Aligning the STAARs Reading.

Aligning the STAARs Reading

Frame Game All “STAAR” Game 
Can you solve these word games? Think literally. Each communicates a famous person, place, or thing or saying. Act out of character Hardly had time to breathe Buckle down and study Don’t sell yourself short All Star Game All “STAAR” Game  Source:

So How Do We Know What We Know?
Source:

TABS TEAMS TAAS TAKS

Rigor Rigor Rigor

Fact or Fib? In the first reporting category (Understanding Across Genres), the 6th, 7th, and 8th grade reading tests contain the same amount of questions. The reading test for grades 6-8 contains one paired selection. The test for grades 6-8 contain the same amount of questions. Grades 6-8 contain the same amount of single reading selections. Drama is not tested in grade 6 reading, but it is tested in grades 7 and 8. The grade 8 reading test contains more questions in reporting category 3 (Comprehension and Analysis of Informational Texts).

Fact or Fib? Fact or Fib? 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6.

Discuss your answers with 3-4 colleagues around you
Let’s Put our heads together! Discuss your answers with 3-4 colleagues around you

Fact or Fib? In the first reporting category, Understanding Across Genres, the 6th, 7th, and 8th grade reading tests contain the same amount of questions. (Fact—the total number is 10). The reading test for grades 6-8 contains one paired selection. (Fact) The test for grades 6-8 contain the same amount of questions. (Fib: grade 6, 48; grade 7, 50; and grade 8, 52) Grades 6-8 contain the same amount of single reading selections. (Fib: grade 6 has 3-5, while grades 7-8 have 4-5) Drama is not tested in grade 6 reading, but it is tested in grades 7 and 8. (Fib—grade 6 also tests drama) The grade 8 reading test contains more questions in reporting category 3 (Comprehension and Analysis of Informational Texts).(Fact: grade 6 contains 20, grade 7 contains 21, while grade 8 contains 20)

How we know if they have learned it
TEKS “The What” “The How” How we know if they have learned it

Begin With the End in Mind… Preview of Today’s Tool
Readiness 6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level (Evidence) Level 3 Make a conclusion about bird formation based on text. Details: prefer to fly in a formation, move faster than cyclists. What part of the SE is being tested? Expository text Make inference using textual evidence to support understanding What do the students need to know in order to answer the question correctly? As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion. Academic Vocabulary Write (S) it is stated and (I) if it is implied Selection (S) Conclude (S) How is it being tested? From the information provided…the reader can conclude… Contextual Vocabulary formation Curriculum Instruction

Begin With the End in Mind… Instruction and DOK (Level of Thinking)
Readiness 6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level (Evidence) Level 3 Make a conclusion about bird formation based on text. Details: prefer to fly in a formation, move faster than cyclists. What part of the SE is being tested? Expository text Make inference using textual evidence to support understanding What do the students need to know in order to answer the question correctly? As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion. Choices A and B are details, while choice C is the conclusion. Although choice D can also be a conclusion, it is not the correct one—based on the details provided in the text (thus text evidence). Academic Vocabulary Write (S) it is stated and (I) if it is implied Selection (S) Conclude (S) How is it being tested? From the information provided…the reader can conclude… Contextual Vocabulary formation Instruction and DOK (Level of Thinking)

Depth of Knowledge Levels for Reading

Unpacking the 6th Grade Reading STAAR Released Items
Eligible Texas Essential Knowledge and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

(6.11B) Identify simply faulty reasoning used in persuasive texts.
Same Verb Used at Depth of Knowledge Levels (6.11B) Identify simply faulty reasoning used in persuasive texts. Circle the cognitive demands (verbs) Underline the content (concept) Box the context How would you go about teaching this SE?

Verb Level 1 Level 2 Level 3 Level 4
Same Verb Used at Depth of Knowledge Levels (6.11B) Identify simply faulty reasoning used in persuasive texts. Verb Level 1 Level 2 Level 3 Level 4 Identify Identify After reading the article “Eliminate Faulty Reasoning in Your Class,” identify 5 examples of faulty reasoning and list and define each of them. . Identify and discuss the 5 examples of faulty reasoning. Use a graphic representation that identifies the similarities and differences of each of the faulty reasoning examples. Identify faulty reasoning in The National Enquirer. Find at least 3 examples of faulty reasoning and explain how each of your examples is an example of faulty reasoning. Provide specific details from the text to support your explanation. Identify the ideas and themes that keep appearing in the 3 examples of faulty reasoning that you selected from The National Enquirer. Write an essay explaining your findings and provide specific details from the text to support your findings.

Find the blank chart in your folder and
Same Verb Used at Depth of Knowledge Levels 6.6A Summarize the elements of plot (e.g. rising action, turning point, climax, falling action, denouement) in various works of fiction. Verb Level 1 Level 2 Level 3 Level 4 Summarize Find the blank chart in your folder and you try it. Team up with a partner and complete the chart.

Let’s Take the released Test!

Implications for Teaching
Let’s complete a “quick” analysis of the test design Examining STAAR Implications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Grade Aligned SEs Comments: Genres Tested: ______________________________________________________ ADD Find this chart in your folder DOK Levels 1 2 3 4 Total

Let’s complete a “quick” analysis of the test design Examining STAAR Implications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Grade Aligned SEs Comments: Genres Tested: ______________________________________________________ We will complete these sections at the end.  DOK Levels 1 2 3 4 Total

Please Go to the First Question in Your Packet
Unpacking the Reading STAAR Released Items Eligible Texas Essential Knowledge and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

Think Around the Question In order for a student to be able to master the first question, what does the student need to know?

6th Grade Example

Let’s Look At Vertical Alignment of the Tested SE…
Everyone has a chart that looks like this… 6th Grade Example 2011 English I Reading STAAR Released Item ~Question 1: 6.10, Figure 19D Grade 5 (11) Reading/ Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Tested SE (Figure 19D): make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Grade 6 (10) Reading/ Comprehension of Informational Text /Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Grade 7 (10) Reading/ Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)

In order for a 6th grade student to be able to master this
question, what do our teachers promise to teach? Let’s Look at Vertical Alignment 6th Grade Example 2011 English I Reading STAAR Released Item ~Question 1: 6.10, Figure 19D Grade 5 (11) Reading/ Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Tested SE (Figure 19D): make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Grade 6 (10) Reading/ Comprehension of Informational Text /Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Grade 7 (10) Reading/ Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. (Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive)

Now Let’s Look at the CSCOPE Indicators in Connection to
the Tested SE—Looks Like This…

CSCOPE Performance Indicators*
5th Grade CSCOPE Performance Indicators 5.11 and Figure 19D 6th Grade CSCOPE Performance Indicators 6.10 and Figure 19D 7th Grade CSCOPE Performance Indicators 7.10 and Figure 19D Unit 3 (2nd Nine Weeks) Use multiple sources to gather information on a topic of choice. Using effective text features and graphics, create an informational brochure that compiles facts from the sources. Unit 4B (3rd Nine Weeks) Create a chart with columns labeled as follows: title, purpose, facts/details, text features, and organizational patterns. Read 3 to 5 informational texts (expository, persuasive, and/or procedural) on a related topic. Complete the chart for each text read. Write a 1-2 paragraph reflection that synthesizes the information about the topic from the texts. Unit 5A (3rd Nine Weeks) Same as 4B Unit 5B (4th Nine Weeks) Using the 2-4 print and electronic resources, gather and record important information about your topic, including changing graphic/visual data into written notes. Review and categorize related ideas in the information gathered. Write 2-4 additional questions addressing one of the categories to narrow the research topic. Gather more information on the narrowed topic. Write a topic sentence that establishes the central idea about your narrowed research topic. After reading 2-3 teacher-selected texts (same or different genres) with similar ideas, use the information gathered to complete a Venn diagram that reflects the connections between ideas within and across the texts. Unit 4A (3rd Nine Weeks) After reading two informational texts on similar topics by different authors, create a graphic organizer that compares and contrasts the authors’ purpose and organizational pattern. Use the information gained to summarize the main ideas and viewpoints in each text. Same as 4A Unit 5B (4th Nine Weeks) After reading a literary and an informational text with similar ideas, create a graphic organizer that summarizes the ideas in each text. In a paragraph, make connections across the texts and provide evidence to support your understanding. After reading two teacher-selected expository texts, collaborate with another student and assign one of the texts to each partner. Use the organizational pattern (e.g., cause/effect, sequential, order of importance, problem/ solution, etc.) as a guide for writing a summary of the assigned text. Exchange summaries with your partner. Evaluate your partner’s summary for accuracy. With your partner, create a visual representation (e.g., Venn diagram, double T-chart, creative illustration) that shows logical connections between ideas in the two texts. After reading a teacher-selected expository text, evaluate 3-4 different prepared summaries. Select the summary that reflects the most accurate main ideas, supporting details and contains the overall meaning. Write a response that tells why it is the best summary and includes textual evidence. Read an excerpt from a novel or short fictional story and a piece of expository writing with a related topic. Identify the theme(s) in the literary work and the author’s purpose in the expository text. Complete a Venn diagram comparing the two texts including the theme(s) and author’s purpose. Provide textual evidence to support your understanding. 6th Grade Example *Note: The STAAR released test key only lists the SE with a 10, but CSCOPE does note specific SE’s –which is what is referenced on this chart.

We Are Ready to Start Unpacking Each Question! 
Unpacking the Reading STAAR Released Items Eligible Texas Essential Knowledge and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

Steps for Analysis of 2011 STAAR Released Items
Unpack the SEs by: Circling the cognitive demands (verbs) Underlining the content (concept) Boxing the context 2. Read the Question 3. Solve the problem and determine the number of steps it took you to solve it. 4. Identify the academic vocabulary either implied or stated that is aligned to the SEs in the question. Determine what part of the SE is being tested. Determine how the question is being tested. (question stem) Determine the level of thinking (DOK) that is required for the student to successfully work through the problem. Determine what the students need to know in order to answer the question.

6th Grade Example

6.10 Not listed in CSCOPE—what is listed is 10A-10D
Taught in CSCOPE 6.10 Not listed in CSCOPE—what is listed is 10A-10D Fig19D: 1st-4th Nine Weeks (Direct Teach) Readiness 6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level (Evidence) Level 3 Make a conclusion about bird formation based on text. Details: prefer to fly in a formation, move faster than cyclists. What part of the SE is being tested? Expository text Make inference using textual evidence to support understanding What do the students need to know in order to answer the question correctly? As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion. Choices A and B are details, while choice C is the conclusion. Although choice D can also be a conclusion, it is not the correct one—based on the details provided in the text (thus text evidence). Academic Vocabulary Write (S) it is stated and (I) if it is implied Selection (S) Conclude (S) How is it being tested? From the information provided…the reader can conclude… Contextual Vocabulary formation

Figure 19(D): make inferences about text and use textual
Taught in CSCOPE 6.10 Not listed in CSCOPE—what is listed is 10A-10D Fig19D: 1st-4th Nine Weeks (Direct Teach) Readiness 6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level (Evidence) Level 3 Make a conclusion about bird formation based on text. Details: prefer to fly in a formation, move faster than cyclists. What part of the SE is being tested? Expository text Make inference using textual evidence to support understanding What do the students need to know in order to answer the question correctly? As students are reading, they need to understand the various reasons as to why the formation may exist. They also need to distinguish between mere details and a conclusion. Choices A and B are details, while choice C is the conclusion. Although choice D can also be a conclusion, it is not the correct one—based on the details provided in the text (thus text evidence). Academic Vocabulary Write (S) it is stated and (I) if it is implied Selection (S) Conclude (S) How is it being tested? From the information provided…the reader can conclude… Contextual Vocabulary formation

Taught in CSCOPE 6.10 Not listed in CSCOPE—what is listed is 10A-10D Fig19D: 1st-4th Nine Weeks (Direct Teach) Readiness 6.10: Informational Text/Expository Text Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level (Evidence) Level 3: Infer the author’s purpose for using a simile. “ribbon in the breeze” What part of the SE is being tested? Expository text Make 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 identify and understand the purpose for similes in a selection. In addition, in order to get to the answer, students need to understand that some of the choices are somewhat related to the purpose of the selection. Academic Vocabulary Write (S) it is stated and (I) if it is implied Author (S) Paragraph (S) Sentence (S) Simile (I) Infer (I) Textual evidence (I) How is it being tested? Read…author uses this sentence to… Contextual Vocabulary Swooping Flock Visualize Argue

Taught in CSCOPE 6.13 Not listed in CSCOPE—what is listed is 13A-10D Fig19D: 1st-4th Nine Weeks (Direct Teach) Supporting 6.13: Media Literacy Figure 19(D): make inferences about text and use textual evidence to support understanding Gr5: 5.14; Fig 19D; Gr7: 7.13, Fig. 19D DOK: Level (Evidence) Level 2 Under the picture, students will see the word “formation” which is included in the answer. What part of the SE is being tested? Use media to make inferences about text (main idea) What do the students need to know in order to answer the question correctly? Students need to now the purpose for media being included with a selection. They need to know how to make an inference about an idea in the text by using the connected media. Some of the answers choices are in the selection but the one that best supports the answer is letter A. Academic Vocabulary Write (S) it is stated and (I) if it is implied Photographs (S) Support (S) Idea (S) How is it being tested? The photographs…to support idea Contextual Vocabulary Instinctively Formations Consume Flock Resistance Solo

1st-3rd Nine Weeks (Direct Teach); 4th 9 Weeks (Ongoing)
Taught in CSCOPE 1st-3rd Nine Weeks (Direct Teach); 4th 9 Weeks (Ongoing) Readiness 6.6(A): summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction Gr5: 5.6A; Fig 19D; Gr7: 7.6A 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) it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary

Taught in CSCOPE 6.6 not listed in CSCOPE—what is listed is 6.6A-C; Fig19D: 1st-4th Nine Weeks (Direct Teach) Readiness 6.6: Literary Text / Fiction Figure 19D: make inferences about text and use textual evidence to support understanding Gr5: 5.6; Fig 19D; Gr7: 7.6, Fig. 19D 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) it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary

1st – 4th Nine Weeks (Direct Teach)
Taught in CSCOPE 1st – 4th Nine Weeks (Direct Teach) Readiness Figure 19F: make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Gr5: Fig 19F; Gr7: Fig. 19F 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) it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary

1st and 3rd Nine Weeks (Direct Teach); 4th Nine Weeks (Ongoing)
Taught in CSCOPE 1st and 3rd Nine Weeks (Direct Teach); 4th Nine Weeks (Ongoing) Supporting 6.4(A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem Gr5: 5.4A; Gr7: 7.4A 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) it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary

Taught in CSCOPE What is listed on CSCOPE is 6.4A and not just 6. Figure 19D 1st – 4th Nine Weeks (Direct Teach) Supporting 6.4: Literary Text/Poetry Figure 19D: make inferences about text and use textual evidence to support understanding Gr5: 5.4, Fig19D; Gr7: 7.4, Fig 19D 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) it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary

Let’s complete a “quick” analysis of the test design Examining STAAR Implications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Aligned SEs Comments: Now we can complete the rest of the form. DOK Levels 1 2 3 4 Total

The 3 W’s What did we learn today ? So What ? ~Relevancy ~Importance
~Usefulness Now What? ~How does this fit into how we teach & assess? ~Does it affect our thinking? ~What will be our next steps? Tested SE’s will vary… Readiness or supporting for all grades Readiness or supporting one grade and not the grades Alternate grade levels in terms of it being readiness or supporting Importance of teaching SE even when it’s not tested  Non-tested SE’s support tested SE’s and can be clustered with other SE’s (FYI—the higher the grade, the less non-tested SE’s you will find)

Aligning the STAARs Reading.

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