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STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR TM ) READING Grades 3– 8

STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR TM ) READING Grades 3– 8. Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency. STAAR Reading Performance Spring 2012 Statewide Results Phase-in and Recommended Standards.

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STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR TM ) READING Grades 3– 8

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  1. STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAARTM) READINGGrades 3–8 Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency

  2. STAAR Reading Performance Spring 2012 Statewide ResultsPhase-in and Recommended Standards

  3. The Big Picture—What Students Have to Know How To Do • Think critically/inferentially about different types of texts (in essence, know how to do more than literally read the lines: know how to read “between” the lines and “beyond” the lines) • Make connections—at differing levels of depth and complexity—both within and across texts • Understand what makes a connection between texts thematic or meaningful (and what doesn’t) • Understand and be able to apply the specific academic vocabulary associated with literary and informational reading

  4. The Big Picture—What Students Have to Know How To Do • Understand that the way an author crafts a piece drives the way the reader reads it. Know that authors use different “tools” to craft different types of pieces (e.g., genres). Be able to identify these tools and pinpoint/articulate how they affect meaning. • Understand the difference between effective text evidence and flawed text evidence. Know how to stay “inside” the text to find evidence that truly confirms the validity of an idea. Know how to find and use text evidence for different genres of reading.

  5. What Students Have to Know for STAAR Reading—Some Specifics • Why does the author use a particular genre (e.g., literary nonfiction vs. expository, expository vs. persuasive)? • Why does the author include a particular paragraph or paragraphs? • Why does the author begin or end a piece in a particular way? • Why does the author include a description of XX?

  6. What Students Have to Know for STAAR Reading—Some Specifics • How do a character’s relationships with other characters or motivations to take certain actions affect the plot/conflict/ outcome of a story? • How does the author use dialogue to develop a particular character or the relationship between characters? • How does the point of view from which the story is told affect the reader’s understanding of characters and events?

  7. What Students Have to Know for STAAR Reading—Some Specifics • What is the effect of setting on events/ characters/outcome of a story? • How does a poet, playwright, or author use imagery, simile, metaphor, hyperbole, personification, time disruptions (flashback, foreshadowing) to create meaning? • Why is XX ironic? How is XX symbolic? • Which sentence best indicates, suggests, establishes, illustrates, describes, explains, expresses, supports, reflects, reveals, shows (“shows” at lower grades only)?

  8. What Students Have to Know for STAAR Reading—Some Specifics • What is significant (important) about XX? • How does the author organize the selection? Why does the author organize the information in a particular way? • Why does the author include a particular section (under a subheading) of an expository piece? • What is the author’s attitude toward his/her subject? (attitude tone)

  9. What Students Have to Know for STAAR Reading—Some Specifics Media/Procedural • What is the tone of the photograph? • What can the reader infer from the photograph and its caption? (At lower grades: The photograph helps the reader know XX.) • Why does the author include the boxed information? • Why does the author include a map? What can the reader conclude from the map? • How does the embedded media or procedural element add to the reader’s understanding of the piece (or a section of the piece)?

  10. What Students Have to Know for STAAR Reading—Some Specifics Connecting Selections • What is one similarity or difference between the two selections or between the narrators/ speakers/characters/authors in the two selections? • What is a theme or idea explored in both selections? Is the central message of the two selections the same? • How does a particular quotation from one selection link/correspond thematically to a quotation from the other selection?

  11. CONTACT INFORMATION Victoria Young Director of Reading, Writing, and Social Studies Assessments Texas Education Agency 512-463-9536 victoria.young@tea.state.tx.us

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