Creating a TAKS Support Plan

Raising Student Achievement Through the School Library Program

Library ExpoSeptember 22, 2006

Has this ever happened to you?

Does what I do in the library REALLY

make a difference?

What do YOU believe?

vidence-basedpractice

AKA “data-driven decision making”

School libraries ≈ High student achievement

Step 1. Analyze TAKS data

From the Texas Education Agency web site…

literary

expository (informational)

viewing and representing piece

Multiple Choice Items

Open-Ended Items

4th grade summary3rd grade summary

Subject area

Scores

3rd Grade – TAKS Summary Report Percentage

correct

Objectives

Step 2.Brainstorm

3rd Grade Reading - Objective 4

The student will apply critical-thinking skills to analyze culturally diverse written texts.

3rd grade ELA TEKS

(3.10) Reading/literary response. The student responds to various texts. The student is expected to:

(C) support interpretations or conclusions with examples drawn from text (2-3).

3rd Grade Reading - Objective 3

The student will use a variety of strategies to analyze culturally diverse written texts.

3rd grade ELA TEKS

(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to:

(C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3).

9th Grade Reading - Objective 3

The student will demonstrate the ability to analyze and critically evaluate culturally diverse written

texts and visual representations.

9th grade ELA TEKS

(12) Reading/analysis/evaluation. The student reads critically to evaluate texts. The student is expected to:

(B) evaluate the credibility of information sources and determine the writer’s motives

Step 3. Choose your team!

Step 4. Get input on TEKS to be taught

Step 5. Plan and schedule

Step 6. Evaluate your resources

Step 7. Develop a communication plan

Dear Third Grade Teachers –

In order to better focus library instruction, I have worked with some of you to create a TAKS Support Plan for the library (see attached). Based on the input I’ve received, your students need help with Reading Objective 3, which can be addressed in the library with read-aloud lessons. These read-alouds will include in depth discussion and analysis of characterization, setting and plot. If you’d like to schedule a time for a read-aloud lesson, please stop by the library today. We can add the lesson to your check-out time or choose a different time entirely.

Example 1Grade Targeted

TAKS Objective

Focus TEKS

4 Reading – Objective 4TSW apply critical thinking skills to analyze culturally diverse written texts.

(4.10) (H) draw inferences, such as conclusions or generalizations and support them with text evidence

Example 1 (cont.)Two research projects will be designed with an emphasis

on drawing conclusions.

Native Americans in Texas – 1st six weeksUnit overview: You are traveling back in time and arrive in

Texas in the 1700’s. You see many Native American campsites as you cross the state. Without an ample supply of food and water, you must join one of the tribes in order to survive. Choose three tribes to investigate.

Essential question: Which tribe should I join?

Example 1 (cont.)Battles of the Texas Revolution – 3rd six weeks

Unit Overview: Students will conduct research on the battle of the Alamo and the battle of San Jacinto to determine which had a greater effect on the outcome of the war. They will compare similarities and differences between the two battles to make this determination.

Essential Question: Which battle of the Texas Revolution was the most important? Why?

Example 24th -6th Grade – TAKS Objective 4, TEKS listed above These TEKS will be addressed through read alouds throughout the year

by using Bluebonnet books and other texts. One author study per grade level will be used to help compare/contrast a particular author's writings. I will question the students before, during and after the read aloud using TAKS stem questions. Also, higher level oral questioning will be utilized and students must be able to support their answers. Everybody Read To… is a strategy to be implemented. Also, making predictions using prior knowledge will be addressed by asking focus questions (Does the title provide a clue to what the story is about? What do you know about the author?, etc.). Another useful questioning technique is to have the students discuss response questions about the setting, characters, mood, etc.

Contact Info

Mary Woodard, Director – Library Servicesmwoodard@mesquiteisd.orghttp://www.mesquiteisd.org/library

Resources• Greene, MaryBeth. TAKS Support Plan online course, 2004.

• TAKS Information Booklets, Texas Education Agency Student Assessment Division, 2004. http://www.tea.state.tx.us/student.assessment/index.html

• Texas Essential Knowledge and Skills for English Language Arts and Reading, Subchapter A, Elementary. Texas Education Code, Chapter 110, 1998.