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Understanding the TEKS Assignment 1 Spring 2011 English Language Arts Math Science Social Studies.

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Presentation on theme: "Understanding the TEKS Assignment 1 Spring 2011 English Language Arts Math Science Social Studies."— Presentation transcript:

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2 Understanding the TEKS Assignment 1 Spring 2011 English Language Arts Math Science Social Studies

3 Objective Examine the TEKS Align expectations Analyze the new TAKS standards

4 Think back when you were in school…. What do you remember about standardized testing during your school years.

5 TEKS What are they?

6 T exas E ssential K nowledge and S kills They are your BLUEPRINTS for what you teach in the state of Texas.

7 Why were TEKS developed ? Provide teachers with instructional goals at every grade level Maintain consistency in schools throughout the state Prepare students for the more rigorous standards of the TAKS Promote HOTS (Higher Order Thinking Skills) (Higher Order Thinking Skills)

8 How did they originate? TeachersAdministrators Community Leaders Business Partners ParentsStudentsTEA (Texas Education Agency) Essential Elements (EEs) TEKS

9 How are the TEKS formatted? IntroductionStrands -Knowledge and Skills

10 Knowledge and Skills Knowledge: The overriding concepts within each strand that the student is to leave your room knowing by the end of the year. The overriding concepts within each strand that the student is to leave your room knowing by the end of the year.

11 Knowledge and Skills Knowledges and Skills spiral and expand throughout the grades. Knowledges and Skills spiral and expand throughout the grades. Students MUST master each grade level knowledge and skill to be able to be ready for the next year’s TEKS.

12 Knowledge and Skills Skills: What the student is expected to do to demonstrate that she/he has mastered the knowledge. What the student is expected to do to demonstrate that she/he has mastered the knowledge.

13 Knowledge and Skills Numbering System 6.3A Grade levelKnowledgeSkill

14 TEKS TEXAS ESSENTIAL KNOWLEDGE AND SKILLS The required student expectations for each grade and subject area. Information increases from grade to grade. Curriculum begins from kindergarten through high school.

15 T exas A ssessment of K nowledge and S kills What is TAKS?

16 TAKS TEXAS ASSESSMENT OF ACADEMIC SKILLS Has been developed to reflect good instructional practice and more accurately measure student learning. Test objectives are “umbrella statements” serving as headings under which student expectations from the TEKS are be meaningfully grouped.

17 TAKS™ As mandated by the 76th Texas Legislature in 1999, the Texas Assessment of Knowledge and Skills (TAKS™) was administered beginning in the school year. The TAKS™ measures the statewide curriculum. Reading at Grades 3-9; in writing at Grades 4 and 7; in English Language Arts at Grades 10 and 11. Mathematics at Grades Science at Grades 5,10, and 11. Social Studies at Grades 8, 10, and 11. The Spanish TAKS™ is administered at Grades 3 through 6. Satisfactory performance on the TAKS™ at Grade 11 is prerequisite to a high school diploma.

18 TAKS – State Assessment Grades 3 – 11 Core Areas Graduation Criteria Promotion Criteria 5 th th 2008

19 So let’s take a look at the TEKS.

20 Knowledge and Skills Statement Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Note: This broad statement describes what students should know and be able to do. The number preceding the statement identifies the number of the knowledge and skills statement. It is important to read the knowledge and skills statement along with the student expectations associated with it for a full understanding of the concept.

21 Student Expectation Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Note: This specific statement describes what students should be able to do to demonstrate proficiency in what is described in the knowledge and skills statement. Students will be tested on skills outlined in the student expectation statement.

22 [bracketed text] Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Note: The student expectation has been presented in its entirety for two reasons: to clarify the link to the curriculum and to provide background information for test items. However, bracketed text will not be specifically tested on the TAKS.

23 [bracketed text] (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick link Douglass, [John Paul Jones,] James Monroe, and link Elizabeth Cady Stanton. Note: The student expectation has been presented in its entirety for two reasons: to clarify the link to the curriculum and to provide background information for test items. However, bracketed text will not be specifically tested on the TAKS. Assignment: using a pen/pencil at each bracketed item [below or under] write “link”.

24 TEKS Student Expectations Important Vocabulary “such as” and “including” 2 terms are used to help make the TEKS student expectations more concrete for teachers.

25 “Such as” Used when specific examples that follow it function only as representative illustrations that help define the expectation for teachers. They are just that….examples. May use them when teaching the student expectation, but there is no requirement to use them.

26 Example: “such as…” 8.23(B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Teachers can choose to teach about various political and social leaders in the U.S. Student expectation lists examples of individuals to provide educators an idea of the type of leaders who may be included on the assessment. Remember to note [bracketed material will not be tested on TAKS.]

27 “Including” The term is used when the specific examples that follow it must be taught. However, other examples may also be used in conjunction with those listed. Remember…must teach items!

28 Example of: “including…” 8.18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. May focus on conflicts arising over the issue of states’ rights. Must teach Nullification Crisis and the Civil War. Does not imply these are the only conflicts over the issue of states’ rights that should be taught and assessed.

29 Points to Remember It is likely that other examples may be used in assessment items. It is likely that other examples may be used in assessment items. Examples following the term including do not represent all the examples possible, so other examples may also provide the basis for an assessment item. Examples following the term including do not represent all the examples possible, so other examples may also provide the basis for an assessment item. General rule - example be used only if it is central to the knowledge, concept, or skill the item assesses. General rule - example be used only if it is central to the knowledge, concept, or skill the item assesses.

30 Internet Resource for TEKS & TAKS

31 Let’s begin looking at the Content ELA Social Studies MathScience

32 ELA TEKS Fall 2007

33 How do they affect me? Language Arts comprises 31% of the TExES certification exam PDAS evaluations Student/teacher accountability on TAKS

34 Knowledge and Skills Strands of the Language Arts: Reading Writing Listening/Speaking Viewing/Representing

35 Reading Grades 3-8 Objective 1 Basic understanding of texts Objective 2 Knowledge of literary elements Objective 3 Use of strategies to analyze texts Objective 4 Application of critical thinking skills to analyze texts

36 Objective 1 Word Identification/vocabulary (e.g., structural cues, syntax, context, synonyms, antonyms, multi-meaning) Vocabulary (e.g., context, figurative language, multi-meaning, derivatives) Read from a variety of genres Main idea or retell important events in stories Details Summary

37 Objective 2 Items may include: Characterization Setting Story problem or plot Problem resolution (Grades 4 & 5) Students will not be asked questions about the point of view from which the story is written because this TEKS does not appear until Grade 6

38 Objective 3 Grades 4 and 5 Text structure (cause effect, chronology) Similarities and differences across texts (paired selections only) Text representations/graphic organizers Internal consistency or logic Author’s purpose Story variants (paired selections only) Author’s point of view

39 Objective 4 Inferences Fact and opinion Support response with text evidence Connect, compare, and contrast ideas, themes, or issues across text (single or paired selections) Organizational patterns

40 Tackling the TEKS TEKS 4.19A 4.19 Writing/Writing Processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs

41 4 th Grade Introduction to TEKS Critical listening, analyze speaker’s intent Adapt spoken language Read about a variety of topics and paraphrase text Follow different text structures Knowledge of literary elements Forms for writing using style and voice Spell and use proper sentence structure Use visual media

42 Writing/Writing Processes What should the teacher know before beginning to teach this TEK? 1.Knowledge of writing process. 2.Familiarity with the stages in the process. 3. Purposes for the stages.

43 Writing/Writing Processes What must a student be able to do to demonstrate mastery of knowledge 4.19? Create ideas for beginning a writing task. Draft ideas, revise and edit drafts Use technology Publish and proofread drafts Use reference materials for the writing process Writing TAKS at Grade 4 & 7

44 Writing What are some of the other parts of the writing strand? Purposes Penmanship, capitalization, punctuation Grammar, usage Spelling Evaluation Inquiry/research Connections

45 Why ELA TEKS? Reminders: 31% of your content test Meeting student needs and state expectations Teacher accountability for student performance All teachers are reading teachers!

46 Social Studies TEKS Fall 2007

47 Social Studies Objectives for Grades 8, 10, and 11 Exit Level Objective 1: The student will demonstrate an understanding of issues and events in U. S. History. Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Objective 4: The student will demonstrate an understanding of political influences of historical issues and events. Objective 5: The student will use critical-thinking skills to analyze social studies information.

48 Eight Stems of the Social Studies TEKS History Geography Economics Culture Government Social Studies Skills Citizenship Science, Technology/Society

49 Social Studies TEKS introduced at Kindergarten. TEKS are built upon each year. Some years more in depth study. Let’s take a look.

50 Grade 4 - Social Studies Overview History of Texas from the early beginnings to the present with the context of the influences of the Western Hemisphere. Texas Revolution, establishment of the Republic of Texas, annexation to the U.S. Important issues, events and individuals of the 19 th & 20 th centuries.

51 Grade 5 - Social Studies Overview History of the United States from its early beginnings to the present with a focus on colonial times through the 20 th century. Recite & explain the meaning of the Pledge of Allegiance. Leaders in national government. Bill of Rights Customs & celebrations of racial, ethnic & religious groups. Contributions of inventors & scientist.

52 Grade 6 - Social Studies Overview Study people and places of the contemporary world. Europe, Russia, and the Eurasian republics, North America, Middle America, South America, Southwest Asia-North Africa, Sub- Saharan Africa, South Asia, East Asia, Southeast Aria, Australia, and the Pacific Realm. Societies, governments, education & religious institutions. Students will take World Geography in the 9 th Grade.

53 Grade 7 - Social Studies Overview History of Texas from early times to the present. More in depth than what was presented in Grade 4. Native American cultures, European exploration, eras of mission-building, colonization, revolution, republic and statehood, influence of U.S. Constitution to Texas Constitution, change from agrarian to urban society, municipal, county and state governments, scientific discoveries and technological innovations. Use of primary and secondary resources. Texas History introduced at primary grades & 4 th Grade

54 Grade 8 - Social Studies Overview History of the United States from the early colonial period through Reconstruction. This section is the first part of a two-year study of U.S. history. Second part is Reconstruction to the present. Builds upon content presented on Grade 5, but provides more depth. Social Studies TAKS test at Grade 8, 10, and 11. Students introduced to U.S. History at primary grades & 5 th Grade.

55 Points to Remember It is likely that other examples may be used in assessment items. It is likely that other examples may be used in assessment items. Examples following the term including do not represent all the examples possible, so other examples may also provide the basis for an assessment item. Examples following the term including do not represent all the examples possible, so other examples may also provide the basis for an assessment item. General rule - example be used only if it is central to the knowledge, concept, or skill the item assesses. General rule - example be used only if it is central to the knowledge, concept, or skill the item assesses.

56 Welcome to Mathematics TEKS Fall 2007

57 Did you know the Math TEKS? Align to the NCTM (National Council of Teachers of Mathematics) StandardsNational Council of Teachers of Mathematics

58 Knowledge and Skills Six Strands of K-8 Mathematics Number, Operation and Quantitative Reasoning Patterns, Relationships and Algebraic Thinking Geometry and Spatial Reasoning Measurement Probability and Statistics Underlying Processes and Mathematical Tools

59 Introduction to 5 th Grade What are the primary focal points at Grade 5? Volume of geometric shapes and solids; Representing and interpreting data in graphs, charts and tables; Applying whole number operation in a variety of contexts.

60 How are grades 3-5 vertically aligned? Students are building basic foundation of the strands. Algorithms are generalizations connected to concrete experiences. Fractions and decimals are concretely developed.

61 How are grades 3-5 vertically aligned? Students use appropriate language and organizational structures to represent and communicate about relationships. Students select and use formal mathematical language to describe their reasoning. Numbers, standard units and measurement tools are used to solve application problems.

62 How are grades 3-5 vertically aligned? Students organize, display appropriately and interpret data to make decisions and predictions and solve problems. Higher order thinking skills are necessary to show mastery of the TEKS.

63 What are the problem solving and communication connections in Grades 3-5? Connect within and outside of mathematics Use formal and informal reasoning Use the underlying processes, technology and other mathematical tools to develop conceptual understanding and solve problems.

64 The Verbs in 5 th Grade Mathematics NCTM and Texas vision of mathematics is DOING mathematics, not listening to some teacher lecture!!!!

65 Vertical Alignments It is very important that you know where your students have been and where they are going in the curriculum.

66 Vertical Alignments 4 th 5 th 6 th 7 th 8 th 4.6 Patterns, relationships, and algebraic thinking. The student uses patterns in multiplication and division 5.6 Patterns, relationships, and algebraic thinking. The student makes generalizations based on observed patterns and relationships 6.3 Patterns, relationships, and algebraic thinking. The student solves problems based on proportional relationships. 7.3 Patterns, relationships, and algebraic thinking. The student solves problems based on proportional relationships. 8.3 Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems.

67 TAKS All of the TEKS for the grade level are “fair game” for TAKS except those which are “performance” oriented; for example, verbs such as model, build, demonstrate…

68 TAKS The TAKS Test can test previous grade level TEKS. TAKS Math Grades 3-11

69 Science TEKS Fall 2007

70 The Need for Science Science is one of the weakest areas in elementary, middle and high school! Science makes up 23% of your TExES exam (scenarios and content questions). It has become a huge area in the elementary school setting as well. Lowest scores in the state belong to science!

71 How does this get taught? Science in the classroom is based on converting concepts into concrete models, pictures, or examples. Direct lecture is not the way to go!

72 Hands On Lessons should be made hands on, over 30% of the population you service learns in the tactile kinesthetic manner and needs this type of teaching style. Always start from the tactile and work your way back to the visuals and auditory learners. Make the abstract-----concrete!!!!

73 Things to remember when teaching science Be careful not to make artificial connections. Be careful not to teach concepts too fast. Be careful about teaching too much content at one time. Be careful about teaching concepts in the wrong order

74 Science Within the Four Areas Nature of Science Earth Science Life Science Physical Science –These are the areas you are responsible for on your test!!!

75 Strands in Science »Nature of Science »Constancy & Change »Properties, Patterns, and Models »Systems

76 TEKS Travels through Curriculum One strand will travel from kinder through twelfth grade, the only difference is the amount of information or detail that goes into at each level.

77 Science Concepts through 8th Grade Kindergarten The student knows that systems have parts and are composed of organisms and objects 1st Grade The student knows that systems have parts and are composed of organisms and objects 2nd Grade The student knows that systems have parts and are composed of organisms and objects

78 Science Concepts through 8th Grade 3rd Grade The student knows that systems exist in the world 4th Grade The student knows that complex systems may not work if some parts are removed 5th Grade The student knows that a system is a collection of cycles, structure and process that interact

79 Science Concepts through 8th Grade 6th Grade The student knows that systems combine with other systems to form larger systems. 7th Grade The student knows that an equilibrium of a system may change 8th Grade The student knows that cycles exist in Earth systems and that interdependence occurs among living systems

80 Nature of Science Lab Safety –The dos and don’ts of lab safety Laboratory Equipment –Beakers, flasks, tubes, burners, goggles, aprons, etc. Laboratory Equipment to make measurements –Rulers, scales, graduated containers, spring scales, and other equipment. Scientific Process –Steps of the process –How to interpret data –Success vs. failure –How to use the process effectively –Accuracy vs. precision –Drawing logical conclusions

81 Physical Science –Force and motion and their relationships. –Physical properties and changes in matter. –Chemical properties and changes in matter. –Energy interactions between matter and energy. –Energy transformations and the conservation of matter and energy.

82 Life Science Structure and function of living things. Reproduction and the mechanisms of heredity. Adaptations of organisms and the theory of evolution. Regulatory mechanisms and behavior. Relationships between organisms and the environment.

83 Earth Science Structure and function of earth systems. Understand cycles in earth systems. Understand the role of energy in weather and climate. Understand the characteristics of the solar system and universe. Understand the history of earth systems (origins).

84 TEKS – TAKS Competencies - TExES The student TEKS look a lot like your competencies, the areas that structure your expectations, for your exam If you have a good understanding of the TEKS in Science for grades 4-8, then you will have a good idea of what content you are responsible for when it comes time to take your TExES exam –TEKS---TAKS –Competencies----TExES

85 Don’t forget the Scientific Process? One of the weakest concepts in Science is the scientific process from K to 12! TAKS assessments are comprised of 1/3 of the questions coming from the Nature of Science. Your TExES exam also will have several questions about the process: –Know the process! –Know how to use it! –Know how it would look like in the classroom!

86 Scientific Process Problem Hypothesis Research* Materials Procedures Data Conclusions

87 Remember your TEKS set up the blueprint to your lesson planning.

88 Welcome to the World of Education!! Contributors for this Presentation Joni Vara Courtney Ellis Rick Jenkins Jesse Garcia Michele Salinas


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