Facilitator 4-14-11

Secondary ELAR

Facilitator MeetingApril 14, 2011

AgendaBYOD – Crysten Caviness

8th Grade Book

Pre-AP / AP Summer Assignments

April 22 Rationales

May 13 Assignments

News from CREST

Newest Books

Curriculum Survey

ALT Time Survey

Other

ELA/Reading

Update

Crest

April 4, 2011

Reading

Writing

Listening and

Speaking

Research

Oral and

Written

Non-genre

specific

Literary

Informational

Fluency

Vocabulary

Theme and Genre

Sensory Language

Independent Reading

Culture and History

Media Literacy

Poetry

Drama

Fiction

Literary Nonfiction

Expository

Persuasive

Procedural

Print Awareness

Phonological

Awareness

Phonics

Strategies

Readin

g

Writing

Process

Plan

Draft

Revise

Edit

Publish

Literary

Story

Poem

Script

Persona

l

Expository and

Procedural

Persuasiv

e

Listening

and

Speaking

Listening

Speaking

Teamwor

k

ResearchGathering

Sources

Synthesizing

Information

Organizing

and

Presenting

Ideas

Research

Plan

Oral and

Written

Convention

sConventions

Handwriting/

Capitalization/

Punctuation

Spelling

Reading

Writing

Listening and

Speaking

Research

Oral and

Written

Conventions

Teaching All the Standards = Student Success

Non-Genre Specific Reading

Standards

Subsection Grade Eligible for Testing

Beginning Reading/Strategies Third Grade

Fluency Not Eligible

Vocabulary Third Grade through EOC III

Theme and Genre Third Grade through EOC III

Sensory Language Third Grade through EOC III

Independent Reading Not Eligible

Culture and History Third Grade through EOC III

Media Literacy Third Grade through EOC III

Genre-Based Reading

Standards Eligible for

AssessmentLiterary Informational

Poetry Expository

Third Grade – EOC III Third Grade – EOC III

Drama Procedural

Fourth Grade – EOC III Third Grade – EOC III

Fiction Persuasive

Third Grade – EOC III Fifth Grade – EOC III

Literary Nonfiction

Third Grade – EOC III

Oral and Written Conventions

Standards

Subsection Grade Eligible for Testing

Conventions 4th, 7th, EOC I, II, and III

Handwriting, Capitalization, andPunctuation

Not Eligible4th, 7th, EOC I, II, and III4th, 7th, EOC I, II, and III

Spelling 4th, 7th, EOC I, II, and III

ELA/Reading Electives

Adopted by the SBOE on March 19, 2010

Implementation scheduled for the 2011-2012

school year

Revisions made in both knowledge and skills

statements and in student expectations

Instructional

Materials

Proclamation 2011

Proclamation 2011 http://www.tea.state.tx.us/index2.aspx?id=214748

6677

The State Board of Education issued Proclamation

2011 in May 2008.

Panels convened in Austin during the summer of

2010 to review instructional materials.

The adoption of materials under Proclamation 2011

occurred in November 2010.

The legislature decides funding.

The adopted materials are scheduled to be

available for use beginning with the 2011-2012

school year.

http://www.tea.state.tx.us/index2.aspx?id=2147486677





STATE OF TEXAS ASSESSMENTS OF

ACADEMIC READINESS (STAAR)

Grades 3−8 Reading

Grades 4 and 7 Writing

English I, II, and III

Victoria YoungDirector of Reading, Writing, and Social Studies AssessmentsTexas Education Agency

Reading—Structure of Reporting Categories

RC 1: Questions about vocabulary and connections across texts for grades 3−8 (vocabulary only at grade 3); high school also includes short answer questions

RC 2: Questions about single literary texts: fiction, literary nonfiction, poetry, drama (drama beginning at grade 4)

RC 3: Questions about informational texts: expository and persuasive (persuasive beginning at grade 5)

Reading—Assessing Details

Details in literary texts in grades 3−5 only: they must be significant and support the development of the plot, characters, or main idea/theme

Details in expository texts in grades 3−8: they must be significant and support the development of the main idea

No details assessed at any grade for persuasive texts

No details assessed for any type of text at high

Reading—Assessing Poetry

Varying types of poems being developed for STAAR but emphasis not on identification

Focus is on how poet creates meaning using stanzas, word placement or emphasis, line length, repetition/rhythm/rhyme, sound effects, sensory language

At middle and high school, how speaker’s point of view or perspective affects

Reading—Assessing Drama

Limited number of characters, especially at lower grades

Mostly excerpts being used—one or two scenes (dependent on length)

Focus is on how the playwright creates meaning through the dialogue—interaction between and among characters

Questions about stage directions are focused on their purpose: why they are there and how they influence the way the reader reads the scene (Stage directions = an extension of the playwright’s narrational strategies)

Reading Test Design

STAAR reading assessments will emphasize students’ ability

to understand how to use text evidence to confirm the validity of their ideas

to make connections within and across texts (―across texts‖ begins at grade 4)

to think critically/inferentially

to ―go beyond‖ a literal understanding of what they read

Student Success in Reading

and on STAAR

Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS

Equal weight must be given to fiction and expository genres—the readiness genres—at elementary, middle, and high school

Instruction must emphasize critical/ inferential thinking rather than isolated skills

Students must be able to make connections between different genres (and be able to ―see‖ the thematic links)

STAAR Reading Rubrics—Text Evidence

Students must know that text evidence is always flawed when it is

only a general reference to the text

too partial to support the idea

weakly linked to the idea

used inappropriately because it wrongly manipulates the meaning of the text

Students must know that to score a 2 or 3 on short answer reading, text evidence must be considered accurate and relevant (SP 2) or specific and well chosen (SP 3)

STAAR Writing Design

Revising and Editing

Revision and editing assessed separately, with

increased focus on revision as students become

more experienced and skilled writers

For Grade 4, 32% of multiple-choice score from

revision (9 items) and 68% of score from editing

(19 items)

For Grade 7, 40% of multiple-choice score from

revision (16 items) and 60% of score from editing

(24 items)

For English I, II, and III, 50% of multiple-choice

score from revision (15 items) and 50% of score

from editing (15 items)

Revision and Editing

Grades 4 and 7

Example of Grade 4 revision stem:

David would like to improve his story by adding a

strong concluding sentence after sentence 28.

Which of these would be the BEST sentence to

add?

Example of Grade 7 revision stem:

The transition between the third paragraph

(sentences 13–19) and the fourth paragraph

(sentences 20–25) is abrupt. Which sentence could

Veronica add before sentence 20 to help with this

Revision and Editing

English I, II, and III

Examples of high school revision questions:

Steven wants to more effectively establish the

thesis in his paper. Which revision of sentence 5

can help him accomplish his goal?

Cristina wants to strengthen the transition

between the second and third paragraphs. What

sentence should she add before sentence 10?

(beginning of paragraph 3)

STAAR Written Composition

Students will write two one-page essays (26 lines

maximum) addressing different types of writing

Grade 4—personal narrative and expository

Grade 7−personal narrative (with extension) and

expository

English I−literary and expository

English II−expository and persuasive

English III−persuasive and analytic

Essays will be weighted equally

No ―gatekeeper‖ (automatic fail of the writing test for

a 1)

STAAR Writing Prompts

Expository, persuasive, and analytic prompts

contain a stimulus and are scaffolded:

Read, Think, Write, Be Sure to −

Personal narrative and literary prompts

contain a stimulus and are

scaffolded, though less so than other

prompts

Analytic prompts contain a literary or

informational text (approximately 425−500

words), which students must analyze

STAAR Analytic Essay

A combination of expository writing and

interpretation of one aspect of a literary or

expository text

Score based on the student’s ability to

interpret the text and support it with relevant

textual evidence (15C) AND quality of the

writing (criteria under expository writing in

15A)

STAAR Writing Rubrics

A rubric is being developed for each writing

type, but three overarching aspects of writing

are addressed in all rubrics

Organization/Progression

Development of Ideas

Use of Language/Conventions


Organization/Progression—bullet #1: the

degree to which the organizational structure

is appropriate to the purpose and specific

demands of the prompt.

This bullet ―plays out‖ in slightly different

ways depending on the purpose for

writing, so how do we know when we see

it?


Grade 7 Personal Narrative: The writer

uses organizational strategies or literary

devices that are particularly suited to the

narrative task. The writer is able to clearly

convey the experience and communicate

its importance or meaning.

Grade 9 Expository: The organizational

strategies the writer uses enhance the

clarity and quality of the essay.


Development of Ideas—bullet

#2: the degree to which the

piece is thoughtful and

engaging


Grade 7 Personal Narrative: The writer

demonstrates a deep understanding of the

writing task by establishing a believable situation,

providing plausible motivations for behavior or

actions, and revealing changes or insights that

developed as a result of the experience.

Grade 9 Expository: The writer may approach the

topic from an unusual perspective, may use

his/her unique experiences or view of the world

as a basis for writing, or may connect ideas in

interesting ways. The writer demonstrates a deep

understanding of the expository writing task.


Use of Language/Conventions—bullet #1: the

degree to which word choice is thoughtful and

appropriate to the purpose and tone

Grade 7 Personal Narrative: Effective diction enables

the writer to recreate the experience in a way that

reflects its importance or meaning.

Grade 9 Expository: Word choice strongly contributes

to the clarity of the essay.

TEA STAAR Resources

Currently available at

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

General information about STAAR—e.g., the overall assessment design and attributes

Assessed curriculum

Test blueprints and test design schematics

Literary and expository rubrics for English I

Short answer reading rubrics for single selection and pair (called connecting selections)

On the way in summer and fall 2011:

“Mini” scoring guides—English I literary and expository writing

Sample selections and items—reading and writing

Background

KnowledgeAre we using

Text Structures?

Sentence Frames?

Paragraph Frames?

Comprehension Going

Forward//Recommendation Engine//

Ask an Algorithm

Which TV for Me?

I want a Panasonic 103-inch TV. My wife says that’s too big.

Is she right? Optimal viewing distance at 1080p-diagonal

screen size /0.84; maximum OVD for 103-inch

screen=122.619 inches.

Recommendation: If seat to screen distance > 122.619 inches;

Purchase TV; if < 122.619 inches: Construct home theater

space of necessary size; purchase TV.

Skilled Writers Make

These Mental MovesMonitor their comprehension

Visualize and make sensory images

Draw inferences

Connect to background knowledge

Ask questions of the text

Determine what’s important

Synthesize and summarize