Back to School 2011

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Overview of the STAAR English End of Course tests

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Back to School 2011

  1. 1. Preparing Our Students for STAAR English EOC Success Connie Lindsey ESC 15 Back to School 2011
  2. 2. STAAR will test knowledge and skills in a deeper way. <ul><li>Tests will contain a greater number of items that have a higher cognitive complexity level . </li></ul><ul><li>Items will be developed to more closely match the cognitive complexity level evident in the TEKS . </li></ul><ul><li>In reading, greater emphasis will be given to critical analysis than to literal understanding. </li></ul>TEA. “A New Assessment Model.” Sept. 2010
  3. 3. EOC Test Administration Changes <ul><li>Subject test , NOT grade level test. </li></ul><ul><li>4-hour time limit. </li></ul><ul><li>2-day test. </li></ul><ul><li>Students will write two one-page compositions (as well as one embedded field test prompt). </li></ul><ul><li>Students will have access to dictionaries on the entire test. </li></ul>
  4. 4. Eligible TEKS TEA has identified a set of knowledge and skills eligible to be assessed for each grade or course. Readiness Standards will be emphasized on the assessments. Supporting standards are the remaining knowledge and skills that will be tested . TEA. “A New Assessment Model.” Sept. 2010
  5. 5. Readiness Standards <ul><li>They are essential for success in the current grade or course. </li></ul><ul><li>They are important for preparedness for the next grade or course. </li></ul><ul><li>They support college and career readiness . </li></ul><ul><li>They necessitate in-depth instruction . </li></ul><ul><li>They address broad and deep ideas. </li></ul>TEA. “A New Assessment Model.” Sept. 2010
  6. 6. Supporting Standards <ul><li>Although introduced in the current grade or course, they may be emphasized in a subsequent year. </li></ul><ul><li>Although reinforced in the current grade or course, they may be emphasized in a previous year. </li></ul><ul><li>They play a supporting, not central, role in preparing students for the next grade or course. </li></ul><ul><li>They address more narrowly defined ideas. </li></ul>TEA. “A New Assessment Model.” Sept. 2010
  7. 7. STAAR Assessment Blueprint On any given STAAR test, assessment of Readiness Standards will make up 65% of the test, whereas the remaining 35% of the test will assess students’ mastery of supporting standards. TEA. “A New Assessment Model.” Sept. 2010
  8. 8. Documents Available on TEA Website <ul><li>Assessed Curriculum Document </li></ul><ul><ul><li>Eligible TEKS </li></ul></ul><ul><ul><li>Readiness & Supporting Standards </li></ul></ul><ul><li>Blueprint Document </li></ul><ul><ul><li>Number of Readiness & Supporting Standards by Reporting Category </li></ul></ul><ul><ul><li>Number of Questions by Reporting Category </li></ul></ul><ul><li>English I Expository & Literary Writing Rubrics </li></ul><ul><li>Short Answer Rubrics (identical for English I,II,III) </li></ul><ul><li>Test Design Schematic </li></ul>
  9. 9. English I End of Course
  10. 10. English I EOC
  11. 11. English II EOC
  12. 12. English II EOC
  13. 13. English III EOC
  14. 14. English III EOC
  15. 15. Writing Rubrics <ul><li>Compositions assessed in three areas : </li></ul><ul><ul><li>Organization and Progression </li></ul></ul><ul><ul><li>Development of Ideas </li></ul></ul><ul><ul><li>Use of Language and Conventions </li></ul></ul><ul><li>Rated Across four proficiency levels : </li></ul><ul><ul><li>Limited (score point: 1) </li></ul></ul><ul><ul><li>Basic (score point: 2) </li></ul></ul><ul><ul><li>Satisfactory (score point: 3) </li></ul></ul><ul><ul><li>Accomplished (Score point: 4) </li></ul></ul>
  16. 16. Form and Structure Progression of ideas & transitions Thesis statement & coherence Organization/Progression
  17. 17. Development of Ideas Details & examples Depth of understanding of task
  18. 18. Use of Language/Conventions Word choice Sentences Command of conventions
  19. 19. Short Answer Rubrics <ul><li>Identical rubrics for English I, II, & III </li></ul><ul><li>SINGLE selections & CONNECTING selections </li></ul><ul><li>Four categories : </li></ul><ul><ul><li>0: Insufficient/very limited </li></ul></ul><ul><ul><li>1: Partially sufficient/basic </li></ul></ul><ul><ul><li>2: Sufficient/satisfactory </li></ul></ul><ul><ul><li>3: Exemplary/accomplished </li></ul></ul>
  20. 20. Steps to Academic Success
  21. 21. Effective Instruction Requires Balance Curriculum Student Assessment Data State Standards (ELAR TEKS) Monitor student progress Adjust (differentiate) instruction
  22. 22. What challenges do we face? <ul><li>http://www.caricatures-ireland.com/blog/ </li></ul><ul><li>wp-content/uploads/2009/01/writing-cartoon.jpg </li></ul>http://www.clipartoday.com/_thumbs/034/T/Thinking_42_tnb.png
  23. 23. Challenging Writing Concepts <ul><li>Form and Structure of Genres (personal narrative, literary, expository, analytical, persuasive) </li></ul><ul><li>Thesis Statements </li></ul><ul><li>Effective Use of Stylistic Devices </li></ul><ul><li>Effective Word Choice (Diction) </li></ul><ul><li>Deep Revision </li></ul><ul><li>Control of Conventions </li></ul>
  24. 25. Their World…
  25. 26. Is Not Our World! http://webpages.scu.edu/ftp/bdonaldson/images/classroom.jpg
  26. 27. The Way Our Students Learn on Their Own Time…
  27. 28. The Way We Teach Them in School…
  28. 29. Even Our Attempts to Engage Them Sometimes Fail… http://play-educationalgames.com/images/bookstories/bookstories-big_1.jpg
  29. 30. How can we add authenticity to student learning in our classrooms?
  30. 31. By Respecting Our Students Rights as Writers: <ul><li>To be Reflective </li></ul><ul><li>To choose personally important topics </li></ul><ul><li>To personalize the process </li></ul><ul><li>To be assessed well </li></ul><ul><li>To go beyond formula </li></ul><ul><li>To find their own voices </li></ul>
  31. 32. By Keeping It Real: <ul><li>Current Published Texts </li></ul><ul><li>Student Choice </li></ul><ul><li>Thematic Connections </li></ul><ul><li>Models of Good Writing </li></ul>
  32. 33. By Framing the Conversations: Writing & Reading Writer/Author Message (written, visual, oral) Reader Listener/Viewer
  33. 34. By inviting students to join the conversation http://www.lettersaboutliterature.org Skype an Author Network The Daring Librarian http://3.bp.blogspot.com/-SVbj8eJ7cNQ/TbbVek4S8bI /AAAAAAAABSE/IBpnmbjduCo/s1600/AuthorInterview.png
  34. 36. How do readers join the conversation? Glogster Interactive Poster Podcast episodes Video Book Reviews
  35. 41. How do readers join the conversation? Online Student Anthologies Online Book Clubs
  36. 47. Challenging Writing Concepts <ul><li>Form and Structure of Genres (personal narrative, literary, expository, analytical, persuasive) </li></ul><ul><li>Thesis Statements </li></ul><ul><li>Effective Use of Stylistic Devices </li></ul><ul><li>Effective Word Choice (Diction) </li></ul><ul><li>Deep Revision </li></ul><ul><li>Control of Conventions </li></ul>
  37. 48. Expository Writing Mini-lessons <ul><li>Lesson That Change Writers : </li></ul><ul><li>Topic Generation: </li></ul><ul><ul><li>Itches to Scratch </li></ul></ul><ul><ul><li>Writing Territories </li></ul></ul><ul><li>A Course of Study: Essays </li></ul><ul><ul><li>Criteria </li></ul></ul><ul><ul><li>Scratching the Itch </li></ul></ul><ul><ul><li>Ordering the Information </li></ul></ul><ul><ul><li>Leads & conclusions </li></ul></ul>
  38. 49. Teaching Expository Text Structure Chapter 6: Identifying Text Structures Free Download from Meadows Center <ul><li>Cause-Effect </li></ul><ul><li>Chronological Order/ Temporal Sequencing </li></ul><ul><li>Compare/Contrast </li></ul><ul><li>Description/Categorization </li></ul><ul><li>Problem-Solution </li></ul><ul><li>Position-Reason </li></ul>
  39. 50. A Guide to Critical Thinking & Analytical Writing in Secondary School <ul><li>Before Writing Begins </li></ul><ul><li>The Pieces of an Analytical Essay </li></ul><ul><li>Drafting the Essay </li></ul><ul><li>Tips for Writing Essays (using each of the 6 text structures) </li></ul><ul><li>Rubrics for Assessment </li></ul>www.lightbulblearning.net
  40. 51. Teaching Grammar in Context
  41. 53. Deep Revision Effective Editing
  42. 55. http://lauriethompson.com/wp-content/uploads/2009/10/Siemens-We-Can-Change-The-World-Challenge.jpg

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