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Keeping Our Promise: College and Career Readiness English Language Arts Yvonne Aragon Socorro ISD January 2012 Slide 2 Its All About The Standards! (SE Vertical Alignment, Readiness vs. Supporting Standards, CSCOPE Connection) ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________ Data Analysis ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________ Slide 3 Agenda Its All About the Standards! o SEs Vertical Alignment Readiness vs. Supporting Standards CSCOPE Data Analysis o Item Analysis o Data tool Q & A Slide 4 Its All About the Standards! Slide 5 Includes: reading writing oral and written conventions research listening and speaking Slide 6 Starts on page 5 Slide 7 SEs Pg. 13 Slide 8 Analyzing SEs Across Grade Levels What Reading Skills Our Students Should Have Upon Graduation Slide 9 Grades 1 st 8 th Grades 2 nd English 4 Grades Kinder & 1 st Slide 10 1.Look for the verb in each of the SEs and circle it. 2.Look for the academic vocabulary in each of the SEs and underline it. Pg. 13 Slide 11 ~USE ~DETERMINE PREFIXES SUFFIXES MEANING WORDS ~IDENTIFY ~KNOW ~MEANING ~PREFIXES ~SUFFIXES ~ROOTS Slide 12 DETERMINE MEANING ACADEMIC ENGLISH WORDS LATIN GREEK LINGUISTIC ROOTS AFFIXES DETERMINE MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES Slide 13 DETERMINE MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES Slide 14 What Have We Promised to Teach Our Students? Key verbs (DOK) in the SE Use Identify Know Determine Key Academic Terms for the SE Prefixes Suffixes Affixes Roots o Linguistic Latin Greek The student should be able to use prefixes, suffixes, affixes, and/or roots to assist him in defining words across content areas. Slide 15 Pg. 14 Slide 16 Use and determine clarify analyze distinguish Draw conclusions Slide 17 CONTEXT Unfamiliar Words Multiple Meaning Words Ambiguous Words Denotation & Connotation Nuance Slide 18 What Have We Promised to Teach Our Students? Key verbs (DOK) in the SE Use Determine Distinguish Analyze Key Academic Terms for the SE Context Unfamiliar or ambiguous words Multiple meaning words Denotation & connotation The student should be able to analyze context in order to correctly define unfamiliar words. Slide 19 Slide 20 RECAP Took a closer look at SEs o Identified the verb(s) (DOK/thinking) o Identified the noun(s) (academic) o Noted alignment and how they build on one another So now.lets take a closer look at the SEs in terms of readiness and supporting standards Slide 21 Readiness and Supporting Standards Slide 22 Remember Slide 23 K 4.2A 8.2A 7.2A 6.2A 5.2A 3.4A 2.5A 1.6C E1.1A E2.1A E3.1A E4.1A Form adapted from lead4ward : STAAR: A Vertical System, pg.3 use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or S for supporting. determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes No SE for this grade level. Prefixes, suffixes, affixes, roots Slide 24 To Help Guide You Slide 25 Ready for the Answers? How Many Did You Get Right? Slide 26 K 4.2A 8.2A 7.2A 6.2A 5.2A 3.4A 2.5A 1.6C E1.1A E2.1A E3.1A E4.1A Form adapted from lead4ward : STAAR: A Vertical System, pg.3 use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes No SE for this grade level. R R R R R R S S S How does 2 nd grade play an important part in the learning process for this SE? Prefixes, suffixes, affixes, roots Slide 27 Lets Do Another One Slide 28 K 4.2B 8.2B 7.2B 6.2B 5.2B 3.4B 2.5B 1.6C E1.1B E2.1B E3.1B E4.1B Form adapted from lead4ward : STAAR: A Vertical System, pg.3 determine what words mean from how they are used in a sentence, either heard or read use context to determine the relevant meaning of unfamiliar words or multiple-meaning words use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or S for supporting. use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words No SE for this grade level. Context Slide 29 K 4.2B 8.2B 7.2B 6.2B 5.2B 3.4B 2.5B 1.6C E1.1B E2.1B E3.1B E4.1B Form adapted from lead4ward : STAAR: A Vertical System, pg.3 determine what words mean from how they are used in a sentence, either heard or read use context to determine the relevant meaning of unfamiliar words or multiple-meaning words use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words No SE for this grade level. R R R R R R R R R How do 1 st and 2 nd grades play an important part in the learning process for this SE? Context Slide 30 Figure 19 Slide 31 Note: Figure 19 SEs Labeling of readiness or supporting standard will vary by reporting category. Slide 32 For example 3 rd Grade Slide 33 So What About the SEs That Are Not Tested? Slide 34 RRRRR S analogies Synonyms & antonyms idioms Foreign words used in English Pg. 14 Slide 35 VERTICAL ALIGNMENT DOCUMENT (VAD) Slide 36 Strand Grouped by Grades Slide 37 Slide 38 R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text Slide 39 R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text Slide 40 R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text So we know the genre, but what do students need to know in this genre? From skill to academic language. Lets look at that Slide 41 Fiction and Plot Pg. 17 Slide 42 K: main events in story 1 st : plot (problem/solution); sequence of events 2 nd : sim/diff; plot and setting; same author 3 rd 4 th : plot, main events; sequence and summarize; influence on other events 5 th : incident that advance novel, how incident gives rise to or foreshadows future events 6 th : elements of plot development (rising action, turning point, climax, falling action, denouement) 7 th : influence on setting on plot development 8 th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution Fiction and Plot (Gr3-8) Noticings on academic language and building of the skill? Slide 43 Fiction and Plot (Gr8-EngIV ) Eng I: non-linear plot development, flashbacks, foreshadowing, sub-plots, parallel plot structures; compare to linear plots 8 th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution Eng II: isolated scenes, contribution to plot Eng III: literary elements (figurative language, point of view) shape authors portrayal of plot & setting Eng I: complex text structures (subplots), and devices (foreshadow, flashback, suspense) function and advance the action Noticings on academic language and building of the skill? So, in the end, what should students be able to do? Slide 44 R E A D I N G Grades 3-8 Beginning Reading Skills / Phonics (Gr 3 only) Beginning Reading/ Strategies Vocabulary Development Comprehension Media Literacy Figure 19 Literary Text Informational Text Poetry Drama Fiction Literary Nonfiction Theme and Genre Sensory Language Culture and History Expository Text Persuasive Text Procedural Text 0 SEs Tested 1 SE Tested (S) 4 SEs Tested (Predominantly R) 3 SEs Tested (S) 1 SE Tested (S) 3 SEs Tested (Pred. R) 1 SE Tested (S) 1 SE; R/S grade dependent 6 SEs; Pred. R 2 SEs Tested (S) 2 SEs Tested (Grades 4-8); 1 SE grade 3 2 SEs (S) 3 SEs (R/S varies by RC) Slide 45 The 3 Ws What did we learn so far today ? So What ? o Relevancy o importance o usefulness Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going ) Slide 46 CSCOPE AND STAAR Slide 47 Slide 48 Slide 49 RC1, RC2 RC1, RC3 Slide 50 CScope Units: Grade 4 Year At a Glance (YAG) Slide 51 Slide 52 Two tasks: 1.Identify the areas of strength. 2.Identify the gaps. Slide 53 Slide 54 Slide 55 Slide 56 Using Your Data to Identify Areas of Strength and Need Slide 57 Item Analysis Fall Interim Assessment Results Slide 58 Breakdown of Questions Reading ~Biography Questions 1-10 ~Drama Questions 11-17 (play excerpt) (visualflyer for play) Writing ~Revising & Editing Questions 18-27 Slide 59 (T)ested RC1 (R) 2A * 82.17% 12.42% 1.84% 3.57% Slide 60 (T)ested RC1 (R) 2B 7.95% 59.85% 3.68% 28.45% * Slide 61 (T)ested RC2 Fig19D (S) * 23.28% 9.3% 14.68% 52.71% Slide 62 (T)ested RC2 (R) 6B 18.36% 55.34% 14.64% 11.49% * Slide 63 Using SE Chart to Enter Reading Data 2010-2011 TAKS Reading Data and Fall 2011 Interim Assessment Reading Data Slide 64 92.29% 82.90% 82.17% 59.85% Slide 65