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TEKS Number STAARsort descending Student Expectation
1(17)(C)

revise drafts by adding or deleting a word, phrase, or sentence;

1(17)(D)

edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and

1(17)(E)

publish and share writing with others.

1(18)(A)

write brief stories that include a beginning, middle, and end; and

1(18)(B)

write short poems that convey sensory details.

1(19)(A)

write brief compositions about topics of interest to the student;

1(19)(B)

write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and

1(19)(C)

write brief comments on literary or informational texts.

1(20)(A)

understand and use the following parts of speech in the context of reading, writing, and speaking:

1(20)(A)(i)

understand and use the following parts of speech in the context of reading, writing, and speaking: verbs (past, present, and future);

1(20)(A)(ii)

understand and use the following parts of speech in the context of reading, writing, and speaking: nouns (singular/plural, common/proper);

1(20)(A)(iii)

understand and use the following parts of speech in the context of reading, writing, and speaking: adjectives (e.g., descriptive: green, tall);

1(20)(A)(iv)

understand and use the following parts of speech in the context of reading, writing, and speaking: adverbs (e.g., time: before, next);

1(20)(A)(v)

understand and use the following parts of speech in the context of reading, writing, and speaking: prepositions and prepositional phrases;

1(20)(A)(vi)

understand and use the following parts of speech in the context of reading, writing, and speaking: pronouns (e.g., I, me); and

1(20)(A)(vii)

understand and use the following parts of speech in the context of reading, writing, and speaking: time-order transition words;

1(20)(B)

speak in complete sentences with correct subject-verb agreement; and

1(20)(C)

ask questions with appropriate subject-verb inversion.

1(21)(A)

form upper- and lower-case letters legibly in text, using the basic conventions of print (left-to-right and top-to-bottom progression), including spacing between words and sentences;

1(21)(B)

recognize and use basic capitalization for:

1(21)(B)(i)

recognize and use basic capitalization for: the beginning of sentences;

1(21)(B)(ii)

recognize and use basic capitalization for: the pronoun 'I'; and

1(21)(B)(iii)

recognize and use basic capitalization for: names of people; and

1(21)(C)

recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences.

1(22)(A)

use phonological knowledge to match sounds to letters to construct known words;

1(22)(B)

use letter-sound patterns to spell:

1(22)(B)(i)

consonant-vowel-consonant (CVC) words;

1(22)(B)(ii)

consonant-vowel-consonant-silent e (CVCe) words (e.g., 'hope'); and

1(22)(B)(Iii)

one-syllable words with consonant blends (e.g., 'drop');

1(22)(C)

spell high-frequency words from a commonly used list;

1(22)(D)

spell base words with inflectional endings (e.g., adding 's' to make words plurals); and

1(22)(E)

use resources to find correct spellings.

1(23)(A)

generate a list of topics of class-wide interest and formulate open-ended questions about one or two of the topics; and

1(23)(B)

decide what sources of information might be relevant to answer these questions.

1(24)(A)

gather evidence from available sources (natural and personal) as well as from interviews with local experts;

1(24)(B)

use text features (e.g., table of contents, alphabetized index) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and

1(24)(C)

record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).

1(27)(A)

listen attentively to speakers and ask relevant questions to clarify information; and

1(27)(B)

follow, restate, and give oral instructions that involve a short related sequence of actions.

2(F19)(A)

establish purposes for reading selected texts based upon content to enhance comprehension;

2(F19)(B)

ask literal questions of text;

2(F19)(C)

monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions);

2(F19)(D)

make inferences about text using textual evidence to support understanding;

2(F19)(E)

retell important events in stories in logical order; and

2(F19)(F)

make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

2(2)(A)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including:

2(2)(A)(i)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: single letters (consonants and vowels);

2(2)(A)(ii)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: consonant blends (e.g., thr, spl);

2(2)(A)(iii)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: consonant digraphs (e.g., ng, ck, ph); and

2(2)(A)(iv)

decode multisyllabic words in context and independent of context by applying common letter-sound correspondences including: vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);

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