Frame Game Can you solve these word games? Think literally. Each communicates a famous person,...

Frame Game Can you solve these word games? Think literally. Each communicates a famous person, place, or thing or saying. All STAAR Game Source: http://www.usaweekend.com/section/FUN03/Frame-Gameshttp://www.usaweekend.com/section/FUN03/Frame-Games

Source: http://www.tea.state.tx.us/student.assessment/staar/http://www.tea.state.tx.us/student.assessment/staar/

Fact or Fib? 1.In the first reporting category (Understanding Across Genres), the 6 th, 7 th, and 8 th grade reading tests contain the same amount of questions. 2.The reading test for grades 6-8 contains one paired selection. 3.The test for grades 6-8 contain the same amount of questions. 4.Grades 6-8 contain the same amount of single reading selections. 5.Drama is not tested in grade 6 reading, but it is tested in grades 7 and 8. 6.The grade 8 reading test contains more questions in reporting category 3 (Comprehension and Analysis of Informational Texts).

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

In the first reporting category, Understanding Across Genres, the 6 th, 7 th, and 8 th grade reading tests contain the same amount of questions. (Factthe 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. (Fibgrade 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)

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

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 providedthe reader can conclude Contextual Vocabulary formation CurriculumInstruction

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 onebased 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 providedthe reader can conclude Contextual Vocabulary formation Instruction and DOK (Level of Thinking)

Depth of Knowledge Levels for Reading

Unpacking the 6 th 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 Circle the cognitive demands (verbs) Underline the content (concept) Box the context

VerbLevel 1Level 2Level 3Level 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. (6.11B) Identify simply faulty reasoning used in persuasive texts. Same Verb Used at Depth of Knowledge Levels

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. VerbLevel 1Level 2Level 3Level 4 Summarize

Examining STAARImplications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Grade Aligned SEs Comments: Lets complete a quick analysis of the test design Genres Tested: __________________ __________________ __________________

Examining STAARImplications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Grade Aligned SEs Comments: Lets complete a quick analysis of the test design We will complete these sections at the end. Genres Tested: __________________ __________________ __________________

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

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

6 th Grade Example

Lets Look At Vertical Alignment of the Tested SE Everyone has a chart that looks like this 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) Tested SE 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. Tested SE (Figure 19D): make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Tested SE 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. Tested SE (Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Tested SE 6 th 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) Tested SE 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. Tested SE (Figure 19D): make inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Tested SE 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. Tested SE (Figure 19D): make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (Persuasive) Tested SE In order for a 6 th grade student to be able to master this question, what do our teachers promise to teach? Lets Look at Vertical Alignment 6 th Grade Example

Now Lets Look at the CSCOPE Indicators in Connection to the Tested SELooks Like This

5 th Grade CSCOPE Performance Indicators 5.11 and Figure 19D 6 th Grade CSCOPE Performance Indicators 6.10 and Figure 19D 7 th Grade CSCOPE Performance Indicators 7.10 and Figure 19D Unit 3 (2 nd 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 (3 rd 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 (3 rd Nine Weeks) Same as 4B Unit 5B (4 th 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. Unit 3 (2 nd Nine Weeks) 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 (3 rd 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. Unit 5A (3 rd Nine Weeks) Same as 4A Unit 5B (4 th 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. Unit 3 (2 nd Nine Weeks) 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 partners 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. Unit 5A (3 rd Nine Weeks) 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. Unit 5B (4 th Nine Weeks) 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 authors purpose in the expository text. Complete a Venn diagram comparing the two texts including the theme(s) and authors purpose. Provide textual evidence to support your understanding. CSCOPE Performance Indicators* *Note: The STAAR released test key only lists the SE with a 10, but CSCOPE does note specific SEs which is what is referenced on this chart. 6 th Grade Example

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

Steps for Analysis of 2011 STAAR Released Items 1. 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. 5.Determine what part of the SE is being tested. 6.Determine how the question is being tested. (question stem) 7.Determine the level of thinking (DOK) that is required for the student to successfully work through the problem. 8.Determine what the students need to know in order to answer the question.

6 th Grade Example

Taught in CSCOPE 6.10 Not listed in CSCOPEwhat is listed is 10A-10D Fig19D: 1 st -4 th 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 onebased 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 providedthe reader can conclude Contextual Vocabulary formation

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 authors 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? Readauthor uses this sentence to Contextual Vocabulary Swooping Flock Visualize Argue Taught in CSCOPE 6.10 Not listed in CSCOPEwhat is listed is 10A-10D Fig19D: 1 st -4 th 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 photographsto support idea Contextual Vocabulary Instinctively Formations Consume Flock Resistance Solo Taught in CSCOPE 6.13 Not listed in CSCOPEwhat is listed is 13A-10D Fig19D: 1 st -4 th Nine Weeks (Direct Teach)

Taught in CSCOPE 1 st -3 rd Nine Weeks (Direct Teach); 4 th 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 CSCOPEwhat is listed is 6.6A-C; Fig19D: 1 st -4 th 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

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 Taught in CSCOPE 6.6 not listed in CSCOPEwhat is listed is 6.6A-C; Fig19D: 1 st -4 th Nine Weeks (Direct Teach)

Taught in CSCOPE 1 st 4 th 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

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 Taught in CSCOPE 1 st 4 th Nine Weeks (Direct Teach)

Taught in CSCOPE 1 st and 3 rd Nine Weeks (Direct Teach); 4 th 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 1 st 4 th 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

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 Taught in CSCOPE What is listed on CSCOPE is 6.4A and not just 6. Figure 19D 1 st 4 th Nine Weeks (Direct Teach)

Examining STAARImplications for Teaching Number of Non-linguistic Representation Number of Grade 5 Aligned SEs Number of Grade 7 Aligned SEs Comments: Lets complete a quick analysis of the test design Now we can complete the rest of the form.

Frame Game Can you solve these word games? Think literally. Each communicates a famous person,...

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Transcript of Frame Game Can you solve these word games? Think literally. Each communicates a famous person,...