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INSTRUCTIONAL PLANNING TOOL STAAR Language Arts ENGLISH I READING

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This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will: • review historical assessment data; • read and solve sample STAAR items; • analyze assessment prompts in order to consider the multiple steps required to generate a response; • anticipate varying approaches and steps students might take; and • reflect on his or her current classroom instruction. The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

TRANSCRIPT

Page 1: IPT- English1

INSTRUCTIONAL PLANNING TOOL

STAAR™

Language ArtsE N G L I S H I R E A D I N G

Page 2: IPT- English1

Copyright©2012 Education Service Center Region XIII3

Instructional Planning Tool User Guide 

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:  

review historical assessment data;   read and solve sample STAAR items;   analyze assessment prompts in order to consider the multiple steps required to generate a response;  anticipate varying approaches and steps students might take; and  reflect on his or her current classroom instruction. 

  The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success.  The Instructional Planning Tool is organized by the learning standards assessed on STAAR.  Each standard is labeled as Readiness, Supporting, or Process.   

 

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.  

Contents Each booklet contains: 

all learning standards assessed on STAAR for a grade and content area;  table to insert state, region, district, and grade TAKS performance data;  sample STAAR items;   reflection questions to assist educators in increasing the rigor of classroom instruction.  

Academic vocabulary Academic vocabulary is vocabulary critical to understanding the concepts of the content taught in schools. There is domain‐specific academic vocabulary and general academic vocabulary. Domain‐Specific academic vocabulary is vocabulary needed to understand the content area (for example, in English Language Arts, it is poet, genre, literature, etc.) while general academic vocabulary is used to refer to words that appear in texts across several disciplines or academic domains (such as explain, describe, text, selection, and/or table). 

READINESS STANDARDS:  SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the 

current grade or course;  are important for preparedness for 

the next grade or course;  support college and career 

readiness;  necessitate in‐depth instruction;  address broad and deep ideas. 

may be emphasized in a subsequent year (although introduced in the current grade or course); 

may be emphasized in a previous year (although introduced in the current grade or course); 

play a role in preparing students for the next grade or course but not a central role;  

address more narrowly defined ideas. 

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math; 

will allow for a more integrated and authentic assessment. 

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Copyright©2012 Education Service Center Region XIII 4

English I Reading ◊

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). D.4A: The student is expected to explain how dramatic conventions (e.g., monologues, soliloquies,

dramatic irony) enhance dramatic text. [Supporting Standard; Reporting Category 2]

Read:1 In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of —

A fear

B doubt

C anger

D pity

Think/Analyze:Test Genre: Does this question require instruction with regard to test genre?

This item requires students to re-read paragraph 1 and infer the purpose of the stage directions. Students will benefit from identifying key words in paragraph one and substantiating their answers based on textual evidence.

Academic Vocabulary: Does this question require use of any academic vocabulary?

Stage directions Evoke Dramatic conventions

State* Region* District* Grade* 69% 71% 70% 70% *Reminder: Use previous year’s spring administration data.

SAMPLE

Page 4: IPT- English1

Copyright©2012 Education Service Center Region XIII5

English I Reading ◊

Copyright©2012 Education Service Center Region XIII

Apply:

Instructional Considerations: What prior knowledge is being built upon?

Students understand the structural elements of drama and understand a playwright’s use of dialogue and stage directions.

How do I currently teach this SE concept/content?

We read plays as a class and students identify and discuss dialogue and stage directions.

How do I need to adjust my instruction based on this analysis?

Students need to explain (not just identify) how stage directions impact the setting, characters, plot, and theme when reading and analyzing a play.

What formative assessment will I use to be sure it’s working?

Graphic organizer showing the relationship between stage directions and the setting, characters, plot, and theme, Exit slips, Write scripts and present scenes.

What are some scaffolding questions to use with students?

What purpose do stage directions serve in a play? How does a playwright create meaning through stage directions and dialogue? How do good readers use stage directions to understand drama?

SAMPLE

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Copyright©2012 Education Service Center Region XIII 6

English I Reading ◊

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). D.4A: The student is expected to explain how dramatic conventions (e.g., monologues, soliloquies,

dramatic irony) enhance dramatic text. [Supporting Standard; Reporting Category 2]

Read:1 In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of —

A fear

B doubt

C anger

D pity

Think/Analyze:Test Genre: Does this question require instruction with regard to test genre?

This item requires students to reread paragraph 1 and infer the purpose of the stage directions. Students will benefit from identifying key words in paragraph one and substantiating their answers based on textual evidence.

Academic Vocabulary: Does this question require use of any academic vocabulary?

Stage directions Evoke Dramatic conventions

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.

Page 6: IPT- English1

Copyright©2012 Education Service Center Region XIII7

English I Reading ◊

Copyright©2012 Education Service Center Region XIII

Apply:

Instructional Considerations: What prior knowledge is being built upon?

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some scaffolding questions to use with students?