keeping our promise: college and career readiness
DESCRIPTION
Keeping Our Promise: College and Career Readiness. English Language Arts Yvonne Aragon Socorro ISD January 2012. Agenda. It’s All About the Standards! SE’s Vertical Alignment Readiness vs. Supporting Standards CSCOPE Data Analysis Item Analysis Data tool Q & A. - PowerPoint PPT PresentationTRANSCRIPT
Keeping Our Promise:College and Career
Readiness
English Language ArtsYvonne Aragon
Socorro ISDJanuary 2012
Agenda• It’s All About the Standards!
o SE’s• Vertical Alignment• Readiness vs. Supporting Standards• CSCOPE
• Data Analysiso Item Analysiso Data tool
• Q & A
It’s All About the Standards!
Includes:• reading• writing• oral and written
conventions• research • listening and
speaking
Starts on page 5
SE’s
Pg. 13
Analyzing SE’s Across Grade Levels
What Reading Skills Our Students Should Have Upon Graduation
Grades 1st – 8th
Grades 2nd –
English 4
Grades Kinder & 1st
1. Look for the verb in each of the SE’s and circle it.2. Look for the academic vocabulary in each of the
SE’s and underline it.
Pg. 13
~USE~DETERMI
NE
PREFIXESSUFFIXESMEANING
WORDS
~IDENTIFY
~KNOW
~MEANING
~PREFIXES
~SUFFIXES
~ROOTS
DETERMINE
MEANINGACADEMICENGLISHWORDSLATINGREEK
LINGUISTIC
ROOTSAFFIXES
DETERMINE
MEANINGTECHNICALACADEMICENGLISHWORDS
MULTIPLE AREASLATINGREEK
LINGUISTICROOTS
AFFIXES
DETERMINE
MEANINGTECHNICALACADEMICENGLISHWORDS
MULTIPLE AREASLATINGREEK
LINGUISTICROOTS
AFFIXES
What Have We Promised to Teach Our Students?
Key verbs (DOK) in the SE• Use• Identify• Know• Determine
Key Academic Terms for the SE• Prefixes• Suffixes• Affixes• Roots
o Linguistic• Latin• Greek
The student should be able to use prefixes, suffixes, affixes, and/or
roots to assist him in defining words across content areas.
Pg. 14
determine
Use and determine
distinguish
clarifyanalyze
distinguish Draw conclusions
CONTEXT
Unfamiliar Words
Multiple Meaning Words Ambiguous Words
Denotation &
Connotation
Nuance
What Have We Promised to Teach Our Students?
Key verbs (DOK) in the SE• Use• Determine• Distinguish• Analyze
Key Academic Terms for the SE• Context• Unfamiliar or
ambiguous words• Multiple meaning
words• Denotation &
connotationThe student should be able to
analyze context in order to correctly define unfamiliar
words.
RECAP…• Took a closer look at SE’s
o Identified the verb(s) (DOK/thinking)o Identified the noun(s) (academic)o Noted alignment and how they build on one another
• So now….let’s take a closer look at the SE’s in terms of readiness and supporting standards
Readiness and Supporting Standards
Remember…
K
4.2A
8.2A
7.2A
6.2A
5.2A
3.4A
2.5A
1.6C
E1.1A
E2.1A
E3.1A
E4.1A
Form adapted from lead4ward : STAAR: A Vertical System, pg.3
use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)
identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
Based on the definition of readiness and supporting
standards, label each SE, by grade level (grades 3 through English 4). R for readiness or
S for supporting.
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
No SE for this grade level.
No SE for this grade level.
Prefixes, suffixes, affixes, roots
To Help Guide You…
Ready for the Answers?
How Many Did You Get Right?
K
4.2A
8.2A
7.2A
6.2A
5.2A
3.4A
2.5A
1.6C
E1.1A
E2.1A
E3.1A
E4.1A
Form adapted from lead4ward : STAAR: A Vertical System, pg.3
use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow)
identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
No SE for this grade level.
No SE for this grade level.
RR
RR
RR
SS
S
How does 2nd grade play an important
part in the learning process for this SE?
Prefixes, suffixes, affixes, roots
Let’s Do Another One…
K
4.2B
8.2B
7.2B
6.2B
5.2B
3.4B
2.5B
1.6C
E1.1B
E2.1B
E3.1B
E4.1B
Form adapted from lead4ward : STAAR: A Vertical System, pg.3
determine what words mean from how they are used in a sentence, either heard or read
use context to determine the relevant meaning of unfamiliar words or multiple-meaning words
use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs
use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words
Based on the definition of readiness and supporting
standards, label each SE, by grade level (grades 3 through English 4). R for readiness or
S for supporting.
use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words
use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words
use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
No SE for this grade level.
Context
K
4.2B
8.2B
7.2B
6.2B
5.2B
3.4B
2.5B
1.6C
E1.1B
E2.1B
E3.1B
E4.1B
Form adapted from lead4ward : STAAR: A Vertical System, pg.3
determine what words mean from how they are used in a sentence, either heard or read
use context to determine the relevant meaning of unfamiliar words or multiple-meaning words
use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs
use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words
use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words
use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words
use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words
No SE for this grade level.
RR
RR
RR
RR
R
How do 1st and 2nd grades play an
important part in the learning process for
this SE?
Context
Figure 19
Note:Figure 19 SE’s
Labeling of readiness or supporting
standard will vary by reporting
category.
For example…3rd
Grade
So What About the SE’s That Are Not
Tested?
R R R R R
S analogies
Synonyms &
antonyms
idioms
Foreign words used in English
Pg. 14
VERTICAL ALIGNMENT DOCUMENT
(VAD)
StrandGrouped by Grades
R E A D I N GBeginning Reading
Skills / Phonics
Beginning Reading/ Strategies
Vocabulary Development
Comprehension
Media Literacy
Figure 19
Literary Text
Informational Text
Poetry
Drama
FictionLiterary
Nonfiction
Theme and Genre
Sensory LanguageCulture and
HistoryExpository Text
Persuasive Text
Procedural Text
R E A D I N GBeginning Reading
Skills / Phonics
Beginning Reading/ Strategies
Vocabulary Development
Comprehension
Media Literacy
Figure 19
Literary Text
Informational Text
Poetry
Drama
FictionLiterary
Nonfiction
Theme and Genre
Sensory LanguageCulture and
HistoryExpository Text
Persuasive Text
Procedural Text
So we know the genre, but what do students need to know in this genre? From skill to academic language.Let’s look at that…
Fiction and Plot
Pg. 17
K: main events in story
1st : plot (problem/solution); sequence of events
2nd : sim/diff; plot and setting; same author
3rd – 4th : plot, main events; sequence and summarize; influence on other
events
5th : incident that advance novel, how incident gives rise to or foreshadows future
events
6th : elements of plot development (rising action, turning point, climax, falling action,
denouement)
7th : influence on setting on plot development
8th : linear plot development (conflict, rising action, falling action, resolution, subplots);
conflict resolution
Fiction and Plot (Gr3-8)
Noticings on academic
language and building of the
skill?
Fiction and Plot (Gr8-EngIV)
Eng I: non-linear plot development, flashbacks, foreshadowing, sub-plots, parallel
plot structures; compare to linear plots 8th : linear plot development (conflict, rising action, falling action, resolution, subplots);
conflict resolution
Eng II: isolated scenes, contribution to plot
Eng III: literary elements (figurative language, point of view) shape author’s
portrayal of plot & setting
Eng I: complex text structures (subplots), and devices (foreshadow, flashback, suspense)
function and advance the action
Noticings on academic
language and building of the
skill?
So, in the end, what should students be able to do?
R E A D I N G Grades 3-8Beginning Reading
Skills / Phonics (Gr 3 only)
Beginning Reading/ Strategies
Vocabulary Development
Comprehension
Media Literacy
Figure 19
Literary Text
Informational Text
Poetry
Drama
FictionLiterary
Nonfiction
Theme and Genre
Sensory LanguageCulture and
HistoryExpository Text
Persuasive Text
Procedural Text
0 SE’s Tested
1 SE Tested (S)
4 SE’s Tested (Predominantly R)
3 SE’s Tested (S)
1 SE Tested (S)
1 SE Tested (S)
3 SE’s Tested (Pred. R)
1 SE Tested (S)
1 SE; R/S grade
dependent
1 SE; R/S grade
dependent6 SE’s; Pred.
R
2 SE’s Tested (S)
2 SE’s Tested (Grades 4-8); 1 SE grade 32 SE’s (S)
3 SE’s (R/S varies by RC)
The 3 W’s• ·What did we learn so far today ?• ·So What ?
o Relevancyo importance o usefulness
• ·Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)
CSCOPE AND STAAR
Socorro Independent School District CScope ELAR Units Grades 3-8 (2011-2012)
1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks Grade 3 Unit 01: Literary Discovery
Begins with Fiction (6 weeks) Unit 02: Discovering Other Literary Genres (3 weeks)
Unit 02: Discovering Other Literary Genres (continued) (3 weeks) Unit 03: Reading to Discover- Expository Text (6 weeks)
Unit 04A: Discovering Procedural Text (3 weeks) Unit 04B: Establishing a Position (3 weeks) Unit 05: Discovering Connections (3 weeks)
Unit 05: Discovering Connections (continued) (3 weeks) Unit 06A: Discovering Through Research (3 weeks) Unit 06B: Media Message (3 weeks)
Grade 4 Unit 01: Literary Understanding Begins with Fiction and Poetry (6 weeks) Unit 02: Understanding Literary Nonfiction and Drama (3 weeks)
Unit 02: Understanding Literary Nonfiction and Drama (continued) Unit 03: Reading to Learn- Informational Text (6 weeks)
Unit 04A: Understanding Research (3 weeks) Unit 04B: Understanding Connections Across Literary Texts (3 weeks) Unit 05A: Understanding Connections Across Informational Texts (3 weeks)
Unit 05B: Understanding Connections Across All Genres (3 weeks) Unit 06: Influencing an Audience (6 weeks)
Grade 5 Unit 01: Literary Study Begins with Fiction and Poetry (6 weeks) Unit 02A: Appreciating Literary Nonfiction and Drama (3 weeks)
Unit 02B: Supporting Positions (3 weeks) Unit 03: Reading to Understand Informational Text (6 weeks)
Unit 04A: Making Connections Across Literary Genres (3 weeks) Unit 04B: Making Connections Across Informational Genres (3 weeks) Unit 05A: Making Connections Across All Genres (3 weeks)
Unit 05B: Understanding the Research Process (3 weeks) Unit 06: Media Impact (6 weeks)
Grade 6 Unit 01: Exploring Literary Nonfiction and Poetry (6 weeks) Unit 02: Exploring Fiction and Drama (3 weeks)
Unit 02: Exploring Fiction and Drama (continued) (3 weeks) Unit 03: Exploring Informational Text (6 weeks)
Unit 04A: Exploring Persuasive Text and Media (3 weeks) Unit 04B: Generating Connections: Literary Text (3 weeks) Unit 05A: Generating Connections: Informational Text (3 weeks)
Unit 05B: Generating Connections: All Genres (3 weeks) Unit 06: Exploring Through Research (6 weeks)
RC1, RC2
RC1, RC2
RC1, RC2
RC1,
RC3
RC1, RC3
CScope Units: Grade 4 Year At a Glance
(YAG)
Socorro Independent School District STAAR Test Assessed Curriculum for Reading (2012 STAAR Test: April 25)
CScope and STAAR SE’s
FOURTH GRADE
Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (10 questions)
SE’s 1st 9 Weeks 2nd 9 Weeks 3rd Nine Weeks 4th 9 Weeks (2A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (vocabulary development) Readiness Standard
X X
X X
X X\ X
X
(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 (vocabulary development) Readiness Standard
X X
X X
X X X
X X
(2E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (vocabulary development) Readiness Standard
X X
X X
(7A) identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (comprehension of literary text/literary nonfiction) Supporting Standard
X X X X
(Figure 19F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard
X X
X X
X X X
X
4th Grade
Two tasks:1. Identify the areas of strength.
2. Identify the gaps.
Reporting Category 2: Understanding and Analysis of Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (18 Questions) (3A) summarize and explain the lesson or message of a work of fiction as its theme (comprehension of literary text/theme and genre) Supporting Standard
X X X
(3B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. (comprehension of literary text/theme and genre) Supporting Standard
X X X
(4A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). (comprehension of literary text/poetry) Supporting Standard
X X
(5A) describe the structural elements particular to dramatic literature. (comprehension of literary text/drama) Supporting Standard
X X X
(6A) sequence and summarize the plot's main events and explain their influence on future events (comprehension of literary text/fiction) Readiness Standard
X X
X X X
(6B) describe the interaction of characters including their relationships and the changes they undergo (comprehension of literary text/fiction) Readiness Standard
X X
X X X
(6C) identify whether the narrator or speaker of a story is first or third person. (comprehension of literary text/fiction) Supporting Standard
X X
X
(8A) identify the author's use of similes and metaphors to produce imagery. (comprehension of literary text/sensory language) Supporting Standard
X X
X
(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard
(Figure 19D) make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
X X
X X
X X X
X X
(Figure 19E) summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
X X
X X
X X X
X X
Reporting Category 3: Understanding and Analysis of Informational Texts The student will demonstrate an ability to understand and analyze informational texts.(16 Questions) (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. *The student expectation for 10(A) is ineligible for assessment. Therefore, when Culture and History (10) is assessed, it will be linked to Figure 19(D): make inferences about text and use textual evidence to support understanding. This student expectation will be attached only to expository texts, since persuasive reading is ineligible at grade 4. For this reason, Culture and History (10) will always represent a Readiness standard.
(11A) summarize the main idea and supporting details in text in ways that maintain meaning (comprehension of informational text/expository text) Readiness Standard
X X X
X
(11B) distinguish fact from opinion in a text and explain how to verify what is a fact (comprehension of informational text/expository text) Supporting Standard
X X
14B is the SE listed on CSCOPE
10 is the SE listed on CSCOPE
(11C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison (comprehension of informational text/expository text) Readiness Standard
X X X
(11D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate information (comprehension of informational text/expository text) Readiness Standard
X X X
(13A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe) (comprehension of informational text/procedural texts) Supporting Standard
X
(13B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations) (comprehension of informational text/procedural texts) Supporting Standard
X
(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard
(Figure 19D) make inferences about text and use textual evidence to support understanding; Readiness Standard
(Figure 19E) summarize information in text, maintaining meaning and logical order. Readiness Standard
14B is the SE listed
Found in 2nd and 3rd 9 weeks—pertinent to the unit
Using Your Data to Identify Areas of
Strength and Need
Item AnalysisFall Interim Assessment Results
Breakdown of QuestionsReading~Biography Questions 1-10~Drama Questions 11-17 (play excerpt) (visual—flyer for play) Writing~Revising & Editing Questions 18-27
(T)ested
RC1(R)2A
* 82.17%12.42% 1.84%3.57%
(T)ested
RC1(R)2B
7.95%59.85%3.68%28.45%
*
(T)ested
RC2Fig19D(S)
*
23.28%
9.3%
14.68%
52.71%
(T)ested
RC2(R)6B
18.36%
55.34%
14.64%
11.49%
*
Using SE Chart to Enter Reading Data
2010-2011 TAKS Reading Data andFall 2011 Interim Assessment Reading Data
Socorro Independent School District STAAR Test Assessed Curriculum for Reading (2012 STAAR Test: April 25)
CScope and STAAR SE’s
FOURTH GRADE
Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (10 questions)
SE’s ’10-’11 TAKS
1st 9 Weeks 2nd 9 Weeks
3rd Nine Weeks
4th 9 Weeks
(2A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (vocabulary development) Readiness Standard
X X
X X
X X X
X
(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 (vocabulary development) Readiness Standard
X X
X X
X X X
X X
(2E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. (vocabulary development) Readiness Standard
X X
X X
(7A) identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography. (comprehension of literary text/literary nonfiction) Supporting Standard
X X X X
(Figure 19F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard
X X
X X
X X X
X
4th Grade
92.29%
82.90%
82.17%
59.85%