IPT- Writing_Grade4

Language ArtsGRADE 4 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

Grade 4 Writing ʘ

Copyright©2012 Education Service Center Region XIII

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

4.18A: The student is expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details and explanations; contain a concluding statement. [Supporting Standard; Reporting Category 2]

Read:

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

Students need to know that the question prompts them to add a sentence to the end of sentence #6, but in order to select well they will need to read the entire paragraph before deciding. In addition, this question asks not just to add a sentence but a sentence that will add to the central theme of the piece. Students will need to be coached to determine the central idea (often called main idea or thesis) and then select a sentence that clarifies the theme for the reader since the writer (Samantha) has left this revising to us. It may be helpful to some students to discard answers and support these decisions based on their knowledge of the central theme and supportive details located in the selection.

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

Central idea Clearly state Revise

State* Region* District* Grade* 69% 71% 70% 70% *Reminder: Use previous year’s spring administration data.

SAMPLE


Grade 4 Writing ʘ


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

Students must have prior knowledge of the writing process and the basic organization of an expository text.

How do I currently teach this SE concept/content?

Currently, I am teaching a nonfiction genre and a personal narrative genre within the structure of a writing workshop.

How do I need to adjust my instruction based on this analysis? Mini lesson on transitional sentences, mini lesson on concluding sentences, use of mentor texts to lift up excellent examples of transitional/concluding sentences that forward the central theme, and mini lesson on creating and maintaining a central theme What formative assessment will I use to be sure it’s working? After a mini lesson on concluding sentences I will evaluate the use of concluding sentences and transitional sentences in the student’s work, ask students to highlight their concluding/transitional sentences of each paragraph on an expository piece, quick check with peer editing: Does your peer’s final sentence forward the central theme? What are some scaffolding questions to use with students?

How can you conclude your first paragraph while preparing the reader for more text?

What is the central theme of your paper? Can you highlight the last sentence of each paragraph? Does it pertain to the

central theme?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6

Grade 4 Writing ʘ


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

4.18A: The student is expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details and explanations; contain a concluding statement. [Supporting Standard; Reporting Category 2]

Read:

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

Students need to know that the question prompts them to add a sentence to the end of sentence #6, but in order to select well they will need to read the entire paragraph before deciding. In addition, this question asks not just to add a sentence but a sentence that will add to the central theme of the piece. Students will need to be coached to determine the central idea (often called main idea or thesis) and then select a sentence that clarifies the theme for the reader since the writer (Samantha) has left this revising to us. It may be helpful to some students to discard answers and support these decisions based on their knowledge of the central theme and supportive details located in the selection.

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

Central idea Clearly state Revise

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


Grade 4 Writing 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- Writing_Grade4