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STAAR Grade 7 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 (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words; Readiness Standard
  • C.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
(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.describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. 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.explain the difference between the theme of a literary work and the author's purpose in an expository text. 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 between and across texts, including other media (e.g., film, play), 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.describe multiple themes in a work of fiction; Supporting Standard
  • B.describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero's tasks, circle stories); Supporting Standard
  • C.analyze how place and time influence the theme or message of a literary work. 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.analyze the importance of graphical elements (e.g., capital letters, line length, word position) on 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. Students are expected to

  • A.explain a playwright's use of dialogue and stage directions. 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.explain the influence of the setting on plot development;Readiness Standard
  • B.analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts;Readiness Standard
  • B.analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.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.determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. 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.interpret both explicit and implicit messages in various forms of media;Supporting Standard
  • A.evaluate various ways media influences and informs audiences.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 complex 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.evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning;Readiness standard.
  • B.distinguish factual claims from commonplace assertions and opinions;Readiness standard.
  • C.use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text;Readiness standard.
  • D.synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.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.analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument;Supporting Standard
  • B.identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims 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.explain the function of the graphical components of a text.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

  • A.interpret both explicit and implicit messages in various forms of media;Supporting Standard
  • C.evaluate various ways media influences and informs audiences.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 complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)
  • D.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)