Search TEKS

TEKS Number STAARsort descending Student Expectation
2(21)(A)(vii)

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

2(21)(B)

use complete sentences with correct subject-verb agreement; and

2(21)(C)

distinguish among declarative and interrogative sentences.

2(22)(A)

write legibly leaving appropriate margins for readability;

2(22)(B)

use capitalization for:

2(22)(B)(i)

proper nouns;

2(22)(B)(ii)

months and days of the week; and

2(22)(B)(iii)

the salutation and closing of a letter; and

2(22)(C)

recognize and use punctuation marks, including:

2(22)(C)(i)

recognize and use punctuation marks, including: ending punctuation in sentences;

2(22)(C)(ii)

recognize and use punctuation marks, including: apostrophes and contractions; and

2(22)(C)(iii)

recognize and use punctuation marks, including: apostrophes and possessives.

2(23)(A)

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

2(23)(B)

spell words with common orthographic patterns and rules:

2(23)(B)(i)

complex consonants (e.g., hard and soft c and g, ck);

2(23)(B)(ii)

r-controlled vowels;

2(23)(B)(iii)

long vowels (e.g., VCe-hope); and

2(23)(B)(iv)

vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);

2(23)(C)

spell high-frequency words from a commonly used list;

2(23)(D)

spell base words with inflectional endings (e.g., -ing and -ed);

2(23)(E)

spell simple contractions (e.g., isn't, aren't, can't); and

2(23)(F)

use resources to find correct spellings.

2(24)(A)

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

2(24)(B)

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

2(25)(A)

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

2(25)(B)

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

2(25)(C)

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

2(28)(A)

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

2(28)(B)

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

3(F19)(A)

establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension;

3(F19)(B)

ask literal, interpretive, and evaluative questions of text;

3(F19)(C)

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

3(F19)(D)

make inferences about text and use textual evidence to support understanding;

3(F19)(E)

summarize information in text, maintaining meaning and logical order; and

3(F19)(F)

make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.

3(1)(A)

decode multisyllabic words in context and independent of context by applying common spelling patterns including:

3(1)(A)(i)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: dropping the final 'e' and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

3(1)(A)(ii)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: doubling final consonants when adding an ending (e.g., hop to hopping);

3(1)(A)(iii)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: changing the final 'y' to 'i' (e.g., baby to babies);

3(1)(A)(iv)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

3(1)(A)(v)

decode multisyllabic words in context and independent of context by applying common spelling patterns including: using knowledge of derivational affixes (e.g., -de, -ful, -able);

3(1)(B)

use common syllabication patterns to decode words including:

3(1)(B)(i)

use common syllabication patterns to decode words including: closed syllable (CVC) (e.g., mag-net, splen-did);

3(1)(B)(ii)

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

3(1)(B)(iii)

use common syllabication patterns to decode words including: final stable syllable (e.g., puz-zle, con-trac-tion);

3(1)(B)(iv)

use common syllabication patterns to decode words including: r-controlled vowels (e.g., fer-ment, car-pool); and

3(1)(B)(v)

use common syllabication patterns to decode words including: 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); and

3(1)(E)

monitor accuracy in decoding.

Pages