STAAR STANDARDS - Weebly
STAARSTANDARDSEnglish I. 2English II. 7English III. 12
S TA A RSTANDARDSENGLISH I
TEKS Snapshot - English IReading/Comprehension SkillsFigure 19Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to applyearlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.Tools to KnowE1 Fig.19(A)Ways to Showreflect on understanding to monitor comprehension (e. g., asking questions, summarizing andsynthesizing, making connections, creating sensory images)E1 Fig.19(B)make complex inferences about text and use textual evidence to support understandingKnowledge and Skills (Assessed Genres)E1.5Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.E1.3Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.E1.4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.E1.6Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from textto support their understanding.E1.8Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidencefrom the text to support their understanding.E1.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Knowledge and Skills (Embedded or Assessed Across Genres)E1.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.E1.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidencefrom the text to support their understanding.E1.9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.E1.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from textto support their understanding.E1.12 Reading/Media Literacy. 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 greaterdepth in increasingly more complex texts.E1.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.STAARReadiness StandardsGenreEI.1(B)6 MC(1 pt. each)&2 ShortAnswer SA(9 pts. each)Across Genres1Understanding and AnalysisAcross GenresRptgCatE1.1(E)analyze textual context (within a sentence and in larger sections oftext) to distinguish between the denotative and connotativemeanings of wordsuse a dictionary, a glossary, or a thesaurus (printed or electronic) todetermine or confirm the meanings of words and phrases, includingtheir connotations and denotations, and their etymologySource: Texas Education Agency STAAR ResourcesSupporting StandardsE1.1(A)E1.1(D)E1.2(A)E1.9(D)determine the meaning of grade-level technical academic English words in multiplecontent areas (e.g., science, mathematics, social studies, the arts) derived fromLatin, Greek, or other linguistic roots and affixesdescribe the origins and meanings of foreign words or phrases used frequently inwritten English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bonappetit, quid pro quo)analyze how the genre of texts with similar themes shapes meaningsynthesize and make logical connections between ideas and details in several textsselected to reflect a range of viewpoints on the same topic and support thosefindings with textual evidenceFigure 19Fig.19(B)REV June 2015
TEKS Snapshot - English IRptgCatSTAARReadiness StandardsGenreLiteraryDrama PoetryNonfiction11E1.5(A)E1.5(C)analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots,parallel plot structures) and compare it to linear plot developmentanalyze the way in which a work of fiction is shaped by the narrator’s point of viewFigure 19E1.5 Fig.19(B)E1.3(A)analyze the effects of diction and imagery (e.g., controlling images, figurativelanguage, understatement, overstatement, irony, paradox) in poetryE1.3 Fig.19(B)E1.4(A)explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony)enhance dramatic textE1.4 Fig.19(B)E1.6(A)analyze how literary essays interweave personal examples and ideas with factualinformation to explain, present a perspective, or describe a situation or eventE1.6 Fig.19(B)Standards Assessed Across/Embedded Literary GenresE1.2(B)analyze the influence of mythic, classical and traditional literature on 20th and 21stcentury literatureE1.2(C) relate the figurative language of a literary work to its historical and cultural settingE1.7(A) explain the role of irony, sarcasm, and paradox in literary worksE1.12(A) compare and contrast how events are presented and information is communicatedby visual images (e.g., graphic art, illustrations, news photographs) versus nonvisual textsE1.12(D) evaluate changes in formality and tone within the same medium for specificaudiences and )explain the controlling idea and specific purpose of an expositorytext and distinguish the most important from the less importantdetails that support the author’s purposesummarize text and distinguish between a summary that capturesthe main ideas and elements of a text and a critique that takes aposition and expresses an opinionmake subtle inferences and draw complex conclusions about theideasE1.9(B)E1.2 Fig.19(B)E1.7 Fig.19(B)E1.12 Fig.19(B)differentiate between opinions that are substantiated and unsubstantiated in thetextE1.9 Fig.19(B)E1.10(A) analyze the relevance, quality, and credibility of evidence given to support oroppose an argument for a specific audienceE1.10(B) analyze famous speeches for the rhetorical structures and devices used to convincethe reader of the authors’ propositionsE1.10 Fig.19(B)Standards Assessed Across/Embedded Informational GenresAcrossInformational Text3Understanding and Analysis ofInformational Textsanalyze how authors develop complex yet believable characters inworks of fiction through a range of literary devices, includingcharacter foilsAcrossLiterary Text2Understanding and Analysis of Literary TextsFictionE1.5(B)Supporting StandardsSource: Texas Education Agency STAAR ResourcesE1.11(A) analyze the clarity of the objective(s) of procedural text (e.g., consider readinginstructions for software, warranties, consumer publications)E1.11(B) analyze factual, quantitative, or technical data presented in multiple graphicalsourcesE1.12(A) compare and contrast how events are presented and information is communicatedby visual images (e.g., graphic art, illustrations, news photographs) versus nonvisual textsE1.12(D) evaluate changes in formality and tone within the same medium for specificaudiences and purposesE1.11 Fig.19(B)E1.12 Fig.19(B)REV June 2015
TEKS Snapshot - English IWriting ProcessE1.13Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.E1.13(A)plan a first draft by selecting the correctgenre for conveying the intendedmeaning to multiple audiences,determining appropriate topics througha range of strategies (e.g., discussion,background reading, personal interests,interviews), and developing a thesis orcontrolling ideaE1.13(B)E1.13(C)E1.13(D)E1.13(E)structure ideas in a sustained andpersuasive way (e.g., using outlines, notetaking, graphic organizers, lists) anddevelop drafts in timed and open-endedsituations that include transitions andthe rhetorical devices used to conveymeaningrevise drafts to improve style, wordchoice, figurative language, sentencevariety, and subtlety of meaning afterrethinking how well questions ofpurpose, audience, and genre have beenaddressededit drafts for grammar, mechanics, andspellingrevise final draft in response to feedbackfrom peers and teacher and publishwritten work for appropriate audiencesKnowledge and Skills StatementsE1.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.E1.15 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.E1.16 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.E1.17 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards withgreater complexity.E1.18 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.E1.19 Oral and Written Conventions/Spelling. Students spell correctly.4CompositionRptgCatReadiness StandardsSTAAR1 Comp[Expository](24 points)Supporting StandardsE1.15(A) write an [analytical] essay of sufficient length that includes(i) effective introductory and concluding paragraphs and a variety ofsentence structures(ii) rhetorical devices, and transitions between paragraphs(iii) a controlling idea or thesis(iv) an organizing structure appropriate to purpose, audience, and context(v) relevant information and valid inferencesSource: Texas Education Agency STAAR ResourcesREV June 2015
TEKS Snapshot - English I6Editing5RevisionRptgCat11 R/ESAR/E28 MC (Rdg)18 Short Answer22 MC (Wtg)24 CompositionSupporting StandardsE1.13(C) revise drafts to improve style, word choice, figurative language, sentencevariety, and subtlety of meaning after rethinking how well questions ofpurpose, audience, and genre have been addressedE1.15(A) write an [analytical] essay of sufficient length that includes(i) effective introductory and concluding paragraphs and a variety of sentence structures(ii) rhetorical devices, and transitions between paragraphs(iii) a controlling idea or thesis(iv) an organizing structure appropriate to purpose, audience, and context(v) relevant information and valid inferencesE1.16write an argumentative essay to the appropriate audience that includes:(A) a clear thesis or position based on logical reasons supported by precise and relevantevidence(C) counter-arguments based on evidence to anticipate and address objections(D) an organizing structure appropriate to the purpose, audience, and context(E) an analysis of the relative value of specific data, facts, and ideasE1.13(D) edit drafts for grammar, mechanics, and spellingE1.17(A) use and understand the function of the following parts of speech in thecontext of reading, writing, [and speaking]E1.17(C) use a variety of correctly structured sentences (e.g., compound, complex,compound-complex)E1.18(A) use conventions of capitalizationE1.18(B) use correct punctuation marksE1.19(A) spell correctly, including using various resources to determine and checkcorrect spellingsE1.17(A) use and understand the function of the following parts of speech in the context of reading,writing, [and speaking]:(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles)(ii) restrictive and nonrestrictive relative clauses(iii) reciprocal pronouns (e.g., each other, one another)E1.18(B) use correct punctuation marks including(i) quotation marks to indicate sarcasm or irony(ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions11 R/E92STAARReadiness StandardsSTAAR30-35 Multiple Choice Items from Readiness Standards(The 2 Short Answer Questions and the 1 Writing Composition – Expository – arealways designated as Readiness Standards)15-20 Multiple Choice Items from Supporting Standards1 Short answer question will be based on a single selection and 1 will be based on a paired selectionThere are 2 selections in Revision and 2 selections in Editing. The types of Writing selections used in the 2 categories are: Literary Nonfiction Expository PersuasiveSource: Texas Education Agency STAAR ResourcesREV June 2015
S TA A RSTANDARDSENGLISH II
TEKS Snapshot - English IIReading/Comprehension SkillsFigure 19Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to applyearlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.Tools to KnowE2 Fig.19(A)Ways to Showreflect on understanding to monitor comprehension (e. g., asking questions, summarizing andsynthesizing, making connections, creating sensory images)E2 Fig.19(B)make complex inferences about text and use textual evidence to support understandingKnowledge and Skills (Assessed Genres)E2.5Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.E2.3Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.E2.4 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.E2.6Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from textto support their understanding.E2.8Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidencefrom the text to support their understanding.E2.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Knowledge and Skills (Embedded or Assessed Across Genres)E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.E2.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidencefrom the text to support their understanding.E2.9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.E2.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from textto support their understanding.E2.12 Reading/Media Literacy. 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 greaterdepth in increasingly more complex texts.E2.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.STAARReadiness StandardsGenreE2.1(B)6 MC(1 pt. each)&2 ShortAnswer SA(9 pts. each)E2.1(E)Across Genres1Understanding and Analysis AcrossGenresRptgCatanalyze textual context (within a sentence and in larger sections oftext) to distinguish between the denotative and connotativemeanings of wordsuse a dictionary, a glossary, or a thesaurus (printed or electronic) todetermine or confirm the meanings of words and phrases, includingtheir connotations and denotations, and their etymologySource: Texas Education Agency STAAR ResourcesSupporting ine the meaning of grade-level technical academic English words in multiplecontent areas (e.g., science, mathematics, social studies, the arts) derived fromLatin, Greek, or other linguistic roots and affixesinfer word meaning through the identification and analysis of analogies and otherword relationshipsshow the relationship between the origins and meaning of foreign words orphrases used frequently in written English and historical events or developments(e.g., glasnost, avant-garde, coup d’état)compare and contrast differences in similar themes expressed in different timeperiodssynthesize and make logical connections between ideas and details in several textsselected to reflect a range of viewpoints on the same topic and support thosefindings with textual evidenceFigure 19Fig.19(B)REV June 2015
TEKS Snapshot - English IIRptgCatSTAARReadiness StandardsGenrePoetryDramaanalyze differences in the characters’ moral dilemmas in works of fiction acrossdifferent countries or culturesevaluate the connection between forms of narration (e.g., unreliable, omniscient)and tone in works of fictionE2.3(A)analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements(e.g., line length, punctuation, word position) in poetryE2.4(A)analyze how archetypes and motifs in drama affect the plot of playsFigure 19E2.5 Fig.19(B)E2.3 Fig.19(B)E2.4 evaluate the role of syntax and diction and the effect of voice, tone, and imagery ona speech, literary essay, or other forms of literary nonfictionE2.6 Fig.19(B)Standards Assessed Across/Embedded Literary GenresE2.2(B)analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional andclassical literatureE2.2(C) relate the figurative language of a literary work to its historical and cultural settingE2.7(A) explain the function of symbolism, allegory, and allusions in literary worksE2.12(A) evaluate how messages presented in media reflect social and cultural views in waysdifferent from traditional textsE2.12(D) evaluate changes in formality and tone within the same medium for specificaudiences and )analyze the controlling idea and specific purpose of a passage andthe textual elements that support and elaborate it, including boththe most important details and the less important detailssummarize text and distinguish between a summary and a critiqueand identify non-essential information in a summary andunsubstantiated opinions in a critiquemake and defend subtle inferences and
TEKS Snapshot - English I Source: Texas Education Agency STAAR Resources REV June 2015 Rptg Cat STAAR Readiness Standards Supporting Standards 5 E1.16 Revision (v) 11 R/E E1.13(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of
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CHANGES TO STAAR IN 2017 Only one form of test—paper or online (no more STAAR A or STAAR L) . may need significant support next year. Phase-in Level II: Satisfactory Approaches Grade Level . Grade 5 Grade 8 Biology Hays CISD STAAR Science Scores 2015 2016 2017. STAAR SOCIAL STUDIES 57%
TEKSING TOWARD STAAR GRADE 8 MINI-ASSESSMENTS Table of Contents TEKSING TOWARD STAAR 2014 Page 6 Expressions, Equations, and Relationships 8.(9) Expressions, Equations, and Relationships The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. STAAR .
GRADE 3 TEKSING TOWARD STAAR MATHEMATICS CLASS PROFILE TEKSING TOWARD STAAR 2014 Page 2 STAAR REPORTING CATEGORY 2: COMPUTATIONS AND ALGEBRAIC RELATIONSHIPS Standard TEKS Student Expectation Class Performance 1 9 15 22 29 36 43 50 57 64 71 78 84 92 99 105 114 Readiness 3.4(A) solve with fluency one-step and two-step
STAAR PREP WRITING English II . Released STAAR Sample Items and Released Test Items: Reading: Selection 1-Question 3; Writing: Selection 1- Questions 2 and 4; Selection 2-Questions 4 and 6; Released 2013 STAAR Items Reading: Questions 7, 11-16, 17-23, 32-38; Writing: Questions 1-5, 7-8, 11-15; Persuasive Essay Prompt Instructional Considerations Students review the elements of an effective .
STAAR assessment with or without allowable accommodations and why STAAR Alternate 2 is appropriate for the student, including that all five eligibility criteria are met. The decision to administer STAAR Alternate 2 is made by the ARD committee based solely on the student’s educational need. It is not administratively based
Dec 04, 2017 · 2017 Concordance Study: Linking Texas STAAR to NWEA MAP Growth Page 3 Table 2.2. Descriptive Statistics of STAAR and MAP Growth Scores from the Study Sample Content Area STAAR MAP Growth Grade N r Mean SD Min. Max. Mean SD Min. Max. Readi
AUTODESK REVIT ARCHITECTURE 2010 QUESTIONS AND ANSWERS 3 1. General Product Information 1.1 What is Autodesk Revit Architecture? Built on the Revit platform for building information modeling (BIM), Autodesk Revit Architecture software is a discipline-specific building design and documentation system
