aligning the staars reading

Aligning the STAARsReading

Frame GameCan you solve these word games? Think literally. Each

communicates a famous person, place, or thing or saying.

All “STAAR” Game Source: http://www.usaweekend.com/section/FUN03/Frame-Games

So How Do We Know What We Know?

Source: http://www.tea.state.tx.us/student.assessment/staar/

TABS TEAMS TAASTAKS

RigorRigor

Fact or Fib?1. In the first reporting category (Understanding Across Genres),

the 6th, 7th, and 8th grade reading tests contain the same amount of questions.

2. The reading test for grades 6-8 contains one paired selection.3. The test for grades 6-8 contain the same amount of questions.4. Grades 6-8 contain the same amount of single reading

selections.5. Drama is not tested in grade 6 reading, but it is tested in

grades 7 and 8.6. The grade 8 reading test contains more questions in reporting

category 3 (Comprehension and Analysis of Informational Texts).

LET’S PUT OUR HEADS TOGETHER!

DISCUSS YOUR ANSWERS WITH 3-4 COLLEAGUES AROUND YOU

Fact or Fib?• In the first reporting category, Understanding Across Genres, the 6th,

7th, and 8th grade reading tests contain the same amount of questions. (Fact—the total number is 10).

• The reading test for grades 6-8 contains one paired selection. (Fact)• The test for grades 6-8 contain the same amount of questions. (Fib:

grade 6, 48; grade 7, 50; and grade 8, 52)• Grades 6-8 contain the same amount of single reading selections.

(Fib: grade 6 has 3-5, while grades 7-8 have 4-5)• Drama is not tested in grade 6 reading, but it is tested in grades 7

and 8. (Fib—grade 6 also tests drama)• The grade 8 reading test contains more questions in reporting

category 3 (Comprehension and Analysis of Informational Texts).(Fact: grade 6 contains 20, grade 7 contains 21, while grade 8 contains 20)

TEKS“The What” “The How”

How we know if they have learned it

Readiness

6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textualevidence to support understanding

Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D

DOK: Level (Evidence)Level 3Make a conclusion about bird formation based on text.

Details: prefer to fly in a formation, move faster than cyclists.

What part of the SE is being tested?

Expository textMake inference using textual evidence to support understanding

What do the students need to know in order to answer the question correctly?

As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion.

Academic Vocabulary Write (S) it is stated and (I) if it is implied

Selection (S)Conclude (S)

How is it being tested?

From the information provided…the reader can conclude…

Contextual Vocabularyformation

Begin With the End in Mind…Preview of Today’s Tool

Curriculum Instruction

Readiness

Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D

As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion. Choices A and B are details, while choice C is the conclusion. Although choice D can also be a conclusion, it is not the correct one—based on the details provided in the text (thus text evidence).

Begin With the End in Mind…

Instruction and DOK (Level of Thinking)

Depth of Knowledge Levels for Reading

Level 1 Level 2

Level 3 Level 4

Unpacking the 6th Grade Reading STAAR Released ItemsEligible Texas Essential Knowledge

and Skills

Questions from Texas Education Agency Student Assessment Division Fall 2010

(6.11B) Identify simply faulty reasoning used in persuasive texts.

Same Verb Used at Depth of Knowledge Levels

Circle the cognitive demands (verbs)Underline the content (concept) Box the context

How would you go about teaching this SE?

Verb Level 1 Level 2 Level 3 Level 4Identify Identify After reading

the article “Eliminate Faulty Reasoning in Your Class,” identify 5 examples of faulty reasoning and list and define each of them.

Identify and discuss the 5 examples of faulty reasoning. Use a graphic representation that identifies the similarities and differences of each of the faulty reasoning examples.

Identify faulty reasoning in The National Enquirer. Find at least 3 examples of faulty reasoning and explain how each of your examples is an example of faulty reasoning. Provide specific details from the text to support your explanation.

Identify the ideas and themes that keep appearing in the 3 examples of faulty reasoning that you selected from The National Enquirer. Write an essay explaining your findings and provide specific details from the text to support your findings.

(6.11B) Identify simply faulty reasoning used in persuasive texts.

Same Verb Used at Depth of Knowledge Levels

6.6A Summarize the elements of plot (e.g. rising action, turning point, climax, falling action, denouement) in various works of fiction.

Verb Level 1 Level 2 Level 3 Level 4Summarize

Find the blank chart in your folder andyou try it. Team up with a partner

and completethe chart.

LET’STAKE THE

RELEASED TEST!

Examining STAAR Implications for Teaching

Number of Non-linguistic Representation

Number of Grade 5 Aligned SEs

Number of Grade 7 Grade Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

FIND THIS CHART

IN YOUR FOLDER

Genres Tested:______________________________________________________

Number of Grade 7 Grade Aligned SEs

Comments:

DOK Levels1 2 3 4

We will complete these sections at the end.

Genres Tested:______________________________________________________

Unpacking the Reading STAAR Released ItemsEligible Texas Essential Knowledge

and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

Please Go to the First Question in Your Packet

In order for a student to be able to master the first question, what does the student need to know?

Think Aroundthe Question

6th GradeExample

Let’s Look At Vertical Alignment of the Tested SE…

Everyone has a chart that looks like this…2011 English I Reading STAAR Released Item ~Question 1: 6.10, Figure 19D

Grade 5

(11) Reading/ Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.Tested SE

(Figure 19D): make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Tested SE

Grade 6

(10) Reading/ Comprehension of Informational Text /Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Tested SE

Grade 7

(10) Reading/ Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Tested SE

(Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)Tested SE

6th Grade

Example

2011 English I Reading STAAR Released Item ~Question 1: 6.10, Figure 19D

Grade 5

(11) Reading/ Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.Tested SE

Grade 6

(10) Reading/ Comprehension of Informational Text /Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Tested SE

Grade 7

(10) Reading/ Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

Tested SE

(Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)Tested SE

In order for a 6th grade student to be able to master this question, what do our teachers promise to teach?

Let’s Look at Vertical Alignment6th

GradeExample

Now Let’s Look at the CSCOPE Indicators in Connection to

the Tested SE—Looks Like This…

5th Grade CSCOPE Performance Indicators5.11 and Figure 19D

Unit 3 (2nd Nine Weeks)Use multiple sources to gather information on a topic of choice. Using effective text features and graphics, create an informational brochure that compiles facts from the sources.

Unit 4B (3rd Nine Weeks)Create a chart with columns labeled as follows: title, purpose, facts/details, text features, and organizational patterns. Read 3 to 5 informational texts (expository, persuasive, and/or procedural) on a related topic. Complete the chart for each text read. Write a 1-2 paragraph reflection that synthesizes the informationabout the topic from the texts.

Unit 5A (3rd Nine Weeks)Same as 4B

Unit 5B (4th Nine Weeks)Using the 2-4 print and electronic resources, gather and record important information about your topic, including changing graphic/visual data into written notes. Review and categorize related ideas in the information gathered. Write 2-4 additional questions addressing one of the categories to narrow the research topic. Gather more information on the narrowed topic. Write a topic sentence that establishes the central idea about your narrowedresearch topic.

Unit 3 (2nd Nine Weeks)After reading 2-3 teacher-selected texts (same or different genres) with similar ideas, use the information gathered to complete a Venn diagram that reflects the connections between ideas within and across the texts.

Unit 4A (3rd Nine Weeks)After reading two informational texts on similar topics by different authors, create a graphic organizer that compares and contrasts the authors’ purpose and organizational pattern. Use the information gained to summarize the main ideas and viewpoints in eachtext.

Unit 5A (3rd Nine Weeks)Same as 4A

Unit 5B (4th Nine Weeks)After reading a literary and an informational text with similar ideas, create a graphic organizer that summarizes the ideas in each text. In a paragraph, make connections across the texts and provide evidence to support your understanding.

Unit 3 (2nd Nine Weeks)After reading two teacher-selected expository texts, collaborate with another student and assign one of the texts to each partner. Use the organizational pattern (e.g., cause/effect, sequential, order of importance, problem/ solution, etc.) as a guide for writing a summary of the assigned text. Exchange summaries with your partner. Evaluate your partner’s summary for accuracy. With your partner, create a visual representation (e.g., Venn diagram, double T-chart, creative illustration) that shows logical connections between ideas in the two texts.

Unit 5A (3rd Nine Weeks)After reading a teacher-selected expository text, evaluate 3-4 different prepared summaries. Select the summary that reflects the most accurate main ideas, supporting details and contains the overall meaning. Write a response that tells why it is the best summary and includes textual evidence.

Unit 5B (4th Nine Weeks)Read an excerpt from a novel or short fictional story and a piece of expository writing with a related topic. Identify the theme(s) in the literary work and the author’s purpose in the expository text. Complete a Venn diagram comparing the two texts including the theme(s) and author’s purpose. Provide textual evidence to support your understanding.

CSCOPE Performance Indicators*

*Note: The STAAR released test key only lists the SE with a 10, but CSCOPE does note specific SE’s –which is what is referenced on this chart.

6th GradeExample

Unpacking the Reading STAAR Released ItemsEligible Texas Essential Knowledge

and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

We Are Ready to Start Unpacking Each Question!

Steps for Analysis of 2011 STAAR Released Items

1. Unpack the SEs by: Circling the cognitive demands (verbs) Underlining the content (concept) Boxing the context

2. Read the Question3. Solve the problem and determine the number of steps it took you to solve it.4. Identify the academic vocabulary either implied or stated that is aligned to the

SEs in the question. 5. Determine what part of the SE is being tested.6. Determine how the question is being tested. (question stem)7. Determine the level of thinking (DOK) that is required for the student to

successfully work through the problem. 8. Determine what the students need to know in order to answer the question.

6th GradeExample

Taught inCSCOPE

6.10 Not listed in CSCOPE—what is listed is 10A-10D

Fig19D: 1st-4th Nine Weeks (Direct Teach)

Readiness

Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D

Taught inCSCOPE

Readiness

6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textualevidence to support understandingGr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D

Readiness

Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D

DOK: Level (Evidence)Level 3: Infer the author’s purpose for using a simile.

“ribbon in the breeze”

Students have to be able to identify and understand the purpose for similes in a selection. In addition, in order to get to the answer, students need to understand that some of the choices are somewhat related to the purpose of the selection.

Academic Vocabulary Write (S) it is stated and (I) if it is impliedAuthor (S)Paragraph (S)Sentence (S)Simile (I)Infer (I)Textual evidence (I)

Read…author uses this sentence to…

Contextual VocabularySwoopingFlockVisualizeArgue

Taught inCSCOPE

Supporting

6.13: Media Literacy Figure 19(D): make inferences about text and use textualevidence to support understanding

Gr5: 5.14; Fig 19D; Gr7: 7.13, Fig. 19D

DOK: Level (Evidence)Level 2

Under the picture, students will see the word “formation” which is included in the answer.

Use media to make inferences about text (main idea)

Students need to now the purpose for media being included with a selection. They need to know how to make an inference about an idea in the text by using the connected media. Some of the answers choices are in the selection but the one that best supports the answer is letter A.

Academic Vocabulary Write (S) it is stated and (I) if it is impliedPhotographs (S)Support (S)Idea (S)

The photographs…to support idea

Contextual VocabularyInstinctively FormationsConsumeFlockResistanceSolo

Taught inCSCOPE

1st-3rd Nine Weeks (Direct Teach); 4th 9 Weeks (Ongoing)

Readiness

6.6(A): summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction

Gr5: 5.6A; Fig 19D; Gr7: 7.6A

DOK: Level (Evidence) What part of the SE is being tested?

Contextual Vocabulary

Taught inCSCOPE

6.6 not listed in CSCOPE—what is

listed is 6.6A-C; Fig19D: 1st-4th Nine

Weeks (Direct Teach)

Readiness

6.6: Literary Text / Fiction

Figure 19D: make inferences about text and use textual evidence to support understanding

Gr5: 5.6; Fig 19D; Gr7: 7.6, Fig. 19D

Readiness

6.6: Literary Text / Fiction

Gr5: 5.6; Fig 19D; Gr7: 7.6, Fig. 19D

Taught inCSCOPE

6.6 not listed in CSCOPE—what is

listed is 6.6A-C; Fig19D: 1st-4th Nine

Weeks (Direct Teach)

Taught inCSCOPE

1st – 4th Nine Weeks (Direct Teach)

Readiness

Figure 19F: make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

Gr5: Fig 19F; Gr7: Fig. 19F

Readiness

Taught inCSCOPE

Readiness

Taught inCSCOPE

1st and 3rd Nine Weeks (Direct Teach); 4th

Nine Weeks (Ongoing)

Supporting

6.4(A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem

Gr5: 5.4A; Gr7: 7.4A

Taught inCSCOPE

What is listed on CSCOPE is 6.4A and not just 6. Figure 19D 1st – 4th Nine Weeks

(Direct Teach)

Supporting

6.4: Literary Text/Poetry