Frame Game Can you solve these word games? Think literally.
Each communicates a famous person, place, or thing or saying. All
STAAR Game Source:
http://www.usaweekend.com/section/FUN03/Frame-Gameshttp://www.usaweekend.com/section/FUN03/Frame-Games
Fact or Fib? 1.In the first reporting category (Understanding
Across Genres), the 6 th, 7 th, and 8 th grade reading tests
contain the same amount of questions. 2.The reading test for grades
6-8 contains one paired selection. 3.The test for grades 6-8
contain the same amount of questions. 4.Grades 6-8 contain the same
amount of single reading selections. 5.Drama is not tested in grade
6 reading, but it is tested in grades 7 and 8. 6.The grade 8
reading test contains more questions in reporting category 3
(Comprehension and Analysis of Informational Texts).
Slide 7
1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. Fact or Fib?
Slide 8
Slide 9
In the first reporting category, Understanding Across Genres,
the 6 th, 7 th, and 8 th grade reading tests contain the same
amount of questions. (Factthe total number is 10). The reading test
for grades 6-8 contains one paired selection. (Fact) The test for
grades 6-8 contain the same amount of questions. (Fib: grade 6, 48;
grade 7, 50; and grade 8, 52) Grades 6-8 contain the same amount of
single reading selections. (Fib: grade 6 has 3-5, while grades 7-8
have 4-5) Drama is not tested in grade 6 reading, but it is tested
in grades 7 and 8. (Fibgrade 6 also tests drama) The grade 8
reading test contains more questions in reporting category 3
(Comprehension and Analysis of Informational Texts).(Fact: grade 6
contains 20, grade 7 contains 21, while grade 8 contains 20)
Slide 10
Slide 11
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TEKS The What The How How we know if they have learned it
Slide 13
Readiness 6.10: Informational Text/Expository Text Figure
19(D): make inferences about text and use textual evidence to
support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK:
Level (Evidence) Level 3 Make a conclusion about bird formation
based on text. Details: prefer to fly in a formation, move faster
than cyclists. What part of the SE is being tested? Expository text
Make inference using textual evidence to support understanding What
do the students need to know in order to answer the question
correctly? As students are reading, they need to understand the
various reasons as to why the formation may exist. They also need
to distinguish between mere details and a conclusion. Academic
Vocabulary Write (S) it is stated and (I) if it is implied
Selection (S) Conclude (S) How is it being tested? From the
information providedthe reader can conclude Contextual Vocabulary
formation CurriculumInstruction
Slide 14
Readiness 6.10: Informational Text/Expository Text Figure
19(D): make inferences about text and use textual evidence to
support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK:
Level (Evidence) Level 3 Make a conclusion about bird formation
based on text. Details: prefer to fly in a formation, move faster
than cyclists. What part of the SE is being tested? Expository text
Make inference using textual evidence to support understanding What
do the students need to know in order to answer the question
correctly? As students are reading, they need to understand the
various reasons as to why the formation may exist. They also need
to distinguish between mere details and a conclusion. Choices A and
B are details, while choice C is the conclusion. Although choice D
can also be a conclusion, it is not the correct onebased on the
details provided in the text (thus text evidence). Academic
Vocabulary Write (S) it is stated and (I) if it is implied
Selection (S) Conclude (S) How is it being tested? From the
information providedthe reader can conclude Contextual Vocabulary
formation Instruction and DOK (Level of Thinking)
Slide 15
Depth of Knowledge Levels for Reading
Slide 16
Unpacking the 6 th Grade Reading STAAR Released Items Eligible
Texas Essential Knowledge and Skills Questions from Texas Education
Agency Student Assessment Division Fall 2010
Slide 17
(6.11B) Identify simply faulty reasoning used in persuasive
texts. Same Verb Used at Depth of Knowledge Levels Circle the
cognitive demands (verbs) Underline the content (concept) Box the
context
Slide 18
VerbLevel 1Level 2Level 3Level 4 Identify Identify After
reading the article Eliminate Faulty Reasoning in Your Class,
identify 5 examples of faulty reasoning and list and define each of
them.. Identify and discuss the 5 examples of faulty reasoning. Use
a graphic representation that identifies the similarities and
differences of each of the faulty reasoning examples. Identify
faulty reasoning in The National Enquirer. Find at least 3 examples
of faulty reasoning and explain how each of your examples is an
example of faulty reasoning. Provide specific details from the text
to support your explanation. Identify the ideas and themes that
keep appearing in the 3 examples of faulty reasoning that you
selected from The National Enquirer. Write an essay explaining your
findings and provide specific details from the text to support your
findings. (6.11B) Identify simply faulty reasoning used in
persuasive texts. Same Verb Used at Depth of Knowledge Levels
Slide 19
Same Verb Used at Depth of Knowledge Levels 6.6A Summarize the
elements of plot (e.g. rising action, turning point, climax,
falling action, denouement) in various works of fiction. VerbLevel
1Level 2Level 3Level 4 Summarize
Slide 20
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Examining STAARImplications for Teaching Number of
Non-linguistic Representation Number of Grade 5 Aligned SEs Number
of Grade 7 Grade Aligned SEs Comments: Lets complete a quick
analysis of the test design Genres Tested: __________________
__________________ __________________
Slide 22
Examining STAARImplications for Teaching Number of
Non-linguistic Representation Number of Grade 5 Aligned SEs Number
of Grade 7 Grade Aligned SEs Comments: Lets complete a quick
analysis of the test design We will complete these sections at the
end. Genres Tested: __________________ __________________
__________________
Slide 23
Unpacking the Reading STAAR Released Items Eligible Texas
Essential Knowledge and Skills Questions from Texas Education
Agency Student Assessment Division Fall 2010 Please Go to the First
Question in Your Packet
Slide 24
In order for a student to be able to master the first question,
what does the student need to know? Think Around the Question
Slide 25
6 th Grade Example
Slide 26
Lets Look At Vertical Alignment of the Tested SE Everyone has a
chart that looks like this 2011 English I Reading STAAR Released
Item ~Question 1: 6.10, Figure 19D Grade 5 (11) Reading/
Comprehension of Informational Text/ Expository Text. Students
analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding.
Tested SE (Figure 19D): make inferences about text and use textual
evidence to support understanding; Readiness Standard (Expository)
/ Supporting Standard (Persuasive) Tested SE Grade 6 (10) Reading/
Comprehension of Informational Text /Expository Text. Students
analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding.
Tested SE (Figure 19D): make inferences about text and use textual
evidence to support understanding; Readiness Standard (Expository)
/ Supporting Standard (Persuasive) Tested SE Grade 7 (10) Reading/
Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding.
Tested SE (Figure 19D): make complex inferences about text and use
textual evidence to support understanding; Readiness Standard
(Expository) / Supporting Standard (Persuasive) Tested SE 6 th
Grade Example
Slide 27
2011 English I Reading STAAR Released Item ~Question 1: 6.10,
Figure 19D Grade 5 (11) Reading/ Comprehension of Informational
Text/ Expository Text. Students analyze, make inferences and draw
conclusions about expository text and provide evidence from text to
support their understanding. Tested SE (Figure 19D): make
inferences about text and use textual evidence to support
understanding; Readiness Standard (Expository) / Supporting
Standard (Persuasive) Tested SE Grade 6 (10) Reading/ Comprehension
of Informational Text /Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Tested SE
(Figure 19D): make inferences about text and use textual evidence
to support understanding; Readiness Standard (Expository) /
Supporting Standard (Persuasive) Tested SE Grade 7 (10) Reading/
Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text
and provide evidence from text to support their understanding.
Tested SE (Figure 19D): make complex inferences about text and use
textual evidence to support understanding; Readiness Standard
(Expository) / Supporting Standard (Persuasive) Tested SE In order
for a 6 th grade student to be able to master this question, what
do our teachers promise to teach? Lets Look at Vertical Alignment 6
th Grade Example
Slide 28
Now Lets Look at the CSCOPE Indicators in Connection to the
Tested SELooks Like This
Slide 29
5 th Grade CSCOPE Performance Indicators 5.11 and Figure 19D 6
th Grade CSCOPE Performance Indicators 6.10 and Figure 19D 7 th
Grade CSCOPE Performance Indicators 7.10 and Figure 19D Unit 3 (2
nd Nine Weeks) Use multiple sources to gather information on a
topic of choice. Using effective text features and graphics, create
an informational brochure that compiles facts from the sources.
Unit 4B (3 rd Nine Weeks) Create a chart with columns labeled as
follows: title, purpose, facts/details, text features, and
organizational patterns. Read 3 to 5 informational texts
(expository, persuasive, and/or procedural) on a related topic.
Complete the chart for each text read. Write a 1-2 paragraph
reflection that synthesizes the information about the topic from
the texts. Unit 5A (3 rd Nine Weeks) Same as 4B Unit 5B (4 th Nine
Weeks) Using the 2-4 print and electronic resources, gather and
record important information about your topic, including changing
graphic/visual data into written notes. Review and categorize
related ideas in the information gathered. Write 2- 4 additional
questions addressing one of the categories to narrow the research
topic. Gather more information on the narrowed topic. Write a topic
sentence that establishes the central idea about your narrowed
research topic. Unit 3 (2 nd Nine Weeks) After reading 2-3
teacher-selected texts (same or different genres) with similar
ideas, use the information gathered to complete a Venn diagram that
reflects the connections between ideas within and across the texts.
Unit 4A (3 rd Nine Weeks) After reading two informational texts on
similar topics by different authors, create a graphic organizer
that compares and contrasts the authors purpose and organizational
pattern. Use the information gained to summarize the main ideas and
viewpoints in each text. Unit 5A (3 rd Nine Weeks) Same as 4A Unit
5B (4 th Nine Weeks) After reading a literary and an informational
text with similar ideas, create a graphic organizer that summarizes
the ideas in each text. In a paragraph, make connections across the
texts and provide evidence to support your understanding. Unit 3 (2
nd Nine Weeks) After reading two teacher-selected expository texts,
collaborate with another student and assign one of the texts to
each partner. Use the organizational pattern (e.g., cause/effect,
sequential, order of importance, problem/ solution, etc.) as a
guide for writing a summary of the assigned text. Exchange
summaries with your partner. Evaluate your partners summary for
accuracy. With your partner, create a visual representation (e.g.,
Venn diagram, double T- chart, creative illustration) that shows
logical connections between ideas in the two texts. Unit 5A (3 rd
Nine Weeks) After reading a teacher-selected expository text,
evaluate 3-4 different prepared summaries. Select the summary that
reflects the most accurate main ideas, supporting details and
contains the overall meaning. Write a response that tells why it is
the best summary and includes textual evidence. Unit 5B (4 th Nine
Weeks) Read an excerpt from a novel or short fictional story and a
piece of expository writing with a related topic. Identify the
theme(s) in the literary work and the authors purpose in the
expository text. Complete a Venn diagram comparing the two texts
including the theme(s) and authors purpose. Provide textual
evidence to support your understanding. CSCOPE Performance
Indicators* *Note: The STAAR released test key only lists the SE
with a 10, but CSCOPE does note specific SEs which is what is
referenced on this chart. 6 th Grade Example
Slide 30
Unpacking the Reading STAAR Released Items Eligible Texas
Essential Knowledge and Skills Questions from Texas Education
Agency Student Assessment Division Fall 2010 We Are Ready to Start
Unpacking Each Question!
Slide 31
Steps for Analysis of 2011 STAAR Released Items 1. Unpack the
SEs by: Circling the cognitive demands (verbs) Underlining the
content (concept) Boxing the context 2. Read the Question 3. Solve
the problem and determine the number of steps it took you to solve
it. 4. Identify the academic vocabulary either implied or stated
that is aligned to the SEs in the question. 5.Determine what part
of the SE is being tested. 6.Determine how the question is being
tested. (question stem) 7.Determine the level of thinking (DOK)
that is required for the student to successfully work through the
problem. 8.Determine what the students need to know in order to
answer the question.
Slide 32
6 th Grade Example
Slide 33
Taught in CSCOPE 6.10 Not listed in CSCOPEwhat is listed is
10A-10D Fig19D: 1 st -4 th Nine Weeks (Direct Teach) Readiness
6.10: Informational Text/Expository Text Figure 19(D): make
inferences about text and use textual evidence to support
understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level
(Evidence) Level 3 Make a conclusion about bird formation based on
text. Details: prefer to fly in a formation, move faster than
cyclists. What part of the SE is being tested? Expository text Make
inference using textual evidence to support understanding What do
the students need to know in order to answer the question
correctly? As students are reading, they need to understand the
various reasons as to why the formation may exist. They also need
to distinguish between mere details and a conclusion. Choices A and
B are details, while choice C is the conclusion. Although choice D
can also be a conclusion, it is not the correct onebased on the
details provided in the text (thus text evidence). Academic
Vocabulary Write (S) it is stated and (I) if it is implied
Selection (S) Conclude (S) How is it being tested? From the
information providedthe reader can conclude Contextual Vocabulary
formation
Slide 34
Taught in CSCOPE 6.10 Not listed in CSCOPEwhat is listed is
10A-10D Fig19D: 1 st -4 th Nine Weeks (Direct Teach) Readiness
6.10: Informational Text/Expository Text Figure 19(D): make
inferences about text and use textual evidence to support
understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK: Level
(Evidence) Level 3 Make a conclusion about bird formation based on
text. Details: prefer to fly in a formation, move faster than
cyclists. What part of the SE is being tested? Expository text Make
inference using textual evidence to support understanding What do
the students need to know in order to answer the question
correctly? As students are reading, they need to understand the
various reasons as to why the formation may exist. They also need
to distinguish between mere details and a conclusion. Choices A and
B are details, while choice C is the conclusion. Although choice D
can also be a conclusion, it is not the correct onebased on the
details provided in the text (thus text evidence). Academic
Vocabulary Write (S) it is stated and (I) if it is implied
Selection (S) Conclude (S) How is it being tested? From the
information providedthe reader can conclude Contextual Vocabulary
formation
Slide 35
Readiness 6.10: Informational Text/Expository Text Figure
19(D): make inferences about text and use textual evidence to
support understanding Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig. 19D DOK:
Level (Evidence) Level 3: Infer the authors purpose for using a
simile. ribbon in the breeze What part of the SE is being tested?
Expository text Make inference using textual evidence to support
understanding What do the students need to know in order to answer
the question correctly? Students have to be able to identify and
understand the purpose for similes in a selection. In addition, in
order to get to the answer, students need to understand that some
of the choices are somewhat related to the purpose of the
selection. Academic Vocabulary Write (S) it is stated and (I) if it
is implied Author (S) Paragraph (S) Sentence (S) Simile (I) Infer
(I) Textual evidence (I) How is it being tested? Readauthor uses
this sentence to Contextual Vocabulary Swooping Flock Visualize
Argue Taught in CSCOPE 6.10 Not listed in CSCOPEwhat is listed is
10A-10D Fig19D: 1 st -4 th Nine Weeks (Direct Teach)
Slide 36
Supporting 6.13: Media Literacy Figure 19(D): make inferences
about text and use textual evidence to support understanding Gr5:
5.14; Fig 19D; Gr7: 7.13, Fig. 19D DOK: Level (Evidence) Level 2
Under the picture, students will see the word formation which is
included in the answer. What part of the SE is being tested? Use
media to make inferences about text (main idea) What do the
students need to know in order to answer the question correctly?
Students need to now the purpose for media being included with a
selection. They need to know how to make an inference about an idea
in the text by using the connected media. Some of the answers
choices are in the selection but the one that best supports the
answer is letter A. Academic Vocabulary Write (S) it is stated and
(I) if it is implied Photographs (S) Support (S) Idea (S) How is it
being tested? The photographsto support idea Contextual Vocabulary
Instinctively Formations Consume Flock Resistance Solo Taught in
CSCOPE 6.13 Not listed in CSCOPEwhat is listed is 13A-10D Fig19D: 1
st -4 th Nine Weeks (Direct Teach)
Slide 37
Taught in CSCOPE 1 st -3 rd Nine Weeks (Direct Teach); 4 th 9
Weeks (Ongoing) Readiness 6.6(A): summarize the elements of plot
development (e.g., rising action, turning point, climax, falling
action, denouement) in various works of fiction Gr5: 5.6A; Fig 19D;
Gr7: 7.6A DOK: Level (Evidence)What part of the SE is being tested?
What do the students need to know in order to answer the question
correctly? Academic Vocabulary Write (S) it is stated and (I) if it
is implied How is it being tested? Contextual Vocabulary
Slide 38
Taught in CSCOPE 6.6 not listed in CSCOPEwhat is listed is
6.6A-C; Fig19D: 1 st -4 th Nine Weeks (Direct Teach) Readiness 6.6:
Literary Text / Fiction Figure 19D: make inferences about text and
use textual evidence to support understanding Gr5: 5.6; Fig 19D;
Gr7: 7.6, Fig. 19D DOK: Level (Evidence)What part of the SE is
being tested? What do the students need to know in order to answer
the question correctly? Academic Vocabulary Write (S) it is stated
and (I) if it is implied How is it being tested? Contextual
Vocabulary
Slide 39
Readiness 6.6: Literary Text / Fiction Figure 19D: make
inferences about text and use textual evidence to support
understanding Gr5: 5.6; Fig 19D; Gr7: 7.6, Fig. 19D DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary Taught in CSCOPE 6.6 not
listed in CSCOPEwhat is listed is 6.6A-C; Fig19D: 1 st -4 th Nine
Weeks (Direct Teach)
Slide 40
Taught in CSCOPE 1 st 4 th Nine Weeks (Direct Teach) Readiness
Figure 19F: make connections (e.g., thematic links, author
analysis) between and across multiple texts of various genres, and
provide textual evidence. Gr5: Fig 19F; Gr7: Fig. 19F DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary
Slide 41
Readiness Figure 19F: make connections (e.g., thematic links,
author analysis) between and across multiple texts of various
genres, and provide textual evidence. Gr5: Fig 19F; Gr7: Fig. 19F
DOK: Level (Evidence)What part of the SE is being tested? What do
the students need to know in order to answer the question
correctly? Academic Vocabulary Write (S) it is stated and (I) if it
is implied How is it being tested? Contextual Vocabulary Taught in
CSCOPE 1 st 4 th Nine Weeks (Direct Teach)
Slide 42
Readiness Figure 19F: make connections (e.g., thematic links,
author analysis) between and across multiple texts of various
genres, and provide textual evidence. Gr5: Fig 19F; Gr7: Fig. 19F
DOK: Level (Evidence)What part of the SE is being tested? What do
the students need to know in order to answer the question
correctly? Academic Vocabulary Write (S) it is stated and (I) if it
is implied How is it being tested? Contextual Vocabulary Taught in
CSCOPE 1 st 4 th Nine Weeks (Direct Teach)
Slide 43
Slide 44
Taught in CSCOPE 1 st and 3 rd Nine Weeks (Direct Teach); 4 th
Nine Weeks (Ongoing) Supporting 6.4(A) explain how figurative
language (e.g., personification, metaphors, similes, hyperbole)
contributes to the meaning of a poem Gr5: 5.4A; Gr7: 7.4A DOK:
Level (Evidence)What part of the SE is being tested? What do the
students need to know in order to answer the question correctly?
Academic Vocabulary Write (S) it is stated and (I) if it is implied
How is it being tested? Contextual Vocabulary
Slide 45
Taught in CSCOPE What is listed on CSCOPE is 6.4A and not just
6. Figure 19D 1 st 4 th Nine Weeks (Direct Teach) Supporting 6.4:
Literary Text/Poetry Figure 19D: make inferences about text and use
textual evidence to support understanding Gr5: 5.4, Fig19D; Gr7:
7.4, Fig 19D DOK: Level (Evidence)What part of the SE is being
tested? What do the students need to know in order to answer the
question correctly? Academic Vocabulary Write (S) it is stated and
(I) if it is implied How is it being tested? Contextual
Vocabulary
Slide 46
Supporting 6.4: Literary Text/Poetry Figure 19D: make
inferences about text and use textual evidence to support
understanding Gr5: 5.4, Fig19D; Gr7: 7.4, Fig 19D DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary Taught in CSCOPE What is
listed on CSCOPE is 6.4A and not just 6. Figure 19D 1 st 4 th Nine
Weeks (Direct Teach)
Slide 47
Supporting 6.4: Literary Text/Poetry Figure 19D: make
inferences about text and use textual evidence to support
understanding Gr5: 5.4, Fig19D; Gr7: 7.4, Fig 19D DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary Taught in CSCOPE What is
listed on CSCOPE is 6.4A and not just 6. Figure 19D 1 st 4 th Nine
Weeks (Direct Teach)
Slide 48
Supporting 6.4: Literary Text/Poetry Figure 19D: make
inferences about text and use textual evidence to support
understanding Gr5: 5.4, Fig19D; Gr7: 7.4, Fig 19D DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary Taught in CSCOPE What is
listed on CSCOPE is 6.4A and not just 6. Figure 19D 1 st 4 th Nine
Weeks (Direct Teach)
Slide 49
Supporting 6.4: Literary Text/Poetry Figure 19D: make
inferences about text and use textual evidence to support
understanding Gr5: 5.4, Fig19D; Gr7: 7.4, Fig 19D DOK: Level
(Evidence)What part of the SE is being tested? What do the students
need to know in order to answer the question correctly? Academic
Vocabulary Write (S) it is stated and (I) if it is implied How is
it being tested? Contextual Vocabulary Taught in CSCOPE What is
listed on CSCOPE is 6.4A and not just 6. Figure 19D 1 st 4 th Nine
Weeks (Direct Teach)
Slide 50
Examining STAARImplications for Teaching Number of
Non-linguistic Representation Number of Grade 5 Aligned SEs Number
of Grade 7 Aligned SEs Comments: Lets complete a quick analysis of
the test design Now we can complete the rest of the form.