Slide 1 - Round Rock ISD Superintendent's Leadership Retreat - home by yaofenjin


									STAAR Quality Reading and Writing in
   Middle School and High School
       Superintendent’s Leadership Retreat
                  July 20, 2011
                  Caron Sharp
         Secondary English Language Arts
              Curriculum Specialist
    With excerpts and slides from Victoria Young, Director of TEA ELA
                                                  and SS Assessment
             Brief Introductions
•   Name
•   Campus
•   Role
•   Favorite Author or Interesting Summer Read
           Objectives Today

• To become familiar with the new English
  STAAR Assessments for Grades 6-11
    Overview and assessment logistics
    Content of assessments
• Examine changes in the ARRC and
  implications for instruction (brief)

     Grades 3−8 Reading
    Grades 4 and 7 Writing
      English I, II, and III
       The STAAR Test – oh my!
        Assessment Design
     STAAR 3-8 and High School
• Linked to college and career readiness
• TEKS eligible for assessment split into two
 • readiness standards, defined as those TEKS
    considered necessary for success in the
    current grade/course and important for
    preparedness in the grade/course that follows
 • supporting standards, defined as those TEKS
    which are important to teach but which will
    receive less emphasis by being assessed
    across years/administrations                  6
          English I, II, and III
• Advanced high school course readiness
  measure for English I and II
• College and career readiness measure for
  English III
• Scores are reported separately for reading
  and writing
• Students retest only in the section they

        Reading Test Design
     Grades 3−8 and High School
• Genre-based
   Literary strand: fiction, literary nonfiction,
    poetry, and drama (drama beginning at grade 4)
   Informational strand: expository and persuasive
    (persuasive beginning at grade 5)
   Fiction and expository reading are considered
    readiness genres from grade 3 though high
   Literary nonfiction, poetry, drama, and
    persuasive reading are considered supporting
   Procedural elements embedded in informational
    pieces and media literacy embedded in either
    literary or informational pieces
       Reading Test Design
    Grades 3−8 and High School
• Test Length
  Word count attached to overall test rather
   than to individual pieces ( as in TAKS)
  Maximum word count increases from grade to
   grade but is consistent at high school
  Number of pieces included on a test can vary
   from year to year, dependent on length
  Different numbers of questions attached to
   different-length pieces

        Reading Test Design
     Grades 3−8 and High School
• Paired selections mix strands and genres:
   Literary−Literary (e.g. fiction−poetry, literary
    nonfiction−drama, fiction−literary
   Informational−Informational (e.g.
    expository −expository,
   Literary −Informational (e.g.
    fiction−expository, poetry−expository,
    literary nonfiction−persuasive)
          Reading Test Design
• STAAR reading assessments will emphasize
  students’ ability:
   to understand how to use text evidence to
    confirm the validity of their ideas
   to make connections within and across
    texts (“across texts” begins at grade 4)
   to think critically/inferentially
   to “go beyond” a literal understanding of
    what they read

      Student Success in Reading
            and on STAAR
• Students must be provided in-depth
  instruction in all genres represented by the
• Equal weight must be given to fiction and
  expository genres at elementary, middle,
  and high school

       Student Success in Reading
             and on STAAR
• Instruction must emphasize critical/
  inferential thinking rather than isolated skills
• Students must be able to make connections
  between different genres (and be able to
  “see” the thematic links)

         Reading: Structure of
         Reporting Categories
• RC 1: Questions about vocabulary and
 connections across texts for grades 3−8
 (vocabulary only at grade 3); high school
 also includes short answer questions

          Reading: Structure of
          Reporting Categories
• RC 2: Questions about single literary texts:
  fiction, literary nonfiction, poetry, drama
  (drama beginning at grade 4)

          Reading: Structure of
          Reporting Categories
• RC 3: Questions about informational texts:
 expository and persuasive (persuasive
 beginning at grade 5)

             Reading Success
             Assessing Details
• Details in literary texts in grades 3−5 only:
  they must be significant and support the
  development of the plot, characters, or main
• Details in expository texts in grades 3−8:
  they must be significant and support the
  development of the main idea
• No details assessed at any grade for
  persuasive texts, and no details assessed for
  any type of text at high school
            Reading Success
            Assessing Poetry
• Varying types of poems being developed for
  STAAR, but the emphasis not on
  identification (what type)
• Focus is on how poet creates meaning
• At middle and high school, how speaker’s
  point of view or perspective affects

              Reading Success
              Assessing Drama
• Limited number of characters
• Mostly excerpts being used in text - one or two
• Focus is on how the playwright creates meaning
  through the dialogue - interaction between and
  among characters
• Questions about stage directions are focused on
  their purpose: why they are there and how they
  influence the way the reader reads the scene

    STAAR Reading Rubrics (HS)
 Text Evidence for the Short Answer
• Students must know that text evidence is always
  flawed when it is
    only a general reference to the text
    too partial to support the idea
    weakly linked to the idea
    used inappropriately because it wrongly
     manipulates the meaning of the text
• Students must know that to score a 2 or 3 on short
  answer reading (HS), text evidence must be
  considered accurate and relevant (SP 2) or specific
  and well chosen (SP 3)                              20
       Writing Test Design
  Grades 4 and 7 and High School
• Assessments at grades 4 and 7
  administered over two days
• Writing component of English I, II, and III
  administered on Day 1 of test (with
  reading component on Day 2)
• Field tests embedded for grade 7 and
  English I, II, and III

         STAAR Writing Design
          Revising and Editing
• Revision and editing assessed separately, with
  increased focus on revision as students
  become more experienced and skilled writers
    For Grade 4, 32% of multiple-choice score
     from revision (9 items) and 68% of score
     from editing (19 items)
    For Grade 7, 40% of multiple-choice score
     from revision (16 items) and 60% of score
     from editing (24 items)
    For English I, II, and III, 50% of multiple-
     choice score from revision (15 items) and
     50% of score from editing (15 items)
         Revision and Editing
           Grades 4 and 7
Example of Grade 4 Revision Stem:
Eddie would like to improve his story by adding a
strong concluding sentence after sentence 27.
Which of these would be the BEST sentence to
Example of Grade 7 Revision Stem:
The transition between the third paragraph
(sentences 13–19) and the fourth paragraph
(sentences 20–25) is abrupt. Which sentence
could Gina add before sentence 20 to help with
this transition?
          Revision and Editing
           English I, II, and III
• Examples of high school revision questions:
    Raul wants to more effectively establish
     the thesis in his paper. Which revision of
     sentence 5 can help him accomplish his
    Tina wants to strengthen the transition
     between the second and third paragraphs.
     What sentence should she add before
     sentence 10? (beginning of paragraph 3)
      STAAR Written Composition
• Students will write two one-page essays (26 lines
  maximum) addressing different types of writing
       Grade 4 - personal narrative and expository
       Grade 7 - personal narrative (with
        extension) and expository
       English I - literary and expository
       English II - expository and persuasive
       English III - persuasive and analytic
• Essays will be weighted equally
• No “gatekeeper” (automatic fail of the writing test
  for a 1)
       STAAR Writing Prompts
• Expository, persuasive, and analytic prompts
  contain a stimulus and are scaffolded:
         Read, Think, Write, Be Sure to…
• Personal narrative (Grades 4 and 7) and
  literary prompts (English I) contain a
  stimulus and are scaffolded, though less so
  than other prompts
• Analytic prompts (English III) contain a
  literary or informational text (approximately
  425−500 words), which students must
       STAAR Analytic Essay
       (being college ready!)
• A combination of expository writing and
  interpretation of one aspect of a literary
  or expository text
• Score is based on the student’s ability to
  interpret the text and support it with
  relevant textual evidence (TEKS 15C) AND
  quality of the writing (criteria under
  expository writing in TEKS 15A)

        STAAR Writing Rubrics

• A rubric is being developed for each
  writing type, but three overarching
  aspects of writing are addressed in all
  rubrics (only English I have been released)
    Organization/Progression
    Development of Ideas
    Use of Language/Conventions

      STAAR Writing Rubrics
• Grade 7 Personal Narrative: The writer
  uses organizational strategies or literary
  devices that are particularly suited to
  the narrative task. The writer is able to
  clearly convey the experience and
  communicate its importance or
• Grade 9 Expository: The organizational
  strategies the writer uses to enhance
  the clarity and quality of the essay..
         STAAR Writing Rubrics
• Grade 7 Personal Narrative: The writer
  demonstrates a deep understanding of the
  writing task by establishing a believable
  situation, providing plausible motivations for
  behavior or actions, and revealing changes or
  insights that developed as a result of the
• Grade 9 Expository: The writer may approach
  the topic from an unusual perspective, may use
  his/her unique experiences or view of the world
  as a basis for writing, or may connect ideas in
  interesting ways. The writer demonstrates a
  deep understanding of the expository writing
  task.                                           30
        STAAR Writing Rubrics
• Use of Language/Conventions: the degree to
  which word choice is thoughtful and
  appropriate to the purpose and tone
    Grade 7 Personal Narrative: Effective
     diction enables the writer to recreate the
     experience in a way that reflects its
     importance or meaning.
    Grade 9 Expository: Word choice strongly
     contributes to the clarity of the essay.

Teach the

            the TEKS
         TEA STAAR Resources
Currently available at
General information about STAAR
    Assessed curriculum
    Test blueprints and test design schematics
    Literary and expository rubrics for English I
    Short answer reading rubrics for single
     selection and pair (called connecting
     selections) for English I
         TEA STAAR Resources
• Coming in fall 2011 (August/September):
    “Mini” scoring guides—English I literary
     and expository writing
    Sample selections and items—reading
     and writing

    TEA ELA/Reading Listserv

Join the ELA/Reading Listserv by visiting:
           (Select ELA-Reading)
Caron Sharp, NBCT
Lead Secondary English Language Arts Specialist
(512) 464-5080

Randa Ruiz
Secondary English Language Arts and Reading Instructional Coach
(512) 464-5928

Matt Dearmon
Secondary English Language Arts and Reading Instructional Coach,
Trainer, & MAP Coordinator
(512) 464-5927

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