Alignment Tools

Alignment to STAAR-ALT Writing Essence Statements

Introduction
This document has been produced to demonstrate the link between the STAAR-ALT Essence Statements for Operational Test Spring 2014* and Unique Learning System
content. It is not a complete listing/alignment of all TEKS to ULS. Items highlighted in yellow indicate the state-required essence statements that comprise the STAAR Alternate
assessment for respected content areas.
*Informational source: STAAR Alternate Essence Statements http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/essence/
Note: STAAR-ALT begins at 3rd grade. The ULS Elementary band has only been included to address those students who are in a class in which the majority of students are chronologically
in K2nd grade. If students are not in a class where the majority of students are in K2, consider moving the student to the chronologically appropriate Intermediate grade level band of Unique.
Standard Grade Band
TEKS Knowledge and Skills Statement Essence Statement STAAR Reporting Category

Unique Instructional Targets Grade Band Lessons and Activities Unique Supporting Activities
Instructional Targets reflect the essential content of Lessons that address instructional targets are listed in Uniques supporting tools and guides supplement the unit lessons.
grade-level standards. this column. Lessons from Unique units maintain a Pertinent supports are listed in this column.
consistent format so that instructional targets are
taught each month.
Unique Differentiated Tasks
Differentiated tasks descriptors ensure that students with a wide variety of learning abilities and needs are able to access, participate and make progress in the standards based activities.
Differentiated task descriptors are written in student performance terminology.
Level 3 Level 2 Level 1
Students at this level are expected to reach the highest Students at this level likely will require support in all Students at this level require maximum support in learning.
level of independence. learning activities. Increasing participation is the primary goal.

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Writing Introduction
This document has been produced to demonstrate the link between the STAAR-ALT Essence Statements for Operational Test Spring 2014* and Unique Learning System
content. It is not a complete listing/alignment of all TEKS to ULS. Items highlighted in yellow indicate the state-required essence statements that comprise the STAAR Alternate
assessment for respected content areas.
*Informational source: STAAR Alternate Essence Statements http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/essence/
Standards for Writing
TEKS Knowledge and Skills Statement
(4.17) Writing. Students write about their own experiences.
(4.18) 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.
Unique Instructional Targets
Generate simple written sentences that express an opinion
and provide supporting details.
Generate simple sentences to convey information, including
factual sentences and a concluding statement.
Generate simple narrative sentences on a personal
experience, including a sequence of events.
Level 3
Students will create multiple sentences with an opinion and
supporting reasons (e.g., I like _____ because _____.).
Students will create multiple sentences that give factual
informational (e.g., Todays weather is _____. It
feels _____.).
Students will create multiple sentences to tell a story
containing a sequence of events.
2013 n2y
ULS, Revised June 2013
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 35
Essence Statement STAAR Reporting Category
Creates text based on personal experience. STAAR Reporting Category 1Composition: The student
will demonstrate an ability to compose a variety of written
Creates an expository text. texts with a clear, central idea; coherent organization;
sufficient development; and effective use of language and
conventions.
STAAR Reporting Category 1Composition:
The student will demonstrate an ability to compose a variety
of written texts with a clear, central idea; coherent
organization; sufficient development; and effective use of
language and conventions.
Intermediate Grade Band Lessons and Activities Unique Supporting Activities
Lesson 12: Scrambled Sentences Standards Connection
Lesson 13: Literary Experience (Fiction)
Lesson 15: Writing Time
Lesson 30: Journal Writing
Core Task 1.5: Home Reports
Core Task 4.0: Attendance Report
Unique Differentiated Tasks
Level 2 Level 1
Students will select pictures with text to complete a sentence that Given errorless choices of pictures, students will make a
gives an opinion and a reason for that opinion (e.g., I like _____ selection of pictures to communicate an opinion (e.g., I
because _____.). like _____.).
Students will select pictures with text to create a sentence that Given errorless choices of pictures, students will make a
gives factual information (e.g., Todays weather is _____.). selection to communicate an informational sentence (e.g.,
Students will select pictures with text to create sentences that tell a _____ is a vegetable.).
story. Given an errorless choice of pictures, students will make
a selection to tell a simple story sequence.
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Standards for Writing
Production and Distribution of Writing
TEKS Knowledge and Skills Statement
(4.15) Writing/Writing Process. Students use elements of the
writing process (planning, drafting, revising, editing, and
publishing) to compose text.
(4.17) Writing. Students write about their own experiences.
(4.18) 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.
Unique Instructional Targets
With guidance and support, plan, edit and revise writing to
increase clarity.
With guidance and support, use technology to compose
sentences and paragraphs.
Level 3
With support, students will plan, edit and revise writing to
strengthen written sentences.
With support, students will select and use digital tools to
generate a paragraph.
2013 n2y
ULS, Revised June 2013
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 35
Essence Statement STAAR Reporting Category
(A) Uses elements of the writing process to develop text. STAAR Reporting Category 1Composition: The student
(B) Revises text to clarify and improve meaning. will demonstrate an ability to compose a variety of written
(C) Edits text using correct grammar, mechanics, and spelling. texts with a clear, central idea; coherent organization;
sufficient development; and effective use of language and
Creates text based on personal experience. conventions.
Revises topic sentence and supporting details in expository text. STAAR Reporting Category 2Revision: The student will
demonstrate an ability to revise a variety of written texts.
STAAR Reporting Category 3Editing: The student will
demonstrate an ability to edit a variety of texts.
Intermediate Grade Band Lessons and Activities Unique Supporting Activities
Lesson 12: Scrambled Sentences Standards Connection
Lesson 13: Literary Experience (Fiction)
Lesson 14: Edit It
Lesson 15: Writing Time
Lesson 30: Journal Writing
Core Task 1.5: Home Reports
Unique Differentiated Tasks
Level 2 Level 1
With support, students will use pictures and text to plan, edit and Given errorless choices of pictures, students will make a
revise a written sentence idea. selection of pictures to plan, edit and revise a sentence
With support, students will use digital tools to generate multiple idea.
sentences. With support and adaptive tools, students will use digital
tools to complete a sentence.
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 Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements

Standards for Language Grades 35

Knowledge of Language
TEKS Knowledge and Skills Statement Essence Statement STAAR Reporting Category
(4.20) [Oral and] Written Conventions/Conventions. (D) Edits text for correct word usage. STAAR Reporting Category 3Editing: The student will
Students understand the function of and use the conventions demonstrate an ability to edit a variety of texts.
of academic language when speaking and writing. Students
continue to apply earlier standards with greater complexity.

Unique Instructional Targets Intermediate Grade Band Lessons and Activities Unique Supporting Activities
Choose appropriate words and phrases to convey a Lessons 2 and 4: Read and Answer Standards Connection
spoken or written message. Lesson 12: Scrambled Sentences
Lesson 13: Literary Experience (Fiction)
Lesson 14: Edit It
Lesson 30: Journal Writing
Core Task 1.5: Home Reports
Unique Differentiated Tasks
Level 3 Level 2 Level 1
Students will select words and phrases to convey a Students will choose words and phrases to convey an idea Students will use language to communicate an idea.
specific spoken or written message. when speaking or writing.

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 Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements

Standards for Language Grades 35

Conventions of Standard English
TEKS Knowledge and Skills Statement Essence Statement STAAR Reporting Category
(4.21) [Oral and] Written Conventions/Handwriting, Edits text for correct capitalization and punctuation. STAAR Reporting Category 3Editing: The student will
Capitalization, and Punctuation. Students write legibly and demonstrate an ability to edit a variety of texts.
use appropriate capitalization and punctuation conventions in
their compositions.

(4.22) [Oral and] Written Conventions/Spelling. Students Edits text for correct spelling.
spell correctly
Unique Instructional Targets Intermediate Grade Band Lessons and Activities Unique Supporting Activities
Demonstrate conventions of grammar when writing or Lessons 8 and 9: High-Frequency Spelling Lists Standards Connection
speaking declarative and interrogatory sentences. Lesson 12: Scrambled Sentences
Generate a written sentence with appropriate Lesson 13: Literary Experience (Fiction)
capitalization, punctuation and spelling. Lesson 14: Edit It
Lesson 15: Writing Time
Lesson 30: Journal Writing
Core Task 1.5: Home Reports
Core Task 1.3: Sign-In
Core Task 4.0: Attendance Reports
Unique Differentiated Tasks
Level 3 Level 2 Level 1
Students will demonstrate conventions of grammar in Students will combine nouns, pronouns, verbs, adjectives and With picture supports, students will combine two or
spoken and written sentence forms. prepositions in grammatically correct order when speaking or more words during a shared writing or speaking
Students will demonstrate conventions of written writing. activity.
language, including appropriate initial capitalization, Students will identify beginning capital letters and ending Students will locate capital letters in a name or
ending punctuation and common spelling. punctuation in a written sentence. sentence.
Students will spell familiar words with letter-sound matches.

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Standards for Writing
Text Types and Purposes
TEKS Knowledge and Skills Statement
(7.14) Writing/Writing Process. Students use elements of the
writing process (planning, drafting, revising, editing, and
publishing) to compose text.
(7.16) Writing. Students write about their own experiences.
(7.17) 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.
Unique Instructional Targets
Generate a simple paragraph that expresses an opinion
and contains relevant supporting details.
Generate a simple informative paragraph that includes a
defined topic, supporting details and a concluding sentence.
Generate a simple narrative paragraph that includes a
logical sequence of events and descriptive details.
Level 3
Students will create a simple paragraph that states an
opinion and provides supporting reasons.
Students will create a simple paragraph that includes a
topic sentence, supporting facts and details, and a
concluding sentence.
Students will create and write a story that includes narrative
elements, including a sequence of events.
2013 n2y
ULS, Revised June 2013
Essence Statement
Uses the writing process to develop text.
Creates a personal narrative.
(A) Creates an expository text for a specific purpose and audience.
Middle School Grade Band Lessons and Activities
Lesson 16: Edit It
Lesson 17: Book Report
Lesson 18: Topic Paragraph
Lesson 30: Journal Writing
Core Task 1.6: Daily Buzz (Home Communication)
Core Tasks 2.2, 2.3: Calendar and Weather Reports
Unique Differentiated Tasks
Level 2
Students will select pictures with text to create a written text that
supports an opinion.
Students will select pictures with text to create a written
document of factual sentences on a topic.
Students will select pictures with text to create a logical
sequence of events that tell a story.
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 68
STAAR Reporting Category
STAAR Reporting Category 1Composition: The student
will demonstrate an ability to compose a variety of written texts
with a clear, controlling idea; coherent organization; sufficient
development; and effective use of language and conventions.
Unique Supporting Activities
Standards Connection
Level 1
Given errorless choices of pictures, students will select
pictures to communicate an opinion on a topic.
Given errorless choices of pictures, students will make a
selection to communicate facts on a given topic.
Given an errorless choice of pictures, students will make
a selection to tell a story sequence.
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Standards for Writing
Production and Distribution of Writing
TEKS Knowledge and Skills Statement
(7.14) Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising, editing, and
publishing) to compose text.
(7.17) 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.
(7.18) Writing/Persuasive Texts. Students write persuasive
texts to influence the attitudes or actions of a specific
audience on specific issues.
Unique Instructional Targets
With some guidance and support, plan, edit and revise Lesson 16: Edit It
writing to increase clarity and coherence.
With guidance and support, use technology, including Lesson 18: Topic Paragraph
the Internet, to compose a simple paragraph.
Level 3
Students will plan, edit and revise to strengthen written
sentences.
Students will select and use digital tools, including the
Internet, to generate a paragraph.
2013 n2y
ULS, Revised June 2013
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 68
Essence Statement STAAR Reporting Category
Uses the writing process to develop text. STAAR Reporting Category 1Composition:
The student will demonstrate an ability to compose a variety
of written texts with a clear, controlling idea; coherent
(B) Revises an expository text. organization; sufficient development; and effective use of
language and conventions.
(C) Revises persuasive text. STAAR Reporting Category 2Revision: The student will
demonstrate an ability to revise a variety of written texts.
Middle School Grade Band Lessons and Activities Unique Supporting Activities
Standards Connection
Lesson 17: Book Report
Lesson 30: Journal Writing
Core Task 1.6: Daily Buzz (Home Communication)
Core Tasks 2.2, 2.3: Calendar and Weather Reports
Unique Differentiated Tasks
Level 2 Level 1
With support, students will use pictures and text to plan, edit Given errorless choices of pictures, students will make
and revise a written sentence. a selection of pictures to plan, edit, and revise a written
With support, students will use digital tools, including the sentence.
Internet, to generate multiple sentences. With support and adaptive tools, students will use
digital tools to create a sentence.
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Standards for Language
Conventions of Standard English
TEKS Knowledge and Skills Statement
(7.14) Writing/Writing Process. Students use elements of
the writing process (planning, drafting, revising, editing, and
publishing) to compose text.
(7.20) [Oral and] Written Conventions/Handwriting,
Capitalization, and Punctuation. Students write legibly and
use appropriate capitalization and punctuation conventions in
their compositions.
(7.21) [Oral and] Written Conventions/Spelling. Students
spell correctly. Students are expected to spell correctly,
including using various resources to determine and check
correct spellings.
Unique Instructional Targets
Use conventions of grammar when speaking or writing.
Use correct capitalization, punctuation and spelling in
sentences.
Level 3
Students will demonstrate conventions of grammar in
spoken and written sentence forms.
Students will demonstrate conventions of written
language, including appropriate capitalization, end
punctuation and common spelling.
2013 n2y
ULS, Revised June 2013
Essence Statement
Edits text using correct grammar, mechanics, and spelling.
Edits text for correct capitalization and punctuation.
(D) Edits spelling using various resources.
Middle School Grade Band Lessons and Activities
Lessons 1 and 2: Leveled Book and Read and Answer
Lessons 3, 5, 7, 9, 11, and 13: Read and Answer Comprehension
Questions with Chapter Book
Lesson 16: Edit It
Lesson 17: Book Report
Lesson 18: Topic Paragraph
Lesson 30: Journal Writing
Core Task 2.2: Calendar
Core Task 2.10: School-Wide Jobs
Core Task 3.1: Current Events
Unique Differentiated Tasks
Level 2
Students will create simple sentence forms in a grammatically
correct order when speaking or writing.
Students will identify beginning capital letters and end
punctuation in a written sentence.
Students will spell familiar words with letter-sound matches.
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 68
STAAR Reporting Category
STAAR Reporting Category 3Editing: The student will
demonstrate an ability to edit a variety of texts.
STAAR Reporting Category 3Editing: The student will
demonstrate an ability to edit a variety of texts.
STAAR Reporting Category 3Editing: The student will
demonstrate an ability to edit a variety of texts.
Unique Supporting Activities
Standards Connection
Level 1
With picture supports, students will combine two or
more words during a shared writing or speaking
activity.
Students will locate capital letters and end punctuation
in a sentence.
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Standards for Language
Vocabulary Acquisition and Use
TEKS Knowledge and Skills Statement
(7.19) [Oral and] Written Conventions/Conventions.
Students understand the function of and use the conventions
of academic language when speaking and writing. Students
will continue to apply earlier standards with greater
complexity.
Unique Instructional Targets
Use context clues, word structures or reference materials
to determine the meaning of unknown words.
Use words acquired through academic and domain-
specific sources when speaking and writing.
Level 3
Students will match a unit word to a definition.
Students will use reference materials (glossary,
dictionary, etc.) to determine the meaning of an unknown
word.
Students will identify the specific meaning of words with
multiple meanings and recognize figurative language.
Students will use unit topic words in conversation.
2013 n2y
ULS, Revised June 2013
Alignment Tools
Alignment to STAAR-ALT Writing Essence Statements
Grades 68
Essence Statement STAAR Reporting Category
Edits text for correct word usage and variance in sentence STAAR Reporting Category 3Editing: The student will
patterns. demonstrate an ability to edit a variety of texts.
Middle School Grade Band Lessons and Activities Unique Supporting Activities
Lessons 4, 6, 8, 10, 12, and 14: Life Skills Applications ULS Instructional Guides: Vocabulary
Lesson 15: Vocabulary Board Game Standards Connection
Unique Differentiated Tasks
Level 2 Level 1
Students will point to pictures or words to match a description Students will identify a named picture related to the
within a text passage. unit topic from a single option or errorless choice.
Students will match words and pictures that have similar Students will make a selection to indicate a picture of a
meanings. word with a meaning similar to that of another word
Students will point to pictures of key vocabulary from unit (errorless choice).
topics as part of a discussion. Students will make a selection to indicate a picture of
key vocabulary within a unit topic.
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