Keeping Our Promise: College and Career Readiness English Language Arts Yvonne Aragon Socorro ISD January 2012

It’s All About The Standards! (SE Vertical Alignment, Readiness vs. Supporting Standards, CSCOPE Connection) ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________ Data Analysis ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________

Agenda It’s All About the Standards! o SE’s Vertical Alignment Readiness vs. Supporting Standards CSCOPE Data Analysis o Item Analysis o Data tool Q & A

It’s All About the Standards!

Includes: reading writing oral and written conventions research listening and speaking

Starts on page 5

SE’s Pg. 13

Analyzing SE’s Across Grade Levels What Reading Skills Our Students Should Have Upon Graduation

Grades 1 st – 8 th Grades 2 nd – English 4 Grades Kinder & 1 st

1.Look for the verb in each of the SE’s and circle it. 2.Look for the academic vocabulary in each of the SE’s and underline it. Pg. 13

~USE ~DETERMINE PREFIXES SUFFIXES MEANING WORDS ~IDENTIFY ~KNOW ~MEANING ~PREFIXES ~SUFFIXES ~ROOTS

DETERMINE MEANING ACADEMIC ENGLISH WORDS LATIN GREEK LINGUISTIC ROOTS AFFIXES DETERMINE MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES

DETERMINE MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES

What Have We Promised to Teach Our Students? Key verbs (DOK) in the SE Use Identify Know Determine Key Academic Terms for the SE Prefixes Suffixes Affixes Roots o Linguistic Latin Greek The student should be able to use prefixes, suffixes, affixes, and/or roots to assist him in defining words across content areas.

Pg. 14

Use and determine clarify analyze distinguish Draw conclusions

CONTEXT Unfamiliar Words Multiple Meaning Words Ambiguous Words Denotation & Connotation Nuance

What Have We Promised to Teach Our Students? Key verbs (DOK) in the SE Use Determine Distinguish Analyze Key Academic Terms for the SE Context Unfamiliar or ambiguous words Multiple meaning words Denotation & connotation The student should be able to analyze context in order to correctly define unfamiliar words.

RECAP… Took a closer look at SE’s o Identified the verb(s) (DOK/thinking) o Identified the noun(s) (academic) o Noted alignment and how they build on one another So now….let’s take a closer look at the SE’s in terms of readiness and supporting standards

Readiness and Supporting Standards

Remember…

K 4.2A 8.2A 7.2A 6.2A 5.2A 3.4A 2.5A 1.6C E1.1A E2.1A E3.1A E4.1A Form adapted from lead4ward : STAAR: A Vertical System, pg.3 use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or S for supporting. determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes No SE for this grade level. Prefixes, suffixes, affixes, roots

To Help Guide You…

Ready for the Answers? How Many Did You Get Right?

K 4.2A 8.2A 7.2A 6.2A 5.2A 3.4A 2.5A 1.6C E1.1A E2.1A E3.1A E4.1A Form adapted from lead4ward : STAAR: A Vertical System, pg.3 use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes No SE for this grade level. R R R R R R S S S How does 2 nd grade play an important part in the learning process for this SE? Prefixes, suffixes, affixes, roots

Let’s Do Another One…

K 4.2B 8.2B 7.2B 6.2B 5.2B 3.4B 2.5B 1.6C E1.1B E2.1B E3.1B E4.1B Form adapted from lead4ward : STAAR: A Vertical System, pg.3 determine what words mean from how they are used in a sentence, either heard or read use context to determine the relevant meaning of unfamiliar words or multiple-meaning words use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or S for supporting. use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words No SE for this grade level. Context

K 4.2B 8.2B 7.2B 6.2B 5.2B 3.4B 2.5B 1.6C E1.1B E2.1B E3.1B E4.1B Form adapted from lead4ward : STAAR: A Vertical System, pg.3 determine what words mean from how they are used in a sentence, either heard or read use context to determine the relevant meaning of unfamiliar words or multiple-meaning words use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words No SE for this grade level. R R R R R R R R R How do 1 st and 2 nd grades play an important part in the learning process for this SE? Context

Figure 19

Note: Figure 19 SE’s Labeling of readiness or supporting standard will vary by reporting category.

For example… 3 rd Grade

So What About the SE’s That Are Not Tested?

RRRRR S analogies Synonyms & antonyms idioms Foreign words used in English Pg. 14

VERTICAL ALIGNMENT DOCUMENT (VAD)

Strand Grouped by Grades

R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text

R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text

R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text So we know the genre, but what do students need to know in this genre? From skill to academic language. Let’s look at that…

Fiction and Plot Pg. 17

K: main events in story 1 st : plot (problem/solution); sequence of events 2 nd : sim/diff; plot and setting; same author 3 rd – 4 th : plot, main events; sequence and summarize; influence on other events 5 th : incident that advance novel, how incident gives rise to or foreshadows future events 6 th : elements of plot development (rising action, turning point, climax, falling action, denouement) 7 th : influence on setting on plot development 8 th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution Fiction and Plot (Gr3-8) Noticings on academic language and building of the skill?

Fiction and Plot (Gr8-EngIV ) Eng I: non-linear plot development, flashbacks, foreshadowing, sub-plots, parallel plot structures; compare to linear plots 8 th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution Eng II: isolated scenes, contribution to plot Eng III: literary elements (figurative language, point of view) shape author’s portrayal of plot & setting Eng I: complex text structures (subplots), and devices (foreshadow, flashback, suspense) function and advance the action Noticings on academic language and building of the skill? So, in the end, what should students be able to do?

R E A D I N G Grades 3-8 Beginning Reading Skills / Phonics (Gr 3 only) Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text 0 SE’s Tested 1 SE Tested (S) 4 SE’s Tested (Predominantly R) 3 SE’s Tested (S) 1 SE Tested (S) 3 SE’s Tested (Pred. R) 1 SE Tested (S) 1 SE; R/S grade dependent 6 SE’s; Pred. R 2 SE’s Tested (S) 2 SE’s Tested (Grades 4-8); 1 SE grade 3 2 SE’s (S) 3 SE’s (R/S varies by RC)

The 3 W’s · What did we learn so far today ? · So What ? o Relevancy o importance o usefulness · Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going )

CSCOPE AND STAAR

RC1, RC2 RC1, RC3

CScope Units: Grade 4 Year At a Glance (YAG)

Two tasks: 1.Identify the areas of strength. 2.Identify the gaps.

Using Your Data to Identify Areas of Strength and Need

Item Analysis Fall Interim Assessment Results

Breakdown of Questions Reading ~Biography Questions 1-10 ~Drama Questions (play excerpt) (visual—flyer for play) Writing ~Revising & Editing Questions 18-27

(T)ested RC1 (R) 2A * 82.17% 12.42% 1.84% 3.57%

(T)ested RC1 (R) 2B 7.95% 59.85% 3.68% 28.45% *

(T)ested RC2 Fig19D (S) * 23.28% 9.3% 14.68% 52.71%

(T)ested RC2 (R) 6B 18.36% 55.34% 14.64% 11.49% *

Using SE Chart to Enter Reading Data TAKS Reading Data and Fall 2011 Interim Assessment Reading Data

92.29% 82.90% 82.17% 59.85%