1. ON TARGET Some “holes” in the bucket Lower level thinking skills without application—activities that require copying information; labeling parts; coloring Class discussions that are “reactive” rather than “proactive” Anything that requires “conquering” information rather than letting the information do the “conquering.” (depth v. breadth) Anything taught in remote isolation rather than in broad application A favorite activity/text that’s been taught for years but has no connection to the TEKS Grades that measure “Did you read?” or pop quizzes to “catch” students who didn’t read, do their homework, etc. Grades given for completion of an assignment, an activity, a lab, or just speaking up in a discussion Questions on assessments that are simply recall without application—”Who said it?” ”What is the definition?” etc.

2. ON TARGET Ultimately, it comes down to whether or not we, as teachers, understand how to use the standards (TEKS) to measure mastery of content

3. ON TARGET Note: From the strand to the knowledge & skills statement to the student expectation, the information changes from broad to more specific. 2 important parts of an SE: 1.CONTENT RIGOR 2.COGNITIVE RIGOR

4. ON TARGET EXPLORING COGNITIVE AND CONTENT EXPECTATIONS What’s the difference?

5. ON TARGET TEKS Student Expectations Cognitive The level at which students are expected to perform in order to adequately meet the standard Determined by the verbs used in both the knowledge and skills statements and student expectations Content The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard

6. ON TARGET Cognitive Complexity: The Verbs in the TEKS Across All Core TEKSAdditional Verbs in ELA TEKS AnalyzeEvaluateDetermine CompareExplainDifferentiate DescribeOrganizeDistinguish DevelopRecognizeFormulate InferRelatePlan MakeSummarizeSynthesize UnderstandWrite UseContrast

7. ON TARGET Cognitive Complexity: The Verbs in the TEKS Across All Core TEKS Analyze--Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose Infer---Drawing a logical conclusion from presented information Compare--Break material into its constituent parts and determine how the parts relate in similarities and differences to one another and to an overall structure or purpose Make—creating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing. Describe--Recalling information. Recognizing, listing, describing, retrieving, naming, finding Understand--Explaining ideas or concepts. Interpreting, summarizing, paraphrasing, classifying, explaining Develop--grow or cause to grow and become more mature, advanced, or elaborate Use--Using information in another familiar situation. Implementing, carrying out, using, executing

8. ON TARGET TEKS Student Expectations Readiness Standard are essential for success in the current grade or course are important for preparedness for the next grade or course support college and career readiness necessitate in-depth instruction address significant content and concepts Supporting Standard introduced in the current grade or course but may be emphasized in a subsequent year reinforced in the current grade or course but may be emphasized in a previous year play a role in preparing students for the next grade or course but not a central role address more narrowly defined content and concepts

9. ON TARGET How does this carry over into the classroom? TEKS Assessment Objective Instruction

10. ON TARGET Assessments 1.We design our assessments based on the 1.Cognitive rigor 2.Content This means that we “TEK” each question on our test (65% Readiness; 35% Supporting Standards; dual coded with Process Standards or Fig. 19) We may grade on a sliding scale but the expectations remain the same.

11. ON TARGET Assessments E1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words 10.Which words from stanza 7 best help the reader understand the use of the word arresting? F.it sobers everyone G.frighten the cobra H.he knows the commotion I.He speaks quickly

12. ON TARGET Objectives Objectives inform a student of the cognitive rigor and content he/she is expected to master by the end of the lesson. OBJECTIVE = VERB + CONTENT

13. ON TARGET Objectives (Posted on Board and Referenced for Students) OBJECTIVE= VERB + CONTENT The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and connotative meanings of a word.

14. ON TARGET Instruction (Lesson Plans) 1.Introduce the Personal Poetry Glossary graphic organizer and explain that students will use it throughout the unit to define and examine literary devices. They will be expected to use it when analyzing a poem and creating original work. Personal Poetry Glossary Literary Device DefinitionExample from the Text and Explanation of Function and Use Original Example for My Writer’s Toolbox Connotation E1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words. The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and connotative meanings of a word. Objective TEK

15. ON TARGET Wrapping Up... The TEKS are the measuring stick to determine mastery of content The TEKS are made up of strands, knowledge and skills, and student expectations (cognitive rigor and content) Using the TEKS as a measuring stick, we align our assessments, objectives, and instruction to equip students to master the content Having tight alignment allows for targeted teaching (and/or reteaching) because the data from both formative and summative assessments is reliable and enables us to further equip students for success

16. ON TARGET Write detailed lesson plans that: Align with the TEKS Have an objective that aligns with the TEKS being taught and should include the wording of the TEK Write instructional activities that align with objective and show how the cognitive rigor and content will be broken down in the activity Give each student the opportunity to demonstrate mastery that can be assessed by the standard of the TEK Where we go from here...

17. ON TARGET EDUPHORIA: FORETHOUGHT

18. ON TARGET Write assessments that: Align with the TEKS covered in that unit TEK each question for cognitive rigor and content Dual code questions with process skills OR Figure 19 Return accurate data from AWARE to inform reteaching and spiraling of the TEKS Where we go from here...