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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.
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Mathematics G R A D E 3
INSTRUCTIONAL PLANNING TOOL
STAAR™
Copyright©2011 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.
In addition to the booklet, this tool contains a CD with modifiable files so campuses may modify the documents to meet their needs.
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.
Copyright©2011 Education Service Center Region XIII 4
Instructional Planning Tool – COMPLETED SAMPLE Grade 3 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
3.7B: The student is expected to identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table. [Readiness Standard; Reporting Category 2]
Read:
Think/Analyze:
State* Region* District* Grade* 75% 77% 76% 63% *Reminder: Use previous year’s spring administration data.
What is the question?
What is the relationship between the number pairs in the table? How can you use this relationship to determine the number of fluid ounces of milk that Gary drinks during 5 mornings?
What part of the standard is being assessed? Identify patterns in a table of related number pairs.
How else might this SE be assessed? N/A – Historically this standard has only been tested in this way.
SAMPLE
Copyright©2011 Education Service Center Region XIII5
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
1. Determine how many fluid ounces or 1. Study the table. An input of 2 yields Gary drinks per day. an output of 24. An input of 3 Example: yields an output of 36.
24 ÷ 2 or 36 ÷ 3 or 96 ÷ 8 All equal 12 ounces a day. 2. Determine the process used to
arrive at each output. (x12) 2. Solve for unknown.
5 days × 12 oz./day = 60 oz. 3. Test the rule for an input of 8. 8 x 12 = 96
3. Double check answer. 60 oz. ÷ 5 days = 12 oz./day 4. Apply the rule to 5 mornings. 5 x 12 = 60 fl oz. Instructional Considerations: What prior knowledge is being built upon? Look at the K−2 standards that align with 3.7B to see what prior knowledge is being built upon. How do I currently teach this SE concept/content?
Currently, I use…
How do I need to adjust my instruction based on this analysis?
Using additional resources, implementing daily math problems focusing on this standard
What formative assessment will I use to be sure it’s working?
Guided math groups, informal review in class discussion
What are some probing questions to use with students?
What are the related data sets for this problem? How can you describe the pattern or relationships between the number of mornings and
the amount of milk? What operation did you use to solve this problem? Why did you select this operation? If there were 10 mornings how many ounces of milk would Gary drink? Can you think of a different way to solve the problem? Can you think of any other situations in the world around us that show a relationship
between two numbers?
Extension ‐ Write another question on a separate sheet of paper that addresses a different part
(different content) of the standard.
Correct Answer
A
SAMPLE
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Instructional Planning Tool Grade 3 Math
Copyright©2011 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
3.1C: The student is expected to determine the value of a collection of coins and bills. [Supporting Standard; Reporting Category 1]
3.14A: The student is expected to identify the mathematics in everyday situations.
[Process Standard; Reporting Category 1]
Read:
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?
Copyright©2011 Education Service Center Region XIII7
Copyright©2011 Education Service Center Region XIII
Apply: Possible Solution Steps:
Determine how much money Lynn has. 1. Count the bills by counting on 5, 6, 7 dollars, or
add 5 + 1 + 1 = 7, or 5 + 2 = 7 dollars.
2. Count the change by counting on 25, 35, 45 cents, or add 25 + 10 + 10 = 45 cents, or 25 + 20 = 45 cents
3. Find the group of bills and coins that equal $7.45. 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.
Correct Answer
A
