TAAS TABS - Amazon S3...Outcomes • Review the structure and components of STAAR • Explore the...

TABS

TEAMS

TAAS

TAKS

Get Ready! Get Set!

STAARt!

2

Outcomes

• Review the structure and components of STAAR

• Explore the STAAR assessed curriculum

• Reexamine curriculum, instruction, and assessment

alignment

• Develop strategies for implementation

3

• Go to www.lead4ward.com

• Click on “Resources” Scroll to “Teacher Login”

Page 3

http://www.lead4ward.com/

5

Page 6-13

STAAR Word Wall

6

Assessed Curriculum

Readiness Standard

Supporting Standard

Process Standard

Reporting Category

Page 4

How are we feeling about

things? 7

J U S T a l i t t l e u n e a s y ?

We have been down this path before.

8

TAAS

TABS

TEAMS

TAKS [SDAA/LDAA]

TAKS (Acc/M/Alt)

A Flash From The Past

Name that Test!

9

10

Think….

– Which tests did you administer as a teacher?

– Which tests did you take as a student?

– What were you doing that year?

Who is the main character in the story?

A. Janet’s father

B. the zoo keeper

C. Ben

D. Janet

SKILL

REMEMBER

Who is the story mostly about ?

A. Grandmother

B. Missy

C. Eric

D. Mrs. Parks

12

SKILL

REMEMBER

The reader can tell that the special guests on Know the

Facts are-

A. funny

B. strong

C. lively

D. creative

PROCESS

ANALYZE

Which quotation from the story seems to heighten the

conflict between Vidal and Gabriel?

A. “I found a wonderful seat up there.”

B. “Where are you going,”

C. “You could give me some easy grounders,”

D. “I can make you do anything I want.”

14

PROCESS

ANALYZE

Susan’s grandmother most likely feels-

A. proud of her family

B. bothered by the visit with her family

C. upset about caring for sheep

D. eager to move from the reservation

17

Previous TEKS/TAKS

2008 TEKS

ELAR

18

Previous

TEKS/TAKS

Previous

TEKS/TAKS

2008 TEKS

ELAR

2008 TEKS

ELAR

Previous

TEKS/TAKS

2008 TEKS

ELAR

19

Crosswalk-Comparison-Key English Language Arts and Reading Source: Texas Education Agency

GRADE Previous ELAR TEKS 2008 TEKS

Third Grade

Distinguish fact from opinion in various texts, including news stories and advertisements.

14A Identify what the author is trying to persuade the reader to think or do.

Fourth Grade

Describe how the author’s perspective or point of view affects the text.

12A Explain how the author uses language to present information to influence what the reader thinks or does.

Fifth Grade

Identify the purposes of different types of texts such as to inform, influence, express, or entertain.

10A Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.

Sixth Grade

Distinguish fact from opinion in various texts.

10B Explain whether facts included in an argument are used for or against an issue.

Seventh Grade


10B Distinguish factual claims from commonplace assertions and opinions.

Eighth Grade

12F Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.

3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

Eighth Grade

10J Distinguish fact and opinion in various texts.

10B Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic.

English I

7E Analyze text structures such as compare and contrast, cause and effect, and chronological order.

6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

English II

19C Distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

12A Evaluate how messages presented in reflect social and cultural views in ways different from traditional texts.

English III

8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters speeches, memoranda, and other media]

8A Analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.

20

Previous TEKS/TAKS

2008 TEKS

ELAR

22

Comparing Apples to Oranges

24

Crosswalk-Comparison-Key English Language Arts and Reading Source: Texas Education Agency

GRADE Previous ELAR TEKS 2008 TEKS

Third Grade

Distinguish fact from opinion in various texts, including news stories and advertisements.

14A Identify what the author is trying to persuade the reader to think or do.

Fourth Grade

Describe how the author’s perspective or point of view affects the text.

12A Explain how the author uses language to present information to influence what the reader thinks or does.

Fifth Grade

Identify the purposes of different types of texts such as to inform, influence, express, or entertain.

10A Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.

Sixth Grade


10B Explain whether facts included in an argument are used for or against an issue.

Seventh Grade


10B Distinguish factual claims from commonplace assertions and opinions.

Eighth Grade

12F Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.

3C Explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

Eighth Grade

10J Distinguish fact and opinion in various texts.

10B Distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic.

English I

7E Analyze text structures such as compare and contrast, cause and effect, and chronological order.

6A Analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event.

English II

19C Distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

12A Evaluate how messages presented in reflect social and cultural views in ways different from traditional texts.

English III

8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters speeches, memoranda, and other media]

8A Analyze how the style, tone, and diction of a text advance the author’s purpose and perspective or stance.

25

Page 5

Page 21

27

A Look to the Future

Turn to the person next to you:

What scares you about STAAR?

What excites you about STAAR?

28

State of Texas

Assessments of Academic Readiness

Grades 3-8

Reading – Gr. 3-8 Writing – Gr. 4 & 7 Math-Gr. 3-8 Science-Gr. 5 & 8 Soc. Studies – Gr. 8

29

High School COURSES

Math English Science Soc Studies Algebra I Geometry Algebra II

Eng I Engl II Eng III

Biology Chemistry Physics

World Geo. World Hist. U.S. History

The high school level STAAR tests are COURSE tests, NOT grade level tests

. . . the tests…two year implementation

STAAR Modified and STAAR Alternate

Grades 3-8

Reading – Gr. 3-8 Math – Gr. 3-8 Writing – Gr. 4 & 7 Science – Gr. 5 & 8 Soc. Studies – Gr. 8

30

High School COURSES

Math English Science Soc Studies Algebra I Geometry Algebra II

Eng I Engl II Eng III

Biology Chemistry Physics

World Geo. World Hist. U.S. History

STAAR Modified and STAAR Alternate for all courses required for graduation under

Minimum Plan

STAAR Modified and STAAR Alternate for

ALL grades and subjects

• Reflects same increase in rigor as STAAR

• Designed similar to TAKS-M

– 20% reduction in length

– delete 1 answer choices

– simplified sentence structure

• Embedded field test items

STAAR for ELLs?

32

“ELL Yes!”

33

• Spanish STAAR – Grades 3-5

• STAAR L (for eligible ELLSs)

– Grades 3-8 and STAAR/EOCs in

• Math

• Science

• Social Studies

– No STAAR L in Reading/Language Arts

• STAAR with linguistic accommodations

Math, Science and Social Studies

• Bilingual dictionary

• Extra time (same day)

Reading/Language Arts

• Bilingual dictionary

• Extra time (same day)

• Clarification in English of words in prompt and open ended reading question

STAAR Accommodated

Not a separate test

– Accommodations WILL

be allowed on STAAR

– STAAR will be in

Verdana font, larger

type, more white space

35

Accommodated Tests

(Separate Test Form and Booklet)

2006-2010

Extended time

Oral reading of item stems

Oral reading of answer choices

36

Dyslexia Accommodations

Available

STAAR . . . A noteworthy item

Time limits-4 hours

37

-extended time will be offered

STAAR

Performance

Standards

• Standard-setting committees

• and policy review committees

• Reviewed every 3 years

• Higher than TAKS

39

STAAR Performance Standards

• Higher than TAKS

40

31 out of 48 = 65% 29 out of 50 = 58%

29 out of 40 = 73% 24 out of 55 = 44%

What we expect…higher than TAKS

• More aligned across content areas

• More aligned across grade levels and courses

• Expect 70

41

When will we know?

42

2012

STAAR . . . a few more noteworthy items

• Test format

EOCs-paper and online

3-8-paper only

Third grade-answer documents

43

Reminder

44

Graduation

and Grading

When will we see?

45

2014

composition

eoc

genre

ccrs

pai

red

sel

ecti

on

p

rom

pt

short answer

du

al c

od

ing

teks

multiple choice

field test

Test Design

ELAR

48

Page 6-9

Test Design

ELAR

49

Page 6-9

Two compositions..26 lines

STAAR, by design, has the potential to improve

learning for students.

Writing-something to consider…

• Compositions –50-52% of score

• Compositions -weighted equally

• 4th grade writing -split evenly over two days

• 4th grade -stand alone composition field test every three

years

51

Quick fix….

• Respond to expository text

• Use the STAAR format..read, think, write

• Write in content areas

53

Say what you mean!

Longer Fix…

55

“E-labor” what?

• Precise and concise

• Enrich vocabulary through reading

• Use visualization

• Play with words

56

Organization and Progression

Development of Ideas

Use of language and conventions

Strengths in higher score range… – Strong match between structure/form and purpose

– Explicit thesis

– “Narrow and deep” development-no wasted words or spaces (Think quality over quantity.)

– Introduction and conclusion short but effective

– Specific use of language and appropriate tone for purpose

– Essay well crafted

– Strong conventions

In depth instruction in ALL GENRES…

59

60

Genre Confusion

• Literary vs. Informational

• Nonfiction vs. Literary non-fiction

61

A s

ide

no

te…

.

Readiness Genres-Fiction and Expository

Supporting Genres-Literary Nonfiction, Poetry

Drama-4th and beyond,

Persuasive-5th and beyond

Embedded-Procedural and Media

word count…words count…count words…

• Third grade-2700 + 800

• Fourth grade-3,100+800

• Fifth grade-3,300+800

• Sixth grade-3.700+900

• Eighth grade-4,100+900

• English III-3,500+1,200

62

Use text evidence to confirm the validity of ideas

63

I wonder what is going to happen next? This character

is funny!

I think his parents are going to decide to keep the lost dog.

I think they are going to live happily ever after!

What?

topics, concepts, or context

66

Page 10-13

68

Texas Two Step

In the TEXAS TWO STEP each table of contestants will attempt to complete a Venn diagram to include at least eight correct differences or likenesses between TAKS and STAAR. If ONE or more groups complete the task in a minute, it will result in today’s session ending 5 minutes early. Failure of at least one group to complete the task correctly and accurately will result in early release elimination.

69

TAKS Page 14

70

TAKS 3-8 and high school

4 hours Full day

Accommodations Available

Accommodated test booklet

No Accommodated test booklet

One testing day Two testing days

2 page composition 1 page composition

Objectives Reporting categories

Third grade-test booklet

Third grade- answer document

Modified and Alt

Three performance levels

All genres tested Expository and fiction

Based on number of selections Based on number of words

Context for

Change

71

But what we really want to accomplish . . .

72

73

apply to a new situation

teach someone else

use the information, skill, or process in an

authentic situation

use what was learned after a period of time

Page 15

Leverage the new assessment

structure to

improve learning for students

75

Get Ready!

76

TAKS is horizontal ---------

STAAR is vertical!

• Learning builds between grades

• Learning DEPENDS on earlier grades

It’s in your hands…

81

TAKS is horizontal ---------

STAAR is vertical!

• Intervention areas are easier to identify

• Differentiation is predictable (IEP)

Let’s Get

Vertical!

83

84

Alignment Key C – Increased Cognitive Complexity E – Extended Application of Standard S – Increased Specificity (examples)

7.10A 6.10A 5.11A 8.10A E1.8A

Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.

Summarize the main ideas and supporting details in a text demonstrating the understanding that a summary does not include a n opinion

Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.

Summarize the main ideas, supporting details, and relationships among ideas, succinctly in ways that maintain meaning and logical order.

Explain the controlling idea and specific purpose of an expository text and distinguish the most important from the lees important details that support the author’s purpose

S C E,S S

Connect the Dots

85

Reading-Assessed Curriculum Alignment K-7 SAMPLE

Kindergarten

First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade

Sixth Grade

Seventh Grade

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

2.5A Use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)

3.4A Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -ful, -less) and know how they change the meaning of roots.

4.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.




1.6B Determine what words mean from how they are used in a sentence either heard or read.

2.5B Use context to determine the relevant meaning of unfamiliar words or multiple-meaning

words.

3.4B Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs.

4.2B Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words.

5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.

6.2B Use context (e.g., cause -effect or compare - contrast organization text structures) to determine or clarify the meaning of unfamiliar or multiple

meaning words.

7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar words or ambiguous words.

K.5D Use a picture dictionary to find words.

1.6E Alphabetize a series of words to the first or second letter and use a dictionary to find words.

2.5D Alphabetize a series of words and use a dictionary or glossary to find words.

3.4E Alphabetize a series of words to the third letter and use a dictionary or glossary to determine the meanings, syllabication, and pronunciations of unknown words.

4.2E Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciation, alternate word choices, and parts of speech of words.



86


Page 27

SE# SE#

Connect the Dots

SE# SE# SE#

CHORAL READING

Please read with me

89

Focus Fewer standards - More test questions-Less time

A longer assessment and less time increases


Clarity

Depth

Page 16 -Notes

F CUS 91

Eliminated standards

that can’t be tested

Focused on most

critical for success

FOCUS = LONGER

• Reading 3-8 = +4 questions

• Writing = +1 composition

• Social Studies Gr 8 = +4 questions

• EOC = +6 to 13 questions

92




Clarity

Depth

More questions + Less time = Increased rigor Page 16 -Notes

Standards! Standards! Everywhere!

95

Assessed Curriculum (TEKS)

• Reporting Categories

• Readiness Standards

• Supporting Standards

96

97

Page 34-37

98

Readiness vs. Supporting Standards

35%

65%

65%

35%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% of Assessed Curriculum % of TEKS Tested on STAAR

SupportingStandards

ReadinessStandards

99

Page 17

ALL STANDARDS ARE

IMPORTANT…

THEY PLAY DIFFERENT ROLES

101




Clarity

Depth

More questions + Less time = Increased rigor

Most critical + More times + More ways =

Increased rigor

Page 16 -Notes

103

K

1

2

3

4

5

6

7

8

English I

English II

English III

English IV

CCRS

6B-

Discuss

the big

ideas

(theme) of

a well

known folk

tale or

fable and

connect it

to personal

experience

7A-connect

the meaning

of a well

known story

or fable to

personal

experiences

6A-

identify

moral

lessons

as

themes

in well

known

fables,

legends,

myths, or

stories

5A-

paraphrase

the themes

and

supporting

details of

fables,

legends,

myths, or

stories

3A- summarize

and explain the

lesson or

message of a

work of fiction

as its theme

3A-compare

and contrast

the themes

or moral

lessons of

several

works of

fiction from

various

cultures

3A-infer the

implicit theme

of a work of

fiction,

distinguishing

theme from

topic

3A-describe

multiple

themes in a

work of fiction

3A-analyze

literary

works that

share

similar

themes

across

cultures

2A- analyze

how the

genre of

texts with

similar

themes

shapes

meaning

2A-compare

and contrast

differences in

similar

themes

expressed in

different time

periods

2A-analyze

the way in

which the

theme or

meaning of a

selection

represents a

view or

comment on

the human

condition

2A-compare

and contrast

works of

literature that

express a

universal

theme

11C-

Describe,

analyze, and

evaluate

information

within and

across

literary and

other texts

from a variety

of vultures

and historical

periods

IIA-12

K

1

2

3

4

5

6

7

8

English I

English II

English III

English IV

CCRS

8A

describe

characters

in a story

and the

reasons

for their

actions

9A-

describe

characters

in a story

and the

reasons for

their

actions and

feelings

9A-

describe

main

characters

in works

of fiction

8B-describe

the

interaction of

characters

including

their

relationships

and the

changes they

undergo

6B- describe

the

interaction of

characters

including

their

relationships

and the

changes they

undergo

6B-describe

the roles and

functions of

characters in

various plots

including

their

relationships

and conflicts

6B-recognizze

dialect and

conversational

voice and

explain how

authors use

dialect to

convey

character

6B-analyze

the

development

of the plot

through the

internal and

external

responses of

the

characters,

including

their

motivations

and conflicts

6B-analyze

how the

central

characters’

qualities

influence

the theme

of a

fictional

work and

resolution

of the

central

conflict

5B-analyze

how authors

develop

complex yet

believable

characters

in works of

fiction

through a

range of

literary

devices,

including

character

foils

5B-analyze

differences in

the

characters’

moral

dilemmas in

works of

fiction across

different

countries or

cultures

5B-analyze

the internal

and external

development

of characters

through a

range of

literary

devices

5B-analyze

the moral

dilemmas

and

quandaries

presented in

works of

fiction as

revealed by

the

underlying

motivation s

and

behaviors of

the

characters

IIA-Locate

explicit

textual

information,

draw

complex

inferences,

and analyze

and evaluate

the

information

within and

across texts

of varying

length

A s

ide

no

te…

.

105

In STAAR CROSSED each table of contestants will

attempt to complete a crossword puzzle, correctly. If

TWO or more groups complete the task in a minute, it

will result in today’s session ending 5 minutes early for a

total of 10 minutes. Failure of at least two groups to

complete the task correctly and accurately will result in

early release elimination.

STAAR Crossed

106

STAAR CROSSED 1 2 3

2

3

1

4

Down

1. __________ Category

2. STAAR document providing information about the organization of the assessment

3. Reporting Categories were referred to as ______________ on TAKS

Across

1. What does R stand for in STAAR?

2. How many years is the STAAR implementation?

3. __________, Clarity, Depth

4. A longer assessment increases the _________.

STA

AR

CR

OS

SE

D S

TA

AR

CR

OS

SE

D

Page 19

107

STA

AR

CR

OS

SE

D S

TA

AR

CR

OS

SE

D

r

t

w

o

e

b

b

p

l

j

o

u

d

e

p

t

h

r

e

a

d

i

n

e

s

s

c

t

p

t

i

r

r

i

g

o

r

n

i

v

g

n

e

t

s

and Complexity

110

Depth

111

Ready for STAAR Identifying Depth and Cognitive Complexity

SE Performance (Depth) What are students supposed to do? (verb)

Content (Depth) What are students supposed to know?

Cognitive Complexity (Bloom’s Level)

Heat Map Data

Difficulty

Page 20

6.10C Explain how organizational pattern

develop the main idea and viewpoint

and Complexity

112

Depth

113





Heat Map Data

Difficulty

Page 20

114

Complexity

115

Page 21

116





Heat Map Data

Difficulty

Page 20

6.10C Explain how organizational pattern

develop the main idea and viewpoint

Understand

117

Page 21

118





Heat Map Data

Difficulty

Page 20

119

Page 3

Fig19D Make inferences about text

Use textual evidence

Support understanding

3A Compare Contrast

themes or moral lessons

Apply

Apply

Evaluate

Analyze

When provided a story with sections left out, students fill in the sections to complete the story.

Create

Students self select a moral lesson from one of the compared and contrasted and write about a personal connection.

Create




Clarity

Depth

More questions + Less time = Increased rigor

Most critical + More times + More ways =

Increased rigor

Greater depth + Higher cognitive level =

Increased rigor

Multiple essays=Increased rigor

Page 16 -Notes

STAAR

requires more

THINKING! 121

123

They’re

HERE!

125

STAAR Sample Items

130

Curriculum

Instruction

Assessment

Are you staying in your lane?

SCOPE

132

Review the Sequence

SEQUENCE

What’s taught when . . . • Are there assessed standards introduced AFTER STAAR is given?

• Are there hard to teach standards late in the year?

• Are there standards not included in the Assessed Curriculum that should be bundled with a Readiness, Supporting, or Process Standard?

• Are there grading periods that provide greater concern?

• Is the first grading period spent in review or new instruction?

• How many days of actual instruction are planned for each grading period?

137

DRIP Data Rich

139

Information Poor

Which data are meaningful?

Commended growth

140

Commended

Transitional to the new system

141

0

5

10

15

20

25

30

35

40

gr 3 gr 4 gr 5 gr 6 gr 7 gr 8 gr 9 gr 10 gr 11

Woo Hoo! Oh No! Eak!

Which data are meaningful?

Student Expectation (SE) level data

– Is this year’s pattern a trend?

– What are sub group gaps?

142

Heat map

143

Data HOT Spots

144

Readiness Standards Supporting Standards Genres Assessed

SE Data SE Data Literary Informational Fiction Expository

Literary NF Persuasive

Poetry

Drama

Media Procedural

Media

Page 23

145

Data Heat Map- English Language Arts and Reading Grade/Course Mystery

Content Area Reading


SE Data SE Data Literary Informational Fig19D Fig19D Fiction Expository

Fig19E Fig19E Literary NF Persuasive

Fig19F 3A Poetry

2A 3B Drama

2B 3C Media Procedural

2E 4A Media

6A 5 (K&S)

6B 6C

8A 7A

11A 10A

11C 11B

11D 12A

11E 12B

13A

13B

14C

146

Page 24

Heat Map Key

147

75 or below

76-83

148

Data Heat Map- English Language Arts and Reading Grade/Course Mystery

Content Area Reading


SE Data SE Data Literary Informational Fig19D 80 Fig19D 82 Fiction Expository

Fig19E 75 Fig19E 78 Literary NF Persuasive

Fig19F 82 3A Not Tested Poetry

2A 85 3B 88 Drama

2B 74 3C 83 Media Procedural

2E 89 4A 79 Media

6A 80 5 (K&S) Not Tested

6B 86 6C 81

8A 90 7A 73

11A 72 10A 72

11C 78 11B Not Tested

11D 81 12A 88

11E 96 12B 91

13A 80

13B 86

14C 69

149





Heat Map Data

Difficulty

Page 20

8.6B Analyze How the central characters’ qualities

influence theme and resolution

of the central conflict

Analyze 70

150

Mystery Course/Grade 1st 6 weeks




Heat Map Data

Difficulty

Fig19D

Make Use Support

Inferences about text Textual evidence Understanding

Apply Apply Evaluate

80

Moderate/Difficult

Fig19D Make Use Support

Inferences about text Textual evidence Understanding

Apply Apply Evaluate

82

Moderate/Difficult

Fig19E

Summarize Paraphrase Maintain

Within text and across text Within text and across text Meaning and logical order

Understand Understand Understand

75

Moderate/Difficult

Fig19E Summarize Paraphrase Maintain

Within text and across text Within text and across text Meaning and logical order

Understand Understand Understand

78

Moderate/Difficult

Fig19F Make Provide

Connection between and across multiple texts of various genres Textual evidence

Apply Apply

82

Moderate

2B Use Determine or Clarify

Context The meaning of unfamiliar words or multiple meaning words The meaning of unfamiliar words or multiple meaning words

Apply Understand Evaluate

74

Difficult

2E Use Determine

A dictionary, glossary, or thesaurus The meanings, syllabication, pronunciations, alternate word choices, and parts of speech

Apply Understand

89

Easy/Moderate

3A Compare/Contrast Themes or moral lessons Analyze Not Tested

Easy/Moderate

153

It’s ALL about the

TEKS

154

FIVE Page 25-26

155

Data HOT Spots

7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.

#1 Understand how each grade level connects to the

other and know the connecting concept.

156


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157


7.10A 6.10A 5.11A 8.10A E1.8A

Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.

Summarize the main ideas and supporting details in a text demonstrating the understanding that a summary does not include a n opinion

Evaluate a summary of the original text for accuracy of the main ideas, supporting details and overall meaning.

Summarize the main ideas, supporting details, and relationships among ideas, succinctly in ways that maintain meaning and logical order.

Explain the controlling idea and specific purpose of an expository text and distinguish the most important from the lees important details that support the author’s purpose

S C E,S S

Connect the Dots

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158

English I 9A

MY GRADE LEVEL


English II 9A

English III 9A

Grade 8 10A

Grade 7 10A

evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning

summarize the main ideas, supporting details, and relationships among ideas in text succintly in ways that maintain meaning

summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion

summarize and distinguish between a summary and critique and identify non-essential informaiton in a summary and unsubstantiate opinions in a critique

summarize a text in a manner that captures the author’s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion

E,S S

E,S S

E,S S

E,S S

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Understand how each grade level connects to the other and

know the connecting concept.

Vertical alignment

Connect the Dots

160

Curriculum

Instruction

Assessment

Aligning the

Assessment

161

162

Are we testing what we taught?

OR

Are we testing what students were supposed to learn?

YES Grade

or

Gauge

#2 Assess what students were supposed to learn.

163

Formative Assessment

Primary purpose is to monitor student

learning and make necessary adjustments

in instruction.

164

165

Observation Data

Ora

l Q

uiz

Written Quiz R

esp

on

se

En

try

Portfolio Checklist

Teacher-Student Conference

Exit Slip:

What makes a good summary?

Summative Assessment

Primary purpose is to sum up student

learning at the end of some period of instruction.

166

167

Un

it

Grading Period

Semester

Mid Term

End of Year Assessment

En

d o

f

Co

urs

e

Test-How good we are at school Performance-How good we are at doing/using the subject (application)

168

Un

it

Grading Period

Semester

Mid Term


En

d o

f

Co

urs

e

Performance -Provide 3 summaries to include at least one weak and one strong summary. The student uses a provided rubric to evaluate each summary and provides a written response to support the scores given.

169

Things that make you go hmmm…

A curriculum [instruction] steeped in multiple

choice test preparation drives shallow

learning.

Kelly Gallagher

170

Things that make you go hmmm…

An accountability system steeped in multiple

choice tests encourages instruction steeped

in multiple choice test preparation.

Gayla Wiggins

172

Which quotation from the

story seems to heighten

the conflict between

Mathew and Gabriel?

A.“I found a wonderful

seat up there.”

B. “Where are you

going,”

C. “You could give me

some easy

grounders,”

D. “I can make you do

anything I want.”

This quotation

heightens the

conflict because

Mathew is taunting

Gabriel.

A

B

C

D

This quotation

occurred during the

conflict, but did not

heighten the

situation.

This is the quotation

that started the

conflict.

The quotation

itself sounds

confrontational

which would

indicate conflict.

7.6B Analyze the development of the plot through the internal and

external responses of the characters, including their motivations and conflicts.

173

Un

it

Semester

Mid Term


En

d o

f

Co

urs

e

Which summary most accurately communicates the main idea, supporting details,

and overall meaning?

A. The summary is accurate

but does not support the main idea with appropriate details.

B. The summary

communicates the

overall meaning with the

accurate main idea and important supporting details.

C. The summary summarizes

an important detail

in the story.

D. The summary adds

details that would

seem logical.

174

1. Write a formative assessment.

2. Write a summative performance assessment.

3. Write a multiple choice question.

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175

English I 9A

MY GRADE LEVEL


English II 9A

English III 9A

Grade 8 10A

Grade 7 10A






E,S S

E,S S

E,S S

E,S S

Page 25



Assess what students were supposed to learn.

Formative assessment

Performance assessment

Multiple Choice assessment-Distractor Factor

Vertical alignment

Connect the Dots

176

Testing like a STAAR!

Check it over…. Does this test assess what I taught? Does this test assess what students were supposed to learn?

The items include the content of the TEKS.

The items are at the level of rigor (the verb) of the TEKS.

The distractors (wrong answers) are possible and I know why.

Some items look like examples used in class.

Most items require students to apply their learning in examples that are different than the ones used in class.

The test has items from all of the student expectations that

students were supposed to learn this unit/grading period.

Many items require student to use a process (skill) and demonstrate an understanding of content.

Other

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178

Curriculum

Instruction

Assessment

Teaching It

Forward

179

#3 Unpack the standard to understand the content,

depth and complexity.

181

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182

7.10A Evaluate a summary of the original text for accuracy of the main idea,

supporting details, and overall meaning.

183

7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning.

How is this content supporting other areas of

your grade level curriculum?

184


It is important for students to evaluate weak and strong summaries to support the

development of their own summaries in order to monitor comprehension during

and after reading.

185

7.10A Evaluate a summary of the original text for accuracy of the main idea, supporting details, and overall meaning. How is this content similar and/or different from

what was taught last year?

186

In sixth grade students summarized while understanding that opinions are not included in a summary.

In 8th grade students continue to summarize text while increasing the specificity.


187


Why is this content crucial to our real world understanding?

Why is this content crucial to real world

understanding?

188


Students will continue to use summary to communicate understanding and

monitor comprehension throughout college and career.

189



Comparing the grade level before and

after, how far should we go with

the content?

190


Students will continue to create and use summary to self monitor and clarity comprehension.

This is the first time students are expected to evaluate summaries.

191



How can we relate this content with other

standards? (concept)

192


Interpretation

193



What pre-requisite skills will students

need to have in order to be successful

with this content?

194


Summarization is the process of organizing, categorizing, and filtering out less

significant information in text during and after reading, while attributing the ideas to

the original source.

195



What are the key terms that are

essential for teachers/students to

model with this content?

196


Evaluate, summary, accuracy, main

idea, supporting detail

197



What actions should the students take

with the content?

198


Evaluating

Moderate/Difficult

199



What are some of the common

misconceptions?

200


In order to formulate a judgment about a summary, the evaluator must understand

the whole text and not just the information included in the summary.

201

English I 9A

MY GRADE LEVEL


English II 9A

English III 9A

Grade 8 10A

Grade 7 10A






E,S S

E,S S

E,S S

E,S S

Page 25







Vertical alignment

Connect the Dots

Unpack the standard to understand the content,

depth and complexity.

Unpacking the Readiness Standard

#4 Facilitate higher level question-answer strategies.

205

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THINK

206

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207

Ms. New Mr. Benhere Mrs. Bright Ms. Gottet

? asked

? asked

? asked ? asked

208


? asked

? asked

? asked ? asked

? answered ? answered ? answered

? answered

209


? asked

? asked

? asked ? asked

? answered ? answered ? answered

? answered

211

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212

What is the relationship between summary

and communication?

213

English I 9A

MY GRADE LEVEL


English II 9A

English III 9A

Grade 8 10A

Grade 7 10A






E,S S

E,S S

E,S S

E,S S

Page 25







Vertical alignment

Connect the Dots

Unpack the standard to understand the content,

depth and complexity. Unpacking the Readiness Standard Facilitate higher level question-answer strategies. Blooms

215

# 5 Learning must move from concrete to discrete.

216

apply to a new situation

teach someone else

use the information, skill, or process in an

authentic situation

use what was learned after a period of time

Are students engaged in

real learning?

Drill and Kill

If a “skill and drill” approach raises test scores,

the test is most certainly measuring low-level

outcomes.

217

218

Get READY! Unpacking the Readiness Standards

Readiness Standard 7.10C use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text

Readiness Criteria essential for

success in the current grade or course

Why? Understanding and using text structure to summarize and form an overview supports and monitors comprehension in all expository texts encountered.

important for preparedness for the next grade or course

Why? This standard supports eight grade and English I Readiness Standards as students use their knowledge of organizational structure to draw conclusions and make predictions about ideas in text.

support college and career readiness

How? This standard supports CCRS as students continue to read and understand expository text for multiple purposes.

necessitate in-depth instruction

How much? It is necessary for students to understand the thinking behind the structure of a text in order to use the structure as an avenue for locating and understanding information presented.

address broad and deep ideas

Like what? Authors use organization of text to communicate their purpose and to enhance understanding of the information presented.

Content Builder

Authors use organizational structure to support the communication of their ideas by arranging information in organized, meaningful format. The structure of text provides a predictable layout for the presentation of ideas that supports the reader’s navigation and understanding of text.

Academic Vocabulary Rigor Implications (verb/level of Bloom’s) Organizational pattern Organizational structure Summary Overview

Use-Applying

Level of Difficulty

moderate

Distractor Factor The ability to understand structure in literary texts does not guarantee the ability to understand structure in expository text. Literary text structure is similar from text to text; however, expository text can have many different structures.

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219

• Each literature circle member writes a summary on the selection read. As a group, students create a rubric to evaluate the summaries. Students exchange summaries and evaluate using the rubric.

or

• Students use a teacher created rubric to evaluate another class or lower grade level students’ summaries.

Single Standard

Study Group

220

222

Gallery Walk

223

English I 9A

MY GRADE LEVEL


English II 9A

English III 9A

Grade 8 10A

Grade 7 10A






E,S S

E,S S

E,S S

E,S S

Each literature circle member writes a summary on the selection read. As a

group, students create a rubric to evaluate the summaries. Students exchange

summaries and evaluate using the rubric.

.

7.10A-Evaluate the summary of the original text for accuracy of the main

ideas, supporting details, and overall meaning.

5th-summarized texts –meaning and logical order 6th-summarized text while

understanding the summary does not include opinions 8th-summarized

including the relationship between ideas

EI-summarized and distinguish between a summary and critique.

Formative-Exit Slip-What makes a good summary?

Performance -Provide 3 summaries to include at least one weak and one

strong summary. The student uses a provided rubric to evaluate each summary

and provides a written response to support the scores given.

What is the relationship between summary and communication?


Page 25

Are You Smarter Than Your Momma?

226

Which of these words best

describes Damian’s

sister?

A.Tall

B.Funny

C.Well-liked

D.Older than Damian

When Jason is setting up

the game, both he and his

sister are -

A. excited about having a

fun afternoon

B. upset with their mother

C. surprised that they like

the same game

D. wish they were doing

something else

Did Jane see Spot run? A. Yes B. No

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