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TCTELAJanuary 22, 2021

TEA Copyright Information

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© 2021 by the Texas Education AgencyCopyright © NoticeThe Materials are copyrighted © and trademarked ™ as the property of Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA except under the following conditions:

1) Texas public school districts, charter schools, and education service centers may reproduce and use copies of the Materials and Related Materials for the districts' and schools' educational use without obtaining permission from TEA.

2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only, without obtaining written permission from TEA.

3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered, and unchanged in any way.

4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts, charter schools, or education service centers, or any entity, whether public or private, educational or non-educational, located outside the state of Texas must obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.For information, contact the Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, Texas, 78701-1494; email: [email protected].

Copyright © Texas Education Agency, 2021. All rights reserved.

mailto:[email protected]

Agenda

Curriculum Updates• RLA Redesign

• Short Constructed Response

• Extended Constructed Response

• Linking Informational Selections to Cross-Curricular Topics

• Opportunities for Educator Involvement

3Copyright © Texas Education Agency, 2021. All rights reserved.

RLA Redesign


Assessing Writing as Part of Reading

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All grade 3-8 reading assessments are scheduled to include assessment of the writing portion of the reading language arts (RLA) TEKS beginning in 2022-2023 and will include the following:

1) Multiple-choice or new item type items 2) Short constructed response items that will ask a

student to provide a 1-2 sentence response (grade levels to be determined)

3) Longer constructed response items (essays) that will ask a student to respond to a passage, instead of responding to a prompt (grade levels to be determined)


Assessing Writing as Part of Reading

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As an interim step, single-select multiple-choice items that assess revising and editing will be field tested at every grade level in grades 3–8.

These new writing items will be based on the multiple-choice format of revising and editing items currently assessed in grades 4 and 7 and EOC.

Samples of these writing items are available on the TEA website at https://tea.texas.gov/academics/subject-areas/english-language-arts-and-reading/reading-language-arts-staar-sample-items.

Multiple-choice items will assess students’ ability to revise and edit.


https://tea.texas.gov/academics/subject-areas/english-language-arts-and-reading/reading-language-arts-staar-sample-items

Sample Writing Items

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https://tea.texas.gov/academics/subject-areas/english-language-arts-and-reading/reading-language-arts-staar-sample-items


Short Constructed Response


Short Constructed Response Rubrics

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2-Point Tasks

Short constructed responses will be developed as 2-pt tasks using an item-specific rubric that specifies how student responses will be scored.

Item-Specific Rubric

Advantages• Publicly available after the

assessment• Developed during item writing

process• Provide students more specificity

on how the writing task will be scored

• Provides guidance during rangefinding

Support and Communication• Examples will be developed and

released to allow teachers and students to understand how the rubric is applied


Sample Grade 3 Short Constructed Response Task

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Grade 3 TEKS:7.B write a response to a literary or informational text that demonstrates an understanding of a text7.C use text evidence to support an appropriate response8.B explain the relationships between the major and minor characters


Short Answer Question

Based on paragraphs 7 –12, what can the reader tell about the relationship between Kwan and his grandmother? Support your answer with evidence from the story.

Enter your response in the box below.

Sample Grade 3 Item-Specific Rubric

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Score Point Description

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• A full response will accurately answer that the relationship between Kwan and his grandmother (Halmoni) is a close, caring, and/or loving relationship. Kwan wants his grandmother to be happy and to make her proud. She cares about Kwan and his feelings.

• A full response includes at least one piece of supporting evidence from the text. The response may include, but is not limited to, the following evidence cited or paraphrased from the text:o His grandmother’s wide smile showed how proud of him she would be for sharing this Korean

custom. o Halmoni sensed that something was wrong. “Kwan, are you worried about tomorrow?” she asked. o Kwan’s grandmother shares with Kwan happy stories from her past.

• Evidence is accurately used to support the response.• The response and the evidence to support it are based on the text.

1• A partial response may include one of the answers expected in the full response. However, the evidence

included does not support the answer stated, comes from outside the source text, or no evidence is provided.

• A partial response may cite or paraphrase relevant text evidence, but the student does not include an accurate answer about the relationship between Kwan and his grandmother.

0• The response is incorrect. • The response is not passage based.• No response is provided.


Sample Grade 8 Short Constructed Response Task

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Short Answer Question

Explain the principal argument the author makes in the article. Your response must include evidence from the selection that clearly supports your answer.

Enter your response in the box below.

Grade 8 TEKS:5.F make inferences and use evidence to support understanding5.G evaluate details read to determine key ideas8.E.i identifying the claim and analyzing the argument


Sample Grade 8 Item-Specific Rubric

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Score Point Description

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• The primary argument, or claim, the author makes is that the conservation of different organisms is important because it will benefit humanity in the long run. A full response must include the claim.

• A full student response includes at least one piece of supporting evidence. The response may include but is not limited to the following supporting details from the passage:o Biodiversity is important to everyone.o Future medical discoveries may well depend on the survival of plant and animal species yet to be

studied.o In the long run, saving a bug or a shrub will be a benefit to all.

• The response is free of errors of fact and interpretation with regard to the text.• All evidence presented comes from the source text.

1• A partial response must include the primary argument made by the author of the source text.

However, the evidence included either does not support the argument, comes from outside the source text, or no evidence is provided.

• A partial student response may mention one of the examples included in the full response, but the explanation for how that example supports the primary argument may be vague and/or unfocused.

0• The response is incorrect. • The response is not passage based.• No response is provided.


Extended Constructed Response


Currently students write in response to a standalone prompt


*Grade 4 STAAR assessment, 2019

Here is an example:

Students will now be asked to write in response to information they have read.


In this example, students read three informational source texts and respond to this prompt using evidence from the sources to support their response.

*Grade 4 Florida Standards Assessments (FSA), 2015

Writing in response to reading


In this example, students read a single literary excerpt and respond to this prompt using evidence from the text to support their response.

*Grade 8 Mississippi Academic Assessment Program (MAAP), 2016

Linking Informational Selectionsto Cross-Curricular Topics


RLA Passage Cross-Curricular Content Integration

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Cross-curricularintegration

Prioritize cross-curricular content integration for RLA passages

Passages will link to science, social studies, fine arts, technology, and, to a lesser degree, mathematics topics

This approach to passage selection will• Encourage cross-curricular teaching and learning

and• Build context and strengthens academic

vocabulary


Why does cross-curricular passage content matter?

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Cross-curricularintegration

• Evidence indicates students with knowledge of the subject matter have higher levels of comprehension than students with lower levels of subject matter knowledge.

• Since subject matter knowledge is covered in the TEKS for other subjects, and all students are taught the TEKS, ensuring STAAR passages have content aligned to the TEKS for other subjects ensures a level playing field when assessing comprehension.

Source: Recht, D. & Leslie, L. “Effect of Prior Knowledge on Good and Poor Readers Memory of Text.” (1988) Journal of Educational Psychology, Vol. 80, No. 1, 16-20

43%

53%

81%

86%High reading ability & high knowledge

Low reading ability & high knowledge

High reading ability & low knowledge

Low reading ability & low knowledge

Measure of Comprehension


Linking Informational Passages to Content Area TEKS

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Reading assessments will continue to include informational passages and literary passages.

An informational text presents information to explain, clarify, and/or educate. These texts can clearly link to subjects such as science and social studies.

A literary text is generally recognized as having artistic value and the purpose of entertaining the reader (e.g., prose fiction, drama, poetry, and literary nonfiction). These texts might reflect topics covered in other subject areas.

By the spring 2024 administration, 100% of information textsincluded in STAAR Reading & English EOC will be based on cross-curricular content covered in other TEKS subjects.


Grade 4 Science Example

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K-4 Science Topics K-4 Science Vocabulary

• observing the life cycles of animals (SE 1.10.D)

• investigating the unique stages that insects undergo (SE 2.10.C)

• Investigating how plants and animals undergo a series of changes (SE 3.10.B)

• exploring, illustrating, and comparing life cycles (SE 4.10.C)

cycleenvironmenthabitatinvestigatelife cycleorganismpatternsystem


EOC Social Studies Example

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World History Studies TopicsWorld History

Studies Vocabulary

• locate places and regions of historical significance

• influence of human and physical geographic factors on major events in world history

• trade in Indian Ocean• opening of Panama and Suez

canals

human factors (geography)Indian Ocean physical factors (geography)placesPanama CanalregionSuez Canal


EOC Social Studies Example

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World Geography Studies TopicsWorld Geography

Studies Vocabulary

• how physical features have influenced the past and migration patterns

• how environmental conditions have influenced the past and migration patterns

• how physical features and environmental conditions have shaped the distribution of culture groups

culture groupsdistributionenvironmental conditionsmigration patternsphenomenonphysical featurespopular cultureregionspatial diffusion


Opportunities for Educator Involvement


Educator Involvement

◦ TEA has a universal application form for educators who would like to participate in a variety of TEA committees.

◦ The involvement of Texas education professionals (including K–12 classroom teachers, higher education representatives, curriculum specialists, administrators, and regional education service center staff) supports TEA in fulfilling the needs of students across the state.

Copyright © Texas Education Agency, 2021. All rights reserved. 26

Educator Involvement

Opportunities include the following:◦ Curriculum standards review work groups,

such as TEKS and ELPS◦ Assessment committees, such as item reviews

and teacher institutes◦ Instructional materials committees, such as

quality review teams or state review panelsTo apply to participate in these committees, educators should complete the Educator Committee Application Form at https://www.txetests.com/edc/.


https://www.txetests.com/edc/

Educator Involvement — Essay scoring

Our assessment scoring vendor is seeking Texas educators certified in reading language arts for temporary work scoring student essays

Scorers evaluate student responses to subject-related open-ended questions according to a scoring guide. Candidates must successfully complete calibration after completion of training in order to begin scoring.


Benefits include—

work from the comfort of home,

paid training, and

incentives for high quality, productive scoring results.

To apply to serve as an essay scorer, complete the application at www.pearsonassessments.com/seasonaljobs. Select ‘Distributed Scorer’ under the ‘Positions Available’ section.

Note: Please ensure that you provide your teaching experience on the application form.


Educator Involvement — Essay scoring

http://www.pearsonassessments.com/seasonaljobs

TEA Contact Information

TEA Reading Language Arts Team

EnglishChelaine Marion, directorPadmini JambulapatiValerie PannellColin Sembello

SpanishJoe Cisneros, directorMiguel GomezJavier Torres


By telephone –(512) 463-9581

Stay Informed

TEA Bulletins

Join TEA listserv bulletins for updates andannouncements.

English Language Arts and Reading Spanish Curriculum Standards Bilingual/ESL Education Early Childhood Education To the Administrator Addressed Gifted/Talented Education Mathematics Science

https://public.govdelivery.com/accounts/TXTEA/subscriber/new


By email –[email protected]

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https://public.govdelivery.com/accounts/TXTEA/subscriber/new

mailto:[email protected]

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