ALookatSTAAR,Rigor,andRoadblockstoSuccess ...STAAR™TechniquestoEngageLearnersinLiteracy"...
Transcript of ALookatSTAAR,Rigor,andRoadblockstoSuccess ...STAAR™TechniquestoEngageLearnersinLiteracy"...
! 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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS
Current Academic Vocabulary
(Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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.
8 ©2014 Region 4 Education Service Center
Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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Previous ELA/R TEKS Current ELA/R TEKS Current Academic
Vocabulary (Possible Roadblocks)
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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