Kindergarten – Grade 2 TEKS Snapshotsc.ymcdn.com/.../resmgr/imported/eLearning/Twinkle.pdf · Kindergarten – Grade 2 TEKS Snapshots ... previous learning ... K.9.A" describe"andcompare"the"attributes"of"realKlifeobjectssuchas"

Kindergarten – Grade 2

TEKS Snapshots Ready for STAAR

Ervin Knezek, Ed. D. [email protected] www.lead4ward.com

43http://www.lead4ward.com © 2011 lead4ward

STAAR Word Wall

Term TEA DefinitionTexas Education Agency Student Assessment Division September 2010

Notes:

Assessed Curriculum

The Texas Essential Knowledge and Skills (TEKS) that are eli-gible to be assessed (i.e. can be tested in a multiple choice, griddable, or open-ended response manner)

Standard TEKS and Corresponding Student Expectations

Readiness Standard

Readiness standards have the following characteristics:• They are essential for success in the current grade or

course. • They are important for preparedness for the next grade or

course. • They support college and career readiness. • They necessitate in-depth instruction. • They address broad and deep ideas.

Supporting Standard

Supporting standards have the following characteristics:• Although introduced in the current grade or course, they

may be emphasized in a subsequent year. • Although reinforced in the current grade or course, they

may be emphasized in a previous year.• They play a role in preparing students for the next grade

or course but not a central role. • They address more narrowly defined ideas.

Supporting standards:• Support a current readiness stan-

dard• Serve as a foundation for a readi-

ness standard in another grade level

• Are important but not critical to the grade level

Process Standard

[Student expectations that relate to the skills of the content area]In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas.

Process standards are noted in the TEKS as:• Underlying Processes and Math-

ematical Tools• Scientific Investigation and Rea-

soning Skills • Social Studies Skills

Ineligible Standard

TEKS for a grade level/course which cannot be assessed in a traditional format

Reporting Category

The assessed curriculum documents show the reporting categories (referred to as objectives on TAKS)

Standards bundled around a com-mon concept, topic, or context

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47http://www.lead4ward.com © 2011 lead4ward

Get READY!Unpacking the Readiness Standards

Readiness Standard

Readiness Criteria�essential for success in the

current grade or courseWhy?

�important for preparedness for the next grade or course

Why?

�support college and career readiness

How?

�necessitate in-depth instruction

How much?

�address broad and deep ideas

Like what?

Content Builder

Academic Vocabulary Rigor Implications (verb/level of Bloom’s)

Level of Difficulty

Level of Difficulty

Distractor Factor

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http://www.lead4ward.com 48 © 2011 lead4ward

Supporting Standards

Supports current grade

readiness standard

Reinforces previous learning

Supporting Standard

Prepares for future learning

Cool but not critical

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* Aligned with STAAR Assessed Curriculum NOTE: The classification of standards on this snapshot represent the reviewed and synthesized input of a sample Texas Kindergarten – Grade 2 teachers. This snapshot DOES NOT represent a publication of the Texas Education Agency. District curriculum may reflect other classifications. Revised September 2011

TEKS Snapshot - Kindergarten Math Ready for STAAR

Reporting Category Readiness Standards Supporting Standards

1 Num

bers, O

peratio

ns, and

Qua

ntita

tive Re

ason

ing

K.1.A use one-‐to-‐one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

K.1.C use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

K.1.B use sets of concrete objects to represent quantities given in verbal or written form (through 20)

K.3.B explain why a given part is half of the whole* K.4 model and create addition and subtraction problems

in real situations with concrete objects

K.2.A use language such as before or after to describe relative position in a sequence of events or objects; and

K.2.B name the ordinal positions in a sequence such as first, second, third, etc.

K.3.A share a whole by separating it into two equal parts*

2 Pa

tterns,

Relatio

nships,

Algebraic

Reason

ing K.5 identify, extend, and create patterns of sounds,

physical movement, and concrete objects* K.6.B count by ones to 100

K.6.A use patterns to predict what comes next, including cause-‐and-‐effect relationships

3 Geo

metry and

Spa

tial R

easoning

K.8.B compare two objects based on their attributes K.8.C sort a variety of objects including two-‐ and three-‐

dimensional geometric figures according to their attributes and describe how the objects are sorted

K.7.A describe one object in relation to another using informal language such as over, under, above, and below; and

K.7.B place an object in a specified position. K.8.A describe and identify an object by its attributes using informal

language; K.9.A describe and compare the attributes of real-‐life objects such as

balls, boxes, cans, and cones or models of three-‐dimensional geometric figures*

K.9.B recognize shapes in real-‐life three-‐dimensional geometric figures or models of three-‐dimensional geometric figures*

K.9.C describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle)*

4 Measuremen

t

K.10.A compare and order two or three concrete objects according to length (longer/shorter than, or the same)*

K.10.B compare the areas of two flat surfaces of two-‐dimensional figures (covers more, covers less, or covers the same);

K.10.C compare two containers according to capacity (holds more, holds less, or holds the same);

K.10.D compare two objects according to weight/mass (heavier than, lighter than or equal to); and

K.10.E compare situations or objects according to relative temperature (hotter/colder than, or the same as).

K.11.A compare events according to duration such as more time than or less time than;

K.11.B sequence events (up to three); and K.11.C read a calendar using days, weeks, and months

5 Prob

ability

Statistic

s K.12.B use information from a graph of real objects or pictures in order to answer questions*

K.12.A construct graphs using real objects or pictures in order to answer questions*

Process Standards

Und

erlying Processes a

nd

Mathe

matical Too

ls K.13.A identify mathematics in everyday situations;

K.13.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

K.13.C select or develop an appropriate problem-‐solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

K.13.D use tools such as real objects, manipulatives, and technology to solve problems. K.14.A communicate mathematical ideas using objects, words, pictures, numbers, and technology; and K.14.B relate everyday language to mathematical language and symbols. K.15 justify his or her thinking using objects, words, pictures, numbers, and technology.

page 5


TEKS Snapshot – Grade One Math Ready for STAAR


1 Num

bers, O

peratio

ns,

Qua

ntita

tive Re

ason

ing

1.1.D read and write numbers to 99 to describe sets of concrete objects.

1.2.B use appropriate language to describe part of a set such as three out of the eight crayons are red*

1.3.B use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 – 9 = 9).

1.2.A separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts; and

1.1.A compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models;

1.1.B create sets of tens and ones using concrete objects to describe, compare, and order whole numbers;

1.1.C identify individual coins by name and value and describe relationships among them

1.3.A model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences*

2 Pa

tterns,

Relatio

nships,

Algebraic

Reason

ing

1.5.C compare and order whole numbers using place value; 1.5.A use patterns to skip count by twos, fives, and tens* 1.5.E identify patterns in related addition and subtraction

sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.

1.4 identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems

1.5.B find patterns in numbers, including odd and even* 1.5.D use patterns to develop strategies to solve basic addition and basic

subtraction problems

3 Geo

metry and

Sp

atial R

easoning

1.6.A describe and identify two-‐dimensional geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle)*

1.6.B describe and identify three-‐dimensional geometric figures, including spheres, rectangular prisms (including cubes), cylinders, and cones*

1.6.C describe and identify two-‐ and three-‐dimensional geometric figures in order to sort them according to a given attribute using informal and formal language; and

1.6.D use concrete models to combine two-‐dimensional geometric figures to make new geometric figures.

4 Measuremen

t

1.7.A estimate and measure length using nonstandard units such as paper clips or sides of color tiles;

1.7.D compare and order the area of two or more two-‐dimensional surfaces (from covers the most to covers the least)

1.7.B compare and order two or more concrete objects according to length (from longest to shortest)*

1.7.C describe the relationship between the size of the unit and the number of units needed to measure the length of an object*

1.7.E compare and order two or more containers according to capacity (from holds the most to holds the least)

1.7.F compare and order two or more objects according to weight/mass (from heaviest to lightest); and

1.7.G compare and order two or more objects according to relative temperature (from hottest to coldest)

1.8.A order three or more events according to duration 1.8.B read time to the hour and half-‐hour using analog and digital clocks.

5 Prob

ability

Statistic

s 1.9.B use organized data to construct real-‐object graphs, picture graphs, and bar-‐type graphs.

1.10.A draw conclusions and answer questions using information organized in real-‐object graphs, picture graphs, and bar-‐type graphs*

1.10.B identify events as certain or impossible such as drawing a red crayon from a bag of green crayons

1.9.A collect and sort data

Process Standards

Und

erlying Processes

and Mathe

matical Too

ls 1.11.A identify mathematics in everyday situations;

1.11.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

1.11.C select or develop an appropriate problem-‐solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

1.11.D use tools such as real objects, manipulatives, and technology to solve problems. 1.12.A explain and record observations using objects, words, pictures, numbers, and technology; and 1.12.B relate informal language to mathematical language and symbols. 1.13 justify his or her thinking using objects, words, pictures, numbers, and technology.

page 6


TEKS Snapshot – Grade Two Math Ready for STAAR


1 Num

bers, O

peratio

ns,

Qua

ntita

tive Re

ason

ing

2.3.D determine the value of a collection of coins up to one dollar; and

2.1.B use place value to read, write, and describe the value of whole numbers to 999; and

2.3.A recall and apply basic addition and subtraction facts ( to 18);

2.1.C use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >).

2.3.C select addition or subtraction to solve problems using two-‐digit numbers, whether or not regrouping is necessary*

2.2.A use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less)*

2.2.C use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1.

2.3.B model addition and subtraction of two-‐digit numbers with objects, pictures, words, and numbers;

2.2.B use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less)*

2.4.A model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined*

2.1.A use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways;

2.4.B model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets*

2.3.E describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection of coins.

2 Pa

tterns,

Relatio

nships,

Algebraic Re

ason

ing 2.5.C use patterns and relationships to develop strategies to

remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8.

2.6.C identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

2.6.B identify patterns in a list of related number pairs based on a real-‐life situation and extend the list*

2.5.B use patterns in place value to compare and order whole numbers through 999; and

2.6.A generate a list of paired numbers based on a real-‐life situation such as number of tricycles related to number of wheels;

2.5.A find patterns in numbers such as in a 100s chart*

3 Geo

metry and

Sp

atial R

easoning

2.7.A describe attributes (the number of vertices, faces, edges, sides) of two-‐ and three-‐dimensional geometric figures such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc.*

2.7.B use attributes to describe how 2 two-‐dimensional figures or 2 three-‐dimensional geometric figures are alike or different*

2.8 use whole numbers to locate and name points on a number line* 2.7.C cut two-‐dimensional geometric figures apart and identify the new

geometric figures formed.

4 Measuremen

t

2.9.A identify concrete models that approximate standard units of length and use them to measure length*

2.10.B read and write times shown on analog and digital clocks using five-‐minute increments

2.9.B select a non-‐standard unit of measure such as square tiles to determine the area of a two-‐dimensional surface;

2.10.C describe activities that take approximately one second, one minute, and one hour.

2.9.D select a non-‐standard unit of measure such as beans or marbles to determine the weight/mass of a given object.

2.9.C select a non-‐standard unit of measure such as a bathroom cup or a jar to determine the capacity of a given container

2.10.A read a thermometer to gather data;

5 Prob

ability

Statistic

s 2.11.B draw conclusions and answer questions based on picture graphs and bar-‐type graphs*

2.11.A construct picture graphs and bar-‐type graphs* 2.11.C use data to describe events as more likely or less likely such as

drawing a certain color crayon from a bag of seven red crayons and three green crayons.

Process Standards

Und

erlying Processes

and Mathe

matical Too

ls 2.12.A identify the mathematics in everyday situations;

2.12.B solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

2.12.C select or develop an appropriate problem-‐solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

2.12.D use tools such as real objects, manipulatives, and technology to solve problems. 2.13.A explain and record observations using objects, words, pictures, numbers, and technology; and 2.13.B relate informal language to mathematical language and symbols. 2.14 justify his or her thinking using objects, words, pictures, numbers, and technology.

page 7


TEKS Snapshot - Kindergarten Reading Ready for STAAR

Category Readiness Standards Supporting Standards

1 Und

erstan

ding

Ac

ross Gen

res K. 4.B ask and respond to questions about texts read

aloud* K. 5.B recognize that compound words are made up of shorter

words K. 5.C identify and sort pictures of objects into conceptual

categories (e.g., colors, shapes, textures)* K. 5.D use a picture dictionary to find words*

2 Und

erstan

ding

and

Ana

lysis o

f Lite

rary Texts

K. 6.A identify elements of a story including setting, character, and key events; R

K. 8.A retell a main event from a story read aloud* K. 8.B describe characters in a story and the reasons

for their actions* Fig 19D make inferences based on the cover, title,

illustrations, and plot* R Fig 19E retell or act out important events in stories*

K. 4.A predict what might happen next in text based on the cover, title, and illustrations*

K. 6.B discuss the big idea (theme) of a well-‐known folktale or fable and connect it to personal experience*

K. 6.C recognize sensory details K. 6.D recognize recurring phrases and characters in traditional

fairy tales, lullabies, and folktales from various cultures. * K. 7A respond to rhythm and rhyme in poetry through

identifying a regular beat and similarities in word sounds* K.12 use comprehension skills to analyze how words, images,

graphics, and sounds work together in various forms to impact meaning*

K,12.A identify different forms of media (advertisements, newspapers, radio programs) (with adult assistance)*

K.12 .B identify techniques used in media (e.g., sound, movement) (with adult assistance)*

Fig 19D make inferences based on the cover, title, illustrations, and plot*

Fig 19E retell or act out important events in stories*

3 Und

erstan

ding

and

Ana

lysis o

f Informationa

l Texts K. 10.A identify the topic and details in expository text

heard or read, referring to the words and/or illustrations* R

K. 10.B retell important facts in a text, heard or read* K. 10.D use titles and illustrations to make predictions

about text*

K. 5.A identify and use words that name actions, directions, positions, sequences, and locations

K. 9.A identify the topic of an informational text heard. K. 10.C discuss the ways authors group information in text * K. 11.A follow pictorial directions (e.g., recipes, science

experiments) K. 11.B identify the meaning of specific signs (e.g., traffic signs,

warning signs)* K.12 use comprehension skills to analyze how words, images,

graphics, and sounds work together in various forms to impact meaning

K,12.A identify different forms of media (advertisements, newspapers, radio programs) (with adult assistance)*

K.12 .B identify techniques used in media (e.g., sound, movement) (with adult assistance)*

Genres Literary

• Fiction • Poetry

Informational • Expository • Procedural • Media Literacy

page 8


Reading Processes– Kindergarten Reading/Beginning Reading Skills/Print Awareness K. 1.A recognize that spoken words can be represented by print for communication; K. 1.B identify upper-‐ and lower-‐case letters K. 1.C demonstrate the one-‐to-‐one correspondence between a spoken word and a printed word in text; K. 1.D recognize the difference between a letter and a printed word K. 1.E recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g.,

through kinesthetic or tactile actions such as clapping and jumping) K. 1.F hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right K.1.G identify different parts of a book (e.g., front and back covers, title page) Reading/Beginning Reading Skills/Phonological Awareness K. 2.A identify a sentence made up of a group of words K. 2.B identify syllables in spoken words K. 2.C orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?") K. 2.D distinguish orally presented rhyming pairs of words from non-‐rhyming pairs K. 2.E recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the

ball") K. 2.F blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat) K. 2.G blend spoken phonemes to form one-‐syllable words (e.g.,/m/ …/a/ …/n/ says man) K. 2.H isolate the initial sound in one-‐syllable spoken words K. 2.I segment spoken one-‐syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/) Reading/Beginning Reading Skills/Phonics K. 3.A identify the common sounds that letters represent K. 3.B use knowledge of letter-‐sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and

CVCC words) K. 3.C recognize that new words are created when letters are changed, added, or deleted K. 3.D identify and read at least 25 high-‐frequency words from a commonly used list Reading/Media Literacy K. 12.A identify different forms of media (e.g., advertisements, newspapers, radio programs K. 12.B identify techniques used in media (e.g., sound, movement) Research K. 19.B decide what sources or people in the classroom, school, library, or home can answer these questions. K. 20.A gather evidence from provided text sources K. 20.B use pictures in conjunction with writing when documenting research Listening and Speaking K. 21.A listen attentively by facing speakers and asking questions to clarify information; and K. 21.B follow oral directions that involve a short related sequence of actions. K. 22 share information and ideas by speaking audibly and clearly using the conventions of language. K. 23 follow agreed-‐upon rules for discussion, including taking turns and speaking one at a time Comprehension Skills Fig. 19A discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings,

actions, and to enjoy language) Fig. 19B ask and respond to questions about text Fig. 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) Fig. 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence*

page 9


TEKS Snapshot - Kindergarten Writing Ready for STAAR


1 Co

mpo

sitio

n

K. 13.B develop drafts by sequencing the action or details in the story* R 4.15B R W1

K. 14.A dictate or write sentences to tell a story and put the sentences in chronological sequence* W1

K. 15.A dictate or write information for lists, captions, or invitations*

K. 18.C write one's own name

K. 14.B write short poems S W1

2 Re

vision

K. 13.C revise drafts by adding details or sentences*

3 Ed

iting

K. 13.D edit drafts by leaving spaces between letters and words*

K. 16.B speak in complete sentences to communicate * K. 17.A form upper-‐ and lower-‐case letters legibly using

the basic conventions of print (left-‐to-‐right and top-‐to-‐bottom progression)

K. 16.A understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance)*

(i) past and future tenses when speaking* (ii) nouns (singular/plural)* (iii) descriptive words* (iv) prepositions and simple prepositional phrases

appropriately when speaking or writing (e.g., in, on, under, over)*

(v) pronouns (e.g., I, me)* K. 16.C use complete simple sentences* K. 17.B capitalize the first letter in a sentence* K. 17.C use punctuation at the end of a sentence* K. 18.A use phonological knowledge to match sounds to letters K. 18.B use letter-‐sound correspondences to spell consonant-‐

vowel-‐consonant (CVC) words (e.g., "cut")*

Genres Literary


Informational • Expository

Writing/Writing Processes

K. 13.A plan a first draft by generating ideas for writing through class discussion K. 13.E share writing with others K. 19.A ask questions about topics of class-‐wide interest

page 10


TEKS Snapshot – Grade One Reading Ready for STAAR


1 Und

erstan

ding

Across

Gen

res

1. 4.B ask relevant questions, seek clarification, and locate facts and details about stories and other texts*

1. 6.B determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime)

1. 6.C determine what words mean from how they are used in a sentence, either heard or read*

1.6.E alphabetize a series of words to the first or second letter and use a dictionary to find words *

2 Und

erstan

ding

and

Ana

lysis o

f Literary Texts

1.7.A connect the meaning of a well known story or fable to personal experiences*

1. 9.A describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events*

1.9.C describe characters in a story and the reasons for their actions and feelings*

Fig. 19E retell or act out important events in stories in logical order*

1. 7.B explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk-‐ and fairy tales.

1. 8A respond to and use rhythm, rhyme, and alliteration in poetry

1.10A determine whether a story is true or a fantasy and explain why 1.16A recognize different purposes of media (e.g., informational,

entertainment) (with adult assistance) 1.16B identify techniques used in media (e.g., sound and movement) Fig. 19D make inferences about text and use textual evidence to support

understanding* Fig. 19E retell or act out important events in stories in logical order*

3 Und

erstan

ding

and

Ana

lysis o

f Inform

ationa

l Texts

1.14.A restate the main ideas heard or read 1.14.B identify important facts or details in text, heard or

read* 1.14.C retell the order of events in a text by referring to

the words and/or illustrations* 1.14.D use text features (e.g.. table of contents,

illustrations) to locate specific information in text*

1. 13A identify the topic and explain the author's purpose in writing about the text*

1.14 analyze, make inferences and draw conclusions about expository text and provide evidence from text

1.15.A follow written multi-‐step directions with picture cues to assist with understanding

1.16A recognize different purposes of media (e,g., informational, entertainment) (with adult assistance)

1.16B identify techniques used in media (e.g., sound and movement) 1.15.B explain the meaning of specific signs and symbols (e.g., map

features) Fig. 19D make inferences about text and use textual evidence to support

understanding*

Genres Literary

• Fiction • Poetry • Literary Nonfiction


Reading Processes– Grade One

Reading/Beginning Reading Skills/Print Awareness 1. 1.A recognize that spoken words are represented in written English by specific sequences of letters 1. 1.B identify upper-‐ and lower-‐case letters 1. 1.C sequence the letters of the alphabet 1. 1.D recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation); 1. 1.E read texts by moving from top to bottom of the page and tracking words from left to right with return sweep 1. 1.F identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents)

Reading/Beginning Reading Skills/Phonological Awareness 1. 2.A orally generate a series of original rhyming words using a variety of phonograms (e.g., -‐ake, -‐ant, -‐ain) and consonant blends (e.g., bl, st, tr); 1. 2.B distinguish between long-‐ and short-‐vowel sounds in spoken one-‐syllable words (e.g., bit/bite); 1. 2.C recognize the change in a spoken word when a specified phoneme is added, changed, or removed (e.g.,/b/l/o/w/ to/g/l/o/w/); 1. 2.D blend spoken phonemes to form one-‐ and two-‐syllable words, including consonant blends (e.g., spr); 1. 2.E isolate initial, medial, and final sounds in one-‐syllable spoken words; and 1. 2.F spoken one-‐syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/).

page 11


Reading Processes– Grade One Reading/Beginning Reading/Strategies 1. 4.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). Reading/Fluency 1. 5 read aloud grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Reading/Beginning Reading Skills/Phonics 1. 3.A decode words in context and in isolation by applying common letter-‐sound correspondences, including: (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z; (ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-‐e), long e (e), long i (i-‐e), long o (o-‐e), long u (u-‐e), y=long e, and

y=long i; (iii) consonant blends (e.g., bl, st); (iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -‐dge, and ph; (v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew,

oa, ie as in chief, ie as in pie, and -‐igh; and (vi) vowel diphthongs including oy, oi, ou, and ow; 1. 3.B combine sounds from letters and common spelling patterns (e.g., consonant blends, long-‐ and short-‐vowel patterns) to create recognizable words; 1. 3.C use common syllabication patterns to decode words, including: (i) closed syllable (CVC) (e.g., mat, rab-‐bit); (ii) open syllable (CV) (e.g., he, ba-‐by); (iii) final stable syllable (e.g., ap-‐ple, a-‐ble); (iv) vowel-‐consonant-‐silent "e" words (VCe) (e.g., kite, hide); (v) vowel digraphs and diphthongs (e.g., boy-‐hood, oat-‐meal); and (vi) r-‐controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or); 1. 3.D decode words with common spelling patterns (e.g., -‐ink, -‐onk, -‐ick); 1. 3.E read base words with inflectional endings (e.g., plurals, past tenses); 1. 3.F use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream); 1. 3.G identify and read contractions (e.g., isn't, can't) 1. 3.H identify and read at least 100 high-‐frequency words from a commonly used list 1. 3.I monitor accuracy of decoding. Reading/Vocabulary Development 1. 6.A identify words that name actions (verbs) and words that name persons, places, or things (nouns); Reading/Media Literacy 1. 16.A different purposes of media (e.g., informational, entertainment) (with adult assistance); and 1. 16.B identify techniques used in media (e.g., sound, movement)

Research 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. 25 revise the topic as a result of answers to initial research questions. clarify research questions and evaluate and synthesize collected information 1. 26 create a visual display or dramatization to convey the results of the research. organize and present their ideas and information according to the

purpose of the research and their audience Listening and Speaking 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. 1. 28 share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 1. 29 follow agreed-‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

Comprehension Skills 1. 12 read independently for a sustained period of time Fig. 19A establish purposes for reading selected texts based upon desired outcome to enhance comprehension; Fig. 19B ask literal questions of text Fig. 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) Fig. 19F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.*

page 12


TEKS Snapshot – Grade One Writing Ready for STAAR


1 Co

mpo

sitio

n

1. 17.B develop drafts by sequencing ideas through writing sentences*

1. 18.A write brief stories that include a beginning, middle, and end

1. 19.A write brief compositions about topics of interest to the student*

1. 19.C write brief comments on literary or informational texts 1. 18.B write short poems that convey sensory details 1. 19.B write short letters that put ideas in a chronological or

logical sequence and use appropriate conventions (e.g., date, salutation, closing)

2 Re

vision

1. 17.C revise drafts by adding or deleting a word, phrase, or sentence*

3 Ed

iting

1. 17.D edit drafts for grammar, punctuation, and spelling using a teacher-‐developed rubric*

1.20.B speak in complete sentences with correct subject-‐verb agreement

1.21.B recognize and use basic capitalization* I the beginning of sentences* ii the pronoun "I"* 1.22B use letter-‐sound patterns to spell*

1. 21.A 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* iii names of people* 1. 21.C recognize and use punctuation marks at the end of

declarative, exclamatory, and interrogative sentences 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)* 1. 22.E use resources to find correct spellings*

Genres Literary


Informational • Expository • Procedural


1. 17.A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); 1. 17.E publish and share writing with others. 1. 20.C ask questions with appropriate subject-‐verb inversion. 1. 22.A use phonological knowledge to match sounds to letters to construct known words; 1. 23.A generate a list of topics of class-‐wide interest and formulate open-‐ended questions about one or two of the topics

page 13


TEKS Snapshot – Grade Two Reading Ready for STAAR


1 Und

erstan

ding

Across

Gen

res

2. 5.B use context to determine the relevant meaning of unfamiliar words or multiple-‐meaning words*

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*

2. 5.A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)*

2.5.C identiy and use common words that are opposites (antonyms) and similar (synonyms)*

2 Und

erstan

ding

and

Ana

lysis o

f Lite

rary Texts 2. 9.B describe main characters in works of fiction, including

their traits, motivations, and feelings* 2. 10 distinguish between fiction and nonfiction* Fig. 19E retell important events in stories in logical order*

2. 6.A identify moral lessons as themes in well-‐known fables, legends, myths, or stories*

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

2. 7.A describe how rhyme, rhythm, and repetition interact to create images in poetry*

2. 8.A identify the elements of dialogue and use them in informal plays. 2. 9.A describe similarities and differences in the plots and settings of

several works by the same author* 2. 11.A recognize that some words and phrases have literal and non-‐literal

meanings (e.g., take steps). 2. 13.A identify the topic and explain the author's purpose in writing the

text* 2.16 analyze how words, images, graphics, and sounds work together in

various forms to impact meaning Fig 19D make inferences about text using textual evidence to support

understanding

3 Und

erstan

ding

and

Ana

lysis o

f Inform

ationa

l Texts

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*

2. 14.A identify the main idea in a text and distinguish it from the topic* 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; 2. 15.B use common graphic features to assist in the interpretation of text

(e.g., captions, illustrations)* 2.16 analyze how words, images, graphics, and sounds work together in

various forms to impact meaning 2.16.A recognize different purposes of media (e.g., informational,

entertainment) Fig. 19D make inferences about text using textual evidence to support

understanding*

Genres Literary

• Fiction • Literary Nonfiction • Poetry • Drama


Reading Processes– Grade Two Reading/Beginning Reading Skills/Print Awareness 2. 1 distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). Reading/Beginning Reading/Strategies 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).

page 14


Reading Processes– Grade Two Reading/Fluency 2. 4 read aloud grade-‐level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. Reading/Beginning Reading Skills/Phonics 2. 2.A decode multisyllabic words in context and independent of context by applying common letter-‐sound correspondences including: (i) single letters (consonants and vowels); (ii) consonant blends (e.g., thr, spl); (iii) consonant digraphs (e.g., ng, ck, ph); and (iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou); 2. 2.B use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., pic-‐nic, mon-‐ster); (ii) open syllable (CV) (e.g., ti-‐ger); (iii) final stable syllable (e.g., sta-‐tion, tum-‐ble); (iv) vowel-‐consonant-‐silent "e" words (VCe) (e.g., in-‐vite, cape); (v) r-‐controlled vowels (e.g., per-‐fect, cor-‐ner); and (vi) 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. Reading/Vocabulary Development 2. 5.D alphabetize a series of words and use a dictionary or a glossary to find words.* Reading/Media Literacy 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). Research 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. 26 revise the topic as a result of answers to initial research questions. 2. 27 create a visual display or dramatization to convey the results of the research. Listening and Speaking 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. 2. 29 share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. 2. 30 follow agreed-‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions Comprehension Skills 2. 12 read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning Fig 19A establish purposes for reading selected texts based upon content to enhance comprehension; Fig 19B ask literal questions of text; Fig 19C monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions); Fig 19 F make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

.

page 15


TEKS Snapshot – Grade Two Writing

Ready for STAAR


1 Co

mpo

sitio

n

2. 17.B develop drafts by sequencing ideas through writing sentences*

2. 18.A write brief stories that include a beginning, middle, and end

2. 19.A write brief compositions about topics of interest to the student*

2. 18.B write short poems that convey sensory details 2. 19.B write short letters that put ideas in a chronological or logical

sequence and use appropriate conventions (e.g., date, salutation, closing)

2. 19.C write brief comments on literary or informational texts 2. 20 write persuasive statements about issues that are important to the

student for the appropriate audience in the school, home, or local community

2 Re

vision

2. 17.C revise drafts by adding or deleting words, phrases, or sentences*

3 Ed

iting

2,17.D edit drafts for grammar, punctuation, and spelling using a teacher-‐created rubric*

2. 21.C distinguish among declarative and interrogative sentences.

2. 22.A write legibly leaving appropriate margins for readability; 2. 22.B use capitalization* (i) proper nouns* (ii) months and days of the week* (iii) the salutation and closing of a letter* 2. 22.C recognize and use punctuation marks* (i) ending punctuation in sentences* 2. 23.C spell high-‐frequency words from a commonly used list

2. 21.A understand and use the following parts of speech in the context of reading, writing, and speaking*

(i) verbs (past, present, and future)* (ii) nouns (singular/plural, common/proper)* (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the)* (iv) adverbs (e.g., time: before, next; manner: carefully,

beautifully)* (v) prepositions and prepositional phrases* (vi) pronouns (e.g., he, him)* (vii) time-‐order transition words* 2. 21.B use complete sentences with correct subject-‐verb agreement* 2. 22.C recognize and use punctuation marks* (ii) apostrophes and contractions* (iii) 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* (i) complex consonants (e.g., hard and soft c and g, ck)* (ii) r-‐controlled vowels; (iii) long vowels (e.g., VCe-‐hope)* (iv) vowel digraphs (e.g., oo-‐book, fool, ee-‐feet), diphthongs (e.g.,

ou-‐out, ow-‐cow, oi-‐coil, oy-‐toy)* 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) 2. 23.F use resources to find correct spellings

Genres Literary


Informational • Expository • Procedural • Persuasive


2. 17.A plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); 2. 17.E publish and share writing with others.

page 16

Ready for STAAR Hard to Teach – Hard to Reach Student Expectations Readiness Standards

SE What makes this student expectation complex to teach and for students to learn?

When is it taught?

Supporting Standards with Sufficient Stuff

SE Have lots of stuff How much time?

Q & A Questions and Actions

The questioning strategy I use… The success… The struggle…. Next steps for me

page 17

STAAR CIA Checklist Stuff

q Know where to get the materials to get ready o http://www.tea.state.tx.us/student.assessment/staar/ o http://lead4ward.com/resources/

Curriculum

q Understand the difference between readiness, supporting, and process standards

q Know when the hard-‐to-‐teach/hard-‐to-‐reach standards are taught q Know what parts of my curriculum support success on STAAR

Instruction

q Use academic vocabulary q Teach more on Less (err… fewer) – more novel ways to show learning q Evaluate instructional materials to ensure they are at the level of the TEKS q Teach/use processes in context q Define my questioning strategy q Teaching for my course in a way that prepares students for the next two courses

Assessment

q Test what I teach q Test what students are supposed to learn q Know my own data and know where to get it

page 18

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Documents

Kindergarten – Grade 2 TEKS Snapshotsc.ymcdn.com/.../resmgr/imported/eLearning/Twinkle.pdf · Kindergarten – Grade 2 TEKS Snapshots ... previous learning ... K.9.A" describe"andcompare"the"attributes"of"realKlifeobjectssuchas"