How to read STAAR Readiness Standards Analysis Pages Standard and Indication of Readiness or Supporting

Transcription

1 Steps to Success 1. Download the TEA Documents to add to your STAAR Teacher Field Guide STAAR Blueprint Assessed Curriculum Documents STAAR Test Design STAAR Reference Materials. Visit lead4ward.com/resources to download lead4ward resource materials to add to your STAAR Field Guide STAAR Snapshot TEKS Scaffold Documents IQ Released Tests Student Recording Sheets 3. Review the STAAR Snapshot for your course/grade level and content area Note the readiness standards With your team, explore why those TEKS are classified as readiness standards - and which criteria they meet Review the supporting standards and note any that may have played a larger role on TAKS 4. Review the components of the STAAR Readiness and Supporting Standards Analysis Sheets Use the samples on pages 6 and 7 to explore the analysis sheets Add additional information based on the discussion of the team 5. Create STAAR-Curriculum Planning Packets for each unit or grading period Collect either the Scope and Sequence document (if it includes the TEKS standards for each unit of instruction) OR Unit Plan documents (where the TEKS standards are bundled together into units of instruction) The STAAR Field Guide is arranged by standard type (readiness or supporting) in numeric order of the standards. You may need to photocopy certain pages/standards if they are repeated throughout multiple units Use the scope and sequence or unit plan documents to identify the TEKS taught in each unit/grading period Compile the STAAR Readiness and Supporting Standards Analysis Sheets that correspond to the TEKS in each unit/grading period After the pages/standards are sorted into their appropriate unit, create a method of organizing the documents (binder, folder, file, etc.). 6. Plan for instruction Collect the curriculum documents used for planning Use the STAAR - Curriculum Planning Worksheet as you plan each unit. The worksheet provides guiding questions and reflection opportunities to aid you in maximizing the material in the STAAR Field Guide Determine where the team needs additional learning Evaluate instructional materials Review the plan for appropriate levels of rigor

2 How to read STAAR Readiness Standards Analysis Pages Standard and Indication of Readiness or Supporting Content Builder The basics of the content within the standard are extracted in a bulleted list. Describes multiple measurable parts in a standard - used to select and vary instructional materials. TEKS Scaffold Texas Essential Knowledge and Skills Statement Student Expectation Instructional Implication Suggestions to modify instruction that support effectively teaching this standard. Distractor Factor Alerts teachers to areas where students traditionally struggle, have misconceptions, or may need reinforcement. Common errors in learning. Academic Vocabulary Vocabulary words extracted directly from the standard and/or associated with the instruction of the content within the standard. Rigor Implications Uses the verb(s) from the Student Expectation to indicate the cognitive complexity of the standard.

3 How to read STAAR Supporting Standards Analysis Pages Standard and Indication of Readiness or Supporting Texas Essential Knowledge and Skills Statement Student Expectation Supporting the Readiness Standards - Most supporting standards support a readiness standard in the current grade level. This section discusses the relationships of the standards that are often taught together. Instructional Implication Suggestions to modify instruction that support effectively teaching this standard. Academic Vocabulary Vocabulary words extracted directly from the standard and/or associated with the instruction of the content within the standard. Rigor Implications Uses the verb(s) from the Student Expectation to indicate the cognitive complexity of the standard.

4 Curriculum STAAR Planning Worksheet Course/Grade Level Readiness Standards Content Area Grading Period/Unit Supporting Standards Action Steps Read each analysis page. What stands out? Guiding Questions & Notes Do you have data on any of the standards that suggest whether the standard is a strength or a concern? How many of the standards are at a high level of rigor? Instructional Implications How will these implications inform your planning? How can you use this information to modify instruction? TEKS Scaffolding What concepts did students learn in the previous grade to prepare them? Do you have students who may struggle with those concepts? Look at how the students will use that concept in subsequent grades - will the way you teach it still apply in those grades?

5 Action Steps Content Builder (Readiness Standards only) How many parts does this standard have? Guiding Questions & Notes Which of the parts are new to your team or to the students? This content is important for students future learning. How will you assess retention? Supporting the Readiness Standards (Supporting Standards only) Vocabulary How can you use this information as you plan lessons? Do the supporting standards match with the readiness standards in your unit bundle? If not, arrange them according to your curriculum. Address the questions again: Which Readiness Standards does it support? How does it support the Readiness Standard(s)? What strategies will you use to ensure mastery of the vocabulary for each standard in this unit? What is your plan if students do not master the vocabulary? Use the Distractor Factor How can you address the information in the Distractor Factor section? From your teaching experience, is there anything you would add to this? Write it on your analysis pages! Reflection How have you taught this content in the past? How will you teach it differently this year? How will you utilize the readiness and supporting standards for formative and summative assessment?

6 GEOMETRY G.B Readiness (pg. 1 of ) TEKS Scaffold TEKS G.B SE G. Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to verify conjectures. The student is expected to: (B) derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines. Content Builder Derive the distance formula. Use the distance formula to verify geometric relationships including the congruence of segments. Derive the slope formula. Use the slope formula to verify geometric relationships including parallelism and perpendicularity of lines. Derive and use the midpoint formula. Instructional Implications In accordance with the standard, instruction should include activities where students derive and then use the y - y1 distance formula (d = ( x - x1) + ( y - y1) ), slope formula (i.e. m = ), and midpoint formula x - x1 x1 + x y1 + y (M = (, ) to verify geometric relationships, (including the congruence of segments, and the parallelism or perpendicularity of pairs of lines. To derive formulas, students must first relate the horizontal change between the two points as the difference between the x-coordinates, and the vertical change between two points as the difference between the y-coordinates. From this, the distance formula may then be established by applying the Pythagorean Theorem to the horizontal and vertical lengths to determine the length of the hypotenuse (which is also the distance between two points) of the right triangle formed. Similarly, for the slope formula, instruction should include the calculation for slope as the ratio of the vertical change to the horizontal change. Based on the Pythagorean Theorem (a + b = c, or c = a + b ), the distance between two points is: d = ( x - x ) + ( y - y ) 1 1 Here, d = ( 9-1) + ( 8-4) d = ( 8) + ( 4) = 80 = 4 5 Vertical change Slope = m = Horizontal change = y x Here, slope = = = 8 y x lead4ward.com lead4ward

7 GEOMETRY G.B Readiness (pg. of ) TEKS Scaffold TEKS G.B SE G. Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to verify conjectures. The student is expected to: (B) derive and use the distance, slope, and midpoint formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines. Instructional Implications (Continued) Instruction should also include the derivation of the midpoint formula. To find the location of a point M on a number line that is halfway between two other points (x 1 and x ), one method is to: Subtract the coordinates for x 1 and x to find the distance between them Divide that distance by Add the result to the first coordinate. Or, use M = x 1 + (x - x 1 )/. This expression, when simplified, is equivalent to the first part of the midpoint formula, x1 + x. The process can be repeated to include the y-coordinates on the coordinate grid. Finally, instruction should include the use of the slope, distance, and midpoint formulas to verify geometric relationships such as the example below. Given quadrilateral ABCD with vertices, A(3, 4), B(7, 8), C(9, 6) and D(5, ), prove it is a rectangle and determine the coordinates of the midpoint of the diagonals of the quadrilateral. Distractor Factor The student may substitute the x- and y-values incorrectly when using the formulas (i.e. substitute y-values in for x-values). The student may divide a value by instead of taking the square root when using the distance formula. The student may add the x-value to the y-value, instead of computing the sum of the x-values and computing the sum of the y-values before dividing by in the midpoint formula. The student may incorrectly write the ratio of the slope of a line as the ratio of horizontal change divided by vertical change (i.e. x x - 1 ). y - y 1 Academic Vocabulary Rigor Implications congruent distance formula lines midpoint formula parallel perpendicular segments slope formula Use Understand Verify Derive lead4ward.com lead4ward

8 GEOMETRY G.C Readiness TEKS Scaffold TEKS SE Content Builder determine an equation of a line parallel to a given line that passes through a given point determine an equation of a line perpendicular to a given line that passes through a given point G.C G. Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to verify conjectures. The student is expected to: (C) determine an equation of a line parallel or perpendicular to a given line that passes through a given point. Instructional Implications In accordance with the standard, students are expected to determine the equation of a line parallel (i.e. with equal slopes) or perpendicular (i.e. with slopes that are opposite reciprocals) to a given line that passes through a given point. Instruction should include equations of lines written in slope-intercept form (y = mx + b), standard form A (Ax + By= C, where the slope is equal to - ), and lines graphed on a coordinate plane. Refer to the examples below. B For each example use the point-slope form of an equation (i.e. y - y 1 = m(x - x 1 )) to determine the equations of the lines through the point (4, 5) that are parallel and perpendicular to the given line. 3 Example A y = x + Example B x - 3y = - 7 Example C 4 Solutions: slope = 3 4 slope = -( -3 ) = 3 slope = - 5 Parallel: y - 5 = 3 (x - 4) 4 Parallel: y - 5 = (x - 4) 3 Parallel: y - 5 = - 5 (x - 4) y= 3 4 x + y= 3 x y= - 5 x + 15 slope = slope = - 3 slope = 5 Perpendicular: y - 5 = - 4 (x - 4) 3 Perpendicular: y - 5 = - 3 (x - 4) Perpendicular: y - 5 = (x - 4) 5 y= x y= - 3 x + 11 y= 5 x Distractor Factor horizontal change vertical change The student may use the slope formula incorrectly (i.e. instead of ). vertical change horizontall change The student may think the slopes of perpendicular lines are only opposite values instead of opposite reciprocals. Academic Vocabulary Rigor Implications linear equation parallel lines perpendicular lines point-slope form slope slope-intercept form standard form y-intercept Use Understand Verify Determine lead4ward.com lead4ward