Keeping Our Promise: College and Career Readiness

Keeping Our Promise:College and Career

Readiness

English Language ArtsYvonne Aragon

Socorro ISDJanuary 2012

Agenda• It’s All About the Standards!

o SE’s• Vertical Alignment• Readiness vs. Supporting Standards• CSCOPE

• Data Analysiso Item Analysiso Data tool

• Q & A

It’s All About the Standards!

Includes:• reading• writing• oral and written

conventions• research • listening and

speaking

Starts on page 5

SE’s

Pg. 13

Analyzing SE’s Across Grade Levels

What Reading Skills Our Students Should Have Upon Graduation

Grades 1st – 8th

Grades 2nd –

English 4

Grades Kinder & 1st

1. Look for the verb in each of the SE’s and circle it.2. Look for the academic vocabulary in each of the

SE’s and underline it.

Pg. 13

~USE~DETERMI

NE

PREFIXESSUFFIXESMEANING

WORDS

~IDENTIFY

~KNOW

~MEANING

~PREFIXES

~SUFFIXES

~ROOTS

DETERMINE

MEANINGACADEMICENGLISHWORDSLATINGREEK

LINGUISTIC

ROOTSAFFIXES

DETERMINE

MEANINGTECHNICALACADEMICENGLISHWORDS

MULTIPLE AREASLATINGREEK

LINGUISTICROOTS

AFFIXES

DETERMINE

MEANINGTECHNICALACADEMICENGLISHWORDS

MULTIPLE AREASLATINGREEK

LINGUISTICROOTS

AFFIXES

What Have We Promised to Teach Our Students?

Key verbs (DOK) in the SE• Use• Identify• Know• Determine

Key Academic Terms for the SE• Prefixes• Suffixes• Affixes• Roots

o Linguistic• Latin• Greek

The student should be able to use prefixes, suffixes, affixes, and/or

roots to assist him in defining words across content areas.

Pg. 14

determine

Use and determine

distinguish

clarifyanalyze

distinguish Draw conclusions

CONTEXT

Unfamiliar Words

Multiple Meaning Words Ambiguous Words

Denotation &

Connotation

Nuance

What Have We Promised to Teach Our Students?

Key verbs (DOK) in the SE• Use• Determine• Distinguish• Analyze

Key Academic Terms for the SE• Context• Unfamiliar or

ambiguous words• Multiple meaning

words• Denotation &

connotationThe student should be able to

analyze context in order to correctly define unfamiliar

words.

RECAP…• Took a closer look at SE’s

o Identified the verb(s) (DOK/thinking)o Identified the noun(s) (academic)o Noted alignment and how they build on one another

• So now….let’s take a closer look at the SE’s in terms of readiness and supporting standards

Readiness and Supporting Standards

Remember…

K

4.2A

8.2A

7.2A

6.2A

5.2A

3.4A

2.5A

1.6C

E1.1A

E2.1A

E3.1A

E4.1A

Form adapted from lead4ward : STAAR: A Vertical System, pg.3

use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)

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

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes

Based on the definition of readiness and supporting

standards, label each SE, by grade level (grades 3 through English 4). R for readiness or

S for supporting.





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



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

No SE for this grade level.


Prefixes, suffixes, affixes, roots

To Help Guide You…

Ready for the Answers?

How Many Did You Get Right?

K

4.2A

8.2A

7.2A

6.2A

5.2A

3.4A

2.5A

1.6C

E1.1A

E2.1A

E3.1A

E4.1A


use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)

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









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



RR

RR

RR

SS

S

How does 2nd grade play an important

part in the learning process for this SE?

Prefixes, suffixes, affixes, roots

Let’s Do Another One…

K

4.2B

8.2B

7.2B

6.2B

5.2B

3.4B

2.5B

1.6C

E1.1B

E2.1B

E3.1B

E4.1B


determine what words mean from how they are used in a sentence, either heard or read

use context to determine the relevant meaning of unfamiliar words or multiple-meaning words

use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs

use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words

Based on the definition of readiness and supporting

standards, label each SE, by grade level (grades 3 through English 4). R for readiness or

S for supporting.

use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words

use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words

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

analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words





Context

K

4.2B

8.2B

7.2B

6.2B

5.2B

3.4B

2.5B

1.6C

E1.1B

E2.1B

E3.1B

E4.1B


determine what words mean from how they are used in a sentence, either heard or read

use context to determine the relevant meaning of unfamiliar words or multiple-meaning words

use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs

use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words

use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words

use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words

use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words

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






RR

RR

RR

RR

R

How do 1st and 2nd grades play an

important part in the learning process for

this SE?

Context

Figure 19

Note:Figure 19 SE’s

Labeling of readiness or supporting

standard will vary by reporting

category.

For example…3rd

Grade

So What About the SE’s That Are Not

Tested?

R R R R R

S analogies

Synonyms &

antonyms

idioms

Foreign words used in English

Pg. 14

VERTICAL ALIGNMENT DOCUMENT

(VAD)

StrandGrouped by Grades

R E A D I N GBeginning Reading

Skills / Phonics

Beginning Reading/ Strategies

Vocabulary Development

Comprehension

Media Literacy

Figure 19

Literary Text

Informational Text

Poetry

Drama

FictionLiterary

Nonfiction

Theme and Genre

Sensory LanguageCulture and

HistoryExpository Text

Persuasive Text

Procedural Text

R E A D I N GBeginning Reading

Skills / Phonics



Comprehension

Media Literacy

Figure 19

Literary Text

Informational Text

Poetry

Drama

FictionLiterary

Nonfiction

Theme and Genre



Persuasive Text

Procedural Text

So we know the genre, but what do students need to know in this genre? From skill to academic language.Let’s look at that…

Fiction and Plot

Pg. 17

K: main events in story

1st : plot (problem/solution); sequence of events

2nd : sim/diff; plot and setting; same author

3rd – 4th : plot, main events; sequence and summarize; influence on other

events

5th : incident that advance novel, how incident gives rise to or foreshadows future

events

6th : elements of plot development (rising action, turning point, climax, falling action,

denouement)

7th : influence on setting on plot development

8th : linear plot development (conflict, rising action, falling action, resolution, subplots);

conflict resolution

Fiction and Plot (Gr3-8)

Noticings on academic

language and building of the

skill?

Fiction and Plot (Gr8-EngIV)

Eng I: non-linear plot development, flashbacks, foreshadowing, sub-plots, parallel

plot structures; compare to linear plots 8th : linear plot development (conflict, rising action, falling action, resolution, subplots);

conflict resolution

Eng II: isolated scenes, contribution to plot

Eng III: literary elements (figurative language, point of view) shape author’s

portrayal of plot & setting

Eng I: complex text structures (subplots), and devices (foreshadow, flashback, suspense)

function and advance the action

Noticings on academic

language and building of the

skill?

So, in the end, what should students be able to do?

R E A D I N G Grades 3-8Beginning Reading

Skills / Phonics (Gr 3 only)



Comprehension

Media Literacy

Figure 19

Literary Text

Informational Text

Poetry

Drama

FictionLiterary

Nonfiction

Theme and Genre



Persuasive Text

Procedural Text

0 SE’s Tested

1 SE Tested (S)

4 SE’s Tested (Predominantly R)

3 SE’s Tested (S)

1 SE Tested (S)

1 SE Tested (S)

3 SE’s Tested (Pred. R)

1 SE Tested (S)

1 SE; R/S grade

dependent

1 SE; R/S grade

dependent6 SE’s; Pred.

R

2 SE’s Tested (S)

2 SE’s Tested (Grades 4-8); 1 SE grade 32 SE’s (S)

3 SE’s (R/S varies by RC)

The 3 W’s• ·What did we learn so far today ?• ·So What ?

o Relevancyo importance o usefulness

• ·Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

CSCOPE AND STAAR

Socorro Independent School District CScope ELAR Units Grades 3-8 (2011-2012)

1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Grade 3 Unit 01: Literary Discovery

Begins with Fiction (6 weeks) Unit 02: Discovering Other Literary Genres (3 weeks)

Unit 02: Discovering Other Literary Genres (continued) (3 weeks) Unit 03: Reading to Discover- Expository Text (6 weeks)

Unit 04A: Discovering Procedural Text (3 weeks) Unit 04B: Establishing a Position (3 weeks) Unit 05: Discovering Connections (3 weeks)

Unit 05: Discovering Connections (continued) (3 weeks) Unit 06A: Discovering Through Research (3 weeks) Unit 06B: Media Message (3 weeks)

Grade 4 Unit 01: Literary Understanding Begins with Fiction and Poetry (6 weeks) Unit 02: Understanding Literary Nonfiction and Drama (3 weeks)

Unit 02: Understanding Literary Nonfiction and Drama (continued) Unit 03: Reading to Learn- Informational Text (6 weeks)

Unit 04A: Understanding Research (3 weeks) Unit 04B: Understanding Connections Across Literary Texts (3 weeks) Unit 05A: Understanding Connections Across Informational Texts (3 weeks)

Unit 05B: Understanding Connections Across All Genres (3 weeks) Unit 06: Influencing an Audience (6 weeks)

Grade 5 Unit 01: Literary Study Begins with Fiction and Poetry (6 weeks) Unit 02A: Appreciating Literary Nonfiction and Drama (3 weeks)

Unit 02B: Supporting Positions (3 weeks) Unit 03: Reading to Understand Informational Text (6 weeks)

Unit 04A: Making Connections Across Literary Genres (3 weeks) Unit 04B: Making Connections Across Informational Genres (3 weeks) Unit 05A: Making Connections Across All Genres (3 weeks)

Unit 05B: Understanding the Research Process (3 weeks) Unit 06: Media Impact (6 weeks)

Grade 6 Unit 01: Exploring Literary Nonfiction and Poetry (6 weeks) Unit 02: Exploring Fiction and Drama (3 weeks)

Unit 02: Exploring Fiction and Drama (continued) (3 weeks) Unit 03: Exploring Informational Text (6 weeks)

Unit 04A: Exploring Persuasive Text and Media (3 weeks) Unit 04B: Generating Connections: Literary Text (3 weeks) Unit 05A: Generating Connections: Informational Text (3 weeks)

Unit 05B: Generating Connections: All Genres (3 weeks) Unit 06: Exploring Through Research (6 weeks)

RC1, RC2

RC1, RC2

RC1, RC2

RC1,

RC3

RC1, RC3

CScope Units: Grade 4 Year At a Glance

(YAG)

Socorro Independent School District STAAR Test Assessed Curriculum for Reading (2012 STAAR Test: April 25)

CScope and STAAR SE’s

FOURTH GRADE

Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (10 questions)

SE’s 1st 9 Weeks 2nd 9 Weeks 3rd Nine Weeks 4th 9 Weeks (2A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (vocabulary development) Readiness Standard

X X

X X

X X\ X

X

(2B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words (vocabulary development) Readiness Standard

X X

X X

X X X

X X

(2E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (vocabulary development) Readiness Standard

X X

X X

(7A) identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (comprehension of literary text/literary nonfiction) Supporting Standard

X X X X

(Figure 19F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard

X X

X X

X X X

X

4th Grade

Two tasks:1. Identify the areas of strength.

2. Identify the gaps.

Reporting Category 2: Understanding and Analysis of Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (18 Questions) (3A) summarize and explain the lesson or message of a work of fiction as its theme (comprehension of literary text/theme and genre) Supporting Standard

X X X

(3B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. (comprehension of literary text/theme and genre) Supporting Standard

X X X

(4A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). (comprehension of literary text/poetry) Supporting Standard

X X

(5A) describe the structural elements particular to dramatic literature. (comprehension of literary text/drama) Supporting Standard

X X X

(6A) sequence and summarize the plot's main events and explain their influence on future events (comprehension of literary text/fiction) Readiness Standard

X X

X X X

(6B) describe the interaction of characters including their relationships and the changes they undergo (comprehension of literary text/fiction) Readiness Standard

X X

X X X

(6C) identify whether the narrator or speaker of a story is first or third person. (comprehension of literary text/fiction) Supporting Standard

X X

X

(8A) identify the author's use of similes and metaphors to produce imagery. (comprehension of literary text/sensory language) Supporting Standard

X X

X

(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard

(Figure 19D) make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

X X

X X

X X X

X X

(Figure 19E) summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

X X

X X

X X X

X X

Reporting Category 3: Understanding and Analysis of Informational Texts The student will demonstrate an ability to understand and analyze informational texts.(16 Questions) (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. *The student expectation for 10(A) is ineligible for assessment. Therefore, when Culture and History (10) is assessed, it will be linked to Figure 19(D): make inferences about text and use textual evidence to support understanding. This student expectation will be attached only to expository texts, since persuasive reading is ineligible at grade 4. For this reason, Culture and History (10) will always represent a Readiness standard.

(11A) summarize the main idea and supporting details in text in ways that maintain meaning (comprehension of informational text/expository text) Readiness Standard

X X X

X

(11B) distinguish fact from opinion in a text and explain how to verify what is a fact (comprehension of informational text/expository text) Supporting Standard

X X

14B is the SE listed on CSCOPE

10 is the SE listed on CSCOPE

(11C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison (comprehension of informational text/expository text) Readiness Standard

X X X

(11D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information (comprehension of informational text/expository text) Readiness Standard

X X X

(13A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe) (comprehension of informational text/procedural texts) Supporting Standard

X

(13B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations) (comprehension of informational text/procedural texts) Supporting Standard

X

(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard

(Figure 19D) make inferences about text and use textual evidence to support understanding; Readiness Standard

(Figure 19E) summarize information in text, maintaining meaning and logical order. Readiness Standard

14B is the SE listed

Found in 2nd and 3rd 9 weeks—pertinent to the unit

Using Your Data to Identify Areas of

Strength and Need

Item AnalysisFall Interim Assessment Results

Breakdown of QuestionsReading~Biography Questions 1-10~Drama Questions 11-17 (play excerpt) (visual—flyer for play) Writing~Revising & Editing Questions 18-27

(T)ested

RC1(R)2A

* 82.17%12.42% 1.84%3.57%

(T)ested

RC1(R)2B

7.95%59.85%3.68%28.45%

*

(T)ested

RC2Fig19D(S)

*

23.28%

9.3%

14.68%

52.71%

(T)ested

RC2(R)6B

18.36%

55.34%

14.64%

11.49%

*

Using SE Chart to Enter Reading Data

2010-2011 TAKS Reading Data andFall 2011 Interim Assessment Reading Data

Socorro Independent School District STAAR Test Assessed Curriculum for Reading (2012 STAAR Test: April 25)

CScope and STAAR SE’s

FOURTH GRADE

Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (10 questions)

SE’s ’10-’11 TAKS

1st 9 Weeks 2nd 9 Weeks

3rd Nine Weeks

4th 9 Weeks

(2A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (vocabulary development) Readiness Standard

X X

X X

X X X

X

(2B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words (vocabulary development) Readiness Standard

X X

X X

X X X

X X

(2E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (vocabulary development) Readiness Standard

X X

X X

(7A) identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (comprehension of literary text/literary nonfiction) Supporting Standard

X X X X

(Figure 19F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard

X X

X X

X X X

X

4th Grade

92.29%

82.90%

82.17%

59.85%

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Keeping Our Promise: College and Career Readiness