Supporting Standards

Transcription

1 Readiness Standards Essential for success in the current grade level Important for preparedness for the next grade or course Support college and career readiness Necessitate in depth instruction Address broad and deep ideas

2 s Although introduced in the current grade or course, they may be emphasized in a subsequent year Although reinforced in the current grade level, they may be emphasized in a previous year They play a role in preparing students for the next grade or course, but not a central role They address more narrowly defined areas

3 Readiness and s

4 English I Assessment Eligible Texas Essential Knowledge and Skills

5 STAAR English I Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting) Drama (Supporting) Media Literacy (Embedded) Informational Expository (Readiness) Persuasive (Supporting) Procedural (Embedded) Media Literacy (Embedded) Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate the ability to understand and analyze a variety of written texts across reading genres. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 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; analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; Readiness Standard (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. Readiness Standard (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. analyze how the genre of texts with similar themes shapes meaning; STAAR English I Page 2 of 11

6 (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard STAAR English I Page 3 of 11

7 Reporting Category 2: Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (C) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; relate the figurative language of a literary work to its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (C) analyze non-linear plot development (e.g., flashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils; Readiness Standard analyze the way in which a work of fiction is shaped by the narrator s point of view. STAAR English I Page 4 of 11

8 (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. explain the role of irony, sarcasm, and paradox in literary works. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (D) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; evaluate changes in formality and tone within the same medium for specific audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / (Literary Nonfiction, Poetry, Drama) STAAR English I Page 5 of 11

9 Reporting Category 3: Informational Texts The student will demonstrate an ability to understand and analyze informational texts. (8) 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. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author s purpose. Readiness Standard (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; Readiness Standard differentiate between opinions that are substantiated and unsubstantiated in the text; (C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns. Readiness Standard (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience; analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors propositions. STAAR English I Page 6 of 11

10 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); analyze factual, quantitative, or technical data presented in multiple graphical sources. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. (D) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; evaluate changes in formality and tone within the same medium for specific audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / (Persuasive) STAAR English I Page 7 of 11

11 Reporting Category 4: Composition The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea; coherent organization; sufficient development; and effective use of language and conventions. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning; Readiness Standard revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Readiness Standard (D) edit drafts for grammar, mechanics, and spelling. Readiness Standard (14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an [analytical] essay of sufficient length Readiness Standard that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) rhetorical devices, and transitions between paragraphs; a controlling idea or thesis; an organizing structure appropriate to purpose, audience, and context; relevant information and valid inferences. STAAR English I Page 8 of 11

12 Genres Represented in the Revision and Editing Sections of the Test: Literary Informational Literary Nonfiction Expository Persuasive Reporting Category 5: Revision The student will demonstrate an ability to revise a variety of written texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) rhetorical devices, and transitions between paragraphs; a controlling idea or thesis; an organizing structure appropriate to purpose, audience, and context; relevant information and valid inferences. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes (C) a clear thesis or position based on logical reasons supported by precise and relevant evidence; counter-arguments based on evidence to anticipate and address objections; STAAR English I Page 9 of 11

13 (D) an organizing structure appropriate to the purpose, audience, and context; (E) an analysis of the relative value of specific data, facts, and ideas. STAAR English I Page 10 of 11

14 Reporting Category 6: Editing The student will demonstrate an ability to edit a variety of texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (D) edit drafts for grammar, mechanics, and spelling. Readiness Standard (17) [Oral and] Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when [speaking and] writing. (C) use and understand the function of the following parts of speech in the context of reading, writing, [and speaking]: Readiness Standard (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) (iii) restrictive and nonrestrictive relative clauses; reciprocal pronouns (e.g., each other, one another); use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). Readiness Standard (18) [Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. use conventions of capitalization; Readiness Standard use correct punctuation marks Readiness Standard including (i) quotation marks to indicate sarcasm or irony; (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions. (19) [Oral and] Written Conventions/Spelling. Students spell correctly. spell correctly, including using various resources to determine and check correct spellings. Readiness Standard STAAR English I Page 11 of 11

15 English II Assessment Eligible Texas Essential Knowledge and Skills

16 STAAR English II Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting) Drama (Supporting) Media Literacy (Embedded) Informational Expository (Readiness) Persuasive (Supporting) Procedural (Embedded) Media Literacy (Embedded) Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate the ability to understand and analyze a variety of written texts across reading genres. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. (C) (D) (E) 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; analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; Readiness Standard infer word meaning through the identification and analysis of analogies and other word relationships; show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d état); use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. Readiness Standard (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. compare and contrast differences in similar themes expressed in different time periods; STAAR English II Page 2 of 12

17 (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard STAAR English II Page 3 of 12

18 Reporting Category 2: Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (C) analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature; relate the figurative language of a literary work to its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. analyze the structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length, punctuation, word position) in poetry. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. analyze how archetypes and motifs in drama affect the plot of plays. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction; Readiness Standard analyze differences in the characters moral dilemmas in works of fiction across different countries or cultures; (C) evaluate the connection between forms of narration (e.g., unreliable, omniscient) and tone in works of fiction. STAAR English II Page 4 of 12

19 (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. explain the function of symbolism, allegory, and allusions in literary works. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / (Literary Nonfiction, Poetry, Drama) STAAR English II Page 5 of 12

20 Reporting Category 3: Informational Texts The student will demonstrate an ability to understand and analyze informational texts. (8) 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. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details. Readiness Standard (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (C) summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique; Readiness Standard distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns. Readiness Standard (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments. STAAR English II Page 6 of 12

21 (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. evaluate text for the clarity of its graphics and its visual appeal; synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics). (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (D) evaluate changes in formality and tone within the same medium for specific audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / (Persuasive) STAAR English II Page 7 of 12

22 Reporting Category 4: Composition The student will demonstrate an ability to compose a variety of written texts with a clear, controlling thesis; coherent organization; sufficient development; and effective use of language and conventions. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices used to convey meaning; Readiness Standard revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed; Readiness Standard (D) edit drafts for grammar, mechanics, and spelling. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an [analytical] essay of sufficient length Readiness Standard that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) (vi) rhetorical devices, and transitions between paragraphs; a thesis or controlling idea; an organizing structure appropriate to purpose, audience, and context; relevant evidence and well-chosen details; distinctions about the relative value of specific data, facts, ideas that support the thesis statement. STAAR English II Page 8 of 12

23 (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience Readiness Standard that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence; (D) (E) an organizing structure appropriate to the purpose, audience, and context; an analysis of the relative value of specific data, facts, and ideas. STAAR English II Page 9 of 12

24 Genres Represented in the Revision and Editing Sections of the Test: Literary Informational Literary Nonfiction Expository Persuasive Reporting Category 5: Revision The student will demonstrate an ability to revise a variety of written texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) (vi) rhetorical devices, and transitions between paragraphs; a thesis or controlling idea; an organizing structure appropriate to purpose, audience, and context; relevant evidence and well-chosen details; distinctions about the relative value of specific data, facts, and ideas that support the thesis statement. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence; STAAR English II Page 10 of 12

25 (D) an organizing structure appropriate to the purpose, audience, and context; (E) an analysis of the relative value of specific data, facts, and ideas. STAAR English II Page 11 of 12

26 Reporting Category 6: Editing The student will demonstrate an ability to edit a variety of texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (D) edit drafts for grammar, mechanics, and spelling. Readiness Standard (17) [Oral and] Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when [speaking and] writing. (C) use and understand the function of the following parts of speech in the context of reading, writing, [and speaking]: Readiness Standard (i) more complex active and passive tenses and verbals (gerunds, infinitives, participles); (ii) (iii) restrictive and nonrestrictive relative clauses; reciprocal pronouns (e.g., each other, one another); use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). Readiness Standard (18) [Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. use conventions of capitalization; Readiness Standard use correct punctuation marks Readiness Standard including (i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; (ii) quotation marks to indicate sarcasm or irony. (19) [Oral and] Written Conventions/Spelling. Students spell correctly. spell correctly, including using various resources to determine and check correct spellings. Readiness Standard STAAR English II Page 12 of 12

27 English III Assessment Eligible Texas Essential Knowledge and Skills

28 STAAR English III Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting) Drama (Supporting) Media Literacy (Embedded) Informational Expository (Readiness) Persuasive (Supporting) Procedural (Embedded) Media Literacy (Embedded) Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate the ability to understand and analyze a variety of written texts across reading genres. (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. (C) (D) (E) 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; analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings; Readiness Standard infer word meaning through the identification and analysis of analogies and other word relationships; recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed. Readiness Standard (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence. STAAR English III Page 2 of 12

29 (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding. Readiness Standard STAAR English III Page 3 of 12

30 Reporting Category 2: Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (C) analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition; Readiness Standard relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; relate the main ideas found in a literary work to primary source documents from its historical and cultural setting. (3) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry. (4) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. analyze the themes and characteristics in different periods of modern American drama. (5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction; Readiness Standard STAAR English III Page 4 of 12

31 (C) analyze the internal and external development of characters through a range of literary devices; Readiness Standard analyze the impact of narration when the narrator's point of view shifts from one character to another. (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning. (7) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works. (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (D) evaluate changes in formality and tone across various media for different audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding. Readiness Standard (Fiction) / (Literary Nonfiction, Poetry, Drama) STAAR English III Page 5 of 12

32 Reporting Category 3: Informational Texts The student will demonstrate an ability to understand and analyze informational texts. (8) 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. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance. Readiness Standard (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (C) summarize a text in a manner that captures the author s viewpoint, its main ideas, and its elements without taking a position or expressing an opinion; Readiness Standard distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported; make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns. Readiness Standard (10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to evaluate how the author s purpose and stated or perceived audience affect the tone of persuasive texts. (11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. STAAR English III Page 6 of 12

33 (12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts; (D) evaluate changes in formality and tone across various media for different audiences and purposes. (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. The student is expected to make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding. Readiness Standard (Expository) / (Persuasive) STAAR English III Page 7 of 12

34 Reporting Category 4: Composition The student will demonstrate an ability to compose a variety of written texts with a clear, controlling thesis; coherent organization; sufficient development; and effective use of language and conventions. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) (D) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning; Readiness Standard revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases; Readiness Standard edit drafts for grammar, mechanics, and spelling. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an analytical essay of sufficient length Readiness Standard that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) (vi) rhetorical devices, and transitions between paragraphs; a clear thesis statement or controlling idea; a clear organizational schema for conveying ideas; relevant and substantial evidence and well-chosen details; information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources; STAAR English III Page 8 of 12

35 (C) write an interpretation of an expository or a literary text Readiness Standard that (i) (ii) (iii) (iv) (v) advances a clear thesis statement; addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text; analyzes the aesthetic effects of an author s use of stylistic or rhetorical devices; identifies and analyzes the ambiguities, nuances, and complexities within the text; anticipates and responds to readers questions or contradictory information. (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience Readiness Standard that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; (C) (E) (F) an organizing structure appropriate to the purpose, audience, and context; demonstrated consideration of the validity and reliability of all primary and secondary sources used; language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). STAAR English III Page 9 of 12

36 Genres Represented in the Revision and Editing Sections of the Test: Literary Informational Literary Nonfiction Expository Persuasive Reporting Category 5: Revision The student will demonstrate an ability to revise a variety of written texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases. Readiness Standard (15) Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) (iii) (iv) (v) (vi) rhetorical devices, and transitions between paragraphs; a clear thesis statement or controlling idea; a clear organizational schema for conveying ideas; relevant and substantial evidence and well-chosen details; information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources. STAAR English III Page 10 of 12

37 (16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes (C) (E) (F) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs; an organizing structure appropriate to the purpose, audience, and context; demonstrated consideration of the validity and reliability of all primary and secondary sources used; language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs). STAAR English III Page 11 of 12

38 Reporting Category 6: Editing The student will demonstrate an ability to edit a variety of texts. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (D) edit drafts for grammar, mechanics, and spelling. Readiness Standard (17) [Oral and] Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when [speaking and] writing. use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). Readiness Standard (18) [Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. correctly and consistently use conventions of punctuation and capitalization. Readiness Standard (19) [Oral and] Written Conventions/Spelling. Students spell correctly. spell correctly, including using various resources to determine and check correct spellings. Readiness Standard STAAR English III Page 12 of 12

39 The State of Texas Assessments of Academic Readiness (STAAR) A New Assessment Model The state assessments will continue to be based on the Texas Essential Knowledge and Skills (TEKS), the standards designed to prepare students to succeed in college and careers and to compete globally. However, consistent with a growing national consensus regarding the need to provide a more clearly articulated K 16 education program that focuses on fewer skills and addresses those skills in a deeper manner, the (TEA) is implementing a new assessment model for the STAAR tests for elementary, middle, and high school. The majority of the new STAAR assessments will test content students studied that year, as opposed to testing content studied over multiple years. Doing so will strengthen the alignment between what is taught and what is tested for a given course of study. While STAAR mathematics, reading, writing, and social studies assessments in grades 3 8 will continue to address only those TEKS taught in the given subject and grade, the content of other STAAR assessments will change in the following ways. Although the new science assessments for grades 5 and 8 will continue to address TEKS from multiple grade levels, these tests will focus on the science TEKS for those respective grades. The science assessments at these two grades will emphasize the 5 th and 8 th grade curriculum standards that best prepare students for the next grade or course; in addition, these assessments will include curriculum standards from two lower grades (i.e., grades 3 and 4 or grades 6 and 7) that support students success on future science assessments. In contrast, the current Texas Assessment of Knowledge and Skills (TAKS) assessments uniformly address TEKS from multiple grade levels without any specific emphasis. The new end-of-course assessments will address only the TEKS for a given course, as opposed to the high school level TAKS assessments, which address TEKS from multiple courses. By focusing on the TEKS that are most critical to assess, STAAR will better measure the academic performance of students as they progress from elementary to middle to high school. Based on educator committee recommendations, TEA has identified for each grade or course a set of knowledge and skills drawn from the TEKS eligible to be assessed and emphasized this set of knowledge and skills, called readiness standards, on the assessments. The remaining knowledge and skills are considered supporting standards and will be assessed, though not emphasized. Readiness standards have the following characteristics. They are essential for success in the current grade or course. They are important for preparedness for the next grade or course. They support college and career readiness. They necessitate in-depth instruction. They address broad and deep ideas. Supporting standards have the following characteristics. Although introduced in the current grade or course, they may be emphasized in a subsequent year. Although reinforced in the current grade or course, they may be emphasized in a previous year. September 2010

40 They play a role in preparing students for the next grade or course but not a central role. They address more narrowly defined ideas. Example Eligible Content Standards From TEKS Assessment Blueprint 70% 30% 35% 65% Readiness Standards s Readiness Standards s TEA is also implementing a number of changes that should serve to test knowledge and skills in a deeper way. Tests will contain a greater number of items that have a higher cognitive complexity level. Items will be developed to more closely match the cognitive complexity level evident in the TEKS. In reading, greater emphasis will be given to critical analysis than to literal understanding. In writing, students will be required to write two essays rather than one. In social studies, science, and mathematics, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment of these content areas. In science and mathematics, the number of open-ended (griddable) items will increase to allow students more opportunity to derive an answer independently. September 2010