unpacking the 7 th grade reading staar released items eligible texas essential knowledge and skills...

Unpacking the 7th Grade Reading STAAR Released Items

Eligible Texas Essential Knowledge

and Skills

Questions from Texas Education Agency Student Assessment Division Fall 2010

Note

• For the introductory part of the presentation, please refer to slides 2-31 of the grade 6 presentation.

Same Verb Used at Depth of Knowledge Levels

6.3 C compare and contrast the historical and cultural settings of two literary works.

7.3 C analyze how place and time influence the theme or message of a literary work

8.3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

Verb Level 1 Level 2 Level 3 Level 4

Analyze Analyze the setting of “A Pioneer Woman Looks Back” by determining if it is set in the past, present, or future.

What time frame is this poem set in?

Analyze how the time and place influence the author’s meaning.

How does time and place influence the meaning of a story, poem, book? Explain your answer and provide examples.

Analyze how time and place influence the meaning of a piece of literary by creating a graphic representation and summarizing the similarities and differences.

How does time and place influence the meaning a piece of literary? Provide at least 3 different examples where time and place played a significant role in a meaning of a piece of literary.

Analyze how time and place influence the author’s meaning and then determine what the setting would look like if this poem were written today. Rewrite the poem using a different time and place and explain in writing how the modern day setting changed the meaning of the poem and why.

Same Verb Used at Depth of Knowledge Levels

6.8 A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.

7.8A determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood

8.8A expected to explain the effect of similes and extended metaphors in literary text

Verb Level 1 Level 2 Level 3 Level 4

2011 7th Grade STARR Reading Released Item~Question 1

7. 3 (5.3C, 6.3, 8.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

Fifth Grade Sixth Grade Seventh Grade Eighth Grade

5.3CExplain the effect of a historical event or movement on the theme of a work of literature.

6.3 CCompare and contrast the historical and cultural settings of two literary works.

7.3C Analyze how place and time influence the theme or message of a literary work.

8.3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

In order for a 7th grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

6th Grade CSCOPE Performance Indicators

7th Grade CSCOPE Performance Indicators

8th Grade CSOPE Performance Indicators

3rd Nine Weeks, Unit 4BAfter reading 2 historical fiction texts, complete a graphic organizer to compare and contrast the setting (e.g. time, place, social conditions, weather), theme, and topic of the two literary works. In a paragraph, explain how the author uses dialect to develop the main characters. (6.Fig19A, 6.Fig19C, 6.Fig19F; 6.3A, 6.3C; 6.6B)

3rd Nine Weeks, Unit 4B•After reading a myth or an epic tale, write an essay describing multiple themes within the text. Analyze how the themes are developed through the conventions of themyth or epic tales (e.g., extended simile, the quest, the hero’s task, circle stories) and how the place and time influence the themes. Provide text evidence, including quotations when appropriate. (7.Fig19A, 7.Fig19B, 7.Fig19C, 7.Fig19D, 7.Fig19E; 7.3A, 7.3B, 7.3C; 7.17C)

•After reading classical, traditional, and/or modern literature selections, choose one selection and create a story map to identify literary elements such as plot, setting,characters, point of view, and themes. Write a reflection to explain the influence of these literary elements on the development of the plot and include personal connections and thoughts about the text. (7.Fig19A, 7.Fig19B, 7.Fig19C, 7.Fig19D, 7.Fig19E; 7.3A, 7.3C; 7.6A, 7.6B, 7.6C; 7.17C)

3rd Nine Weeks, Unit 4AAfter reading two different myths from various cultures with similar themes, create a Venn diagram to compare and contrast the similarities and differences in the myths. In a brief response, describe the setting in each myth and explain how the values and beliefs of the characters are affected by the setting. (8.Fig19C, 8.Fig19D, 8.Fig19F; 8.3A, 8.3B, 8.3C; 8.17C)

CSCOPE Performance Indicators

Supporting7.3C (6.3C, 8.3C) Analyze how place and time influence the theme or message of a literary work

DOK: Level (Evidence)

Level 2 or 3

Students have to be able to identify one of the underlying ideas as isolation or remoteness by synthesize different information within the poem.

Evidence: “Town was too far away…a lone coyote’s call…no visitors at all…I longed to see a woman—to hear a woman’s voice. Instead I hear winds whisper….”

What part of the SE is being tested?

Analyze how place influences the theme (how it felt to be on the frontier).

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

Student need to be able to identify remoteness or isolation as an underlying idea or theme when someone lives in the frontier (endless land, endless sky, Town was too far away, no visitors at all, etc.)

They need to know that the author is trying to paint a picture that the frontier is a lonely place with her words.

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

Theme (I)

Influence (I)

Place (I)

How is it being tested?

The poet helps the reader understand how it felt to be …. mainly by…

Contextual Vocabulary

Frontier

Remoteness

Vivid

Stressing

Taught in CSCOPE

7.3C1st Nine Weeks, Units 1,22nd Nine Weeks, Unit 23rd Nine Weeks, Unit 4B

Supporting7.4A (6.4A, 8.4A) Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.


Level 2: Students have to analyze and draw conclusions about why the author placed the words “no visitors at all” on a line by themselves within the broader context of the poem.

Evidence: “Yet somehow I found time to be lonely, too…:

What part of the SE is being tested?

Analyze graphical elements (word position)

(The poet places the words…)


Students need to know how author’s structure their poems through graphical elements and that poems are structured in a certain way for a reason. Students also need to be able to look at the poem as a whole and note merely the line in isolation.


Graphical Elements (I)Word position (S)Line (S)Places (S)


(The poet places the words… on a line by themselves most likely because the words…)


Highlight

Distracted

Taught in CSCOPE

7.4 A1st Nine Weeks, Unit 13rd Nine Weeks, Unit 4B

Supporting7.4A (6.4A, 8.4A) Analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem.


Level 2: Students have to analyze and draw conclusions about why the author repeated the line three times within the broader context of the poem.

Evidence: The quoted line is on lines 16, 24, and 50 (the final line).

What part of the SE is being tested

Analyze graphical elements (repetition of a line)

(The repetition of the line…)


Students need to know how author’s structure their poems through graphical elements. In this case students need to understand what is the author’s purpose for repeating the same line within the poem. Students also need to be able to look at the poem as a whole and note merely the line in isolation.

Academic Vocabulary Write (S) if it is stated and (I) if it is impliedRepetition (S)Line (S)Speaker (S)Graphical elements (I)


The repetition of the line…suggests that the speaker…


infinite

overwhelmed

vastness

Taught in CSCOPE

7.4 A1st Nine Weeks, Unit 13rd Nine Weeks, Unit 4B

SupportingFigure.19 D (6th, 7th, 8th,) Make complex inferences about text and use textual evidence to support understanding. .(Literary Nonfiction, Poetry, Drama)

7.4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

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





Taught in CSCOPE

Fig. 19 D with Literary Nonfiction/Poetry1st Nine Weeks, Unit 1Note: Fig. 19 D is taught throughout the yearin different genres.

SupportingFigure.19 D (6th, 7th, 8th,) Make complex inferences about text and use textual evidence to support understanding.(Literary Nonfiction, Poetry, Drama)

7.4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.






Taught in CSCOPE


Supporting7.8A (6.8A, 8.8A) Determine the figurative meaning of phrases and analyze how an author’suse of language creates imagery, appeals to the senses, and suggests mood






Taught in CSCOPE


Supporting7.8A (6.8A, 8.8A) Determine the figurative meaning of phrases and analyze how an author’suse of language creates imagery, appeals to the senses, and suggests mood






Taught in CSCOPE

7.8 A1st Nine Weeks, Units 1,22nd Nine Weeks, Unit 23rd Nine Weeks, Unit 4B

Readiness7.2B (6.2B, 8.2B) Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words






Taught in CSCOPE

7.2 B1st Nine Weeks, Units 1,22nd Nine Weeks, Units 2,33rd Nine Weeks, Units 4A,4B,5A4th Nine Weeks, Unit 5B

SupportingFigure.19 D: (6th, 7th, 8th,) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama)

7.7 Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structuralpatterns and features of literary nonfiction and respond by providing evidence from text to support their understanding

DOK: Level (Evidence) What part of the SE is being tested? What do the students need to know in order to answer the question correctly?




Taught in CSCOPE

Fig. 19 D with Literary Nonfiction1st Nine Weeks, Unit 1Note: Fig. 19 is taught throughout the Year using different genres.

SupportingFigure.19 E: (6th, 7th, 8th,) Summarize, paraphrase & synthesize texts in ways that maintain meaning and logical order within a text and across texts. (Nonfiction, Poetry, Drama)

7.7 Reading/Comprehension of Literary Text/Literary NonfictionStudents understand, make inferences and draw conclusions about the varied structuralpatterns and features of literary nonfiction and respond by providing evidence from text to support their understanding

DOK: Level (Evidence) What part of the SE is being tested? What do the students need to know in order to answer the question correctly?




Taught in CSCOPE

Fig. 19 D with Literary Nonfiction1st Nine Weeks, Unit 1Note: Fig. 19 is taught throughout the Year using different genres.

unpacking the 7 th grade reading staar released items eligible texas essential knowledge and skills...

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