative
and superlative forms (e.g.,
many, more, most)
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (iii) adverbial and
adjectival phrases and clauses
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(iv)* adverbs (e.g., time: before,
next; manner: carefully,
beautifully)
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (iv)
adverbs (e.g., frequency: usually,
sometimes; intensity: almost, a
lot)
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (iv)* adverbs (e.g.,
frequency: usually, sometimes;
intensity: almost, a lot)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(iv)* conjunctive adverbs (e.g.,
consequently, furthermore,
indeed)
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (iv) conjunctive
adverbs (e.g., consequently,
furthermore, indeed)
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(v)* prepositions and
prepositional phrases
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (v)
prepositions and prepositional
phrases to convey location, time,
direction, or to provide details
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (v)* prepositions and
prepositional phrases to convey
location, time, direction, or to
provide details
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(v)* prepositions and
prepositional phrases to convey
location, time, direction, or to
provide details
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (v) prepositions and
prepositional phrases and their
influence on subject-verb
agreement
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(vi)* possessive pronouns (e.g.,
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (vi)
reflexive pronouns (e.g., myself,
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (vi)* indefinite
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(vi)* indefinite pronouns (e.g., all,
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (vi) relative pronouns
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
his, hers, theirs)
ourselves)
pronouns (e.g., all, both, nothing,
anything)
both, nothing, anything)
(e.g., whose, that, which)
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(vii)* coordinating conjunctions
(e.g., and, or, but) (viii)*
time-order transition words and
transitions that indicate a
conclusion
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (vii)
correlative conjunctions (e.g.,
either/or, neither/nor)
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (vii)* subordinating
conjunctions (e.g., while,
because, although, it)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(vii)* subordinating conjunctions
(e.g., while, because, although,
it)
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (vii) subordinating
conjunctions (e.g., because,
since)
3.22(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]
(vii)* coordinating conjunctions
(e.g., and, or, but) (viii)*
time-order transition words and
transitions that indicate a
conclusion
4.20(A) use and understand the
function of the following parts of
speech in the context of reading,
writing, and speaking: (viii use
time-order transition words and
transitions that indicate a
conclusion
5.20(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and
speaking]: (viii)*transitional
words (also, therefore)
6.19(A)* use and understand the
function of the following parts of
speech in the context of
[reading], writing, [and speaking]:
(viii)* transitional words with
phrases that demonstrate an
understanding of the function of
the transition related to the
organization of the writing (e.g.,
on the contrary, in addition to)
7.19(A) identify, use, and
understand the function of the
following parts of speech in the
context of reading, writing, and
speaking: (viii) transitions for
sentence to sentence or
paragraph to paragraph
coherence
3.22(B)
Use the complete subject and
the complete predicate in a
sentence
4.20(B)
Use the complete subject and
the complete predicate in a
sentence
5.20(B)
Use the complete subject and
the complete predicate in a
sentence
6.19(B)
Differentiate between the active
and passive voice and know how
to use them both
7.19(B)
Write complex sentences and
differentiate between main
versus subordinate clauses
3.22(C)
Use complete simple and
compound sentences with
correct subject-verb agreement
4.20(C)
Use complete simple and
compound sentences with
correct subject-verb agreement
5.20(C)
Use complete simple and
compound sentences with
correct subject-verb agreement
6.19(C)
Use complete simple and
compound sentences with
correct subject-verb agreement
7.19(C)
Use a variety of complete
sentences (e.g., simple,
compound, complex) that include
properly placed modifiers,
correctly identified antecedents,
parallel structures, and
consistent tense
3.23(A)
Write legibly in cursive script with
spacing between words in a
sentence
4.21(A)
Write legibly by selecting cursive
script or manuscript printing as
appropriate
3.23(B)* use capitalization for (iii)
official titles of people
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.23(B)* use capitalization for (i)
geographical names and places
3.23(B)* use capitalization for (ii)
historical periods
4.21(B) use capitalization for: (i)
historical events and documents
4.21(B) use capitalization for: (ii)
titles of books, stories, and
essays
4.21(B) use capitalization for: (iii)
languages, races, and
nationalities
5.21(A)* use capitalization for: (i)
abbreviations
6.20(A)* use capitalization for: (i)
abbreviations
5.21(A)* use capitalization for:
(ii) initials and acronyms
6.20(A)* use capitalization for:(ii)
initials and acronyms
5.21(A)* use capitalization for:
(iii) organizations
6.20(A)* use capitalization for:
(iii) organizations
5.21(C) use proper mechanics
including italics and underlining
for titles and emphasis
6.20(C) use proper mechanics
including italics and underlining
for titles and emphasis
4.21(C) recognize and use
punctuation marks
3.23(C)* recognize and use
punctuation marks including: (ii)*
commas in a series and dates
4.21(C) recognize and use
punctuation marks including: (i)
commas in compound sentences
7.20(B) recognize and use
punctuation marks
5.21(B)* recognize and use
punctuation marks: (i)* commas
in compound sentences
6.20(B)* recognize and use
punctuation marks: (i) commas in
compound sentences
3.23(C)* recognize and use
punctuation marks including: (i)
apostrophes in contractions and
possessives
7.20(B) recognize and use
punctuation marks including: (i)
commas after introductory words,
phrases, and clauses s
7.20(B) recognize and use
punctuation marks including: (ii)
semicolons, colons, and hyphens
4.21(C) recognize and use
punctuation marks including: (ii)
quotation marks
Bullard ISD
Updated January 2017
7.20(A) use conventions of
capitalization
5.21(B)* recognize and use
punctuation marks: (ii)* proper
punctuation and spacing for
quotations
6.20(B)* recognize and use
punctuation marks: (ii) proper
punctuation and spacing for
quotations
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
6.20(B)* recognize and use
punctuation marks: (iii)
parenthesis, brackets, and
ellipses (to indicate omission and
interpretation or incomplete
statements)
3.23(D) use correct mechanics
including paragraph indentations
3.24(A) use knowledge of letters
sounds, word parts, word
segmentation, and syllabication
to spell
4.22(A) spell words with more
advanced orthographic patterns
rules
3.24(B)* spell words with more
advanced orthographic patterns
and rules (v) complex
consonants (e.g., scr-, -dge, -tch)
5.22(A) spell words with more
advanced orthographic patterns
and rules: (i) consonant changes
(e.g., /t/ to /sh/ in select,
selection; /k/ to /sh/ in music,
musician
3.24(B)* spell words with more
advanced orthographic patterns
and rules (i) consonant doubling
when adding and ending
3.24(B)* spell words with more
advanced orthographic patterns
and rules (iv)* double
consonants in middle of words
3.24(B)* spell words with more
advanced orthographic patterns
and rules (ii) dropping final "e"
when endings are added (e.g.,
-ing, -ed)
4.22(A) spell words with more
advanced orthographic patterns
rules: (iv) other ways to spell sh
(e.g., -sion, -tion, -cian)
5.22(A) spell words with more
advanced orthographic patterns
and rules: (ii) vowel changes
(e.g., long to short in crime,
criminal; long to schwa in define,
definition; short to schwa in
legality, legal)
3.24(B)* spell words with more
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
advanced orthographic patterns
and rules (vi) abstract vowels
(e.g., ou as in could, touch,
through, bought)
4.22(A) spell words with more
advanced orthographic patterns
rules: (i) plural rules (e.g., words
ending in f as in leaf, leaves;
adding -es)
4.22(A) spell words with more
advanced orthographic patterns
rules: (ii) irregular plurals (e.g.,
man/men, foot/feet,
child/children)
4.22(A) spell words with more
advanced orthographic patterns
rules:(iv) other ways to spell sh
(e.g., -sion, -tion, -cian)
4.22(A) spell words with more
advanced orthographic patterns
rules: (v) silent letters (e.g., knee,
wring)
5.22(A) spell words with more
advanced orthographic patterns
and rules: (iii) silent and
sounded consonants (e.g.,
haste, hasten; sign, signal;
condemn, condemnation)
4.22(B) spell base words and
roots with affixes (e.g., -ion,
-ment, -ly, dis-, pre-)
5.22(B) spell words with: (i)
Greek roots (e.g., tele, photo,
graph, meter)
3.24(B)* spell words with more
advanced orthographic patterns
and rules (iii) changing y to i
before adding an ending
3.24(C) spell high frequency and
compound words from a
commonly used list
5.22(B) spell words with: ((ii)
Latin roots (e.g., spec, scrib,
rupt, port, ject, dict)
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
5.22(B) spell words with: (iii)
Greek suffixes (e.g., -ol-ogy,
-phobia,-ism,-ist)
5.22(B) spell words with: (iv)
Latin derived suffixes (e.g.,
-able, -ible, -ance, -ence)
3.24(D) spell words with common
syllable constructions (e.g.,
closed, open, final stable
syllable)
3.24(E)* spell simple syllable
homophones (e.g., bear/bare;
week/weak; road/rode)
4.22(C) spell commonly used
homophones (e.g., there, they’re,
their; two, too, to)
5.22(C) differentiate between
commonly confused terms (e.g.,
its, it's; effect, affect)
6.21(A) differentiate between
commonly confused terms (e.g.,
its, it's; effect, affect)
4.22(D) use spelling patterns and
rules [and print and electronic
resources] to determine and
check correct spellings
5.22(D)* use spelling pattern and
rules and print and electronic
resources to determine and
check correct spellings
6.21(B) use spelling pattern and
rules and print and electronic
resources to determine and
check correct spellings
5.22(E) know how to use and
spell-check function in word
processing while understanding
its limitations
6.21(C) know how to use the
spell-check function in word
processing while understanding
its limitations
3.24(F) spell complex
contractions (e.g., should've,
won't)
3.24(G)* use print and electronic
resources to find and check
correct spelling
7.21(A) spell correctly, including
using various resources to
determine and check correct
spellings
3.25(A) generate research topics
from personal interests or by
brainstorming with others, narrow
to one topic, and formulate
open-ended questions about the
major research topic
4.23(A) generate research topics
from personal interests or by
brainstorming with others, narrow
to one topic, and formulate
open-ended questions about the
major research topic
5.23(A) brainstorm, consult with
others, decide upon a topic, and
formulate open-ended questions
to address the major research
topic
6.22(A) brainstorm, consult with
others, decide upon a topic, and
formulate open-ended questions
to address the major research
topic
7.22(A) brainstorm, consult with
others, decide upon a topic, and
formulate a major research
question to address the major
research topic
3.25(B) generate a research plan
for gathering relevant information
(e.g., surveys, interviews,
encyclopedias) about the major
research question
4.23(B) generate a research plan
for gathering relevant information
(e.g., surveys, interviews,
encyclopedias) about the major
research question
5.23(B) generate a research
plan for gathering relevant
information about the major
research question
6.22(B) generate a research plan
for gathering relevant information
about the major research
question
7.22(B) apply steps for obtaining
and evaluating information from
a wide variety of sources and
create a written plan after
preliminary research in reference
works and additional text
searches
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.26(A) follow the research plan
to collect information from
multiple sources of information,
both oral and written, including:
(i) student-initiated surveys,
on-site inspections, and
interviews
4.24(A) follow the research plan
to collect information from
multiple sources of information
both oral and written, including:
(i) student-initiated surveys,
on-site inspections, and
interviews
3.26(A) follow the research plan
to collect information from
multiple sources of information,
both oral and written, including:
(ii) data from experts, reference
texts, and online searches
4.24(A) follow the research plan
to collect information from
multiple sources of information
both oral and written, including:
(ii) data from experts, reference
texts, and online searches
5.24(A) follow the research plan
to collect data from a range of
print and electronic resources
(e.g., reference texts,
periodicals, web pages, online
sources) and data from experts
6.23(A) follow the research plan
to collect data from a range of
print and electronic resources
(e.g., reference texts, periodicals,
web pages, online sources) and
data from experts
5.24(B) differentiate between
primary and secondary sources
6.23(B) differentiate between
primary and secondary sources
7.23(A) follow the research plan
to gather information from a
range of relevant print and
electronic sources using
advanced search strategies
7.23(B) categorize information
thematically in order to see the
larger constructs inherent in the
information
3.26(A) follow the research plan
to collect information from
multiple sources of information,
both oral and written, including:
(iii) visual sources of information
(e.g., maps, timelines, graphs)
where appropriate
4.24(A) follow the research plan
to collect information from
multiple sources of information
both oral and written, including:
(iii) visual sources of information
(e.g., maps, timelines, graphs)
where appropriate
3.26(B) use skimming and
scanning techniques to identify
data by looking at text features
(e.g., bold print, captions, key
words, italics)
4.24(B) use skimming and
scanning techniques to identify
data by looking at text features
(e.g., bold print, italics)
3.26(C) take simple notes and
sort evidence into provided
categories or an organizer
4.24(C) take simple notes and
sort evidence into provided
categories or an organizer
Bullard ISD
Updated January 2017
5.24(C) record data, utilizing
available technology (e.g., word
processors) in order to see the
relationships between ideas, and
convert graphic/visual data (e.g.,
charts, diagrams, timelines) into
written notes
6.23(C) record data, utilizing
available technology (e.g., word
processors) in order to see the
relationships between ideas, and
convert graphic/visual data (e.g.,
charts, diagrams, timelines) into
written notes
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.26(D) identify the author, title,
publisher, and publication year of
sources
4.24(D) identify the author, title,
publisher, and publication year of
sources
5.24(D) identify the source of
notes (e.g., author, title, page
number) and record
bibliographic information
concerning those sources
according to a standard format
6.23(D) identify the source of
notes (e.g., author, title, page
number) and record bibliographic
information concerning those
sources according to a standard
format
7.23(C) record bibliographic
information (e.g., author, title,
page number) for all notes and
sources according to a standard
format
3.26(E) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources
4.24(E) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources
5.24(E) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources
6.23(E) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources
7.23(D) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources
3.27 improve the focus of
research as a result of consulting
expert sources (e.g., reference
librarians and local experts on
the topic).
4.25 improve the focus of
research as a result of consulting
expert sources (e.g., reference
librarians and local experts on
the topic).
5.25(A) refine the major
research question, if necessary,
guided by the answers to a
secondary set of questions
6.24(A) refine the major research
question, if necessary, guided by
the answers to a secondary set
of questions
7.24(A) narrow or broaden the
major research question, if
necessary, based on further
research and investigation
5.25(B) evaluate the relevance,
validity, and reliability of sources
for the research
6.24(B) evaluate the relevance
and reliability of sources for the
research
7.24(B) utilize elements that
demonstrate the reliability and
validity of the sources used (e.g.,
publication date, coverage,
language, point of view) and
explain why one source is more
useful than another
5.26(A) compiles important
information from multiple
sources
6.25(A) compiles important
information from multiple sources
7.25(A) draws conclusions and
summarizes or paraphrases the
findings in a systematic way
5.26(B) develops a topic
sentence, summarizes findings,
and uses evidence to support
conclusions
6.25(B) develops a topic
sentence, summarizes findings,
and uses evidence to support
conclusions
7.25(B) marshals evidence to
explain the topic and gives
relevant reasons for conclusions
5.26(C) presents the findings in
a consistent format
6.25(C) presents the findings in a
consistent format
7.25(C) presents the findings in a
meaningful format
5.26(D) uses quotations to
support ideas and an
appropriate form of
documentation to acknowledge
sources (e.g., bibliography,
works cited)
6.25(D) uses quotations to
support ideas and an appropriate
form of documentation to
acknowledge sources (e.g.,
bibliography, works cited)
7.25(D) follows accepted formats
for integrating quotations and
citations into the written text to
maintain a flow of ideas
3.28 draw conclusions through a
brief written explanation and
create a works-cited page from
notes, including the author, title,
publisher, and publication year
for each source used.
Bullard ISD
Updated January 2017
4.26 draw conclusions through a
brief written explanation and
create a works-cited page from
notes, including the author, title,
publisher, and publication year
for each source used.
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE
Bullard ISD ELAR Vertical Alignment (STAAR Tested Grade Levels)
Grades 3-7
3.29(A) listen attentively to
speakers, ask relevant
questions, and make pertinent
comments
4.27(A) listen attentively to
speakers, ask relevant
questions, and make pertinent
comments
5.27(A) listen to and interpret a
speaker’s messages (both
verbal and nonverbal) and ask
questions to clarify the speaker’s
purpose or perspective
6.26(A) listen to and interpret a
speaker’s messages (both verbal
and nonverbal) and ask
questions to clarify the speaker’s
purpose or perspective
7.26(A) listen to and interpret a
speaker’s purpose by explaining
the content, evaluating the
delivery of the presentation, and
asking questions or making
comments about the evidence
that supports a speaker’s claims
3.29(B) follow, restate, and give
oral instructions that involve a
series of related sequences of
action
4.27(B) follow, restate, and give
oral instructions that involve a
series of related sequences of
action
5.27(B) follow, restate, and give
oral instructions that include
multiple action steps
6.26(B) follow and give oral
instructions that include multiple
action steps
7.26(B) follow and give complex
oral instructions to perform
specific tasks, answer questions,
or solve problems
5.27(C) determine both main
and supporting ideas in the
speaker’s message
6.26(C) paraphrase the major
ideas and supporting evidence in
formal and informal
presentations
7.26(C) draw conclusions about
the speaker’s message by
considering verbal
communication (e.g., word
choice, tone) and nonverbal cues
(e.g., posture, gestures, facial
expressions)
3.30 speak coherently about the
topic under discussion,
employing eye contact, speaking
rate, volume, enunciation, and
the conventions of language to
communicate ideas effectively.
4.28 express an opinion
supported by accurate
information, employing eye
contact, speaking rate, volume,
and enunciation, and the
conventions of language to
communicate ideas effectively.
5.28 give organized
presentations employing eye
contact, speaking rate, volume,
enunciation, natural gestures,
and conventions of language to
communicate ideas effectively.
6.27 give an organized
presentation with a specific point
of view, employing eye contact,
speaking rate, volume,
enunciation, natural gestures,
and conventions of language to
communicate ideas effectively.
7.27 present a critique of a
literary work, film, or dramatic
production, employing eye
contact, speaking rate, volume,
enunciation, a variety of natural
gestures, and conventions of
language to communicate ideas
effectively.
3.31 participate in teacher- and
student-led discussions by
posing and answering questions
with appropriate detail and by
providing suggestions that build
upon the ideas of others.
4.29 participate in teacher- and
student-led discussions by
posing and answering questions
with appropriate detail and by
providing suggestions that build
upon the ideas of others.
5.29 participate in student-led
discussions by eliciting and
considering suggestions from
other group members and by
identifying points of agreement
and disagreement.
6.28 participate in student-led
discussions by eliciting and
considering suggestions from
other group members and by
identifying points of agreement
and disagreement.
7.28 participate productively in
discussions, plan agendas with
clear goals and deadlines, set
time limits for speakers, take
notes, and vote on key issues
Bullard ISD
Updated January 2017
Readiness-- ​GREEN
Supporting-- ​YELLOW
Both-​Blue
Not Assessed-- WHITE