ALookatSTAAR,Rigor,andRoadblockstoSuccess ...STAAR™TechniquestoEngageLearnersinLiteracy"...

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A Look at STAAR, Rigor, and Roadblocks to Success Region 4 Education Service Center April 29, 2014

Transcript of ALookatSTAAR,Rigor,andRoadblockstoSuccess ...STAAR™TechniquestoEngageLearnersinLiteracy"...

A  Look  at  STAAR,  Rigor,  and  Roadblocks  to  Success  

Region  4  Education  Service  Center  April  29,  2014  

!  The  analytic  process  used  in  today’s  presentation  is  the  same  process  used  to  create  the  STELLAR  (STAAR™  Techniques  to  Engage  Learners  in  Literacy  and  Academic  Rigor)  Reading  series.    

!  As  an  instructional  tool,  STELLAR  provides  challenging,  high  interest  materials  written  with  the  same  levels  of  depth  and  rigor  required  to  fulfill  the  federal  alignment  (NCLB)  that  TEA  must  meet  for  accountability.  

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7(5)    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.  Students  are  expected  to  explain  a  playwright's  use  of  dialogue  and  stage  directions.  

Standard  –  not  included  during  the  USDOE  alignment  process  Objective  –  included  during  the  USDOE  alignment  process  

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6(B)  use  structural  analysis  to  iden/fy  words,  including  knowledge  of  Greek  and  La/n  roots  and  prefixes/suffixes  

2(A)  determine  the  meaning  of  grade-­‐level  academic  English  words  derived  from  La/n,  Greek,  or  other  linguis/c  roots  and  affixes  

derived  

linguis/c  roots  

affixes  

roots  

determine  Sample  Ques+on:  

Which  word  from  paragraph  one  has  a  La/n  root?  

A.  jubilant  B.  thousands  C.  cheers  D.  heard  

Sample  Ques+on:  

Using  your  knowledge  of  La/n  and  Greek  roots  determine  the  meaning  of  jubilant.  

A.  proud  B.  glad  C.  thrilled  

D.  pleased  

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12(G)  recognize  and  analyze  story  plot,  seLng,  and  problem  resolu/on  

6(A)  explain  the  influence  of  the  seLng  on  plot  development  

explain  

influence  

plot  development  

seLng  

rising  ac/on  

Sample  Ques+on:  

What  is  the  seLng  of  the  story?  

A.  Berlin  Wall  B.  Berlin  C.  Europe  D.  Germany  

Sample  Ques+on:  

How  does  the  seLng  affect  the  rising  ac/on?  

A    The  seLng  provides  the            consequences  of  breaking  rules                which  drives  the  rising  ac/on.  B    The  seLng  creates  the          environment  for  an  unhappy          man’s  ac/ons.  C    The  seLng  is  the  actual  problem          to  resolve,  so  it  the  source  of          rising  ac/on.  D    The  seLng  supplies  a  /me  and            place  for  inescapable  suffering            which  mo/vates  the  plot            development.  

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12(G)  conEnued  

Sample  Ques+on:  

How  is  the  problem  resolved?  

A    The  problem  is  not  resolved.  B    The  governments  allow  Kabe  to            jump.  C    Kabe  is  hospitalized.  D    Kabe  is  sent  to  live  with  rela/ves.  

6(B)  analyze  the  development  of  the  plot  through  the  internal  and  external  responses  of  the  characters,  including  their  mo/va/ons  and  conflicts  

analyze  

plot  development    

internal  response  

mo/ve  

conflict  

external  response  

main  character  

protagonist  

best  

affect/effect  

climax  

Sample  Ques+on:  

Which  external  response  of  the  main  character  (protagonist)  best  affects  the  climax?  

A    .  .  .  he  returned  to  West  Berlin            and    jumped  again.  B    The  West  Berliners  decided  to            incarcerate  him  .  .  .  C    he  read  the  newspaper  ar8cles            about  his  jump.  .  .  D    The  doctor  in  charge  found          nothing  wrong  with  Kabe  .  .  .  

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10(E)  use  the  text’s  structure  or  progression  of  ideas  such  as  cause  and  effect  or  chronology  to  locate  and  recall  informa/on  

10(C)  use  different  organiza/onal  paVerns  as  guides  for  summarizing  and  forming  an  overview  of  different  kinds  of  expository  text  

organiza/onal  paVerns  

expository  

summary  

best  

represents  

Sample  Ques+on:  What  did  the  fall  of  the  Berlin  Wall  cause?  A.  Churchill  and  Stalin  agreed  on  

the  importance  of  the  barrier.  B.  Many  Eastern  European  

countries  opened  their  borders.  

C.  The  Iron  Curtain  was  strengthened.  

D.  Family  members  moved  to  live  with  other  family.  

Sample  Ques+on:  Which  summary  best  represents  the  text?  A.  The  Berlin  Wall  separated  East  

and  West  .  .  .  being  torn  down.  B.  The  Berlin  Wall  separated  East  

and  West  .  .  .  Eastern  European  countries  began  to  open.  

C.  The  Germans  had  a  street  party  when  .  .  .  many  countries  opened  their  borders  again.  

D.  The  Berlin  Wall  separated  East  and  West  .  .  .  European  countries  began  to  open.  

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12(H)  describe  how  the  author’s  perspec/ve  or  point  of  view  affects  the  text  

10(B)  dis/nguish  factual  claims  from  commonplace  asser/ons  and  opinions  

factual  claim  opinion  commonplace  asser/on  selec/on  Sample  Ques+on:  

How  does  the  author’s  perspec/ve  affect  the  selec/on?  A.  The  author  writes  from  the  first  

person,  so  the  reader  knows  the  feelings  of  one  person.  

B.  The  author  writes  from  the  second  person,  so  the  reader  understands  the  feelings  of  many  people.  

C.  The  author  writes  objec/vely,  so  the  reader  does  not  know  the  feelings  of  the  characters.  

D.  The  author  writes  in  third  person  from  an  all  knowing  perspec/ve,  so  the  reader  has  all  of  the  informa/on.  

Sample  Ques+on:  Which  choice  is  a  commonplace  asser/on  in  the  selec/on?  A.  The  division  of  Germany  caused  

Churchill  to  call  it  the  Iron  Curtain.  B.  The  division  of  Germany  caused  

families  to  be  torn  apart.  C.  Germans  grew  /red  of  being  

separated  and  called  for  reuni/ng  Eastern  and  Western  Europe.  

D.  Germans  divided  their  country  to  protect  themselves  from  the  Soviet  Union.  

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12(H)  describe  how  the  author’s  perspec/ve  or  point  of  view  affects  the  text  

Figure  19(D)  make  complex  inferences  about  text  and  use  textual  evidence  to  support  understanding  

inference  (complex/simple)  textual  evidence  support  infer  

Sample  Ques+on:  What  can  be  inferred  from  Kabe’s  ac/ons?  A    Kabe  enjoyed  spending  /me          on  the  East  side  of  the  Wall.  B    Kabe  liked  luxuries.  C    The  government  on  the  West  

         side  of  the  Wall  could  not            control  Kabe.  D    Kabe  needed  psychiatric          care,  so  he  kept  jumping  the          Wall.  

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10(H)  draw  inferences  such  as  conclusions*  or  generaliza/ons  and  support  them  with  text  evidence  [and  experience]  *Conclusions  are  not  inferences.  

Figure  19(D)  make  complex  inferences  about  text  and  use  textual  evidence  to  support  understanding  

inference  (complex/simple)  discuss  textual  evidence  support  

Sample  Ques+on:  [Conclusion]  How  did  the  Berlin  Wall  affect  the  borders  of  Germany?  [Inference]  Why  did  the  borders  of  many  Eastern  European  countries  open  a^er  the  Berlin  Wall  torn  down?  

Sample  Ques+on:  Discuss  why  the  Berlin  Wall  was  torn  down  using  textual  evidence  for  support.  

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10(H)  draw  inferences  such  as  conclusions*  or  generaliza/ons  and  support  them  with  text  evidence  [and  experience]  *Conclusions  are  not  inferences.  

13(A)  interpret  both  explicit  and  implicit  messages  in  various  forms  of  media  

explicit  implicit  media  message  implied  images  

Sample  Ques+on:  What  message  is  implied  by  the  images?  

13(C)  evaluate  various  ways  media  influences  and  informs  audiences  

media  influence  inform  impact  graphics  

Sample  Ques+on:  How  do  the  graphics  impact  the  reader?  

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11(D)  connect,  compare,  and  contrast  ideas,  themes,  and  issues  across  texts  

10(D)  synthesize  and  make  logical  connec/ons  between  ideas  within  a  text  

and  across  two  or  three  texts  represen/ng  similar  or  different  genres,  and  support  those  findings  with  textual  evidence  

synthesize  logical  connec/on  

within  across  represen/ng    similar  

genre  discuss  element  textual  evidence  

support  connec/on  

Sample  Ques+on:  What  is  one  connec/on  between  The  

Wall  Jumper:  A  Berlin  Story  and  Talking  Walls?  A    Both  selec/ons  include  how  the          Berlin  Wall  affects  the  people.  

B    Both  selec/ons  include  informa/on            on  the  history  of  the  Berlin  Wall.  C    Both  selec/ons  discuss  why  the          Berlin  Wall  was  removed.  

D    Both  selec/ons  discuss  how  the            states  enforced  the  boundaries.  

Sample  Ques+on:  (Same  text/book)  

Discuss  one  element  that  The  Berlin  Wall  and  Nelson  Mandela’s  Prison  Walls  share  (have  in  common)  using  textual  evidence  for  support.  

(Across  two  or  more  texts/books)  Discuss  one  connec/on  between  The  Berlin  Wall  from  Talking  Walls  and  The  

Wall  Jumper:  A  Berlin  Story  using  textual  evidence  for  support.  

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Thank  you!!  

Sandi  Starr  [email protected]  713.744.8184  

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