1 / 19

Understanding STAAR and TEKS: A Guide to Effective Lesson Planning

This guide provides essential insights into Texas's STAAR assessment, focusing on the alignment with TEKS standards. It explains the differentiation between Readiness and Supporting Standards, and how to utilize verbs and content definitions in lesson planning. Educators are encouraged to ensure lessons reflect the rigor of TEKS assessment expectations. Using actionable steps, this guide helps teachers explore various forms of energy in hands-on ways, ensuring students meet the understanding required for each grade level.

alden
Télécharger la présentation

Understanding STAAR and TEKS: A Guide to Effective Lesson Planning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TEKS are the standards! Standards in texas

  2. STAAR is composed of the following • Readiness Standards: 60%-65% of the TEKS • 2-4 Questions on STAAR per standard • Supporting Standards: 35%-40% of the TEKS • 0-1 Questions on STARR per standard • Process TEKS: at least 40% of items on STARR are dual coded (assessed in context with content standards) Staar---what we know

  3. According to TEA: “STAAR assesses the eligible TEKS at the level at which the TEKS were written.” • What does that mean for us? • When selecting and teaching a lesson you MUST look at the VERB and the CONTENT to make sure that the lesson addresses the TEK at the level at which it was written. • Refer to your Bloom’s booklet when planning a lesson to ensure that you are teaching “to the rigor” of the TEKS. A Note on rigor

  4. What changes occur from grade to grade in . . . • “What” students are doing? Look at the VERB!! • “How” or “with what” students are doing? • “Why” students are doing? Questions to Consider

  5. Unit 4 Lesson 1 • First let’s look at the TEK we are supposed to be teaching • Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: • A. explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life • Then let’s check the definition of the verb • Explore- to look into closely; scrutinize; examine Let’s Start with 3rd grade

  6. Now Look at A c-scope lesson

  7. Now Look at A c-scope lesson

  8. Unit 3 Lesson 2 • First the TEK • Force, motion, and energy. They student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: • A. differentiate among forms of energy, including mechanical, sound, electrical, light and heat/thermal • Then the verb • Differentiate- to constitute the distinction between Now a 4th grade lesson

  9. Now let’s look at the c-scope lesson

  10. Now let’s look at the c-scope lesson

  11. Identify the Knowledge and Skill statement, Student Expectation, Verb, and Content that we want to teach. • Force, motion, and energy. They student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: • A. differentiate among forms of energy, including mechanical, sound, electrical, light and heat/thermal • NOW IT”S TIME TO USE OUR TOOL! • Ask: How can I teach this? • Ask Yourself: How do I know my students understand? What are they going to do? Now what do we do?

  12. On chart paper • Write your Knowledge and Skill statement as well as the student expectation you were given. • Highlight the verb and content that you are going to teach. • Define the verb • Come up with a way that you can teach the content to the required rigor of the verb. • Write what the students are going to do to demonstrate understanding at the required rigor of the verb. Now it’s your turn!

More Related