Grade 4 th Grade Reading Assessment Eligible Texas Essential Knowledge and Skills

Grade 4th Grade Reading AssessmentEligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2011

Webb ArticleFoldable

Level 1 Level 2

Level 3 Level 4

Same Verb Used at Depth of Knowledge Levels

1.6C determine what words mean from how the are used in a sentence either heard or read2.5B use context to determine the relevant meaning of unfamiliar words or multiple meaning words3.4B use context to determine the relevant meaning of unfamiliar words in distinguish among multiple meaning words and homographs4.2 B use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple words meaning words. 5.2 B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

Verb Level 1 Level 2 Level 3 Level 4

Use Using the words from the list, look up the definition in the dictionary.

How would you match the following words to their meaning?

Using a set of prefixes, suffixes, and root words students will create new “nonsense” words. Students will select one of their new words and develop a short paragraph that provides context clues to help a reader understand what the new word means.

Select words from the word wall and a create graphic organizers that demonstrates synonyms and word phrases that could be used to describe the words. In pairs create a madlib (ridiculous story created when you fill in the blanks with word or word phrases) leaving strategic blanks where the original vocabulary word would be used or placed. Students will exchange their madlib with another pair of students who will fill in the blanks using synonyms from their brainstorming. Students will discuss how the context of their stories changed and will write a short paragraph comparing/contrasting how the stories changed.

From a select group of words students will brainstorm possible uses of the words. They will create a radio, online, magazine, newspaper or television advertisement to sell one of the words to the class. Using a rubric students will evaluate each other on whether the context of their ad supports the use of word and whether the format selected supports the appropriate use of that word.

Same Verb Used at Depth of Knowledge Levels

K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems

Verb Level 1 Level 2 Level 3 Level 4

Examining STAAR Implications for Teaching

Number of Non-linguistic Representation charts, pictures, photos, diagrams, captions, etc.

Information that is italicized, highlighted bolded, etc. ,

Identify the type of genres tested

Number of 3rd Grade Aligned SEs

Number of 2nd Grade Aligned SEs

Number of 1st Grade Aligned SEs

Number of Kinder Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

“Think Around” the question and capture all thoughts by jotting down what is being said.

In order for a 4th grade student to be able to master this question what does the student need to know?

2011 5th Grade STARR Mathematics Released Item~Question 1

5th Grade Figure 19 (4,3,2,1K) Reading/Comprehension Skills : Students us a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

Kinder First Grade. Second Grade Third Grade Fourth Grade Fifth Grade

(D) Make inferences based on the cover, title, illustrations, and plot

(D) Make inferences

about text and use textual evidence to support understanding

(D) Make inferences


(D) Make inferences


(D) Make inferences about text and use textual evidence to support understanding

(D) Make inferences about text and use textual evidence to support understanding

In order for a 4th grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

2nd Grade CSCOPE Performance Indicators 3rd Grade CSOPE Performance Indicators 4th Grade CSOPE Performance Indicators

Unit 3 Second Nine Weeks.After listening to two stories written by the same author, complete a story map for each. . With a partner, compare the story maps and discuss the literary elements in each story. Individually, select one character and list distinguishing features (e.g., traits, motivations, and feelings) to describe him or her. . (2.Fig19B, 2.Fig19D, 2.Fig19F; 2.3A, 2.3B; 2.9A, 2.9B)

Unit 4 Third Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C)

Unit 5B Fourth Nine WeeksWrite multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of text and media. Provide textual evidence to support ideas. ( 2.Fig19D, 2.Fig19F; 2.3A, 2.3B, 2.3C; 2.13A; 2.14C; 2.16A; 2.19C)

Unit 1 First Nine WeeksWrite multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide evidence from the text to supportideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.2A, 3.2B, 3.2C; 3.11A; 3.20C)

Unit 3 Second Nine WeeksLocate and read multiple texts on a topic of personal interest. Use text features to locate important information. On a poster, sort and categorize the information gathered from the texts. Include 2 or more relevant text features on the display. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E, 3.Fig19F; 3.2A, 3.2B, 3.2C; 3.4B; 3.12A; 3.13A, 3.13B, 3.13D; 3.25A, 3.25B; 3.26Aii, 3.26A

Unit 4B Third Nine WeeksAfter reading and/or viewing an advertisement, identify the topic and author’s purpose. In a paragraph, identify what the author is trying to persuade you to think or do, explain how the techniques used influence the message andprovide text evidence. Share your paragraph with a partner or small group. (3.Fig19C, 3.Fig19D; 3.12A; 3.14A; 3.16B; 3.20C) 1E, 1H; 2F; 3E,iii, 3.26B, 3.26C)

Unit 2 First Nine WeeksAfter reading a play or script, complete a graphicorganizer that describes the structural elements ofdramatic literature and provide text evidence including dial (4.Fig19D; 4.5A)

Unit 3 Second Nine WeeksAfter reading an expository text, select a small section of the text to read aloud to a small group. Using appropriate conventions, describe how the information in the section is related (e.g., cause/effect, compare/contrast, sequential order and/or main idea/detail) and whether the author was explicit or implicit in showing the relationship between ideas. (4.1A; 4.Fig19A, 4.Fig19C, 4.Fig19D; 4.11C; 4.28Aogue.

Unit 4 Third Nine WeeksGather information about your topic by skimming and scanning, and taking simple notes on note cards from the resources listed on your three-column chart. Sort the information gathered into categories to focus (i.e. narrow) your research topic. Write a topic sentence that establishes the central idea about your narrowed researchtopic.(4.Fig19A, 4.Fig19B, 4.Fig19C; 4.Fig19D, 4.Fig19E, 4.Fig19F; 4.11A, 4.11B, 4.11C, 4.11D; 4.18Ai; 4.24Ai, 4.24Aii, 4.24Aiii, 4.24B, 4.24C, 4.25A)

CSCOPE Performance Indicators Please note that Fig. 19 D is assessed through performance

indicators in every unit. Only a few were selected for this activity

Supporting4th Fig.19(D (3, 2, 1, K)

Make inferences about text and use

textual evidence to support

understanding(Literal Nonfiction,

Poetry, Drama)(Note: 4.7-)Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

DOK: Level (Evidence)Level 2-Making inferences and drawing conclusions from text. For example, in paragraphs 1-8, it describes all of Lady Birds’ concerns, but in paragraph 8 “The Highway Beautification Act” stands out as one of the main concerns.

What part of the SE is being tested?Students need to draw conclusions and make inferences.

What do the students need to know in order to answer the question?

Students must have good comprehension skills and be able to draw conclusions

(Students need to distinguish the good reasons from the best reasons given from the text).Academic Vocabulary

Write (S) if it is stated and (I) if it is implied

Drawing Conclusions (I)

Contextual Vocabulary

How is it being tested?\

The reader can tell that_____________________

Taught inCSCOPE

1st, 2nd, 3rd, and 4th nine weeks

Supporting4th Fig.19(D (3, 2, 1, K)Make inferences about text and use textual evidence to support understanding(Literal Nonfiction, Poetry, Drama)

(Note: 4.7-)Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify similarities and differences between the events and characters' experiences in a fictional work and the actual events and experiences described in an author's biography or autobiography.

DOK: Level (Evidence)Level 2-Making inferences and drawing conclusions about the information. For example,, reading paragraphs 1-9 it gives the student an overview of what the rest of the passage will be about, but in paragraph 10, it highlights one of the most important points of inspiring others.

What part of the SE is being tested?Students need to make inferences and draw conclusions about text.

What do the students need to know in order to answer the question?Students need to use their comprehension skills and draw conclusions in order to answer this type of question.

Academic Vocabulary Write (S) if it is stated and (I) if it is implied

None

Contextual VocabularyInspire

How is it being tested?

Which sentence shows that__________________?

Taught inCSCOPE


Supporting4th Fig.19D (3, 2, 1, K)Make inferences about text and use textual evidence to support understanding(Literal Nonfiction, Poetry, Drama)


DOK: Level (Evidence) What part of the SE is being tested?





Taught inCSCOPE

Supporting4th Fig.19E (3, 2, 1, K)Summarize information in text, maintaining meaning and logical order(Literary Nonfiction, Poetry and Drama)


DOK: Level (Evidence) What part of the SE is being tested? What do the students need to know in order to answer the question?




Taught inCSCOPE

Supporting4th Fig.19D (3, 2, 1, K)Make inferences about text and use textual evidence to support understanding(Literal Nonfiction, Poetry, Drama

(Note:4.8)Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify the author's use of similes and metaphors to produce imagery






Taught inCSCOPE


(Note: 4.7) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.






Taught inCSCOPE

Supporting4.4 A (3.4A, 2.5A)Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)


What do the students need to know in order to answer the question? .




Taught inCSCOPE

1st and 3rd nine weeks

Supporting4.4 A (3.4A, 2.5A)Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)


What do the students need to know in order to answer the question?What do the students need to know in order to answer the question?




Taught inCSCOPE

1st and 3rd nine weeks


(Note 4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse)






Taught inCSCOPE

1st nine weeks

Readiness4.2B (3.4B, 2.5B, 1.6C)Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words;






Taught inCSCOPE


Readiness4.11 A (3.13A, 2.14A, 1.14A, K.10A)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. Students are expected to:

(A) summarize the main idea and supporting details in text in ways that maintain meaning;

DOK: Level (Evidence). What part of the SE is being tested?





Taught inCSCOPE

2nd, 3rd, 4th nine weeks

Readiness4th Fig.19D (3, 2, 1, K)Make inferences about text and use textual evidence to support understanding(Literal Nonfiction, Poetry, Drama

(Note: 4.11) 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.






Taught inCSCOPE

Readiness4th Fig. 19F (3, 2, 1, K) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.






Taught inCSCOPE







Taught inCSCOPE







Taught inCSCOPE

Documents

Grade 4 th Grade Reading Assessment Eligible Texas Essential Knowledge and Skills