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Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2010.

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Presentation on theme: "Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2010."— Presentation transcript:

1 Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2010

2 Webb Article Foldable Level 1Level 2 Level 3Level 4

3 Same Verb Used at Depth of Knowledge Levels 1.6C determine what words mean from how the 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 in distinguish among multiple meaning words and homographs 4.2 B use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple words meaning words. 5.2 B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; VerbLevel 1Level 2Level 3Level 4 Use Using the words from the list, look up the definition in the dictionary. How would you match the following words to their meaning? Using a set of prefixes, suffixes, and root words students will create new “nonsense” words. Students will select one of their new words and develop a short paragraph that provides context clues to help a reader understand what the new word means. Select words from the word wall and a create graphic organizers that demonstrates synonyms and word phrases that could be used to describe the words. In pairs create a madlib (ridiculous story created when you fill in the blanks with word or word phrases) leaving strategic blanks where the original vocabulary word would be used or placed. Students will exchange their madlib with another pair of students who will fill in the blanks using synonyms from their brainstorming. Students will discuss how the context of their stories changed and will write a short paragraph comparing/contrasting how the stories changed. From a select group of words students will brainstorm possible uses of the words. They will create a radio, online, magazine, newspaper or television advertisement to sell one of the words to the class. Using a rubric students will evaluate each other on whether the context of their ad supports the use of word and whether the format selected supports the appropriate use of that word.

4 Same Verb Used at Depth of Knowledge Levels K.4B ask and respond to questions about texts read aloud 1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts 2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; 3.2B (2.3B, 1.4B, K.4B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text VerbLevel 1Level 2Level 3Level 4

5 Same Verb Used at Depth of Knowledge Levels K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds 1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry. 2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry 3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). 4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems VerbLevel 1Level 2Level 3Level 4

6 Examining STAARImplications for Teaching Number of Non-linguistic Representation charts, pictures, photos, diagrams, captions, etc. Information that is italicized, highlighted bolded, etc., Identify the type of genres tested Number of 2nd Grade Aligned SEs Number of 1st Grade Aligned SEs Number of Kinder Aligned SEs Comments: Let’s complete a “quick” analysis of the test design DOK Levels 1234 Total

7 “Think Around” the question and capture all thoughts by jotting down what is being said. In order for a 3 rd grade student to be able to master this question what does the student need to know?

8 th Grade STARR Mathematics Released Item~Question 1 5 th Grade Figure 19 (4,3,2,1K) Reading/Comprehension Skills : Students us a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: KinderFirst Grade.Second GradeThird GradeFourth GradeFifth Grade (D) Make inferences based on the cover, title, illustrations, and plot (D) Make inferences about text and use textual evidence to support understanding (D) Make inferences about text and use textual evidence to support understanding (D) Make inferences about text and use textual evidence to support understanding (D) Make inferences about text and use textual evidence to support understanding (D) Make inferences about text and use textual evidence to support understanding In order for a 5 th grade student to be able to master this question what does the student need to know? Let’s look at Vertical Alignment

9 1 st Grade CSCOPE Performance Indicators2 nd Grade CSCOPE Performance Indicators3 rd Grade CSOPE Performance Indicators Unit 4 Third Nine Weeks Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text. Provide textual evidence to support ideas. (1.Fig19C, 1.Fig19D, 1.Fig19F; 1.4B, 1.4C; 1.6C; 1.19C) Unit 5B Fourth Nine Weeks Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text. Provide textual evidence to support ideas. (1.Fig19C, 1.Fig19D, 1.Fig19F; 1.4B, 1.4C; 1.6C; 1.19C) Unit 3 Second Nine Weeks. After listening to two stories written by the same author, complete a story map for each.. With a partner, compare the story maps and discuss the literary elements in each story. Individually, select one character and list distinguishing features (e.g., traits, motivations, and feelings) to describe him or her.. (2.Fig19B, 2.Fig19D, 2.Fig19F; 2.3A, 2.3B; 2.9A, 2.9B) Unit 4 Third Nine Weeks Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C) Unit 5B Fourth Nine Weeks Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C) Unit 1 First Nine Weeks Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to support ideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.2A, 3.2B, 3.2C; 3.11A; 3.20C) Unit 3 Second Nine Weeks Locate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster, sort and categorize the information gathered from the texts. Include 2 or more relevant text features on the display. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E, 3.Fig19F; 3.2A, 3.2B, 3.2C; 3.4B; 3.12A; 3.13A, 3.13B, 3.13D; 3.25A, 3.25B; 3.26Aii, 3.26A Unit 4B Third Nine Weeks After reading and/or viewing an advertisement, identify the topic and author’s purpose. In a paragraph, identify what the author is trying to persuade you to think or do, explain how the techniques used influence the message and provide text evidence. Share your paragraph with a partner or small group. (3.Fig19C, 3.Fig19D; 3.12A; 3.14A; 3.16B; 3.20C) 1E, 1H; 2F; 3E,iii, 3.26B, 3.26C) CSCOPE Performance Indicators Please note that Fig. 19 D is assessed through performance indicators in every unit. Only a few were selected for this activity

10 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE On-Going

11 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

12 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE On-Going

13 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

14 Supporting 3.2B (2.3B, 1.4B, K.4B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE On-Going

15 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

16 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

17 Readiness 3.13D (2.14D, 1.14D, K.10D) make inferences about text and use textual evidence to support 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?. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE 3 rd Nine Weeks 4 th Nine Weeks

18 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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?. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

19 Supporting 3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry. 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE On-Going

20 Readiness 3 Fig 19 E (2, 1, K) summarize information in text, maintaining meaning and logical order 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?. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 4 th Nine Weeks

21 Readiness 3.4 B (2.5B, 1.6C) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;. 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?. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 1-4 Nine Weeks

22 Readiness 3.13A (2.14A, 1.14A, 10.A) identify the details or facts that support the main idea 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? … Taught in CSCOPE 3-4 Nine Weeks

23 Readiness 3.13B (2.14B, 1.14B, 10.14B) draw conclusions from the facts presented in text and support those assertions with textual evidence 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? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 3-4 Nine Weeks

24 Readiness 3.13B (2.14B, 1.14B, 10.14B) draw conclusions from the facts presented in text and support those assertions with textual evidence 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?. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 3-4 Nine Weeks


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