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Some “holes” in the bucket

•Lower level thinking skills without application—activities that require copying information; labeling parts; coloring

•Class discussions that are “reactive” rather than “proactive”

•Anything that requires “conquering” information rather than letting the information do the “conquering.” (depth v. breadth)

•Anything taught in remote isolation rather than in broad application

•A favorite activity/text that’s been taught for years but has no connection to the TEKS

•Grades that measure “Did you read?” or pop quizzes to “catch” students who didn’t read, do their homework, etc.

•Grades given for completion of an assignment, an activity, a lab, or just speaking up in a discussion

•Questions on assessments that are simply recall without application—”Who said it?”  ”What is the definition?” etc.

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whether or not we, as teachers, understand how to use the standards (TEKS) to measure mastery of content

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Strand

Knowledge & Skills Statement

Stu

den

t Exp

ecta

tion

Note: From the strand to the knowledge &

skills statement to the student expectation,

the information changes from broad to

more specific.

2 important parts of an SE:1. CONTENT RIGOR

2. COGNITIVE RIGOR

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EXPLORING COGNITIVE AND CONTENT EXPECTATIONS

What’s the difference?

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TEKS Student Expectations

Cognitive

The level at which students are expected to perform in order to adequately meet the standard

Determined by the verbs used in both the knowledge and skills statements and student expectations

Content

The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard

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Cognitive Complexity: The Verbs in the TEKSAcross All Core TEKS Additional Verbs in ELA

TEKS

Analyze Evaluate Determine

Compare Explain Differentiate

Describe Organize Distinguish

Develop Recognize Formulate

Infer Relate Plan

Make Summarize Synthesize

Understand Write

Use Contrast

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Cognitive Complexity: The Verbs in the TEKS

Across All Core TEKS

Analyze--Break material into its constituent parts and determinehow the parts relate to one another and to an overall structure or purpose

Infer---Drawing a logical conclusion from presented information

Compare--Break material into its constituent parts and determinehow the parts relate in similarities and differences to one another and to an overall structure or purpose

Make—creating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing.

Describe--Recalling information. Recognizing, listing, describing, retrieving, naming, finding

Understand--Explaining ideas or concepts. Interpreting, summarizing, paraphrasing, classifying, explaining

Develop--grow or cause to grow and become more mature, advanced, or elaborate

Use--Using information in another familiar situation. Implementing, carrying out, using, executing

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TEKS Student Expectations

Readiness Standard

•are essential for success in the current grade or course

• are important for preparedness for the next grade or course

• support college and career readiness

• necessitate in-depth instruction

• address significant content and concepts

Supporting Standard

•introduced in the current grade or course but may be emphasized in a subsequent year

• reinforced in the current grade or course but may be emphasized in a previous year

• play a role in preparing students for the next grade or course but not a central role

• address more narrowly defined content and concepts

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How does this carry over into the classroom?

TEKSAssessment

Objective Instruction

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Assessments1. We design our assessments based on the

1.Cognitive rigor2.Content

This means that we “TEK” each question on our

test (65% Readiness; 35% Supporting Standards;

dual coded with Process Standards or Fig. 19)

We may grade on a sliding scale but the expectations remain the same.

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AssessmentsE1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings ofwords

10.Which words from stanza 7 best help the reader understand the use of the word arresting?F. it sobers everyoneG. frighten the cobraH. he knows the commotionI. He speaks quickly

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ObjectivesObjectives inform a student of the cognitive rigor and content he/she is expected to master by the end of the

lesson.

OBJECTIVE = VERB + CONTENT

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Objectives (Posted on Board and Referenced for Students)

OBJECTIVE= VERB + CONTENT

The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and

connotative meanings of a word.

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Instruction (Lesson Plans)1. Introduce the Personal Poetry Glossary graphic organizer and

explain that students will use it throughout the unit to define and examine literary devices. They will be expected to use it when analyzing a poem and creating original work.

Personal Poetry GlossaryLiteraryDevice

Definition

Example from the Text and Explanation ofFunction and Use

Original Example forMy Writer’s Toolbox

Connotation

E1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.

The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and connotative meanings of a word. Objectiv

e

TEK

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Wrapping Up. . .•The TEKS are the measuring stick to determine mastery of content

•The TEKS are made up of strands, knowledge and skills, and student expectations (cognitive rigor and content)

•Using the TEKS as a measuring stick, we align our assessments, objectives, and instruction to equip students to master the content

• Having tight alignment allows for targeted teaching (and/or reteaching) because the data from both formative and summative assessments is reliable and enables us to further equip students for success

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• Have an objective that aligns with the TEKS being taught and should include the wording of the TEK

• Write instructional activities that align with objective and show how the cognitive rigor and content will be broken down in the activity

• Give each student the opportunity to demonstrate mastery that can be assessed by the standard of the TEK

Where we go from here. . .

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EDUPHORIA: FORETHOUGHT

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• TEK each question for cognitive rigor and content

• Dual code questions with process skills OR Figure 19

• Return accurate data from AWARE to inform reteaching and spiraling of the TEKS

Where we go from here. . .