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TEKS Number STAARsort descending Student Expectation
2(2)(B)

use common syllabication patterns to decode words including:

2(2)(B)(i)

use common syllabication patterns to decode words including: closed syllable (CVC) (e.g., pic-nic, mon-ster);

2(2)(B)(ii)

use common syllabication patterns to decode words including: open syllable (CV) (e.g., ti-ger);

2(2)(B)(iii)

use common syllabication patterns to decode words including: final stable syllable (e.g., sta-tion, tum-ble);

2(2)(B)(iv)

use common syllabication patterns to decode words including: vowel-consonant-silent 'e' words (VCe) (e.g., in-vite, cape);

2(2)(B)(v)

use common syllabication patterns to decode words including: r-controlled vowels (e.g., per-fect, cor-ner); and

2(2)(B)(vi)

use common syllabication patterns to decode words including: vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);

2(2)(C)

decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);

2(2)(D)

read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);

2(2)(E)

identify and read abbreviations (e.g., Mr., Ave.);

2(2)(F)

identify and read contractions (e.g., haven't, it's);

2(2)(G)

identify and read at least 300 high-frequency words from a commonly used list; and

2(2)(H)

monitor accuracy of decoding.

2(3)(A)

use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions;

2(3)(B)

ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

2(3)(C)

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).

2(5)(A)

use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);

2(5)(B)

use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;

2(5)(C)

identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning; and

2(5)(D)

alphabetize a series of words and use a dictionary or a glossary to find words.

2(6)(A)

identify moral lessons as themes in well-known fables, legends, myths, or stories; and

2(6)(B)

compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.

2(9)(A)

describe similarities and differences in the plots and settings of several works by the same author; and

2(9)(B)

describe main characters in works of fiction, including their traits, motivations, and feelings.

2(14)(A)

identify the main idea in a text and distinguish it from the topic;

2(14)(B)

locate the facts that are clearly stated in a text;

2(14)(C)

describe the order of events or ideas in a text; and

2(14)(D)

use text features (e.g., table of contents, index, headings) to locate specific information in text.

2(15)(A)

follow written multi-step directions; and

2(15)(B)

use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).

2(16)(A)

recognize different purposes of media (e.g., informational, entertainment);

2(16)(B)

describe techniques used to create media messages (e.g., sound, graphics); and

2(16)(C)

identify various written conventions for using digital media (e.g., e-mail, website, video game).

2(17)(A)

plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);

2(17)(B)

develop drafts by sequencing ideas through writing sentences;

2(17)(C)

revise drafts by adding or deleting words, phrases, or sentences;

2(17)(D)

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

2(17)(E)

publish and share writing with others.

2(18)(A)

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

2(18)(B)

write short poems that convey sensory details.

2(19)(A)

write brief compositions about topics of interest to the student;

2(19)(B)

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

2(19)(C)

write brief comments on literary or informational texts.

2(21)(A)

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

2(21)(A)(i)

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

2(21)(A)(ii)

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

2(21)(A)(iii)

understand and use the following parts of speech in the context of reading, writing, and speaking: adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);

2(21)(A)(iv)

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

2(21)(A)(v)

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

2(21)(A)(vi)

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

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