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Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills

Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills. Texas Education Agency Student Assessment Division Fall 2010. Webb Article Foldable. Same Verb Used at Depth of Knowledge Levels

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Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills

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  1. Grade 3 Reading Assessment Eligible Texas Essential Knowledge and Skills Texas Education Agency Student Assessment Division Fall 2010

  2. Webb ArticleFoldable

  3. Same Verb Used at Depth of Knowledge Levels 1.6C determine what words mean from how the are used in a sentence either heard or read2.5B use context to determine the relevant meaning of unfamiliar words or multiple meaning words3.4B use context to determine the relevant meaning of unfamiliar words in distinguish among multiple meaning words and homographs4.2 B use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple words meaning words. 5.2 B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;

  4. Same Verb Used at Depth of Knowledge Levels K.4B ask and respond to questions about texts read aloud 1.4B  ask relevant questions, seek clarification, and locate facts and details about stories and other texts 2.3B   ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; 3.2B (2.3B, 1.4B, K.4B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text

  5. Same Verb Used at Depth of Knowledge Levels K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds 1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry. 2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry 3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). 4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems

  6. Let’s complete a “quick” analysis of the test design

  7. “Think Around” the question and capture all thoughts by jotting down what is being said. In order for a 3rd grade student to be able to master this question what does the student need to know?

  8. In order for a 5th grade student to be able to master this question what does the student need to know? Let’s look at Vertical Alignment

  9. CSCOPE Performance Indicators Please note that Fig. 19 D is assessed through performance indicators in every unit. Only a few were selected for this activity

  10. Taught in CSCOPE On-Going

  11. Taught in CSCOPE On-Going

  12. Taught in CSCOPE On-Going

  13. Taught in CSCOPE On-Going

  14. Taught in CSCOPE On-Going

  15. Taught in CSCOPE On-Going

  16. Taught in CSCOPE On-Going

  17. Taught in CSCOPE 3rd Nine Weeks 4th Nine Weeks

  18. Taught in CSCOPE On-Going

  19. Taught in CSCOPE On-Going

  20. Taught in CSCOPE 4th Nine Weeks

  21. Taught in CSCOPE 1-4 Nine Weeks

  22. Taught in CSCOPE 3-4 Nine Weeks

  23. Taught in CSCOPE 3-4 Nine Weeks

  24. Taught in CSCOPE 3-4 Nine Weeks

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