ipt- reading_grade6

Language ArtsG R A D E 6 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 6 Reading ʘ

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). 6.10: 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. [Readiness Standard; Reporting Category 3]

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

understanding (Expository). [Readiness Standard; Reporting Category 3] Read: 1 From the information provided in the selection, the reader can conclude that birds —

A prefer to fly in a V formation B move faster than cyclists

C take on different roles within a formation D are smarter than other animals

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

This question is asking the student to read the entire selection, then draw a conclusion from its entirety. The answer the student selects must be supported by details in the text. The evidence for the correct answer is: “When the lead bird becomes fatigued, a more rested bird takes over that position.” If students select a different answer, ask them to provide supporting evidence and assist them in clarifying their conclusions. When discarding poor answer choices, they can begin by ruling out the choices that mention subjects not included in the text, like “move faster than cyclists.” Answer A is designed to trick the student who is trying to answer the question without reading the selection since the first paragraph discusses V formations.

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

Conclude Draw conclusions (implied) Selection Supported by evidence (implied) Reader

State* Region* District* Grade* 70% 73% 70% 69% *Reminder: Use previous year’s spring administration data.

SAMPLE


Grade 6 Reading ʘ


Apply:

Instructional Considerations: What prior knowledge is being built upon?

Locating information in the text and reading comprehension

How do I currently teach this SE concept/content?

Students complete comprehension checks and are required to highlight the information that supports their answer.

How do I need to adjust my instruction based on this analysis? mini lesson on question format focusing on the terms “From the information provided in the text,” class discussions with read alouds, ask the students to explain how they arrived at the answer, reader response journals-ask students to provide support from the text for their responses, expand this strategy to Science and Social Studies asking students to support their responses with evidence from their text What formative assessment will I use to be sure it’s working?

review reader response journals, ask students to write the page they found the answer for a review sheet, teacher observation during class discussions, targeted Science/Soc. Studies quiz

What are some scaffolding questions to use with students? What in the text led you to that conclusion? Can you identify the specific lines in the text that support your statement? Given this conclusion _____ can you locate the lines in the text that support the statement?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6

Grade 6 Reading ʘ


Read: Student Expectation (SE): Highlight the verb(s) and concept(s). 6.10: 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. [Readiness Standard; Reporting Category 3]

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

understanding (Expository). [Readiness Standard; Reporting Category 3] Read: 1 From the information provided in the selection, the reader can conclude that birds —

A prefer to fly in a V formation B move faster than cyclists

C take on different roles within a formation D are smarter than other animals

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

This question is asking the student to read the entire selection, then draw a conclusion from its entirety. The answer the student selects must be supported by details in the text. The evidence for the correct answer is: “When the lead bird becomes fatigued, a more rested bird takes over that position.” If students select a different answer, ask them to provide supporting evidence and assist them in clarifying their conclusions. When discarding poor answer choices, they can begin by ruling out the choices that mention subjects not included in the text, like “move faster than cyclists.” Answer A is designed to trick the student who is trying to answer the question without reading the selection since the first paragraph discusses V formations.

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

Conclude Draw conclusions (implied) Selection Supported by evidence (implied) Reader

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


Grade 6 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?

ipt- reading_grade6

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