STAAR Reading Comprehension November 2012

1. STAAR Reading Comprehension November 2012 HOUSTON INDEPENDENT SCHOOL DISTRICT

3. Teachers explore strategies to prepare students for the rigorous reading comprehension demands of the STAAR and EOC exams. Session Goal

4. Areas Under Construction Information provided by Lead4ward

5. Table Talk • What do you do before you read? • What do you do while you read? • What do you do after you read?

6. The Reading Process • Prereading Strategies: set a purpose for reading, preview the text, make predictions • During Reading Strategies: make connections, ask questions, visualize, monitor and clarify understanding • After Reading Strategies: summarizing and synthesizing, determine what’s important, analyze author’s craft

7. Figure 19 for Middle SchoolReading Comprehension (RCs) In a nutshell: • RC.A – Purpose for Reading • RC.B – Universal Questions about Text • RC.C – Monitor Comprehension • RC.D – Making Inferences • RC.E – Summarizing, Paraphrasing, and Synthesizing • RC.F – Making Connections Between Texts

8. Figure 19 for High SchoolReading Comprehension (RCs) • RC.A = reflect on understanding to monitor comprehension (asking questions, summarizing and synthesizing, making connections, creating sensory images) • RC.B = making inferences (replaces RC.D)

9. Instructional Implications 1) Read for comprehension 2) Read for craft 3) Skills must become automatic Handouts – Strategies and tools: • Annotate for Comprehension – Mark it Up (AVID) • Annotate for Craft – LTF

10. The Reading Process

11. Edna’s Ruthie

12. Strategic Reading

13. Reading as Thinking The three column model was borrowed from Charles Fuhrken. Most of the information provided within the charts are from the Reader’s Handbook by Jim Burke.

14. Fiction

16. Let’s take a closer look

17. Let’s Give it a Try

18. Fiction – Edna’s Ruthie

19. Fiction – Edna’s Ruthie

20. Persuasive

22. Let’s take a closer look

23. Expository

24. Literary Nonfiction

25. Poetry

26. Drama

27. Let’s Get Analytical • Question:  How can we take the three-column notes from comprehension level responses to analytical responses? • Answer:  Focus on reading and annotating for specific elements such as style, diction, and literary devices.

28. Short Answer Response and The Three-Column Notes • The next three slides illustrate how 3 column notes expand on the “audience impact” connection that correlates to the type of analytical Short Answer Response (SAR) writing that is required on the Reading EOC.

29. Let’s Step it up! “The Short and Happy Life of Francis Macomber,” by Ernest Hemingway” (fiction)

30. Let’s Step it up! “On Seeing England for the First Time,” by Jamaica Kinkaid (literary nonfiction)

31. Let’s Step it up! “The Indispensible Opposition,” by Walter Lippman(persuasive)

32. The subtle differences between TAKS and STAAR TAKS STAAR Students must continuously read metacognitively so that they can dissect and understand the passage as they read and answer questions. Answer choices are harder to distinguish between because distracters are more closely related and questions are more inferential. • Step-by-step testing strategies may have been helpful to keep students focused during the all-day testing period. • The TEKS were worded differently, so the student expectations for mastery of the objective were different.

33. 8.12A: Identify the purposes of different types of texts such as to inform, influence, express, or entertain. (2008) 8.9: Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide text support. (2012) TAKS STAAR The author uses the first paragraph mostly to— A identify the source of his claims B provide definitions of complex terms C present the position of his argument D reveal the solution to a problem The author probably wrote this selection to – A compare a student’s work to Lawrence’s B persuade people to buy Lawrence’s paintings C explain how he was inspired by Lawrence D describe the art world of the twentieth century

34. 8.12A: Identify the purposes of different types of texts such as to inform, influence, express, or entertain. (2008) 8.9: Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide text support. (2012) TAKS STAAR Why does the author include paragraphs 2 and 3? A To share a humorous story about daylight saving time B To explain to the reader how daylight saving time benefited the city of Paris C To support the claim that daylight saving time saves money DTo help the reader understand where the idea for daylight saving time originated Why does the author focus on the fact that Lawrence liked to paint black heroes? A to emphasize Lawrence’s interest in historical figures B to suggest that Lawrence’s skill was unique C to list examples of Lawrence’s best work D to show Lawrence’s pride in his heritage

35. The Rigors of STAAR Reading Consider the following: In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of — A fear B doubt C anger D pity What do students need to know or be able to do to answer this question?

36. Model Your Thinking In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of — This is what I am looking for. Only look here, not the whole selection. I’m only looking in the Stage Directions. If I don’t know what this is I need to look it up. Remember, this story is a play. What do I know about plays? Who’s feelings? Do I know what this word means? I can tell it’s a verb. I might need to look it up. This is another hard work. What does it mean?

37. Academic Vocabulary In addition to content specific vocabulary, consider including academic vocabulary in your daily routine. Word of the day: Convey • The author conveys the theme by _____________ • The diction in this piece conveys a mood of___________ • The piece conveys a sense of ________________ Encourage students to use the word in a complete sentence when speaking and writing about a text.

38. Short Answer Reponses-SARs TAKS OERs STAAR SARs More rigorous Less obvious (sometimes opinion based “do you think…” questions) More lines (10 for single selection and connecting) Cannot double-up on lines More weight in overall score (32% of test) • Less rigorous • Not crucial for scoring well overall • Fewer lines • Allowed doubling-up on lines

39. Partially Sufficient Responses Score point 1 1. Have flawed textual evidence that is: *Only a general reference to text-not specific. *Weakly linked to the idea. *Wrongly manipulating the meaning of the text. 2. Have an idea that needs more explanation or specificity or indicates only a literal reading of text.

40. Exemplary ResponsesScore point 3 *Are perceptive and reflect an awareness of the complexities of the text. *Use text evidence to support the idea that is specific and well chosen, and strongly supports the validity of the idea. *Demonstrate a deep understanding of the text.

41. Questions? Contact: Curriculum: Marisa Hartling, Secondary ELA Curriculum Manager Professional Support & Development: Georgina Castilleja, Lead ELA TDS