unpacking the 8 th grade reading staar released items eligible texas essential knowledge and skills...

Unpacking the 8th 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.

Verb Level 1 Level 2 Level 3 Level 4

Analyze Analyze the central character in the story and provide 3 of his main qualities.

Who is the central character and what are his three most outstanding qualities?

Analyze how the central character’s qualities influence the theme and the resolution.

How do the central character’s qualities influence the theme and resolution of the story? Explain your answer and provide evidence from the text.

Analyze how a central character’s qualities can influence the theme and the resolution of a literary piece. Create a graphic representing the relationship and/or connection between the character’s qualities and the theme and resolution.

How do the central character’s qualities influence the theme and resolution of the story? Provide 3 different examples where a character’s qualities played a significant role in the theme and resolution of the story.

Analyze how a central character’s qualities can influence the theme and the resolution of a literary piece and determine how the story’s theme and resolution would be different if the central character was one of the minor characters. Rewrite the story using a minor character as the central character and explain why the theme and resolution would be different.

(8.6B) Analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict.

Same Verb Used at Depth of Knowledge Levels

Same Verb Used at Depth of Knowledge Levels

8.6A Explain the effect of similes and extended metaphors in literary text.

Verb Level 1 Level 2 Level 3 Level 4

Explain

2011 English I Reading STAAR Released Item ~Question 1: 8.11, Figure 19D

Grade 7

(11) Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis

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

Grade 8

(11) Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

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

English I

(11) Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.

(Figure 19B) make complex inferences about

text and use textual evidence to support understanding. Readiness Standard

In order for a 8th grade student to be able to master this question, what do our teachers promise to teach?

Let’s Look at Vertical Alignment

7th Grade CSCOPE Performance Indicators7.11 and Figure 19D

8th Grade CSCOPE Performance Indicators8.11 and Figure 19D

English I CSCOPE Performance IndicatorsE1.11 and Figure 19B

3rd 9 WeeksUnit 4AWhen provided a selection of contemporary speeches, choose one to analyze. Create a poster that displays the structure of the central argument and the different types of evidence used to support the argument. In addition, recordthe persuasive techniques (e.g. rhetorical fallacies) used in the speech.

2nd 9 WeeksUnit 2BAfter reading two teacher-selected persuasive texts on the same issue but with different conclusions, create a graphic organizer that compares and contrasts how the authorsreached their conclusions and analyzes the evidence presented including the use of rhetorical and logical fallacies, factual claims, commonplace assertions, and opinions.

3rd 9 WeeksUnit 4BAfter reading 2 persuasive texts on the same issue with different conclusions, write a multi-paragraph essay that compares and contrast the ideas presented in the texts and explain how the authors’ reached their conclusions. Inthe conclusion, state and defend your viewpoint on the issue. Share your essay with a small group.

2nd 9 WeeksUnit 3Read a procedural text and analyze the clarity of the information presented. Rewrite a portion or all of the text to improve the clarity. Share with a partner to evaluate the effectiveness of the revisions.

4th 9 WeeksUnit 5BIn a small group, use available online and print resources to study a selected career. Discuss the purposes of the resources and the most important details. Create a visual representation (e.g., pamphlet, digital presentation, web page, display board) to inform others about the job/career.Share the information with the class.

CSCOPE Performance Indicators*

*Note: The STAAR released test key only lists the SE with an 11, but CSCOPE does note specific SE’s –which is what is referenced on this chart.

Taught inCSCOPE

What is listed on CSCOPE is a11A-B, not just 11. Figure 19D is taught 1st-4th Nine Weeks (Direct

Teach)

Supporting

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

DOK: Level (Evidence)

Level 3

Using text evidence, students will make an inference about the author’s position on daylight saving time.

Evidence:

“The time has come to extend the benefits of daylight saving time to the entire year and end the trouble caused by changing time twice a year.”

“Daylight saving time saves more than energy; it may also save lives.”

“Daylight saving time also reduces crime.”

What part of the SE is being tested?

Persuasive textMake inference using textual evidence to support understanding

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

Students have to be able to first understand persuasive writing and infer an author’s position on a given topic through text evidence.

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

Author thinks (S)Selection (S)Inference (I)Text evidence (I)

How is it being tested?

The author of this selection thinks…

Contextual VocabularyConservingRestricting

Taught inCSCOPE

What is listed in 9A and not just 9; figure 19D is listed 1st – 4th Nine Weeks (Direct

Teach)

Supporting

8.9: Informational Text/Culture and History Figure 19(D): make inferences about text and use textualevidence to support understanding


Level 3

Make an inference regarding the author’s purpose for the first paragraph.

Evidence: While daylight saving time has done a good job of saving energy for part of the year, changing the clock back to standard time causes problems. The time has come to extend the benefits of daylight saving time to the entire year and end the trouble caused by changing time twice a year.


Informational Text/HistoryMake inference using textual evidence to support understanding


Students need to be familiar with persuasive writing and the importance of first paragraph, especially when the author’s position is stated in the first paragraph (text structure). Students have to be able understand , as well, why author’s include history in their persuasive writing.


Author uses (S)First paragraph (S)Infer (I)Text evidence (I)


Author uses this first paragraph…

Contextual VocabularySourceClaimsPositionRevealComplexArgument

Supporting

8.9: Informational Text/Culture and History Figure 19(D): make inferences about text and use textualevidence to support understanding


Level 3

Infer author’s purpose for including history in his piece and how that leads to/supports his position.

Evidence:” Daylight saving time is a good idea—and an old one. Benjamin Franklin, a person who valued thrift and ingenuity, introduced the idea in 1784.”

One morning, after a servant had failed to close the wooden shutters on Franklin’s bedroom window the night before, Franklin was awakened suddenly at 6 A.M. by bright sunlight. He was struck by how silly it was to sleep when it was light and stay awake when it was dark.


Informational text/HistoryInferences about text


Students have to be able to understand an author’s purpose for including history in a persuasive piece. In an effort to get reader’s to understand his position, the author had to first provide them with a history about his topic.


Author include (S)Paragraph (S)To share (S)To explain (S)To support (S)To help (S)Claim (S)


From the information provided…the reader can conclude…

Contextual VocabularyOriginated

Taught inCSCOPE

What is listed in 9A and not just 9; figure 19D is listed 1st – 4th Nine Weeks (Direct

Teach)

Taught inCSCOPE

Supporting

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

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




Contextual Vocabulary

Taught inCSCOPE

Supporting

8.11(B) analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.






Taught inCSCOPE

Supporting

8.11: Informational Text/Persuasive Text

Figure 19E: summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.



.




Supporting

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



.




Taught inCSCOPE

What is listed in 13A-D and not just 13;

Figure 19D is listed 1st – 4th Nine Weeks

(Direct Teach)

Taught inCSCOPE

Supporting

8.5(A) analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays.


.






Taught inCSCOPE

Supporting




.




Taught inCSCOPE

Supporting







Supporting

8.5: Literary Text/Drama Figure 19(D): make inferences about text and use textualevidence to support understanding






Taught inCSCOPE

What is listed in 5A and not just 5; Figure 19D is listed 1st – 4th Nine Weeks (Direct

Teach)

Taught inCSCOPE

1st and 3rd Nine Weeks (Direct Teaach)

Supporting







Supporting




.




Taught inCSCOPE


Teach)

Supporting







Taught inCSCOPE


Teach)

Supporting

8.5: Literary Text/Drama Figure 19E: summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.






Taught inCSCOPE

What is listed in 5A and not just 5; Figure 19E is listed 1st – 4th Nine Weeks (Direct

Teach)

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