Targeting the STAAR Short Answers

Tammi Fritz

Instructional Coach

Canyon ISD

Consider the 2014 Scoring

• Students were given 1 score.• The score was multiplied x3

for a possible total of 9 pts.• What does this mean for total

points on the test?

Prepping the Students

• Reading the selection • 2x – Once to determine the main

idea; once to find important passages to highlight

• Thinking about the selection• Pinpoint highlighted portions (TE)• Write independent thoughts in margin

– 3 layer thinking

•Responding to the selection•Get students to TALKING about

the reading before they compose their reading response!

Creating the Reading Responsetarget – SP 2

1. Students review the highlights & independent thoughts in the margins.

2. Read the prompt, highlighting key words & gaining an understanding of what is being asked.

3. Find a highlighted portion/independent thought that will fit the prompt & circle it.

4. Answer the prompt directly; follow the

answer with because…and the 3rd layer

independent thought from the margin. 5. Add the highlighted textual evidence

that goes with the independent thought.

…to get a sp 3 -

•Students use the same approach as those attempting a SP 2, but…

•They must write a response that goes across the text

•It will provide a more in-depth, discerning insight

Example of SP 3

The author considers herself disabled but does not want people to think that means she is unable. She explains, “Once someone is labled “deaf”…that’s too often all they are…It’s a tender part and you should handle it with care. But like most people with a disability, I don’t mind if you ask about it.” She wants people to know she has a disability, but she doesn’t want to feel unequal or disadvantaged. She knows that it is an important part of her, but she does not want to be judged for a disability that she believes everyone will eventually have.

Guess the Score

I believe that she doesn’t consider herself disabled because she said “We’re all just temporarily abled and every one of us, if we live long enough, will become disabled in some way.”

I don’t think the author considers herself disabled, because she says that her disability is a huge part of her in this quote, “In fact, you should ask, because it’s an important part of me.”

In my opinion I feel that people with disabilities shouldn’t consider themselves disabled, they should be considered different. The author considers herself disabled because in paragraph 9 it says, “For the first time, I felt unequal, disadvantaged and disabled.” I really don’t think the author should consider herself disabled because everyone is the same no matter what. She should have confidence in herself and who she wants to be.

Scoring

•Consult the Rubric• Remember that the response MUST

have an independent thought!• Do NOT be concerned about things

NOT on the rubric! (sentence structure, spelling, conventions, organization, development of ideas, etc.) These are NOT essays; they are READING responses!

A look at the scoring guide

•Consult the Scoring Guide!!• Compare live papers with the

samples

•Remember there is a range within each score point

• If scoring a released prompt, this is your second-BEST tool to use! The rubric alone will not allow you a full picture of scoring.

Connecting selections

• The requirements are mainly the same as on the single selection.

• Students MUST provide evidence from BOTH selections.

• When scoring for a released prompt, use the Scoring Guide along with the rubric.

Thank you for your participation!

Have a great day!

Before you leave, share with a neighbor one of the most

important things you learned today that will positively affect

your instruction and short answer scoring.