STAAR SCHOOLHOUSE 2.0. Reading Fifth Grade

Transcription

1 STAAR SCHOOLHOUSE 2.0 Fifth Grade

2 STAAR SCHOOLHOUSE 2.0 HAVE QUESTIONS? Contact information English Language Arts and Gayla Wiggins Workshop Materials: Visit Click on the workshop title- Use the password: schoolhouse-reading Outcomes Investigate the Questions Interpret the Data Explore Instruction

3 STAAR Standards Snapshot - Grade 5 Rptg Cat 1 Understanding and Analysis Across Genres STAAR STAAR 10 8* Modified Readiness Standards Supporting Standards 5.2.A 5.2.B 5.2.E Fig.19.F determine the meaning of grade level academic English words derived from Latin, Greek, or other linguistic roots and affixes use context (e.g., in sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence 5.3.A compare and contrast the themes or moral lessons of several works of fiction from various cultures 2 Understanding and Analysis of Literary Texts A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events 5.6.B explain the roles and functions of characters in various plots, including their relationships and conflicts 5.8.A evaluate the impact of sensory details, imagery, and figurative language in literary text Fig.19.D make inferences about text and use textual evidence to support understanding (Fiction) Fig.19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Fiction) 5.3.B describe the phenomena explained in origin myths from various cultures 5.3.C explain the effect of a historical event or movement on the theme of a work of literature 5.4.A analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems 5.5 understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding 5.6.C explain different forms of third person points of view in stories 5.7.A identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life 5.14.C identify the point of view of media presentations Fig.19.D make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama) Fig.19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Literary Nonfiction, Poetry, Drama) 3 Understanding and Analysis of Informational Texts A summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order 5.11.C analyze how the organizational pattern of a text (e.g., cause and effect, compare and contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas 5.11.D use multiple text features and graphics to gain an overview of the contents of text and to locate information 5.11.E synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres Fig.19.D make inferences about text and use textual evidence to support understanding (Expository) Fig.19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Expository) 5.10.A draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved 5.11.B determine the facts in text and verify them through established methods 5.12.A identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument 5.12.B recognize exaggerated, contradictory, or misleading statements in text 5.13.A interpret details from procedural text to complete a task, solve a problem, or perform procedures 5.13.B interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams 5.14.C identify the point of view of media presentations Fig.19.D make inferences about text and use textual evidence to support understanding (Persuasive) Fig.19.E summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts (Persuasive) STAAR questions from Readiness Standards questions from Supporting Standards STAAR Modified questions from Readiness Standards questions from Supporting Standards Literary Informational Fiction Embedded: Media Literacy Expository Embedded: Procedural Media Literacy Genres Assessed Literary Nonfiction Poetry Drama Embedded: Media Literacy Persuasive Embedded: Procedural Media Literacy * Only vocabulary is assessed in Reporting Category 1 on STAAR Modified. Questions requiring students to make connections across texts (crossover questions for paired selections) are not assessed on STAAR Modified. Therefore, the number of standards assessed in Reporting Category 1 on STAAR Modified is different from the number assessed on the comparable STAAR tests. Source: Texas Education Agency STAAR Resources 3 REV Oct 2011

4 Know to Show Fiction 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Extending the Text Ways to Show 5.3B Describe the phenomena explained in origin myths from various cultures. 5.3C Explain the effect of a historical event or movement on the theme of a work of literature. 5.3A Compare and contrast the themes or moral lessons of several works of fiction from various cultures. 5.14C (Media Embedded) Identify the point of view of media presentation. Analyzing the Text Literary Analysis 5.6A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events. 5.6B Explain the roles and functions of characters in various plots, including their relationships and conflicts. 5.6C Explain different forms of third-person points of view in stories. Source: Texas Education Agency STAAR Resources Rev Nov

5 Know to Show Poetry 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Ways to Show Extending the Text 5.3C Explain the effect of a historical event or movement on the theme of a work of literature. 5.14C (Media Embedded) Identify the point of view of media presentations. Literary Analysis Analyzing the Text 5.4A Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. Source: Texas Education Agency STAAR Resources Rev Nov

6 Know to Show Drama 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Ways to Show Extending the Text 5.3C Explain the effect of a historical event or movement on the theme of a work of literature. 5.14C (Media Embedded) Identify the point of view in media presentation. Literary Analysis Analyzing the Text 5.5A Understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Source: Texas Education Agency STAAR Resources Rev Nov

7 Know to Show Literary Nonfiction 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Extending the Text Ways to Show 5.14C Identify the point of view of media presentations. Literary Analysis Analyzing the Text 5.7A Identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life. Source: Texas Education Agency STAAR Resources Rev Nov

8 Know to Show Expository 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19E 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Extending the Text Ways to Show 5.11A Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order. 5.11D Use multiple text features and graphics to gain an overview of the contents of text and to locate information. 5.10A Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. 5.11E Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 5.14C (Media Embedded) Identify the point of view of media presentation. 5.13A (Procedural Embedded) Interpret details from procedural text to complete a task, solve a problem, or perform procedures. Analyzing the Text Analysis 5.11B Determine the facts in text and verify them through established methods. 5.11C Analyze how the organizational pattern of a text (e.g., cause-and-effect, compareand-contrast, sequential order, logical order, classification schemes) influence the relationships among the ideas. Source: Texas Education Agency STAAR Resources Rev Nov

9 Know to Show Persuasive 5 th Grade Thinking Within the Text Tools to Know 5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. 5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. 5.Fig19D Make inferences about text and use textual evidence to support understanding. 5.Fig19A Establish purposes for reading selected texts based upon own or others' desired outcome to enhance comprehension. Thinking Beyond the Text 5.Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. 5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text. 5.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). 5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Extending the Text Ways to Show 5.12A Identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument. 5.10A Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. 5.11E Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 5.14C Identify the point of view of media presentations. 5.13A Interpret details from procedural text to complete a task, solve a problem, or perform procedures. 5.12B Recognize exaggerated, contradictory, or misleading statements in text. Analysis 5.12A Identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument. Analyzing the Text 5.12B Recognize exaggerated, contradictory, or misleading statements in text. Source: Texas Education Agency STAAR Resources Rev Nov

10 What do students need to know? 2013 Release Test Items Figure 19D Item Requirement Third Grade Fourth Grade Fifth Grade Sixth Grade 10

11 Aligning the Text TEKS: Genre Focus TEXT PLAN Model Apply Transfer Assessment (Instruction) (Rehearsal) (Routine) Read Aloud Think Aloud Discussion Shared Instructional Level Text Writing Independent Self-select text Questioning Discourse Oral Written Demonstration TEKS: Genre Focus TEXT PLAN Model Apply Transfer Assessment 11

12 Read in order to perform Read to be entertained Read to gain information or insight Read to experience rich language Read to gather information Read to make decisions Read to learn how to do something Follow structure Understand the importance of stage directions Understand how dialogue portrays character, plot, and theme Read from beginning to end Follow the development of plot Understand relationships among plot elements and character and setting Follow flashback and foreshadowing Make connections to message or lesson Read from beginning to end Remember important factual details Read from beginning to end Follow structure Understand nonliteral language Remember and summarize details Manage technical vocabulary Recognize and manage organizational structure Use text features and interpret graphics Synthesize and reorganize information Recognize missing information Recognize fact, opinion, perspective, and bias Recognize fact, opinion, perspective, and bias Evaluate and judge logic Determine feasibility Follow structure Manage technical vocabulary Use text features Interpret graphics 12

13 Level 1 Literal/Recall Explanation Text Example Question Example Practice Information is stated explicitly (verbatim) in the text. The reader recalls, recites, or reproduces what he/she has read. From ancient times to present, dancers have expressed ideas, stories, and rhythms with their bodies. What three things do dancers (from ancient times to present) express with their bodies? Level 2 Basic Reasoning Level 3 Complex Reasoning Information is not stated verbatim in the text but may be so close to literal that the meaning is obvious. The reader is required to do very little to draw conclusions. The reader is required to link experience with the text to make a prediction, draw a logical conclusion or make a generalization. Dance is strenuous. Many dancers stop performing by their late-thirties but continue to work in the field as choreographers, dance teachers and coaches, or artistic directors. Text provides information about the nature of the work, working conditions, training, qualifications, and employment in the field of dance. Why do many dancers work in the field as choreographers, dance teachers, coaches or artistic directors? Under what circumstances would a person choose dance as a career? Level 4 Extended Thinking The reader is required to express and/or defend an idea. The reader is required to analyze, synthesize, and react to the underlying meaning. Text provides information about the nature of the work, working conditions, training, qualifications, and employment in the field of dance. As a teacher, how would you use the information in this text to teach reading and writing? 13

14 Procedural, Conceptual, Application Procedural Errors (Students cannot complete specific procedures accurately.) Conceptual Errors (Students have misunderstandings about the underlying concepts behind the learning.) Application Errors (Students cannot apply learning to a specific task.) Doesn't finish reading the passage Looks for details vs. inferring Taught vs. Learned Misreads words Confuses theme and topic Question Level Doesn't read the captions Misconception Doesn t use context to understand words in question and/or word choice Question is late in the assessment Stops reading, reads the questions and looks for the answer Reads each genre as fiction 14

15 Comparison Heat Map (By Genre) Fifth Grade Fiction SE 6.2A 5.2B 5.2E 5.F19 D Main Compare Change Poetry SE 5.2A 5.2B 5.2E 5.F19 D Main Compare Change Literary Nonfiction SE 5.2A 5.2B 5.2E 5.F19 D Main Compare Change Drama SE 5.2A 5.2B 5.2E 5.F19 D Main Compare Change Expository SE 5.2A 5.2B 5.2E 5.F19 D Main Compare Change Persuasive SE 5.2A 5.2B 5.2E 5.F19 D Main Compare Change 5.F19 E 54.F19 E 5.F19 E 5..F19 E 5.F19 E 5.F19 E 5.3A 5.3B 5.3C 5.6A 5.6B 5.6C 5.8A 5.14C 5.3C 5.4A 5.8A 5.14C 5.3C 5.7A 5.8A 5.14C 5.3C A 5.14C 5.10A 5.11A 5.11B 5.11C 5.11D 5.11E 5.14C 5.13A 5.13B 5.10A 5.14C 5.13B Connections SE 5.F19 F Main 5.11E Compare Change 15

16 Analyzing Learning Standards () Leveraging Two Sets of Data by Genre Grade/Subject or Course: Across Genres Growth Maintained Declined SE performance about same as previous SE performance lower than in previous SE performance higher than previous year year or one year of data year Strength Emerging Strength Concern Concern No comparison 66% and 5 points growth < 66 and 5 points growth 66% and about same < 66% and about same Decline 5 points data available Fiction Literary Nonfiction Poetry Drama Expository Persuasive 16

17 IQ Investigating the Question TEKS: Investigate the Question Plan the Instruction Identify the Learning What kind of learning is required?? Skill Inference, Summary, Connections Comprehension Literary Analysis Vertical Horizontal Learning Genre Academic Vocabulary Rigor What do students need to learn this year? What did students learn last year? Are there gaps in learning? Is a specific genre represented? Is it a Readiness or Supporting genre? Is there a unique genre challenge? What is the academic vocabulary of the standard? What is the academic vocabulary of teaching and learning? What is the academic vocabulary in the question and/or answer choices? What is the level of comprehension? Does the question look like classroom examples? Consider targeted instruction. Consider instructional time. Consider instructional pacing. Am I using the academic vocabulary? Are there opportunities for students to use the academic vocabulary? Consider rigor (engagement and relevance). Misconception Is there a mistake in learning? Is there a past learning that does not apply now? Is the error caused by guessing, a procedural error or a conceptual error? 17