1. Grade 5 th Grade Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2011

2. 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.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

5. 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 4th Grade Aligned SEs Number of 3rd Grade Aligned SEs 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

6. “Think Around” the question and capture all thoughts by jotting down what is being said. In order for a 5 th grade student to be able to master this question what does the student need to know?

7. 2011 5 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 I nferences 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

8. 3 rd Grade CSOPE Performance Indicators4 th Grade CSOPE Performance Indicators5 th Grade CSOPE Performance Indicators 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) Unit 2 First Nine Weeks After reading a play or script, complete a graphic organizer that describes the structural elements of dramatic literature and provide text evidence including dial (4.Fig19D; 4.5A) Unit 3 Second Nine Weeks After reading an expository text, select a small section of the text to read aloud to a small group. Using appropriate conventions, describe how the information in the section is related (e.g., cause/effect, compare/contrast, sequential order and/or main idea/detail) and whether the author was explicit or implicit in showing the relationship between ideas. (4.1A; 4.Fig19A, 4.Fig19C, 4.Fig19D; 4.11C; 4.28Aogue. Unit 4 Third Nine Weeks Gather information about your topic by skimming and scanning, and taking simple notes on note cards from the resources listed on your three- column chart. Sort the information gathered into categories to focus (i.e. narrow) your research topic. Write a topic sentence that establishes the central idea about your narrowed research topic.(4.Fig19A, 4.Fig19B, 4.Fig19C; 4.Fig19D, 4.Fig19E, 4.Fig19F; 4.11A, 4.11B, 4.11C, 4.11D; 4.18Ai; 4.24Ai, 4.24Aii, 4.24Aiii, 4.24B, 4.24C, 4.25A) Unit 2A First Nine Weeks Design a poster that represents the similarities and differences of a biography or autobiography and its dramatic adaptation. Include a written response that identifies the literary language and devices used and evaluate how they impact the reader. (5.Fig19D, 5.Fig19F; 5.5A; 5.7A; 5.8A; 5.11E; 5.18C) Unit 2A First Nine Weeks Organize and present a book-talk on a self- selected literary work. As others present, listen and determine the speaker’s message. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E, 5.Fig19F; 5.27A, 5.27C; 5.28A; 5.29A Unit 2B Second Nine Weeks After reading an editorial, identify the author’s purpose. In an oral presentation, evaluate how the author achieved his/her purpose through their presentation of ideas in the argument (e.g., parallelism, comparison, causality). In addition, identify exaggerated, contradictory, or misleading statements the author used to support their position. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E; 5.10A; 5.12A, 5.12B; 5.28A) 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

9. Readiness : 5.2 B (4.2B, 3.4B, 2.5B, 1.6C) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; DOK: Level (Evidence) Level 2- Students have to be able to take information from different places within the text and make connection in order to understand the meaning of the word chide. For example, on paragraph 24 “I was angered and ashamed of my trees!” gives information to figure out the unfamiliar word chide. Students have to make the connection from paragraph 24 to the unfamiliar word on paragraph 26. What part of the SE is being tested? An unfamiliar word is been tested through the context of the passage What do the students need to know in order to answer the question? Students will need to go back to paragraph 24 and read – “I was angered and ashamed of my trees!” (the need to know what Forest Fairy is mad at the trees) and connect it to “Just as I was about to chide the three trees, I heard Spruce invite him to come to her branches for shelter. They have to know that the Forest Fairy was angry at Oak, Maple and Willow and was getting ready to scold (chide) them. All of these actions requires students to make connections among the texts, infer, and synthesize information. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Context clues-Implied Contextual Vocabulary How is it being tested? In paragraph _____, the word ________ means Taught in CSCOPE 1 st, 2 nd, 3 rd, 4 th nine weeks

10. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence) Level 3 Students must have be able to identify the author’s message in order to identify the theme. What part of the SE is being tested? Making inferences about text in different genres What do the students need to know in order to answer the question? Students need to be able to identify Being Kind vs. Being Unkind as the overarching theme threaded throughout the story. Oak, Maple, and Willow had already decided that they did not want the bird to land on their branches before he asked. And they all gave a reason why he could not get on their branches. On the other hand Spruce, Juniper, and Pine all helped the bird when he was tired, hungry and cold. As a result, they were rewarded by the Forest Fairy. Academic Vocabulary Write (S) if it is stated and (I) if it is implied Theme-Implied Contextual Vocabulary How is it being tested? What is the theme of_______? Taught in CSCOPE 1 st, 2 nd, 3 rd, 4 th nine weeks

11. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence). What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

12. Supporting Figure 19 E (4, 3, 2, 1, K) - Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

13. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

14. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

15. Readiness 5.8A (4.8A, 3.10A, 2.11A, 1.11A) evaluate the impact of sensory details, imagery, and figurative language in literary 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? 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 st, and 3 rd nine weeks

16. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

17. Supporting 5.12A (4.12A, 3.14A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument. DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd and 3 rd nine weeks

18. Supporting 5.12A (4.12A, 3.14A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument. DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd and 3 rd nine weeks

19. Supporting1 5.12A (4.12A, 3.14A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; DOK: Level (Evidence?What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd and 3 rd nine weeks

20. Supporting 5 Fig. 19 D (4, 3, 2, 1, K) Make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Note: 5.5 DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE

21. Supporting 5.12A (4.12A, 3.14A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; DOK: Level (Evidence). What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd and 3 rd nine weeks

22. Supporting 5.10A (4.10A, 3.12.A, 2.13A, 1.13A, K.9A) Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved DOK: Level (Evidence). What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd, 3 rd and 4 th nine weeks

23. Supporting 5.12A (4.12A, 3.14A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; DOK: Level (Evidence)What part of the SE is being tested? What do the students need to know in order to answer the question? Academic Vocabulary Write (S) if it is stated and (I) if it is implied Contextual Vocabulary How is it being tested? Taught in CSCOPE 2 nd and 3 rd nine weeks