IPT- Geography

Social StudiesW O R L D G E O G R A P H Y

INSTRUCTIONAL PLANNING TOOL

STAAR™

Copyright©2012 Education Service Center Region XIII3

Instructional Planning Tool User Guide

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:

review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.

The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.

Contents Each booklet contains:

all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.

READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the

current grade or course; are important for preparedness for

the next grade or course; support college and career

readiness; necessitate in‐depth instruction; address broad and deep ideas.

may be emphasized in a subsequent year (although introduced in the current grade or course);

may be emphasized in a previous year (although introduced in the current grade or course);

play a role in preparing students for the next grade or course but not a central role;

address more narrowly defined ideas.

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;

will allow for a more integrated and authentic assessment.

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World Geography Social Studies

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

G.3B: The student is expected to describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes. [Readiness Standard; Reporting Category 2]

G.21A: The student is expected to analyze and evaluate the validity and utility of multiple sources of

geographic information such as primary and secondary sources, aerial photographs, and maps. [Processing Standard; Reporting Category 2]

Read:

6

Which conclusion is best supported by the climograph?

A This city is part of a tropical rain forest.

B This city is subject to seasonal monsoons.

C This city is located in a high-latitude climate zone.

D This city is experiencing severe drought.

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

Which conclusion is best supported by the climograph?

What part of the standard is being assessed? (G.3B) describe the physical processes that affect the environments of regions, including weather… (G.21A) The student is expected to analyze and evaluate the validity and utility of multiple sources of geographic information…

How else might this SE be assessed? Students may be provided a primary or secondary sources excerpts, aerial photographs, or maps that refer to the physical processes that affect the environments of regions, including weather.

SAMPLE




Apply: Correct answer choice = *

Answer Choice Explanation

A If this city was part of a tropical rain forest, temperatures would be warm and precipitation would be plentiful all year.

B* If the city was subject to seasonal monsoons, then this would occur during the summer months. This is the best answer because the climograph indicates generally warm temperatures and a significant increase in precipitation during the months of July and August.

C If this city was in a high-latitude climate zone, it would reflect cool to cold temperatures with little precipitation.

D If the city was experiencing severe drought, all months of the year would reflect extremely low levels of precipitation.

Instructional Considerations: What prior knowledge is being built upon? Part of this question assesses the students’ skills knowledge and their ability to analyze and evaluate the given climate graph. The question also assesses the students’ content knowledge. In order for the student to select the correct answer, he or she has to know the physical processes that affect the environments of regions, including weather. Students have to specifically be able to identify characteristics of seasonal monsoons and discern weather characteristics related to a tropical rain forest, high−latitude climate zone, and drought. How do I currently teach this SE concept/content? I teach this SE pretty much all year long through the various regions of the world. How do I need to adjust my instruction based on this analysis? I know I need to do a better job of addressing the process skills SE (G.21A). I need to be intentional with this and look for a variety of sources of information to present to my students to analyze and evaluate. Most of the time I just show them a map or chart, and I just talk to the students about it. Instead, I need to put various sources in the students’ hands and develop a strategy to get them to think critically. What formative assessment will I use to be sure it’s working? I plan to use an exit out map activity with two questions. I found a map of the United States from the NOAA website that has the current year to date observed precipitation. Measurements of precipitation are identified in inches with various colors. I plan to have my students examine the map and answer the following: What do the colors reveal on this map? What do you think the environmental and economic impact will be for the blue colored states if this pattern continues? Be sure to explain the environmental and economic connection.

What are some probing questions to use with students?

NOAA’s National Climatic Data Center named the winter of 2012 the fourth−warmest winter for the lower 48 states of the U.S. How has the above average warm winter impacted various regions in the U.S.?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6



Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

G.1A: The student is expected to analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today. [Readiness Standard; Reporting Category 1]

G.21C: The student is expected to create and interpret different types of maps to answer geographic

questions, infer relationships, and analyze change. [Processing Standard; Reporting Category 1]

Read: 1

In which location did merchants historically use monsoon winds to travel along trade routes?

A 1 C 3 B 2 D 4

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

What is the question?

What part of the standard is being assessed?

How else might this SE be assessed?




Apply: Correct answer choice = *

Answer Choice Explanation

A Students have to be able to identify that this location does not have monsoon winds.

B Students have to be able to identify that this location does not have monsoon winds.

C Students have to be able to identify that this location does not have monsoon winds.

D* Students should be identify that monsoon winds are customary to India and Southeast Asia.

Instructional Considerations: What prior knowledge is being built upon? How do I currently teach this SE concept/content? How do I need to adjust my instruction based on this analysis? What formative assessment will I use to be sure it’s working?

What are some probing questions to use with students?

Extension‐Write another question on a separate sheet of paper that addresses a different part

(different content) of the standard.

Documents

IPT- Geography