Back

STAAR Grade 6 Reading Assessment

    Genres Assessed:

    • Literary

    • Fiction (Readiness)
    • Literary Nonfiction (Supporting)
    • Poetry (Supporting)
    • Drama (Supporting)
    • Media Literacy (Embedded)
    • Informational

    • Expository (Readiness)
    • Persuasive (Supporting)
    • Procedural (Embedded)
    • Media Literacy (Embedded)

Reporting Category 1:

Understanding and Analysis Across Genres

The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.
(2)Reading/Vocabulary Development.

Students understand new vocabulary and use it when reading and writing. Students are expected to

  • A.determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; Readiness Standard
  • B.use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; Readiness Standard
  • E.use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard
(3)Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

  • C.compare and contrast the historical and cultural settings of two literary works. Supporting Standard
(7)Reading/Comprehension of Literary Text/Literary Nonfiction.

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to

  • A.identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. Supporting Standard
(9)Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

  • A.compare and contrast the stated or implied purposes of different authors writing on the same topic. Supporting Standard
(11)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

  • A.compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence. Supporting Standard
(Figure 19)Reading/Comprehension Skills.

Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

  • F.make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Readiness Standard

Reporting Category 2:

Understanding and Analysis of Literary Texts

The student will demonstrate an ability to understand and analyze literary texts.
(3)Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

  • A.infer the implicit theme of a work of fiction, distinguishing theme from the topic; Supporting Standard
  • B.analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures. Supporting Standard
(4)Reading/Comprehension of Literary Text/Poetry.

Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to

  • A.explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. Supporting Standard
(5)Reading/Comprehension of Literary Text/Drama.
  • Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Supporting Standard
(6)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

  • A.summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction;Readiness Standard
  • B.recognize dialect and conversational voice and explain how authors use dialect to convey character;Readiness Standard
  • C.describe different forms of point-of-view, including first- and third-person.Supporting Standard
(8)Reading/Comprehension of Literary Text/Sensory Language.

Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

  • A.explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. Readiness Standard
(13)Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

  • A.explain messages conveyed in various forms of media;Supporting Standard
  • B.recognize how various techniques influence viewers' emotions.Supporting Standard
(Figure 19)Reading/Comprehension Skills.

Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

  • D.make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
  • E.summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

Reporting Category 3:

Understanding and Analysis of Informational Texts

The student will demonstrate an ability to understand and analyze informational texts.
(10)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

  • A.summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;Readiness Standard
  • B.explain whether facts included in an argument are used for or against an issue;Readiness Standard
  • C.explain how different organizational patterns (e.g., proposition-andsupport, problem-and-solution) develop the main idea and the author's viewpoint;Readiness Standard
  • D.synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.Readiness Standard
(11)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

  • A.identify simply faulty reasoning used in persuasive texts.Supporting Standard
(12)Reading/Comprehension of Informational Text/Procedural Texts.

Students understand how to glean and use information in procedural texts and documents. Students are expected to

  • B.interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.Supporting Standard
(13)Reading/Media Literacy.

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

  • Aexplain messages conveyed in various forms of media;Supporting Standard
  • Brecognize how various techniques influence viewers' emotions.Supporting Standard
(Figure 19)Reading/Comprehension Skills.

Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

  • D.make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)
  • E.summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository) / Supporting Standard (Persuasive)