TexasStandardsLTW

	A	B	C	D
1	State	Grade Range	StateId	Standard Text
2	Texas	K	5	Students understand new vocabulary and use it correctly when reading and writing.
3	Texas	K	5.A	identify and use words that name actions, directions, positions, sequences, and locations;
4	Texas	K	18	Students spell correctly.
5	Texas	1	3.H	identify and read at least 100 high-frequency words from a commonly used list; and
6	Texas	1	22	Students spell correctly.
7	Texas	1	22.C	spell high-frequency words from a commonly used list;
8	Texas	2	2.C	decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);
9	Texas	2	2.D	read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
10	Texas	2	2.E	identify and read abbreviations (e.g., Mr., Ave.);
11	Texas	2	2.F	identify and read contractions (e.g., haven't, it's);
12	Texas	2	2.G	identify and read at least 300 high-frequency words from a commonly used list; and
13	Texas	2	5	Students understand new vocabulary and use it when reading and writing.
14	Texas	2	5.A	use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
15	Texas	2	23	Students spell correctly.
16	Texas	2	23.B	spell words with common orthographic patterns and rules:
17	Texas	2	23.C	spell high-frequency words from a commonly used list;
18	Texas	3	1.A.iv	using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and
19	Texas	3	1.A.v	using knowledge of derivational affixes (e.g., -de, -ful, -able);
20	Texas	3	4	Students understand new vocabulary and use it when reading and writing.
21	Texas	3	4.A	identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;
22	Texas	3	24	Students spell correctly.
23	Texas	3	24.A	use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
24	Texas	3	24.B	spell words with more advanced orthographic patterns and rules:
25	Texas	3	24.B.i	consonant doubling when adding an ending;
26	Texas	3	24.B.ii	dropping final "e" when endings are added (e.g., -ing, -ed);
27	Texas	3	24.B.iii	changing y to i before adding an ending;
28	Texas	3	24.B.iv	double consonants in middle of words;
29	Texas	3	24.B.v	complex consonants (e.g., scr-, -dge, -tch); and
30	Texas	3	24.B.vi	abstract vowels (e.g., ou as in could, touch, through, bought);
31	Texas	3	24.C	spell high-frequency and compound words from a commonly used list;
32	Texas	3	24.D	spell words with common syllable constructions (e.g., closed, open, final stable syllable);
33	Texas	3	24.E	spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
34	Texas	3	24.F	spell complex contractions (e.g., should've, won't); and
35	Texas	4	2	Students understand new vocabulary and use it when reading and writing.
36	Texas	4	2.A	determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
37	Texas	4	22	Students spell correctly.
38	Texas	4	22.A	spell words with more advanced orthographic patterns and rules:
39	Texas	4	22.A.i	plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
40	Texas	4	22.A.ii	irregular plurals (e.g., man/men, foot/feet, child/children);
41	Texas	4	22.A.iii	double consonants in middle of words;
42	Texas	4	22.A.iv	other ways to spell sh (e.g., -sion, -tion, -cian); and
43	Texas	4	22.A.v	silent letters (e.g., knee, wring);
44	Texas	4	22.B	spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);
45	Texas	4	22.C	spell commonly used homophones (e.g., there, they're, their; two, too, to); and
46	Texas	4	22.D	use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
47	Texas	5	2	Students understand new vocabulary and use it when reading and writing.
48	Texas	5	2.A	determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
49	Texas	5	22	Students spell correctly.
50	Texas	5	22.A	spell words with more advanced orthographic patterns and rules:
51	Texas	5	22.A.i	consonant changes (e.g., /t/ to /sh/ in select, selection; /k/ to /sh/ in music, musician);
52	Texas	5	22.A.ii	vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to schwa in legality, legal); and
53	Texas	5	22.A.iii	silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);
54	Texas	5	22.B	spell words with:
55	Texas	5	22.B.i	Greek Roots (e.g., tele, photo, graph, meter);
56	Texas	5	22.B.ii	Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);
57	Texas	5	22.B.iii	Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and
58	Texas	5	22.B.iv	Latin derived suffixes (e.g., -able, -ible; -ance, -ence);
59	Texas	5	22.C	differentiate between commonly confused terms (e.g., its, it's; affect, effect);
60	Texas	5	22.D	use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and
61	Texas	6	21	Students spell correctly.
62	Texas	6	21.A	differentiate between commonly confused terms (e.g., its, it's; affect, effect);
63	Texas	6 - 8	2	The student acquires vocabulary through reading and systematic word study.
64	Texas	6 - 8	2.C	use spelling, prefixes and suffixes, roots, and word origins to understand meanings;
65	Texas	7	2	Students understand new vocabulary and use it when reading and writing.
66	Texas	7	2.A	determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
67	Texas	7	2.B	use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words;
68	Texas	7	2.D	identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis); and
69	Texas	7	21	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
70	Texas	8	2	Students understand new vocabulary and use it when reading and writing.
71	Texas	8	2.A	determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
72	Texas	8	2.B	use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings;
73	Texas	8	2.D	identify common words or word parts from other languages that are used in written English (e.g., phenomenon, charisma, chorus, pass&#233;, flora, fauna); and
74	Texas	8	21	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
75	Texas	9	1	Students understand new vocabulary and use it when reading and writing.
76	Texas	9	1.A	determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
77	Texas	9	1.B	analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;
78	Texas	9	1.C	produce analogies that describe a function of an object or its description;
79	Texas	9	1.D	describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); and
80	Texas	9	1.E	use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
81	Texas	9	19	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
82	Texas	10	1	Students understand new vocabulary and use it when reading and writing.
83	Texas	10	1.A	determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
84	Texas	10	1.E	use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.
85	Texas	10	19	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
86	Texas	11	1	Students understand new vocabulary and use it when reading and writing.
87	Texas	11	1.A	determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
88	Texas	11	1.D	recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and
89	Texas	11	19	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
90	Texas	12	1	Students understand new vocabulary and use it when reading and writing.
91	Texas	12	1.A	determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;
92	Texas	12	1.B	analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;
93	Texas	12	1.C	use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);
94	Texas	12	1.D	analyze and explain how the English language has developed and been influenced by other languages; and
95	Texas	12	19	Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.