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TABS
TEAMS
TAAS
TAKS
Get Ready! Get Set!
STAARt!
2
Outcomes
• Review the structure and components of STAAR
• Explore the STAAR assessed curriculum
• Reexamine curriculum, instruction, and assessment
alignment
• Develop strategies for implementation
3
• Go to www.lead4ward.com
• Click on “Resources” Scroll to “Teacher Login”
Page 3
5
Page 6-13
STAAR Word Wall
6
Assessed Curriculum
Readiness Standard
Supporting Standard
Process Standard
Reporting Category
Page 4
How are we feeling about
things? 7
J U S T a l i t t l e u n e a s y ?
We have been down this path before.
8
TAAS
TABS
TEAMS
TAKS [SDAA/LDAA]
TAKS (Acc/M/Alt)
A Flash From The Past
Name that Test!
9
10
Think….
– Which tests did you administer as a teacher?
– Which tests did you take as a student?
– What were you doing that year?
Who is the main character in the story?
A. Janet’s father
B. the zoo keeper
C. Ben
D. Janet
SKILL
REMEMBER
Who is the story mostly about ?
A. Grandmother
B. Missy
C. Eric
D. Mrs. Parks
12
SKILL
REMEMBER
The reader can tell that the special guests on Know the
Facts are-
A. funny
B. strong
C. lively
D. creative
PROCESS
ANALYZE
Which quotation from the story seems to heighten the
conflict between Vidal and Gabriel?
A. “I found a wonderful seat up there.”
B. “Where are you going,”
C. “You could give me some easy grounders,”
D. “I can make you do anything I want.”
14
PROCESS
ANALYZE
Susan’s grandmother most likely feels-
A. proud of her family
B. bothered by the visit with her family
C. upset about caring for sheep
D. eager to move from the reservation
16
17
Previous TEKS/TAKS
2008 TEKS
ELAR
18
Previous
TEKS/TAKS
Previous
TEKS/TAKS
2008 TEKS
ELAR
2008 TEKS
ELAR
Previous
TEKS/TAKS
2008 TEKS
ELAR
19
Crosswalk-Comparison-Key English Language Arts and Reading Source: Texas Education Agency
GRADE Previous ELAR TEKS 2008 TEKS
Third Grade
Distinguish fact from opinion in various texts, including news stories and advertisements.
14A Identify what the author is trying to persuade the reader to think or do.
Fourth Grade
Describe how the author’s perspective or point of view affects the text.
12A Explain how the author uses language to present information to influence what the reader thinks or does.
Fifth Grade
Identify the purposes of different types of texts such as to inform, influence, express, or entertain.
10A Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.
Sixth Grade
Distinguish fact from opinion in various texts.
10B Explain whether facts included in an argument are used for or against an issue.
Seventh Grade
Distinguish fact from opinion in various texts.
10B Distinguish factual claims from commonplace assertions and opinions.
Eighth Grade
12F Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.
3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.
Eighth Grade
10J Distinguish fact and opinion in various texts.
10B Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic.
English I
7E Analyze text structures such as compare and contrast, cause and effect, and chronological order.
6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
English II
19C Distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.
12A Evaluate how messages presented in reflect social and cultural views in ways different from traditional texts.
English III
8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters speeches, memoranda, and other media]
8A Analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.
20
Previous TEKS/TAKS
2008 TEKS
ELAR
21
22
Comparing Apples to Oranges
23
24
Crosswalk-Comparison-Key English Language Arts and Reading Source: Texas Education Agency
GRADE Previous ELAR TEKS 2008 TEKS
Third Grade
Distinguish fact from opinion in various texts, including news stories and advertisements.
14A Identify what the author is trying to persuade the reader to think or do.
Fourth Grade
Describe how the author’s perspective or point of view affects the text.
12A Explain how the author uses language to present information to influence what the reader thinks or does.
Fifth Grade
Identify the purposes of different types of texts such as to inform, influence, express, or entertain.
10A Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.
Sixth Grade
Distinguish fact from opinion in various texts.
10B Explain whether facts included in an argument are used for or against an issue.
Seventh Grade
Distinguish fact from opinion in various texts.
10B Distinguish factual claims from commonplace assertions and opinions.
Eighth Grade
12F Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.
3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.
Eighth Grade
10J Distinguish fact and opinion in various texts.
10B Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic.
English I
7E Analyze text structures such as compare and contrast, cause and effect, and chronological order.
6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.
English II
19C Distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.
12A Evaluate how messages presented in reflect social and cultural views in ways different from traditional texts.
English III
8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters speeches, memoranda, and other media]
8A Analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.
25
Page 5
Page 21
26
27
A Look to the Future
Turn to the person next to you:
What scares you about STAAR?
What excites you about STAAR?
28
State of Texas
Assessments of Academic Readiness
Grades 3-8
Reading – Gr. 3-8 Writing – Gr. 4 & 7 Math-Gr. 3-8 Science-Gr. 5 & 8 Soc. Studies – Gr. 8
29
High School COURSES
Math English Science Soc Studies Algebra I Geometry Algebra II
Eng I Engl II Eng III
Biology Chemistry Physics
World Geo. World Hist. U.S. History
The high school level STAAR tests are COURSE tests, NOT grade level tests
. . . the tests…two year implementation
STAAR Modified and STAAR Alternate
Grades 3-8
Reading – Gr. 3-8 Math – Gr. 3-8 Writing – Gr. 4 & 7 Science – Gr. 5 & 8 Soc. Studies – Gr. 8
30
High School COURSES
Math English Science Soc Studies Algebra I Geometry Algebra II
Eng I Engl II Eng III
Biology Chemistry Physics
World Geo. World Hist. U.S. History
STAAR Modified and STAAR Alternate for all courses required for graduation under
Minimum Plan
STAAR Modified and STAAR Alternate for
ALL grades and subjects
• Reflects same increase in rigor as STAAR
• Designed similar to TAKS-M
– 20% reduction in length
– delete 1 answer choices
– simplified sentence structure
• Embedded field test items
STAAR for ELLs?
32
“ELL Yes!”
33
• Spanish STAAR – Grades 3-5
• STAAR L (for eligible ELLSs)
– Grades 3-8 and STAAR/EOCs in
• Math
• Science
• Social Studies
– No STAAR L in Reading/Language Arts
• STAAR with linguistic accommodations
Math, Science and Social Studies
• Bilingual dictionary
• Extra time (same day)
Reading/Language Arts
• Bilingual dictionary
• Extra time (same day)
• Clarification in English of words in prompt and open ended reading question
STAAR Accommodated
Not a separate test
– Accommodations WILL
be allowed on STAAR
– STAAR will be in
Verdana font, larger
type, more white space
35
Accommodated Tests
(Separate Test Form and Booklet)
2006-2010
Extended time
Oral reading of item stems
Oral reading of answer choices
36
Dyslexia Accommodations
Available
STAAR . . . A noteworthy item
Time limits-4 hours
37
-extended time will be offered
38
STAAR
Performance
Standards
• Standard-setting committees
• and policy review committees
• Reviewed every 3 years
• Higher than TAKS
39
STAAR Performance Standards
• Higher than TAKS
40
31 out of 48 = 65% 29 out of 50 = 58%
29 out of 40 = 73% 24 out of 55 = 44%
What we expect…higher than TAKS
• More aligned across content areas
• More aligned across grade levels and courses
• Expect 70
41
When will we know?
42
2012
STAAR . . . a few more noteworthy items
• Test format
EOCs-paper and online
3-8-paper only
Third grade-answer documents
43
Reminder
44
Graduation
and Grading
When will we see?
45
2014
46
composition
eoc
genre
ccrs
pai
red
sel
ecti
on
p
rom
pt
short answer
du
al c
od
ing
teks
multiple choice
field test
Test Design
ELAR
48
Page 6-9
Test Design
ELAR
49
Page 6-9
Two compositions..26 lines
STAAR, by design, has the potential to improve
learning for students.
Writing-something to consider…
• Compositions –50-52% of score
• Compositions -weighted equally
• 4th grade writing -split evenly over two days
• 4th grade -stand alone composition field test every three
years
51
Quick fix….
• Respond to expository text
• Use the STAAR format..read, think, write
• Write in content areas
53
Say what you mean!
Longer Fix…
55
“E-labor” what?
• Precise and concise
• Enrich vocabulary through reading
• Use visualization
• Play with words
56
Organization and Progression
Development of Ideas
Use of language and conventions
Strengths in higher score range… – Strong match between structure/form and purpose
– Explicit thesis
– “Narrow and deep” development-no wasted words or spaces (Think quality over quantity.)
– Introduction and conclusion short but effective
– Specific use of language and appropriate tone for purpose
– Essay well crafted
– Strong conventions
58
In depth instruction in ALL GENRES…
59
60
Genre Confusion
• Literary vs. Informational
• Nonfiction vs. Literary non-fiction
61
A s
ide
no
te…
.
Readiness Genres-Fiction and Expository
Supporting Genres-Literary Nonfiction, Poetry
Drama-4th and beyond,
Persuasive-5th and beyond
Embedded-Procedural and Media
word count…words count…count words…
• Third grade-2700 + 800
• Fourth grade-3,100+800
• Fifth grade-3,300+800
• Sixth grade-3.700+900
• Eighth grade-4,100+900
• English III-3,500+1,200
62
Use text evidence to confirm the validity of ideas
63
I wonder what is going to happen next? This character
is funny!
I think his parents are going to decide to keep the lost dog.
I think they are going to live happily ever after!
64
What?
topics, concepts, or context
66
Page 10-13
67
68
Texas Two Step
In the TEXAS TWO STEP each table of contestants will attempt to complete a Venn diagram to include at least eight correct differences or likenesses between TAKS and STAAR. If ONE or more groups complete the task in a minute, it will result in today’s session ending 5 minutes early. Failure of at least one group to complete the task correctly and accurately will result in early release elimination.
69
TAKS Page 14
70
TAKS 3-8 and high school
4 hours Full day
Accommodations Available
Accommodated test booklet
No Accommodated test booklet
One testing day Two testing days
2 page composition 1 page composition
Objectives Reporting categories
Third grade-test booklet
Third grade- answer document
Modified and Alt
Three performance levels
All genres tested Expository and fiction
Based on number of selections Based on number of words
Context for
Change
71
But what we really want to accomplish . . .
72
73
apply to a new situation
teach someone else
use the information, skill, or process in an
authentic situation
use what was learned after a period of time
Page 15
74
Leverage the new assessment
structure to
improve learning for students
75
Get Ready!
76
77
78
79
TAKS is horizontal ---------
STAAR is vertical!
• Learning builds between grades
• Learning DEPENDS on earlier grades
It’s in your hands…
81
TAKS is horizontal ---------
STAAR is vertical!
• Intervention areas are easier to identify
• Differentiation is predictable (IEP)
Let’s Get
Vertical!
83
84
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
7.10A 6.10A 5.11A 8.10A E1.8A
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.
Summarize the main ideas and supporting details in a text demonstrating the understanding that a summary does not include a n opinion
Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.
Summarize the main ideas, supporting details, and relationships among ideas, succinctly in ways that maintain meaning and logical order.
Explain the controlling idea and specific purpose of an expository text and distinguish the most important from the lees important details that support the author’s purpose
S C E,S S
Connect the Dots
85
Reading-Assessed Curriculum Alignment K-7 SAMPLE
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Seventh Grade
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
2.5A Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)
3.4A Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -ful, -less) and know how they change the meaning of roots.
4.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
5.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
7.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.
1.6B Determine what words mean from how they are used in a sentence either heard or read.
2.5B Use context to determine the relevant meaning of unfamiliar words or multiple-meaning
words.
3.4B Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs.
4.2B Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words.
5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.
6.2B Use context (e.g., cause -effect or compare - contrast organization text structures) to determine or clarify the meaning of unfamiliar or multiple
meaning words.
7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar words or ambiguous words.
K.5D Use a picture dictionary to find words.
1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words.
2.5D Alphabetize a series of words and use a dictionary or glossary to find words.
3.4E Alphabetize a series of words to the third letter and use a dictionary or glossary to determine the meanings, syllabication, and pronunciations of unknown words.
4.2E Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.
5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.
6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.
7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.
86
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
Page 27
SE# SE#
Connect the Dots
SE# SE# SE#
87
88
CHORAL READING
Please read with me
89
Focus Fewer standards - More test questions-Less time
A longer assessment and less time increases
A longer assessment and less time increases
Clarity
Depth
Page 16 -Notes
F CUS 91
Eliminated standards
that can’t be tested
Focused on most
critical for success
FOCUS = LONGER
• Reading 3-8 = +4 questions
• Writing = +1 composition
• Social Studies Gr 8 = +4 questions
• EOC = +6 to 13 questions
92
Focus Fewer standards - More test questions-Less time
A longer assessment and less time increases
A longer assessment and less time increases
Clarity
Depth
More questions + Less time = Increased rigor Page 16 -Notes
94
Standards! Standards! Everywhere!
95
Assessed Curriculum (TEKS)
• Reporting Categories
• Readiness Standards
• Supporting Standards
96
97
Page 34-37
98
Readiness vs. Supporting Standards
35%
65%
65%
35%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% of Assessed Curriculum % of TEKS Tested on STAAR
SupportingStandards
ReadinessStandards
99
Page 17
100
ALL STANDARDS ARE
IMPORTANT…
THEY PLAY DIFFERENT ROLES
101
Focus Fewer standards - More test questions-Less time
A longer assessment and less time increases
A longer assessment and less time increases
Clarity
Depth
More questions + Less time = Increased rigor
Most critical + More times + More ways =
Increased rigor
Page 16 -Notes
103
K
1
2
3
4
5
6
7
8
English I
English II
English III
English IV
CCRS
6B-
Discuss
the big
ideas
(theme) of
a well
known folk
tale or
fable and
connect it
to personal
experience
7A-connect
the meaning
of a well
known story
or fable to
personal
experiences
6A-
identify
moral
lessons
as
themes
in well
known
fables,
legends,
myths, or
stories
5A-
paraphrase
the themes
and
supporting
details of
fables,
legends,
myths, or
stories
3A- summarize
and explain the
lesson or
message of a
work of fiction
as its theme
3A-compare
and contrast
the themes
or moral
lessons of
several
works of
fiction from
various
cultures
3A-infer the
implicit theme
of a work of
fiction,
distinguishing
theme from
topic
3A-describe
multiple
themes in a
work of fiction
3A-analyze
literary
works that
share
similar
themes
across
cultures
2A- analyze
how the
genre of
texts with
similar
themes
shapes
meaning
2A-compare
and contrast
differences in
similar
themes
expressed in
different time
periods
2A-analyze
the way in
which the
theme or
meaning of a
selection
represents a
view or
comment on
the human
condition
2A-compare
and contrast
works of
literature that
express a
universal
theme
11C-
Describe,
analyze, and
evaluate
information
within and
across
literary and
other texts
from a variety
of vultures
and historical
periods
IIA-12
K
1
2
3
4
5
6
7
8
English I
English II
English III
English IV
CCRS
8A
describe
characters
in a story
and the
reasons
for their
actions
9A-
describe
characters
in a story
and the
reasons for
their
actions and
feelings
9A-
describe
main
characters
in works
of fiction
8B-describe
the
interaction of
characters
including
their
relationships
and the
changes they
undergo
6B- describe
the
interaction of
characters
including
their
relationships
and the
changes they
undergo
6B-describe
the roles and
functions of
characters in
various plots
including
their
relationships
and conflicts
6B-recognizze
dialect and
conversational
voice and
explain how
authors use
dialect to
convey
character
6B-analyze
the
development
of the plot
through the
internal and
external
responses of
the
characters,
including
their
motivations
and conflicts
6B-analyze
how the
central
characters’
qualities
influence
the theme
of a
fictional
work and
resolution
of the
central
conflict
5B-analyze
how authors
develop
complex yet
believable
characters
in works of
fiction
through a
range of
literary
devices,
including
character
foils
5B-analyze
differences in
the
characters’
moral
dilemmas in
works of
fiction across
different
countries or
cultures
5B-analyze
the internal
and external
development
of characters
through a
range of
literary
devices
5B-analyze
the moral
dilemmas
and
quandaries
presented in
works of
fiction as
revealed by
the
underlying
motivation s
and
behaviors of
the
characters
IIA-Locate
explicit
textual
information,
draw
complex
inferences,
and analyze
and evaluate
the
information
within and
across texts
of varying
length
A s
ide
no
te…
.
104
105
In STAAR CROSSED each table of contestants will
attempt to complete a crossword puzzle, correctly. If
TWO or more groups complete the task in a minute, it
will result in today’s session ending 5 minutes early for a
total of 10 minutes. Failure of at least two groups to
complete the task correctly and accurately will result in
early release elimination.
STAAR Crossed
106
STAAR CROSSED 1 2 3
2
3
1
4
Down
1. __________ Category
2. STAAR document providing information about the organization of the assessment
3. Reporting Categories were referred to as ______________ on TAKS
Across
1. What does R stand for in STAAR?
2. How many years is the STAAR implementation?
3. __________, Clarity, Depth
4. A longer assessment increases the _________.
STA
AR
CR
OS
SE
D S
TA
AR
CR
OS
SE
D
Page 19
107
STA
AR
CR
OS
SE
D S
TA
AR
CR
OS
SE
D
r
t
w
o
e
b
b
p
l
j
o
u
d
e
p
t
h
r
e
a
d
i
n
e
s
s
c
t
p
t
i
r
r
i
g
o
r
n
i
v
g
n
e
t
s
108
109
and Complexity
110
Depth
111
Ready for STAAR Identifying Depth and Cognitive Complexity
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Page 20
6.10C Explain how organizational pattern
develop the main idea and viewpoint
and Complexity
112
Depth
113
Ready for STAAR Identifying Depth and Cognitive Complexity
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Page 20
114
Complexity
115
Page 21
116
Ready for STAAR Identifying Depth and Cognitive Complexity
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Page 20
6.10C Explain how organizational pattern
develop the main idea and viewpoint
Understand
117
Page 21
118
Ready for STAAR Identifying Depth and Cognitive Complexity
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Page 20
119
Page 3
Fig19D Make inferences about text
Use textual evidence
Support understanding
3A Compare Contrast
themes or moral lessons
Apply
Apply
Evaluate
Analyze
When provided a story with sections left out, students fill in the sections to complete the story.
Create
Students self select a moral lesson from one of the compared and contrasted and write about a personal connection.
Create
Focus Fewer standards - More test questions-Less time
A longer assessment and less time increases
A longer assessment and less time increases
Clarity
Depth
More questions + Less time = Increased rigor
Most critical + More times + More ways =
Increased rigor
Greater depth + Higher cognitive level =
Increased rigor
Multiple essays=Increased rigor
Page 16 -Notes
STAAR
requires more
THINKING! 121
122
123
They’re
HERE!
124
125
STAAR Sample Items
126
127
128
129
130
Curriculum
Instruction
Assessment
Are you staying in your lane?
SCOPE
132
Review the Sequence
SEQUENCE
133
134
135
136
What’s taught when . . . • Are there assessed standards introduced AFTER STAAR is given?
• Are there hard to teach standards late in the year?
• Are there standards not included in the Assessed Curriculum that should be bundled with a Readiness, Supporting, or Process Standard?
• Are there grading periods that provide greater concern?
• Is the first grading period spent in review or new instruction?
• How many days of actual instruction are planned for each grading period?
137
138
DRIP Data Rich
139
Information Poor
Which data are meaningful?
Commended growth
140
Commended
Transitional to the new system
141
0
5
10
15
20
25
30
35
40
gr 3 gr 4 gr 5 gr 6 gr 7 gr 8 gr 9 gr 10 gr 11
Woo Hoo! Oh No! Eak!
Which data are meaningful?
Student Expectation (SE) level data
– Is this year’s pattern a trend?
– What are sub group gaps?
142
Heat map
143
Data HOT Spots
144
Readiness Standards Supporting Standards Genres Assessed
SE Data SE Data Literary Informational Fiction Expository
Literary NF Persuasive
Poetry
Drama
Media Procedural
Media
Page 23
145
Data Heat Map- English Language Arts and Reading Grade/Course Mystery
Content Area Reading
Readiness Standards Supporting Standards Genres Assessed
SE Data SE Data Literary Informational Fig19D Fig19D Fiction Expository
Fig19E Fig19E Literary NF Persuasive
Fig19F 3A Poetry
2A 3B Drama
2B 3C Media Procedural
2E 4A Media
6A 5 (K&S)
6B 6C
8A 7A
11A 10A
11C 11B
11D 12A
11E 12B
13A
13B
14C
146
Page 24
Heat Map Key
147
75 or below
76-83
148
Data Heat Map- English Language Arts and Reading Grade/Course Mystery
Content Area Reading
Readiness Standards Supporting Standards Genres Assessed
SE Data SE Data Literary Informational Fig19D 80 Fig19D 82 Fiction Expository
Fig19E 75 Fig19E 78 Literary NF Persuasive
Fig19F 82 3A Not Tested Poetry
2A 85 3B 88 Drama
2B 74 3C 83 Media Procedural
2E 89 4A 79 Media
6A 80 5 (K&S) Not Tested
6B 86 6C 81
8A 90 7A 73
11A 72 10A 72
11C 78 11B Not Tested
11D 81 12A 88
11E 96 12B 91
13A 80
13B 86
14C 69
149
Ready for STAAR Identifying Depth and Cognitive Complexity
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Page 20
8.6B Analyze How the central characters’ qualities
influence theme and resolution
of the central conflict
Analyze 70
150
Mystery Course/Grade 1st 6 weeks
SE Performance (Depth) What are students supposed to do? (verb)
Content (Depth) What are students supposed to know?
Cognitive Complexity (Bloom’s Level)
Heat Map Data
Difficulty
Fig19D
Make Use Support
Inferences about text Textual evidence Understanding
Apply Apply Evaluate
80
Moderate/Difficult
Fig19D Make Use Support
Inferences about text Textual evidence Understanding
Apply Apply Evaluate
82
Moderate/Difficult
Fig19E
Summarize Paraphrase Maintain
Within text and across text Within text and across text Meaning and logical order
Understand Understand Understand
75
Moderate/Difficult
Fig19E Summarize Paraphrase Maintain
Within text and across text Within text and across text Meaning and logical order
Understand Understand Understand
78
Moderate/Difficult
Fig19F Make Provide
Connection between and across multiple texts of various genres Textual evidence
Apply Apply
82
Moderate
2B Use Determine or Clarify
Context The meaning of unfamiliar words or multiple meaning words The meaning of unfamiliar words or multiple meaning words
Apply Understand Evaluate
74
Difficult
2E Use Determine
A dictionary, glossary, or thesaurus The meanings, syllabication, pronunciations, alternate word choices, and parts of speech
Apply Understand
89
Easy/Moderate
3A Compare/Contrast Themes or moral lessons Analyze Not Tested
Easy/Moderate
151
152
153
It’s ALL about the
TEKS
154
FIVE Page 25-26
155
Data HOT Spots
7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.
#1 Understand how each grade level connects to the
other and know the connecting concept.
156
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
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157
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
7.10A 6.10A 5.11A 8.10A E1.8A
Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.
Summarize the main ideas and supporting details in a text demonstrating the understanding that a summary does not include a n opinion
Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.
Summarize the main ideas, supporting details, and relationships among ideas, succinctly in ways that maintain meaning and logical order.
Explain the controlling idea and specific purpose of an expository text and distinguish the most important from the lees important details that support the author’s purpose
S C E,S S
Connect the Dots
Page 27
158
English I 9A
MY GRADE LEVEL
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
English II 9A
English III 9A
Grade 8 10A
Grade 7 10A
evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique
summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
E,S S
E,S S
E,S S
E,S S
Page 25
Understand how each grade level connects to the other and
know the connecting concept.
Vertical alignment
Connect the Dots
159
160
Curriculum
Instruction
Assessment
Aligning the
Assessment
161
162
Are we testing what we taught?
OR
Are we testing what students were supposed to learn?
YES Grade
or
Gauge
#2 Assess what students were supposed to learn.
163
Formative Assessment
Primary purpose is to monitor student
learning and make necessary adjustments
in instruction.
164
165
Observation Data
Ora
l Q
uiz
Written Quiz R
esp
on
se
En
try
Portfolio Checklist
Teacher-Student Conference
Exit Slip:
What makes a good summary?
Summative Assessment
Primary purpose is to sum up student
learning at the end of some period of instruction.
166
167
Un
it
Grading Period
Semester
Mid Term
End of Year Assessment
En
d o
f
Co
urs
e
Test-How good we are at school Performance-How good we are at doing/using the subject (application)
168
Un
it
Grading Period
Semester
Mid Term
End of Year Assessment
En
d o
f
Co
urs
e
Performance -Provide 3 summaries to include at least one weak and one strong summary. The student uses a provided rubric to evaluate each summary and provides a written response to support the scores given.
169
Things that make you go hmmm…
A curriculum [instruction] steeped in multiple
choice test preparation drives shallow
learning.
Kelly Gallagher
170
Things that make you go hmmm…
An accountability system steeped in multiple
choice tests encourages instruction steeped
in multiple choice test preparation.
Gayla Wiggins
171
172
Which quotation from the
story seems to heighten
the conflict between
Mathew and Gabriel?
A.“I found a wonderful
seat up there.”
B. “Where are you
going,”
C. “You could give me
some easy
grounders,”
D. “I can make you do
anything I want.”
This quotation
heightens the
conflict because
Mathew is taunting
Gabriel.
A
B
C
D
This quotation
occurred during the
conflict, but did not
heighten the
situation.
This is the quotation
that started the
conflict.
The quotation
itself sounds
confrontational
which would
indicate conflict.
7.6B Analyze the development of the plot through the internal and
external responses of the characters, including their motivations and conflicts.
173
Un
it
Semester
Mid Term
End of Year Assessment
En
d o
f
Co
urs
e
Which summary most accurately communicates the main idea, supporting details,
and overall meaning?
A. The summary is accurate
but does not support the main idea with appropriate details.
B. The summary
communicates the
overall meaning with the
accurate main idea and important supporting details.
C. The summary summarizes
an important detail
in the story.
D. The summary adds
details that would
seem logical.
174
1. Write a formative assessment.
2. Write a summative performance assessment.
3. Write a multiple choice question.
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175
English I 9A
MY GRADE LEVEL
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
English II 9A
English III 9A
Grade 8 10A
Grade 7 10A
evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique
summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
E,S S
E,S S
E,S S
E,S S
Page 25
Understand how each grade level connects to the other and
know the connecting concept.
Assess what students were supposed to learn.
Formative assessment
Performance assessment
Multiple Choice assessment-Distractor Factor
Vertical alignment
Connect the Dots
176
Testing like a STAAR!
Check it over…. Does this test assess what I taught? Does this test assess what students were supposed to learn?
The items include the content of the TEKS.
The items are at the level of rigor (the verb) of the TEKS.
The distractors (wrong answers) are possible and I know why.
Some items look like examples used in class.
Most items require students to apply their learning in examples that are different than the ones used in class.
The test has items from all of the student expectations that
students were supposed to learn this unit/grading period.
Many items require student to use a process (skill) and demonstrate an understanding of content.
Other
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177
178
Curriculum
Instruction
Assessment
Teaching It
Forward
179
#3 Unpack the standard to understand the content,
depth and complexity.
181
Page 30
182
7.10A Evaluate a summary of the original text for accuracy of the main idea,
supporting details, and overall meaning.
183
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
How is this content supporting other areas of
your grade level curriculum?
184
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
It is important for students to evaluate weak and strong summaries to support the
development of their own summaries in order to monitor comprehension during
and after reading.
185
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning. How is this content similar and/or different from
what was taught last year?
186
In sixth grade students summarized while understanding that opinions are not included in a summary.
In 8th grade students continue to summarize text while increasing the specificity.
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
187
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
Why is this content crucial to real world
understanding?
188
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Students will continue to use summary to communicate understanding and
monitor comprehension throughout college and career.
189
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
Comparing the grade level before and
after, how far should we go with
the content?
190
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Students will continue to create and use summary to self monitor and clarity comprehension.
This is the first time students are expected to evaluate summaries.
191
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
How can we relate this content with other
standards? (concept)
192
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Interpretation
193
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
What pre-requisite skills will students
need to have in order to be successful
with this content?
194
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Summarization is the process of organizing, categorizing, and filtering out less
significant information in text during and after reading, while attributing the ideas to
the original source.
195
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
What are the key terms that are
essential for teachers/students to
model with this content?
196
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Evaluate, summary, accuracy, main
idea, supporting detail
197
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
What actions should the students take
with the content?
198
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Evaluating
Moderate/Difficult
199
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
Why is this content crucial to our real world understanding?
What are some of the common
misconceptions?
200
7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.
In order to formulate a judgment about a summary, the evaluator must understand
the whole text and not just the information included in the summary.
201
English I 9A
MY GRADE LEVEL
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
English II 9A
English III 9A
Grade 8 10A
Grade 7 10A
evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique
summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
E,S S
E,S S
E,S S
E,S S
Page 25
Understand how each grade level connects to the other and
know the connecting concept.
Assess what students were supposed to learn.
Formative assessment
Performance assessment
Multiple Choice assessment-Distractor Factor
Vertical alignment
Connect the Dots
Unpack the standard to understand the content,
depth and complexity.
Unpacking the Readiness Standard
202
203
204
#4 Facilitate higher level question-answer strategies.
205
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THINK
206
Page 35
207
Ms. New Mr. Benhere Mrs. Bright Ms. Gottet
? asked
? asked
? asked ? asked
208
Ms. New Mr. Benhere Mrs. Bright Ms. Gottet
? asked
? asked
? asked ? asked
? answered ? answered ? answered
? answered
209
Ms. New Mr. Benhere Mrs. Bright Ms. Gottet
? asked
? asked
? asked ? asked
? answered ? answered ? answered
? answered
210
211
Page 32
212
What is the relationship between summary
and communication?
213
English I 9A
MY GRADE LEVEL
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
English II 9A
English III 9A
Grade 8 10A
Grade 7 10A
evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique
summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
E,S S
E,S S
E,S S
E,S S
Page 25
Understand how each grade level connects to the other and
know the connecting concept.
Assess what students were supposed to learn.
Formative assessment
Performance assessment
Multiple Choice assessment-Distractor Factor
Vertical alignment
Connect the Dots
Unpack the standard to understand the content,
depth and complexity. Unpacking the Readiness Standard Facilitate higher level question-answer strategies. Blooms
214
215
# 5 Learning must move from concrete to discrete.
216
apply to a new situation
teach someone else
use the information, skill, or process in an
authentic situation
use what was learned after a period of time
Are students engaged in
real learning?
Drill and Kill
If a “skill and drill” approach raises test scores,
the test is most certainly measuring low-level
outcomes.
217
218
Get READY! Unpacking the Readiness Standards
Readiness Standard 7.10C use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text
Readiness Criteria essential for
success in the current grade or course
Why? Understanding and using text structure to summarize and form an overview supports and monitors comprehension in all expository texts encountered.
important for preparedness for the next grade or course
Why? This standard supports eight grade and English I Readiness Standards as students use their knowledge of organizational structure to draw conclusions and make predictions about ideas in text.
support college and career readiness
How? This standard supports CCRS as students continue to read and understand expository text for multiple purposes.
necessitate in-depth instruction
How much? It is necessary for students to understand the thinking behind the structure of a text in order to use the structure as an avenue for locating and understanding information presented.
address broad and deep ideas
Like what? Authors use organization of text to communicate their purpose and to enhance understanding of the information presented.
Content Builder
Authors use organizational structure to support the communication of their ideas by arranging information in organized, meaningful format. The structure of text provides a predictable layout for the presentation of ideas that supports the reader’s navigation and understanding of text.
Academic Vocabulary Rigor Implications (verb/level of Bloom’s) Organizational pattern Organizational structure Summary Overview
Use-Applying
Level of Difficulty
moderate
Distractor Factor The ability to understand structure in literary texts does not guarantee the ability to understand structure in expository text. Literary text structure is similar from text to text; however, expository text can have many different structures.
Page 30
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219
• Each literature circle member writes a summary on the selection read. As a group, students create a rubric to evaluate the summaries. Students exchange summaries and evaluate using the rubric.
or
• Students use a teacher created rubric to evaluate another class or lower grade level students’ summaries.
Single Standard
Study Group
220
221
222
Gallery Walk
223
English I 9A
MY GRADE LEVEL
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
English II 9A
English III 9A
Grade 8 10A
Grade 7 10A
evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning
summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning
summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion
summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique
summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
E,S S
E,S S
E,S S
E,S S
Each literature circle member writes a summary on the selection read. As a
group, students create a rubric to evaluate the summaries. Students exchange
summaries and evaluate using the rubric.
.
7.10A-Evaluate the summary of the original text for accuracy of the main
ideas, supporting details, and overall meaning.
5th-summarized texts –meaning and logical order 6th-summarized text while
understanding the summary does not include opinions 8th-summarized
including the relationship between ideas
EI-summarized and distinguish between a summary and critique.
Formative-Exit Slip-What makes a good summary?
Performance -Provide 3 summaries to include at least one weak and one
strong summary. The student uses a provided rubric to evaluate each summary
and provides a written response to support the scores given.
What is the relationship between summary and communication?
Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)
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224
225
Are You Smarter Than Your Momma?
226
Which of these words best
describes Damian’s
sister?
A.Tall
B.Funny
C.Well-liked
D.Older than Damian
When Jason is setting up
the game, both he and his
sister are -
A. excited about having a
fun afternoon
B. upset with their mother
C. surprised that they like
the same game
D. wish they were doing
something else
Did Jane see Spot run? A. Yes B. No