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Creating a TAKS Support Plan

Creating a TAKS Support Plan. Raising Student Achievement Through the School Library Program Library Expo September 22, 2006. Has this ever happened to you?. Does what I do in the library REALLY make a difference?. What do YOU believe?. Difference. Intervene. Transform. vidence-based.

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Creating a TAKS Support Plan

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  1. Creating a TAKS Support Plan Raising Student Achievement Through the School Library Program Library Expo September 22, 2006

  2. Has this ever happened to you?

  3. Does what I do in the library REALLY make a difference?

  4. What do YOU believe?

  5. Difference

  6. Intervene

  7. Transform

  8. vidence-based practice AKA “data-driven decision making”

  9. School libraries ≈ High student achievement

  10. The TAKS Support Plan

  11. Step 1. Analyze TAKS data

  12. From the Texas Education Agency web site…

  13. Triplet literary expository (informational) viewing and representing piece

  14. Multiple Choice Items Open-Ended Items

  15. Subject area Scores 4th grade summary 3rd grade summary

  16. 3rd Grade – TAKS Summary Report Percentage correct Objectives

  17. Step 2.Brainstorm

  18. 3rd Grade Reading - Objective 4 The student will apply critical-thinking skills to analyze culturally diverse written texts. 3rd grade ELA TEKS (3.10) Reading/literary response. The student responds to various texts. The student is expected to: (C) support interpretations or conclusions with examples drawn from text (2-3).

  19. 3rd Grade Reading - Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts. 3rd grade ELA TEKS (3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to: (C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3).

  20. 9th Grade Reading - Objective 3The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. 9th grade ELA TEKS (12) Reading/analysis/evaluation. The student reads critically to evaluate texts. The student is expected to: (B) evaluate the credibility of information sources and determine the writer’s motives

  21. Step 3. Choose your team!

  22. Step 4. Get input on TEKS to be taught

  23. Step 5. Plan and schedule

  24. Step 6. Evaluate your resources

  25. Step 7. Develop a communication plan

  26. Dear Third Grade Teachers – In order to better focus library instruction, I have worked with some of you to create a TAKS Support Plan for the library (see attached). Based on the input I’ve received, your students need help with Reading Objective 3, which can be addressed in the library with read-aloud lessons. These read-alouds will include in depth discussion and analysis of characterization, setting and plot. If you’d like to schedule a time for a read-aloud lesson, please stop by the library today. We can add the lesson to your check-out time or choose a different time entirely. 

  27. Example 1

  28. Example 1 (cont.) Two research projects will be designed with an emphasis on drawing conclusions. Native Americans in Texas – 1st six weeks Unit overview: You are traveling back in time and arrive in Texas in the 1700’s. You see many Native American campsites as you cross the state. Without an ample supply of food and water, you must join one of the tribes in order to survive. Choose three tribes to investigate. Essential question: Which tribe should I join?

  29. Example 1 (cont.) Battles of the Texas Revolution – 3rd six weeks Unit Overview: Students will conduct research on the battle of the Alamo and the battle of San Jacinto to determine which had a greater effect on the outcome of the war. They will compare similarities and differences between the two battles to make this determination. Essential Question: Which battle of the Texas Revolution was the most important? Why?

  30. Example 2 4th -6th Grade – TAKS Objective 4, TEKS listed above These TEKS will be addressed through read alouds throughout the year by using Bluebonnet books and other texts. One author study per grade level will be used to help compare/contrast a particular author's writings. I will question the students before, during and after the read aloud using TAKS stem questions. Also, higher level oral questioning will be utilized and students must be able to support their answers. Everybody Read To… is a strategy to be implemented. Also, making predictions using prior knowledge will be addressed by asking focus questions (Does the title provide a clue to what the story is about? What do you know about the author?, etc.). Another useful questioning technique is to have the students discuss response questions about the setting, characters, mood, etc.

  31. Questions?

  32. Contact Info Mary Woodard, Director – Library Servicesmwoodard@mesquiteisd.orghttp://www.mesquiteisd.org/library

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