IPT- Reading_Grade8

Language ArtsG R A D E 8 R E A D I N G

INSTRUCTIONAL PLANNING TOOL

STAAR™

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.

Copyright©2012 Education Service Center Region XIII 4

Grade 8 Reading ʘ

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

8:11: Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. [Supporting Standard; Reporting Category 3]

19D: The student is expected to make complex inferences about text and use textual evidence to

support understanding (Persuasive). [Supporting Standard; Reporting Category 3]

Read:

1 The author of this selection thinks that —

A turning the clocks back continues to make people tired

B keeping the clocks set to daylight saving time for the whole year is a good idea

C conserving electricity has been important to Congress for many years

D more laws restricting energy consumption should be passed

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

This item asks students to infer what the author thinks by analyzing the author’s message, position, and supporting evidence from the selection. Students will need an overall understanding of the entire selection in order to answer the question correctly.

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

Author Author’s message (implied) Infer (implied) Selection Textual evidence (implied)

State* Region* District* Grade* 70% 72% 70% 71% *Reminder: Use previous year’s spring administration data.

SAMPLE


Grade 8 Reading ʘ


Apply: Instructional Considerations: What prior knowledge is being built upon?

students know that authors have a purpose when writing and students know that authors use language to present information to persuade readers in persuasive writing.

How do I currently teach this SE concept/content?

Identify author’s purpose in all genres including persuasive writing.

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

Persuasive reading/writing instruction needs to include the vocabulary of the genre (author’s position, thesis, claim, evidence, rhetorical fallacies, etc.). Students need to identify and analyze the thesis and evidence the author presents in order to infer the author’s viewpoint.

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

Think/Pair/Share (Teacher Observation), exit slips, guided discussion, targeted quizzes

What are some scaffolding questions to use with students?

What purpose does a thesis statement serve in a persuasive piece of writing? Where is the thesis statement usually found in a persuasive piece of writing? Based on the evidence in the selection, what do you think the author’s

viewpoint is?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6

Grade 8 Reading ʘ


Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

8:11: Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. [Supporting Standard; Reporting Category 3]

19D: The student is expected to make complex inferences about text and use textual evidence to support understanding (Persuasive). [Supporting Standard; Reporting Category 3]

Read:

1 The author of this selection thinks that —

A turning the clocks back continues to make people tired

B keeping the clocks set to daylight saving time for the whole year is a good idea

C conserving electricity has been important to Congress for many years

D more laws restricting energy consumption should be passed

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

This item asks students to infer what the author thinks by analyzing the author’s message, position, and supporting evidence from the selection. Students will need an overall understanding of the entire selection in order to answer the question correctly.

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

Author Author’s message (implied) Infer (implied) Selection Textual evidence (implied)

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


Grade 8 Reading ʘ


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?

Documents

IPT- Reading_Grade8