Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills

Grade 3 Reading Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2010

Webb ArticleFoldable

Same Verb Used at Depth of Knowledge Levels

1.6C determine what words mean from how the are used in a sentence either heard or read2.5B use context to determine the relevant meaning of unfamiliar words or multiple meaning words3.4B use context to determine the relevant meaning of unfamiliar words in distinguish among multiple meaning words and homographs4.2 B use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple words meaning words. 5.2 B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

Verb Level 1 Level 2 Level 3 Level 4

Use Using the words from the list, look up the definition in the dictionary.

How would you match the following words to their meaning?

Using a set of prefixes, suffixes, and root words students will create new “nonsense” words. Students will select one of their new words and develop a short paragraph that provides context clues to help a reader understand what the new word means.

Select words from the word wall and a create graphic organizers that demonstrates synonyms and word phrases that could be used to describe the words. In pairs create a madlib (ridiculous story created when you fill in the blanks with word or word phrases) leaving strategic blanks where the original

vocabulary word would be used or placed. Students will exchange their madlib with another pair of students who will fill in the blanks using synonyms from their brainstorming. Students will discuss how the context of their stories changed and will write a short paragraph comparing/contrasting how the stories changed.

From a select group of words students will

brainstorm possible uses of the words. They will create a radio, online, magazine, newspaper or television advertisement to sell one of the words to the class. Using a rubric students will evaluate each other on whether the context of their ad

supports the use of word and whether the format selected supports the

appropriate use of that word.


K.4B ask and respond to questions about texts read aloud

1.4B ask relevant questions, seek clarification, and locate facts and details about stories and other texts

2.3B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text;

3.2B (2.3B, 1.4B, K.4B)ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text



K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems


Examining STAAR Implications for Teaching

Number of Non-linguistic Representation charts, pictures, photos, diagrams, captions, etc.

Information that is italicized, highlighted bolded, etc. ,

Identify the type of genres tested

Number of 2nd Grade Aligned SEs

Number of 1st Grade Aligned SEs

Number of Kinder Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

“Think Around” the question and capture all thoughts by jotting down what is being said.

In order for a 3rd grade student to be able to master this question what does the student need to know?

2011 5th Grade STARR Mathematics Released Item~Question 1

5th Grade Figure 19 (4,3,2,1K) Reading/Comprehension Skills : Students us a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

Kinder First Grade. Second Grade Third Grade Fourth Grade Fifth Grade

(D) Make inferences based on the cover, title, illustrations, and plot

(D) Make inferences about text and use textual evidence to support understanding

(D) Make inferences

about text and use textual evidence to support understanding




In order for a 5th grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

1st Grade CSCOPE Performance Indicators 2nd Grade CSCOPE Performance Indicators 3rd Grade CSOPE Performance Indicators

Unit 4 Third Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text. Provide textual evidence to support ideas. (1.Fig19C, 1.Fig19D, 1.Fig19F; 1.4B, 1.4C; 1.6C; 1.19C)

Unit 5B Fourth Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text. Provide textual evidence to support ideas. (1.Fig19C, 1.Fig19D, 1.Fig19F; 1.4B, 1.4C; 1.6C; 1.19C)

Unit 3 Second Nine Weeks.After listening to two stories written by the same author, complete a story map for each. . With a partner, compare the story maps and discuss the literary elements in each story. Individually, select one character and list distinguishing features (e.g., traits, motivations, and feelings) to describe him or her. . (2.Fig19B, 2.Fig19D, 2.Fig19F; 2.3A, 2.3B; 2.9A, 2.9B)

Unit 4 Third Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C)

Unit 5B Fourth Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C)

Unit 1 First Nine WeeksWrite multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to supportideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.2A, 3.2B, 3.2C; 3.11A; 3.20C)

Unit 3 Second Nine WeeksLocate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster, sort and categorize the information gathered from the texts. Include 2 or more relevant text features on the display. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E, 3.Fig19F; 3.2A, 3.2B, 3.2C; 3.4B; 3.12A; 3.13A, 3.13B, 3.13D; 3.25A, 3.25B; 3.26Aii, 3.26A

Unit 4B Third Nine WeeksAfter reading and/or viewing an advertisement, identify the topic and author’s purpose. In a paragraph, identify what the author is trying to persuade you to think or do, explain how the techniques used influence the message andprovide text evidence. Share your paragraph with a partner or small group. (3.Fig19C, 3.Fig19D; 3.12A; 3.14A; 3.16B; 3.20C) 1E, 1H; 2F; 3E,iii, 3.26B, 3.26C)

CSCOPE Performance Indicators Please note that Fig. 19 D is assessed through performance

indicators in every unit. Only a few were selected for this activity

Supporting3Fig. 19 D (2, 1, K)

make inferences about text and

use textual evidence to support

understanding. Literary Nonfiction

and poetry.

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) if it is stated and (I) if it is implied

Contextual Vocabulary

How is it being tested?

Taught inCSCOPEOn-Going

Supporting3Fig. 19 D (2, 1, K) make inferences about text and use textual evidence to support understanding. Literary Nonfiction and poetry.





How is it being tested?…










DOK: Level (Evidence) What part of the SE is being tested?)






Supporting3.2B (2.3B, 1.4B, K.4B)ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text





















Readiness3.13D (2.14D, 1.14D, K.10D)make inferences about text and use textual evidence to support understanding;


What do the students need to know in order to answer the question correctly?.




Taught inCSCOPE

3rd Nine Weeks4th Nine Weeks









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?





Readiness3 Fig 19 E (2, 1, K) summarize information in text, maintaining meaning and logical order






Taught inCSCOPE

4th Nine Weeks

Readiness3.4 B (2.5B, 1.6C)use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;.






Taught inCSCOPE

1-4 Nine Weeks

Readiness3.13A (2.14A, 1.14A, 10.A)identify the details or facts that support the main idea






Taught inCSCOPE

3-4 Nine Weeks

Readiness 3.13B (2.14B, 1.14B, 10.14B)draw conclusions from the facts presented in text and support those assertions with textual evidence






Taught inCSCOPE

3-4 Nine Weeks

Readiness3.13B (2.14B, 1.14B, 10.14B)draw conclusions from the facts presented in text and support those assertions with textual evidence

DOK: Level (Evidence) What part of the SE is being tested?\





Taught inCSCOPE

3-4 Nine Weeks

Documents

Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills