ipt- reading_grade7

Language ArtsG R A D E 7 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 7 Reading ▲

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). 7.3C: The student is expected to analyze how place and time influence the theme or message of a

literary work. [Supporting Standard; Reporting Category 2]

Read: 1 The poet helps the reader understand how it felt to be on the frontier mainly by —

A creating vivid images of remoteness B explaining how land was claimed

C stressing the difficulty of raising a large family

D comparing the advantages and disadvantages of moving to the West

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

The question addresses the author’s ability to evoke a feeling of being on the frontier. Students would benefit from knowing the devices authors use to create a feeling. Imagery is one of them. Students might approach this question by reading each answer choice with this question in mind, “When the author wrote this, what did I feel?” Explaining the land claiming procedures, stressing family life, nor the pros and cons of moving evoke the feeling of being on the frontier

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

Vivid Imagery Tone/Mood (implied) Poem Poet Explain Compare Reader Mainly

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

SAMPLE


Grade 7 Reading ▲









The question addresses the author’s ability to evoke a feeling of being on the frontier. Students would benefit from knowing the devices authors use to create a feeling. Imagery is one of them. Students might approach this question by reading each answer choice with this question in mind, “When the author wrote this, what did I feel?” Explaining the land claiming procedures, stressing family life, nor the pros and cons of moving evoke the feeling of being on the frontier



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

SAMPLEGrade 7 Reading ▲


Apply:

Instructional Considerations: What prior knowledge is being built upon?

knowledge of poetry, knowledge of historical hardship, and author’s devices

How do I currently teach this SE concept/content?

When my class reads a poem we discuss the imagery.

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

locate a wealth of quality poetry for students to read and discuss, mini lesson on imagery, and genre study of poetry

What formative assessment will I use to be sure it’s working? observation during poetry discussions, review poetry response journals, read a poem orally and ask students to identify the meaning behind a specific line of imagery, and read students original poetry; Imagery would be included on the rubric.

What are some scaffolding questions to use with students? What does the author use to paint a picture of his idea? What can you add to your own poetry that would make the images more

tangible to your reader? Can you write a poem about your illustration that will help me imagine what

your picture looks like?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6

Grade 7 Reading ▲









Students need to attend to the words “how it felt to be on the frontier.” This will clue the students to search for a response that evokes a feeling. Drawing the student’s attention to the repetitive nature of the text will support answer choice A. “endless land . . .and endless sky . . .”



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


Grade 7 Reading ▲


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_grade7

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