English II Assessment - December 2021 Eligible Texas Essential Knowledge and Skills - Texas Education ...
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English II
Assessment
December 2021
Eligible Texas Essential
Knowledge and Skills
Texas Education Agency
September 2021STAAR English II Assessment
Reporting Category 1:
Understanding and Analysis Across Genres
The student will demonstrate an ability to understand and analyzea
variety of written texts across reading genres.
2017 Student Expectation 2009 Student Expectation
(2) Developing and sustaining (1) Reading/Vocabulary Development.
foundational language skills: listening, Students understand new vocabulary and use it
speaking, reading, writing, and thinking-- when reading and writing. Students are
vocabulary. The student uses newly acquired expected to
vocabulary expressively. The student is
expected to: (A) determine the meaning of grade-level
technical academic English words in multiple
(A) use print or digital resources such as content areas (e.g., science, mathematics,
glossaries or technical dictionaries to clarify social studies, the arts) derived from Latin,
and validate understanding of the precise and Greek, or other linguistic roots and affixes.
appropriate meaning of technical or discipline- Supporting Standard
based vocabulary.
Notes: The above standards align because both require students to determine the meaning of
technical and discipline-based (multiple content areas) words.
(2) Developing and sustaining (1) Reading/Vocabulary Development.
foundational language skills: listening, Students understand new vocabulary and use it
speaking, reading, writing, and thinking-- when reading and writing. Students are
vocabulary. The student uses newly acquired expected to
vocabulary expressively. The student is
expected to: (B) analyze textual context (within a sentence
and in larger sections of text) to distinguish
(B) analyze context to distinguish among between the denotative and connotative
denotative, connotative, and figurative meanings of words.
meanings of words. Readiness Standard
Notes: The above standards both require students to use context to distinguish between
denotative and connotative meanings of words.
(1) Reading/Vocabulary Development.
Students understand new vocabulary and use it
when reading and writing. Students are
expected to
None
(C) infer word meaning through the
identification and analysis of analogies and
other word relationships.
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 2 of 26
September 20212017 Student Expectation 2009 Student Expectation
(2) Developing and sustaining (1) Reading/Vocabulary Development.
foundational language skills: listening, Students understand new vocabulary and use it
speaking, reading, writing, and thinking-- when reading and writing. Students are
vocabulary. The student uses newly acquired expected to
vocabulary expressively. The student is
expected to: (D) show the relationship between the origins
and meaning of foreign words or phrases used
(C) determine the meaning of foreign words frequently in written English and historical
or phrases used frequently in English such as events or developments (e.g., glasnost,
pas de deux, status quo, déjà vu, avant- avant-garde, coup d’état). Supporting
garde, and coup d'état. Standard
Notes: The above standards align because both reference the meaning of foreign words and
phrases used frequently in English. Although the examples provided in these SEs are different,
the underlying skill is the same.
(2) Developing and sustaining (1) Reading/Vocabulary Development.
foundational language skills: listening, Students understand new vocabulary and use it
speaking, reading, writing, and thinking-- when reading and writing. Students are
vocabulary. The student uses newly acquired expected to
vocabulary expressively. The student is
expected to: (E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to determine
(A) use print or digital resources such as or confirm the meanings of words and
glossaries or technical dictionaries to clarify phrases, including their connotations and
and validate understanding of the precise and denotations, and their etymology.
appropriate meaning of technical or discipline- Readiness Standard
based vocabulary.
Notes: The above standards align because both require students to use print or digital resources
such as a glossary or a dictionary to determine the meaning of words.
(6) Multiple genres: listening, speaking, (2) Reading/Comprehension of Literary
reading, writing, and thinking using Text/Theme and Genre. Students analyze,
multiple texts--literary elements. The make inferences and draw conclusions about
student recognizes and analyzes literary theme and genre in different cultural, historical,
elements within and across increasingly and contemporary contexts and provide
complex traditional, contemporary, classical, evidence from the text to support their
and diverse literary texts. The student is understanding. Students are expected to
expected to:
(A) analyze how themes are developed (A) compare and contrast differences in
through characterization and plot, including similar themes expressed in different time
comparing similar themes in a variety of periods.
literary texts representing different cultures. Supporting Standard
Notes: The above standards align because both focus on comparing themes of literary texts.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 3 of 26
September 20212017 Student Expectation 2009 Student Expectation
(4) Comprehension skills: listening, (9) Reading/Comprehension of
speaking, reading, writing, and thinking Informational Text/Expository Text.
using multiple texts. The student uses Students analyze, make inferences and draw
metacognitive skills to both develop and deepen conclusions about expository text and provide
comprehension of increasingly complex texts. evidence from text to support their
The student is expected to: understanding. Students are expected to
(E) make connections to personal (D) synthesize and make logical connections
experiences, ideas in other texts, and society. between ideas and details in several texts
selected to reflect a range of viewpoints on
(H) synthesize information from multiple texts the same topic and support those findings
to create new understanding. with textual evidence.
Supporting Standard
Notes: The above standards focus on either synthesizing or making connections across multiple
texts.
(4) Comprehension skills: listening, (Figure 19) Reading/Comprehension Skills.
speaking, reading, writing, and thinking Students use a flexible range of metacognitive
using multiple texts. The student uses reading skills in both assigned and independent
metacognitive skills to both develop and deepen reading to understand an author’s message.
comprehension of increasingly complex texts. The student is expected to
The student is expected to:
(B) make complex inferences about text and
(F) make inferences and use evidence to use textual evidence to support
support understanding. understanding.
Readiness Standard
(5) Response skills: listening, speaking,
reading, writing, and thinking using
multiple texts. The student responds to an
increasingly challenging variety of sources that
are read, heard, or viewed. The student is
expected to:
(C) use text evidence and original
commentary to support an interpretive
response.
Notes: Figure 19.B and SEs 4.F and 5.C align because they require students to either make
inferences about texts and/or use textual evidence to support understanding.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 4 of 26
September 2021Reporting Category 2:
Understanding and Analysis of Literary Texts
The student will demonstrate an ability to understand and analyze
literary texts.
2017 Student Expectation 2009 Student Expectation
(6) Multiple genres: listening, speaking, (2) Reading/Comprehension of Literary
reading, writing, and thinking using Text/Theme and Genre. Students analyze,
multiple texts--literary elements. The make inferences and draw conclusions about
student recognizes and analyzes literary theme and genre in different cultural, historical,
elements within and across increasingly and contemporary contexts and provide
complex traditional, contemporary, classical, evidence from the text to support their
and diverse literary texts. The student is understanding. Students are expected to
expected to:
(B) analyze how authors develop complex yet (B) analyze archetypes (e.g., journey of a
believable characters, including archetypes, hero, tragic flaw) in mythic, traditional and
through historical and cultural settings and classical literature. Supporting Standard
events.
Notes: The above standards align because both require students to analyze the development of
characters, including archetypes, in a variety of literary texts.
(8) Author's purpose and craft: listening, (2) Reading/Comprehension of Literary
speaking, reading, writing, and thinking Text/Theme and Genre. Students analyze,
using multiple texts. The student uses critical make inferences and draw conclusions about
inquiry to analyze the authors' choices and how theme and genre in different cultural, historical,
they influence and communicate meaning and contemporary contexts and provide
within a variety of texts. The student analyzes evidence from the text to support their
and applies author's craft purposefully in order understanding. Students are expected to
to develop his or her own products and
performances. The student is expected to: (C) relate the figurative language of a literary
work to its historical and cultural setting.
(D) analyze how the author's use of language Supporting Standard
informs and shapes the perception of readers.
Notes: The above standards both focus on the use of language to achieve a specific purpose,
such as significantly reflecting the setting of a text.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 5 of 26
September 20212017 Student Expectation 2009 Student Expectation
(7) Multiple genres: listening, speaking, (3) Reading/Comprehension of Literary
reading, writing, and thinking using Text/Poetry. Students understand, make
multiple texts--genres. The student inferences and draw conclusions about the
recognizes and analyzes genre-specific structure and elements of poetry and provide
characteristics, structures, and purposes within evidence from text to support their
and across increasingly complex traditional, understanding. Students are expected to
contemporary, classical, and diverse texts. The
student is expected to: (A) analyze the structure or prosody (e.g.,
meter, rhyme scheme) and graphic elements
(B) analyze the effects of metrics; rhyme (e.g., line length, punctuation, word position)
schemes; types of rhymes such as end, in poetry. Supporting Standard
internal, slant, and eye; and other
conventions in poems across a variety of
poetic forms.
Notes: The above standards focus on the analysis of metrics, including rhyme scheme, and other
conventions in poetry.
(8) Author's purpose and craft: listening, (4) Reading/Comprehension of Literary
speaking, reading, writing, and thinking Text/Drama. Students understand, make
using multiple texts. The student uses critical inferences and draw conclusions about the
inquiry to analyze the authors' choices and how structure and elements of drama and provide
they influence and communicate meaning evidence from text to support their
within a variety of texts. The student analyzes understanding. Students are expected to
and applies author's craft purposefully in order
to develop his or her own products and (A) analyze how archetypes and motifs in
performances. The student is expected to: drama affect the plot of plays.
Supporting Standard
(E) analyze the use of literary devices such as
irony, sarcasm, and motif to achieve specific
purposes.
Notes: The above standards both focus on the use of motif and its effect on a text. Irony and
sarcasm would not be eligible for assessment during the transition year.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 6 of 26
September 20212017 Student Expectation 2009 Student Expectation
(6) Multiple genres: listening, speaking, (5) Reading/Comprehension of Literary
reading, writing, and thinking using Text/Fiction. Students understand, make
multiple texts--literary elements. The inferences and draw conclusions about the
student recognizes and analyzes literary structure and elements of fiction and provide
elements within and across increasingly evidence from text to support their
complex traditional, contemporary, classical, understanding. Students are expected to
and diverse literary texts. The student is
expected to: (A) analyze isolated scenes and their
contribution to the success of the plot as a
(C) analyze isolated scenes and their whole in a variety of works of fiction.
contribution to the success of the plot as a Readiness Standard
whole.
Notes: The above standards align because both focus on the analysis of isolated scenes and their
contribution on a plot.
(5) Reading/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. Students are expected to
None
(B) analyze differences in the characters’
moral dilemmas in works of fiction across
different countries or cultures.
Supporting Standard
Notes: No alignment to this SE has been identified.
(5) Reading/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. Students are expected to
None
(C) evaluate the connection between forms of
narration (e.g., unreliable, omniscient) and
tone in works of fiction.
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 7 of 26
September 20212017 Student Expectation 2009 Student Expectation
(8) Author's purpose and craft: listening, (6) Reading/Comprehension of Literary
speaking, reading, writing, and thinking Text/Literary Nonfiction. Students
using multiple texts. The student uses critical understand, make inferences and draw
inquiry to analyze the authors' choices and how conclusions about the varied structural patterns
they influence and communicate meaning and features of literary nonfiction and provide
within a variety of texts. The student analyzes evidence from text to support their
and applies author's craft purposefully in order understanding. Students are expected to
to develop his or her own products and
performances. The student is expected to: (A) evaluate the role of syntax and diction
and the effect of voice, tone, and imagery on
(F) analyze how the author's diction and a speech, literary essay, or other forms of
syntax contribute to the mood, voice, and literary nonfiction.
tone of a text. Supporting Standard
Notes: The above standards align because both focus on the role of diction, syntax, voice, and
tone in a text.
(8) Author's purpose and craft: listening, (7) Reading/Comprehension of Literary
speaking, reading, writing, and thinking Text/Sensory Language. Students
using multiple texts. The student uses critical understand, make inferences and draw
inquiry to analyze the authors' choices and how conclusions about how an author’s sensory
they influence and communicate meaning language creates imagery in literary text and
within a variety of texts. The student analyzes provide evidence from text to support their
and applies author's craft purposefully in order understanding. Students are expected to
to develop his or her own products and
performances. The student is expected to: (A) explain the function of symbolism,
allegory, and allusions in literary works.
(E) analyze the use of literary devices such as Supporting Standard
irony, sarcasm, and motif to achieve specific
purposes.
Notes: The above standards both focus on the use of literary devices. Although the examples
provided in these SEs are different, the underlying skill is the same.
(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 are
expected to
None
(A) evaluate how messages presented in
media reflect social and cultural views in ways
different from traditional texts.
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 8 of 26
September 20212017 Student Expectation 2009 Student Expectation
(8) Author's purpose and craft: listening, (12) Reading/Media Literacy. Students use
speaking, reading, writing, and thinking comprehension skills to analyze how words,
using multiple texts. The student uses critical images, graphics, and sounds work together in
inquiry to analyze the authors' choices and how various forms to impact meaning. Students are
they influence and communicate meaning expected to
within a variety of texts. The student analyzes
and applies author's craft purposefully in order (D) evaluate changes in formality and tone
to develop his or her own products and within the same medium for specific audiences
performances. The student is expected to: and purposes. Supporting Standard
(F) analyze how the author's diction and
syntax contribute to the mood, voice, and
tone of a text.
Notes: The above standards align because both focus on the author’s use of language, which
could include diction, syntax, and tone, and its impact on a text.
(4) Comprehension skills: listening, (Figure 19) Reading/Comprehension Skills.
speaking, reading, writing, and thinking Students use a flexible range of metacognitive
using multiple texts. The student uses reading skills in both assigned and independent
metacognitive skills to both develop and deepen reading to understand an author’s message.
comprehension of increasingly complex texts. The student is expected to
The student is expected to:
(B) make complex inferences about text and
(F) make inferences and use evidence to use textual evidence to support
support understanding. understanding.
Readiness Standard (Fiction) / Supporting
(5) Response skills: listening, speaking, Standard (Literary Nonfiction, Poetry, Drama,
reading, writing, and thinking using Media Literacy)
multiple texts. The student responds to an
increasingly challenging variety of sources that
are read, heard, or viewed. The student is
expected to:
(C) use text evidence and original
commentary to support an interpretive
response.
Notes: Figure 19.B and SEs 4.F and 5.C align because they require students to either make
inferences about text and/or use textual evidence to support a response.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 9 of 26
September 2021Reporting Category 3:
Understanding and Analysis of Informational Texts
The student will demonstrate an ability to understand and analyze
informational texts.
2017 Student Expectation 2009 Student Expectation
(7) Multiple genres: listening, speaking, (8) Reading/Comprehension of
reading, writing, and thinking using Informational Text/Culture and History.
multiple texts--genres. The student Students analyze, make inferences and draw
recognizes and analyzes genre-specific conclusions about the author’s purpose in
characteristics, structures, and purposes within cultural, historical, and contemporary contexts
and across increasingly complex traditional, and provide evidence from the text to support
contemporary, classical, and diverse texts. The their understanding. Students are expected to
student is expected to:
(A) analyze the controlling idea and specific
(D) analyze characteristics and structural purpose of a passage and the textual
elements of informational texts such as: elements that support and elaborate it,
(i) clear thesis, relevant supporting including both the most important details and
evidence, pertinent examples, and the less important details.
conclusion. Readiness Standard
(8) Author's purpose (8) Author's purpose
and craft: listening, speaking, reading,
writing, and thinking using multiple texts.
The student uses critical inquiry to analyze the
authors' choices and how they influence and
communicate meaning within a variety of texts.
The student analyzes and applies author's craft
purposefully in order to develop his or her own
products and performances. The student is
expected to:
(A) analyze the author's purpose, audience,
and message within a text.
Notes: 2017 SE 7.D.i and 2009 SE 8.A are aligned because both require students to recognize
the controlling idea, or thesis, of a text and the details that support it.
2017 SE 8.A and 2009 SE 8.A align because both require students to recognize the author’s
purpose of a text.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 10 of 26
September 20212017 Student Expectation 2009 Student Expectation
(5) Response skills: listening, speaking, (9) Reading/Comprehension of
reading, writing, and thinking using Informational Text/Expository Text.
multiple texts. The student responds to an Students analyze, make inferences and draw
increasingly challenging variety of sources that conclusions about expository text and provide
are read, heard, or viewed. The student is evidence from text to support their
expected to: understanding. Students are expected to
(D) paraphrase and summarize texts in ways (A) summarize text and distinguish between a
that maintain meaning and logical order. summary and a critique and identify non-
essential information in a summary and
unsubstantiated opinions in a critique.
Readiness Standard
Notes: The above standards both require students to summarize texts. Paraphrasing and
distinguishing between a summary and a critique are not eligible for assessment during the
transition year.
(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. Students are expected to
None
(B) distinguish among different kinds of
evidence (e.g., logical, empirical, anecdotal)
used to support conclusions and arguments in
texts. Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 11 of 26
September 20212017 Student Expectation 2009 Student Expectation
(4) Comprehension skills: listening, (9) Reading/Comprehension of
speaking, reading, writing, and thinking Informational Text/Expository Text.
using multiple texts. The student uses Students analyze, make inferences and draw
metacognitive skills to both develop and deepen conclusions about expository text and provide
comprehension of increasingly complex texts. evidence from text to support their
The student is expected to: understanding. Students are expected to
(F) make inferences and use evidence to (C) make and defend subtle inferences and
support understanding. complex conclusions about the ideas in text
and their organizational patterns.
(7) Multiple genres: listening, speaking, Readiness Standard
reading, writing, and thinking using
multiple texts--genres. The student
recognizes and analyzes genre-specific
characteristics, structures, and purposes within
and across increasingly complex traditional,
contemporary, classical, and diverse texts. The
student is expected to:
(D) analyze characteristics and structural
elements of informational texts such as:
(ii) the relationship between organizational
design and thesis.
Notes: 2009 SE 9.C and SEs 4.F and 7.D.ii align because they require students to either make
inferences about the ideas in a text and/or the impact of the organizational pattern(s) on the
thesis (ideas).
(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.
Students are expected to
None
(A) explain shifts in perspective in arguments
about the same topic and evaluate the
accuracy of the evidence used to support the
different viewpoints within those arguments.
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 12 of 26
September 20212017 Student Expectation 2009 Student Expectation
(8) Author's purpose and craft: listening, (11) Reading/Comprehension of
speaking, reading, writing, and thinking Informational Text/Procedural Texts.
using multiple texts. The student uses critical Students understand how to glean and use
inquiry to analyze the authors' choices and how information in procedural texts and documents.
they influence and communicate meaning Students are expected to
within a variety of texts. The student analyzes
and applies author's craft purposefully in order (A) evaluate text for the clarity of its graphics
to develop his or her own products and and its visual appeal. Supporting Standard
performances. The student is expected to:
(C) evaluate the author's use of print and
graphic features to achieve specific purposes.
Notes: The above standards both require students to analyze the use of graphic features found in
text.
(8) Author's purpose and craft: listening, (11) Reading/Comprehension of
speaking, reading, writing, and thinking Informational Text/Procedural Texts.
using multiple texts. The student uses critical Students understand how to glean and use
inquiry to analyze the authors' choices and how information in procedural texts and documents.
they influence and communicate meaning Students are expected to
within a variety of texts. The student analyzes
and applies author's craft purposefully in order (B) synthesize information from multiple
to develop his or her own products and graphical sources to draw conclusions about
performances. The student is expected to: the ideas presented (e.g., maps, charts,
schematics). Supporting Standard
(C) evaluate the author's use of print and
graphic features to achieve specific purposes.
Notes: The above standards both require students to analyze the purposeful use of graphic
features found in text.
(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 are
expected to
None
(A) evaluate how messages presented in
media reflect social and cultural views in ways
different from traditional texts.
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 13 of 26
September 20212017 Student Expectation 2009 Student Expectation
(12) Reading/Media Literacy. Students use
(8) Author's purpose and craft: listening, comprehension skills to analyze how words,
speaking, reading, writing, and thinking images, graphics, and sounds work together in
using multiple texts. The student uses critical various forms to impact meaning. Students are
inquiry to analyze the authors' choices and how expected to
they influence and communicate meaning
within a variety of texts. The student analyzes
(D) evaluate changes in formality and tone
and applies author's craft purposefully in order
within the same medium for specific audiences
to develop his or her own products and
and purposes. Supporting Standard
performances. The student is expected to:
(F) analyze how the author's diction and
syntax contribute to the mood, voice, and
tone of a text.
Notes: The above standards align because both focus on the purposeful use of language, which
could include diction, syntax, and tone, and its impact on a text.
(4) Comprehension skills: listening, (Figure 19) Reading/Comprehension Skills.
speaking, reading, writing, and thinking Students use a flexible range of metacognitive
using multiple texts. The student uses reading skills in both assigned and independent
metacognitive skills to both develop and deepen reading to understand an author’s message.
comprehension of increasingly complex texts. The student is expected to
The student is expected to:
(B) make complex inferences about text and
(F) make inferences and use evidence to use textual evidence to support
support understanding. understanding.
Readiness Standard (Expository) /
(5) Response skills: listening, speaking, Supporting Standard (Persuasive,
reading, writing, and thinking using Procedural, Media Literacy)
multiple texts. The student responds to an
increasingly challenging variety of sources that
are read, heard, or viewed. The student is
expected to:
(C) use text evidence and original
commentary to support an interpretive
response.
Notes: Figure 19.B and SEs 4.F and 5.C align because they require students to either make
inferences about text and/or use textual evidence to support a response.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 14 of 26
September 2021Reporting Category 4:
Composition
The student will demonstrate an ability to compose a variety of written
texts with a clear, controlling thesis; coherent organization; sufficient
development; and effective use of language and conventions.
2017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (13) Writing/Writing Process. Students use
reading, writing, and thinking using elements of the writing process (planning,
multiple texts--writing process. The student drafting, revising, editing, and publishing) to
uses the writing process recursively to compose compose text. Students are expected to
multiple texts that are legible and use
appropriate conventions. The student is (B) structure ideas in a sustained and
expected to: persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop
(B) develop drafts into a focused, structured, drafts in timed and open-ended situations that
and coherent piece of writing in timed and include transitions and rhetorical devices used
open-ended situations by: to convey meaning.
(i) using an organizing structure appropriate Readiness Standard
to purpose, audience, topic, and context.
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
Notes: The above standards align because they require students to develop and organize ideas.
(9) Composition: listening, speaking, (13) Writing/Writing Process. Students use
reading, writing, and thinking using elements of the writing process (planning,
multiple texts--writing process. The student drafting, revising, editing, and publishing) to
uses the writing process recursively to compose compose text. Students are expected to
multiple texts that are legible and use
appropriate conventions. The student is (C) revise drafts to improve style, word
expected to: choice, figurative language, sentence variety,
and subtlety of meaning after rethinking how
(C) revise drafts to improve clarity, well questions of purpose, audience, and
development, organization, style, diction, and genre have been addressed. Readiness
sentence effectiveness, including use of Standard
parallel constructions and placement of
phrases and dependent clauses.
Notes: The above standards are aligned because both focus on revising writing using genre
characteristics and craft to improve the overall effectiveness.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 15 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (13) Writing/Writing Process. Students use
reading, writing, and thinking using elements of the writing process (planning,
multiple texts--writing process. The student drafting, revising, editing, and publishing) to
uses the writing process recursively to compose compose text. Students are expected to
multiple texts that are legible and use
appropriate conventions. The student is (D) edit drafts for grammar, mechanics, and
expected to: spelling.
Readiness Standard
(D) edit drafts using standard English
conventions.
Notes: The above standards require the student to edit drafts using standard English conventions
which could include grammar, mechanics, and spelling.
(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. Students are
expected to
*(A) write an [analytical] essay of sufficient
length that includes
Readiness Standard
(i) effective introductory and concluding
*N/A
paragraphs and a variety of sentence
structures.
(ii) rhetorical devices, and transitions
between paragraphs.
(iii) a thesis or controlling idea.
(iv) an organizing structure appropriate to
purpose, audience, and context.
(v) relevant evidence and well-chosen
details.
(vi) distinctions about the relative value of
specific data, facts, ideas that support the
thesis statement.
Notes: *Expository writing has not been addressed on STAAR English II. While there are student
expectations in the 2017 TEKS that are aligned to SEs 15.A.I-15.A.vi, these SEs are not eligible
for assessment in the transition year.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 16 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to: Readiness Standard
(B) develop drafts into a focused, structured, (A) a clear thesis or position based on logical
and coherent piece of writing in timed and reasons supported by precise and relevant
open-ended situations by: evidence.
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
(10) Composition: listening, speaking,
reading, writing, and thinking using
multiple texts--genres. The student uses
genre characteristics and craft to compose
multiple texts that are meaningful. The student
is expected to:
(C) compose argumentative texts using genre
characteristics and craft.
Notes: The above standards align because all require students to compose essays, such as
analytical essays, using genre characteristics and craft.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 17 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to:
(D) an organizing structure appropriate to the
(B) develop drafts into a focused, structured, purpose, audience, and context.
and coherent piece of writing in timed and Readiness Standard
open-ended situations by:
(i) using an organizing structure appropriate
to purpose, audience, topic, and context.
(10) Composition: listening, speaking,
reading, writing, and thinking using
multiple texts--genres. The student uses
genre characteristics and craft to compose
multiple texts that are meaningful. The student
is expected to:
(C) compose argumentative texts using genre
characteristics and craft.
Notes: The above standards align because all require students to develop and organize ideas.
(16) Writing/Persuasive Texts. Students
write persuasive texts to influence the attitudes
or actions of a specific audience on specific
issues. Students are expected to write an
argumentative essay to the appropriate
audience that includes
None
(E) an analysis of the relative value of specific
data, facts, and ideas.
Readiness Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 18 of 26
September 2021Reporting Category 5:
Revision
The student will demonstrate an ability to revise a variety of written
texts.
2017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (13) Writing/Writing Process. Students use
reading, writing, and thinking using elements of the writing process (planning,
multiple texts--writing process. The student drafting, revising, editing, and publishing) to
uses the writing process recursively to compose compose text. Students are expected to
multiple texts that are legible and use
appropriate conventions. The student is (C) revise drafts to improve style, word
expected to: choice, figurative language, sentence variety,
and subtlety of meaning after rethinking how
(B) develop drafts into a focused, structured, well questions of purpose, audience, and
and coherent piece of writing in timed and genre have been addressed. Readiness
open-ended situations by: Standard
(i) using an organizing structure appropriate
to purpose, audience, topic, and context.
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
(C) revise drafts to improve clarity,
development, organization, style, diction, and
sentence effectiveness, including use of
parallel constructions and placement of
phrases and dependent clauses.
Notes: The above standards are aligned because all focus on developing and revising writing
using genre characteristics and craft to improve to improve the overall effectiveness.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 19 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (15) Writing/Expository [and Procedural]
reading, writing, and thinking using Texts. Students write expository [and
multiple texts--writing process. The student procedural or work-related] texts to
uses the writing process recursively to compose communicate ideas and information to specific
multiple texts that are legible and use audiences for specific purposes. Students are
appropriate conventions. The student is expected to
expected to:
(A) write an [analytical] essay of sufficient
(B) develop drafts into a focused, structured, length that includes
and coherent piece of writing in timed and (i) effective introductory and concluding
open-ended situations by: paragraphs and a variety of sentence
(i) using an organizing structure appropriate structures.
to purpose, audience, topic, and context. (ii) rhetorical devices, and transitions
(ii) developing an engaging idea reflecting between paragraphs.
depth of thought with specific details, (iii) a thesis or controlling idea.
examples, and commentary. (iv) an organizing structure appropriate to
purpose, audience, and context.
(C) revise drafts to improve clarity, (v) relevant evidence and well-chosen
development, organization, style, diction, and details.
sentence effectiveness, including use of (vi) distinctions about the relative value of
parallel constructions and placement of specific data, facts, and ideas that support
phrases and dependent clauses. the thesis statement.
Supporting Standards
Notes: The above standards align because all require students to revise essays, such as
analytical essays, using genre characteristics and craft.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 20 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to:
(A) a clear thesis or position based on logical
(B) develop drafts into a focused, structured, reasons supported by precise and relevant
and coherent piece of writing in timed and evidence.
open-ended situations by: Supporting Standard
(i) using an organizing structure appropriate
to purpose, audience, topic, and context.
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
(C) revise drafts to improve clarity,
development, organization, style, diction, and
sentence effectiveness, including use of
parallel constructions and placement of
phrases and dependent clauses.
Notes: The above standards align because all require students to develop or revise essays
including a thesis or position supported by evidence.
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to:
(C) counter–arguments based on evidence to
(B) develop drafts into a focused, structured, anticipate and address objections.
and coherent piece of writing in timed and Supporting Standard
open-ended situations by:
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
Notes: The above standards align because both require students to develop an engaging idea,
which may include counter-arguments, supporting evidence, details, examples, or commentary.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 21 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to:
(D) an organizing structure appropriate to the
(B) develop drafts into a focused, structured, purpose, audience, and context.
and coherent piece of writing in timed and Supporting Standard
open-ended situations by:
(i) using an organizing structure appropriate
to purpose, audience, topic, and context.
Notes: The above standards align because both require students to develop and organize ideas.
(16) Writing/Persuasive Texts. Students
write persuasive texts to influence the attitudes
or actions of a specific audience on specific
issues. Students are expected to write an
None argumentative essay to the appropriate
audience that includes
(E) an analysis of the relative value of specific
data, facts, and ideas. Supporting Standard
Notes: No alignment to this SE has been identified.
(9) Composition: listening, speaking, (16) Writing/Persuasive Texts. Students
reading, writing, and thinking using write persuasive texts to influence the attitudes
multiple texts--writing process. The student or actions of a specific audience on specific
uses the writing process recursively to compose issues. Students are expected to write an
multiple texts that are legible and use argumentative essay to the appropriate
appropriate conventions. The student is audience that includes
expected to:
(F) a range of appropriate appeals (e.g.,
(B) develop drafts into a focused, structured, descriptions, anecdotes, case studies,
and coherent piece of writing in timed and analogies, illustrations). Supporting
open-ended situations by: Standard
(ii) developing an engaging idea reflecting
depth of thought with specific details,
examples, and commentary.
Notes: The above standards align because both require students to develop an engaging idea
with specific details, examples, and commentary, which may include appeals appropriate to the
writing task.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 22 of 26
September 2021Reporting Category 6: Editing
The student will demonstrate an ability to edit a variety of texts.
2017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (13) Writing/Writing Process. Students use
reading, writing, and thinking using elements of the writing process (planning,
multiple texts--writing process. The student drafting, revising, editing, and publishing) to
uses the writing process recursively to compose compose text. Students are expected to
multiple texts that are legible and use
appropriate conventions. The student is (D) edit drafts for grammar, mechanics, and
expected to: spelling.
Readiness Standard
(D) edit drafts using standard English
conventions, including:
(i) a variety of complete, controlled
sentences and avoidance of unintentional
splices, run-ons, and fragments.
(ii) consistent, appropriate use of verb
tense and active and passive voice.
(iii) pronoun-antecedent agreement.
(iv) correct capitalization.
(v) punctuation, including commas,
semicolons, colons, dashes, and parentheses
to set off phrases and clauses as
appropriate.
(vi) correct spelling.
Notes: The above standards require the student to edit for grammar, mechanics, and spelling.
Although the 2017 standards provide for more specificity, the underlying skills are the same.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 23 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (17) [Oral and] Written
reading, writing, and thinking using Conventions/Conventions. Students
multiple texts--writing process. The student understand the function of and use the
uses the writing process recursively to compose conventions of academic language when
multiple texts that are legible and use [speaking and] writing. Students are expected
appropriate conventions. The student is to
expected to:
(A) use and understand the function of the
following parts of speech in the context of
(D) edit drafts using standard English
reading, writing, [and speaking]:
conventions, including:
Readiness Standard
(ii) consistent, appropriate use of verb tense
and active and passive voice. (i) more complex active and passive tenses
and verbals (gerunds, infinitives, participles).
Supporting Standard
Notes: The above standards both focus on editing for the appropriate use of verb tenses.
(9) Composition: listening, speaking, (17) [Oral and] Written
reading, writing, and thinking using Conventions/Conventions. Students
multiple texts--writing process. The student understand the function of and use the
uses the writing process recursively to compose conventions of academic language when
multiple texts that are legible and use [speaking and] writing. Students are expected
appropriate conventions. The student is to
expected to:
(A) use and understand the function of the
following parts of speech in the context of
(D) edit drafts using standard English
reading, writing, [and speaking]:
conventions, including:
Readiness Standard
(i) a variety of complete, controlled
sentences and avoidance of unintentional (ii) restrictive and nonrestrictive relative
splices, run-ons, and fragments. clauses.
Supporting Standard
Notes: The above standards align because both require students to use a variety of complete
sentences, which would include the correct use of clauses.
(17) [Oral and] Written
Conventions/Conventions. Students
understand the function of and use the
conventions of academic language when
[speaking and] writing. Students are expected
to
None (A) use and understand the function of the
following parts of speech in the context of
reading, writing, [and speaking]:
Readiness Standard
(iii) reciprocal pronouns (e.g., each other,
one another).
Supporting Standard
Notes: No alignment to this SE has been identified.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 24 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (17) [Oral and] Written
reading, writing, and thinking using Conventions/Conventions. Students
multiple texts--writing process. The student understand the function of and use the
uses the writing process recursively to compose conventions of academic language when
multiple texts that are legible and use [speaking and] writing. Students are expected
appropriate conventions. The student is to
expected to:
(C) use a variety of correctly structured
(D) edit drafts using standard English sentences (e.g., compound, complex,
conventions, including: compound-complex).
(i) a variety of complete, controlled Readiness Standard
sentences and avoidance of unintentional
splices, run-ons, and fragments.
Notes: The above standards align because both require students to use a variety of complete
sentences.
(9) Composition: listening, speaking, reading, (18) [Oral and] Written
writing, and thinking using multiple texts-- Conventions/Handwriting, Capitalization,
writing process. The student uses the writing and Punctuation. Students write legibly and
process recursively to compose multiple texts use appropriate capitalization and punctuation
that are legible and use appropriate conventions in their compositions. Students are
conventions. The student is expected to: expected to
(D) edit drafts using standard English (A) use conventions of capitalization.
conventions, including: Readiness Standard
(iv) correct capitalization.
Notes: The above standards are aligned because both focus on editing for correct capitalization.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 25 of 26
September 20212017 Student Expectation 2009 Student Expectation
(9) Composition: listening, speaking, (18) [Oral and] Written
reading, writing, and thinking using Conventions/Handwriting, Capitalization,
multiple texts--writing process. The student and Punctuation. Students write legibly and
uses the writing process recursively to compose use appropriate capitalization and punctuation
multiple texts that are legible and use conventions in their compositions. Students are
appropriate conventions. The student is expected to
expected to:
(B) use correct punctuation marks including
(D) edit drafts using standard English Readiness Standard
conventions, including:
(v) punctuation, including commas, (i) comma placement in nonrestrictive
semicolons, colons, dashes, and parentheses phrases, clauses, and contrasting
to set off phrases and clauses as expressions.
appropriate.
Supporting Standard
Notes: The above standards align because both focus on editing for punctuation marks, including
commas. Editing for the use of semicolons, colons, dashes, and parentheses would not be eligible
for assessment during the transition year.
(18) [Oral and] Written
Conventions/Handwriting, Capitalization,
and Punctuation. Students write legibly and
use appropriate capitalization and punctuation
conventions in their compositions. Students are
expected to
None
(B) use correct punctuation marks including
Readiness Standard
(ii) quotation marks to indicate sarcasm or
irony.
Supporting Standard
Notes: No alignment to this SE has been identified.
(9) Composition: listening, speaking, (19) [Oral and] Written
reading, writing, and thinking using Conventions/Spelling. Students spell
multiple texts--writing process. The student correctly. Students are expected to
uses the writing process recursively to compose
multiple texts that are legible and use (A) spell correctly, including using various
appropriate conventions. The student is resources to determine and check correct
expected to: spellings.
Readiness Standard
(D) edit drafts using standard English
conventions, including:
(vi) correct spelling.
Notes: The above standards are aligned because they require students to spell correctly.
Note: Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.
STAAR English II Texas Education Agency Page 26 of 26
September 2021You can also read
