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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.
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Language ArtsENGLISH I WRITING: REVISING & EDITING
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
English I Writing ʘ
Copyright©2012 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
D.15A: The student is expected to write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant information and valid inferences. [Supporting Standard; Reporting Category 5]
Read:
1 How can Tasha revise sentence 7 to more clearly establish the thesis of this paper?
A How can a swimmer record such an amazing video?
B His video was so popular that people around the world have now seen it.
C Who do you suppose the photographer was?
D The photographer who recorded the world-famous footage was a sea turtle.
Think/Analyze: Test Genre: Does this question require instruction with regard to test genre?
This item requires students to understand and apply the meaning of the academic vocabulary. Students may benefit by having prior experience reading, revising, and editing various pieces of writing to become more familiar with the structure of the revising and editing sections of the STAAR writing test.
Academic Vocabulary: Does this question require use of any academic vocabulary?
Thesis Revise Sentence Establish
State* Region* District* Grade* 70% 72% 71% 69% *Reminder: Use previous year’s spring administration data.
SAMPLE
Copyright©2012 Education Service Center Region XIII5
English I Writing ʘ
Copyright©2012 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
D.15A: The student is expected to write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant information and valid inferences. [Supporting Standard; Reporting Category 5]
Read:
1 How can Tasha revise sentence 7 to more clearly establish the thesis of this paper?
A How can a swimmer record such an amazing video?
B His video was so popular that people around the world have now seen it.
C Who do you suppose the photographer was?
D The photographer who recorded the world-famous footage was a sea turtle.
Think/Analyze: Test Genre: Does this question require instruction with regard to test genre?
This item requires students to understand and apply the meaning of the academic vocabulary. Students may benefit by having prior experience reading, revising, and editing various pieces of writing to become more familiar with the structure of the revising and editing sections of the STAAR writing test.
Academic Vocabulary: Does this question require use of any academic vocabulary?
Thesis Revise Sentence Establish
State* Region* District* Grade* 70% 72% 71% 69% *Reminder: Use previous year’s spring administration data.
SAMPLEEnglish I Writing ʘ
Copyright©2012 Education Service Center Region XIII
Apply: Instructional Considerations: What prior knowledge is being built upon?
Students can recognize, use, and revise a sentence, and students understand and know how to create a thesis statement.
How do I currently teach this SE concept/content?
During prewriting and drafting, students create a thesis statement (state their idea/position and three reasons/evidence) that goes at the end of the first paragraph.
How do I need to adjust my instruction based on this analysis? I may need to teach the thesis statement during the revising process in addition to the prewriting and drafting stages of the writing process. Along with thesis, teaching sentence combining may help students understand how to add and delete information to create a more effective thesis statement. What formative assessment will I use to be sure it’s working?
Student/Teacher Writing Conference, prewriting, draft check, revision check, status of the Class
What are some scaffolding questions to use with students?
How will you make sure you advance your thesis by focusing on your topic? What do you need to include in an effective thesis statement? What are ways you may combine sentences to create a more coherent
statement?
SAMPLE
Copyright©2012 Education Service Center Region XIII 6
English I Writing ʘ
Copyright©2012 Education Service Center Region XIII
Read: Student Expectation (SE): Highlight the verb(s) and concept(s).
D.15A: The student is expected to write an [analytical] essay of sufficient length that includes (i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; (v) relevant information and valid inferences. [Supporting Standard; Reporting Category 5]
Read:
1 How can Tasha revise sentence 7 to more clearly establish the thesis of this paper?
A How can a swimmer record such an amazing video?
B His video was so popular that people around the world have now seen it.
C Who do you suppose the photographer was?
D The photographer who recorded the world-famous footage was a sea turtle.
Think/Analyze: Test Genre: Does this question require instruction with regard to test genre?
This item requires students to understand and apply the meaning of the academic vocabulary. Students may benefit by having prior experience reading, revising, and editing various pieces of writing to become more familiar with the structure of the revising and editing sections of the STAAR writing test.
Academic Vocabulary: Does this question require use of any academic vocabulary?
Thesis Revise Sentence Establish
State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.
Copyright©2012 Education Service Center Region XIII7
English I Writing ʘ
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?
