Browse every standard for ESOL I (§128.34) and English I (§110.36). Switch tabs to change course. Use STAAR Frequency to sort English I standards by how often they appear on the 2023–2025 redesigned STAAR exams.
High (6+) Tested most on STAAR
Mid (3–5) Tested regularly
Low (1–2) Tested occasionally
⬜ Not tested Not on released exams
Frequency = number of items across 2023, 2024, and 2025 released STAAR English I exams. English I TEKS only — ESOL I strand numbers differ.
No standards match your search.
1
Developing and sustaining foundational language skills — oral language
7 standards
▼
1A
Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
1B
Share prior knowledge with peers and others to facilitate communication.
1C
Follow, restate, and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
1D
Give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate, volume, enunciation, purposeful gestures, and increasing mastery of conventions of language.
1E
Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.
1F
Develop social communication and produce oral language in contextualized and purposeful ways.
1G
Conduct an interview, including social and informative.
2
Developing and sustaining foundational language skills — beginning reading and writing
2 standards
▼
2A
Acquire, demonstrate, and apply phonetic knowledge.
2B
Write complete words, thoughts, and answers legibly.
3
Developing and sustaining foundational language skills — vocabulary
6 standards
▼
3A
Use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of technical or discipline-based vocabulary.
3B
Discuss and analyze context and use cognates to distinguish between the denotative and connotative meanings of words and phrases.
3C
Determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.
3D
Identify and use words that name actions, directions, positions, sequences, and locations.
3E
Identify, understand, and use multiple-meaning words, homographs, homophones, and commonly confused terms correctly.
3F
Investigate expressions such as idioms and word relationships such as antonyms, synonyms, and analogies.
4
Developing and sustaining foundational language skills — fluency
1 standard
▼
4
Adjust fluency when reading grade-level and language proficiency-level text based on the reading purpose.
5
Developing and sustaining foundational language skills — self-sustained reading
1 standard
▼
5
Self-select text and read independently for a sustained period of time.
6
Comprehension skills — using multiple texts
9 standards
▼
6A
Establish purpose for reading assigned and self-selected texts.
6B
Answer and generate questions about text before, during, and after reading to acquire and deepen understanding and gain information.
6C
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
6D
Create mental images to deepen understanding.
6E
Make connections to personal experiences, ideas in other texts, and society.
6F
Make inferences and use evidence to support understanding.
6G
Actively participate in discussions to identify, understand, and evaluate details read to determine key ideas.
6H
Synthesize information from two texts to create new understanding.
6I
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
7
Response skills — using multiple texts
11 standards
▼
7A
Describe personal connections to a variety of sources, including self-selected texts.
7B
Write responses that demonstrate understanding of texts, including comparing texts within and across genres.
7C
Use text evidence and original commentary to support a comprehensive response.
7D
Paraphrase and summarize texts in ways that maintain meaning and logical order.
7E
Interact with sources in meaningful ways such as labeling, notetaking, annotating, freewriting, or illustrating.
7F
Respond using acquired content and academic vocabulary as appropriate.
7G
Discuss and write about the explicit or implicit meanings of text.
7H
Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
7I
Reflect on and adjust responses when valid evidence warrants.
7J
Defend or challenge the authors' claims using relevant text evidence.
7K
Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions.
8
Multiple genres — literary elements
4 standards
▼
8A
Identify and analyze how themes are developed through characterization and plot in a variety of literary texts.
8B
Identify and analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.
8C
Identify and analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development.
8D
Identify and analyze how the setting influences the theme.
9
Multiple genres — genre-specific characteristics and structures
6 standards
▼
9A
Read and respond to American, British, and world literature.
9B
Identify and analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms.
9C
Identify and analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire.
9D
Identify and analyze characteristics and structural elements of informational texts.
9E
Identify and analyze characteristics and structural elements of argumentative texts.
9F
Identify and analyze characteristics of multimodal and digital texts.
10
Author's purpose and craft — using multiple texts
8 standards
▼
10A
Identify and analyze the author's purpose, audience, and message within a text.
10B
Identify and analyze use of text structure to achieve the author's purpose.
10C
Identify and evaluate the author's use of print and graphic features to achieve specific purposes.
10D
Identify and analyze how the author's use of language achieves specific purposes.
10E
Identify and analyze the use of literary devices such as irony and oxymoron to achieve specific purposes.
10F
Identify and analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text.
10G
Identify and analyze the use of rhetorical devices, including allusion, repetition, appeals, and rhetorical questions.
10H
Identify and explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.
11
Composition — writing process
7 standards
▼
11A
Plan a piece of writing by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.
11B
Develop drafts into a focused, structured, and coherent piece of writing using an organizing structure appropriate to purpose and developing an engaging idea with specific details, examples, and commentary.
11C
Revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses.
11D
Edit drafts using standard English conventions including complete sentences, verb tense, subject-verb agreement, pronoun-antecedent agreement, apostrophes, capitalization, punctuation, and spelling.
11E
Use sentence-combining techniques to create a variety of sentence structures and lengths.
11F
Develop voice.
11G
Publish written work for appropriate audiences.
12
Composition — genres
4 standards
▼
12A
Compose literary texts such as fiction and poetry using genre characteristics and craft.
12B
Compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft.
12C
Compose argumentative texts using genre characteristics and craft.
12D
Compose correspondence in a professional or friendly structure.
13
Inquiry and research — using multiple texts
10 standards
▼
13A
Develop questions for formal and informal inquiry.
13B
Critique the research process at each step to implement changes as needs occur and are identified.
13C
Develop and revise a plan.
13D
Modify the major research question as necessary to refocus the research plan.
13E
Locate relevant sources.
13F
Synthesize information from a variety of sources.
13G
Examine sources for credibility and bias including omission, and faulty reasoning such as ad hominem, loaded language, and slippery slope.
13H
Display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism.
13I
Incorporate digital technology when appropriate.
13J
Use an appropriate mode of delivery, whether written, oral, pictorial, or multimodal, to present results.
No standards match your search.
1
Developing and sustaining foundational language skills — oral language
4 standards
▼
1A
Engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes.
1B
Follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes.
1C
Give a presentation using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate, volume, enunciation, purposeful gestures, and conventions of language.
1D
Participate collaboratively, building on the ideas of others, contributing relevant information, developing a plan for consensus building, and setting ground rules for decision making.
2
Developing and sustaining foundational language skills — vocabulary
3 standards
▼
2A
Use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary.
2B
Analyze context to distinguish between the denotative and connotative meanings of words.
2C
Determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo.
3
Developing and sustaining foundational language skills — self-sustained reading
1 standard
▼
3
Self-select text and read independently for a sustained period of time.
4
Comprehension skills — using multiple texts
9 standards
▼
4A
Establish purpose for reading assigned and self-selected texts.
4B
Generate questions about text before, during, and after reading to deepen understanding and gain information.
4C
Make and correct or confirm predictions using text features, characteristics of genre, and structures.
4D
Create mental images to deepen understanding.
4E
Make connections to personal experiences, ideas in other texts, and society.
4F
Make inferences and use evidence to support understanding.
4G
Evaluate details read to determine key ideas.
4H
Synthesize information from two texts to create new understanding.
4I
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
5
Response skills — using multiple texts
10 standards
▼
5A
Describe personal connections to a variety of sources, including self-selected texts.
5B
Write responses that demonstrate understanding of texts, including comparing texts within and across genres.
5C
Use text evidence and original commentary to support a comprehensive response.
5D
Paraphrase and summarize texts in ways that maintain meaning and logical order.
5E
Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.
5F
Respond using acquired content and academic vocabulary as appropriate.
5G
Discuss and write about the explicit or implicit meanings of text.
5H
Respond orally or in writing with appropriate register, vocabulary, tone, and voice.
5I
Reflect on and adjust responses when valid evidence warrants.
5J
Defend or challenge the authors' claims using relevant text evidence.
6
Multiple genres — literary elements
4 standards
▼
6A
Analyze how themes are developed through characterization and plot in a variety of literary texts.
6B
Analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils.
6C
Analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development.
6D
Analyze how the setting influences the theme.
7
Multiple genres — genre-specific characteristics and structures
6 standards
▼
7A
Read and respond to American, British, and world literature.
7B
Analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms.
7C
Analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire.
7D
Analyze characteristics and structural elements of informational texts.
i
Clear thesis, relevant supporting evidence, pertinent examples, and conclusion.
ii
Multiple organizational patterns within a text to develop the thesis.
7E
Analyze characteristics and structural elements of argumentative texts.
i
Clear arguable claim, appeals, and convincing conclusion.
ii
Various types of evidence and treatment of counterarguments, including concessions and rebuttals.
iii
Identifiable audience or reader.
7F
Analyze characteristics of multimodal and digital texts.
8
Author's purpose and craft — using multiple texts
7 standards
▼
8A
Analyze the author's purpose, audience, and message within a text.
8B
Analyze use of text structure to achieve the author's purpose.
8C
Evaluate the author's use of print and graphic features to achieve specific purposes.
8D
Analyze how the author's use of language achieves specific purposes.
8E
Analyze the use of literary devices such as irony and oxymoron to achieve specific purposes.
8F
Analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text.
8G
Explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments.
9
Composition — writing process
5 standards
▼
9A
Plan a piece of writing by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing.
9B
Develop drafts into a focused, structured, and coherent piece of writing using an organizing structure appropriate to purpose and developing an engaging idea with specific details, examples, and commentary.
9C
Revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses.
9D
Edit drafts using standard English conventions including complete sentences, verb tense, pronoun-antecedent agreement, correct capitalization, punctuation, and spelling.
9E
Publish written work for appropriate audiences.
10
Composition — genres
4 standards
▼
10A
Compose literary texts such as fiction and poetry using genre characteristics and craft.
10B
Compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft.
10C
Compose argumentative texts using genre characteristics and craft.
10D
Compose correspondence in a professional or friendly structure.
11
Inquiry and research — using multiple texts
9 standards
▼
11A
Develop questions for formal and informal inquiry.
11B
Critique the research process at each step to implement changes as needs occur and are identified.
11C
Develop and revise a plan.
11D
Modify the major research question as necessary to refocus the research plan.
11E
Locate relevant sources.
11F
Synthesize information from a variety of sources.
11G
Examine sources for credibility and bias including omission, and faulty reasoning such as ad hominem, loaded language, and slippery slope.
11H
Display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism.
11I
Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.