Understanding the TEKS Assignment 1

1. Understanding theTEKS Assignment 1 English Language Arts Math Science Social Studies Spring 2011

2. Objective • Examine the TEKS • Align expectations • Analyze the new TAKS standards

3. Think back when you were in school…. What do you remember about standardized testing during your school years.

4. TEKS What are they? T E K S

5. Texas Essential Knowledge and Skills They are your BLUEPRINTS for what you teach in the state of Texas.

6. Why were TEKS developed? • Provide teachers with instructional goals at every grade level • Maintain consistency in schools throughout the state • Prepare students for the more rigorous standards of the TAKS • Promote HOTS (Higher Order Thinking Skills)

7. Teachers Administrators Community Leaders Business Partners Parents Students TEA (Texas Education Agency) Essential Elements (EEs) TEKS How did they originate?

8. How are the TEKS formatted? • Introduction • Strands -Knowledge and Skills

9. Knowledge and Skills Knowledge: The overriding concepts within each strand that the student is to leave your room knowing by the end of the year.

10. Knowledge and Skills Knowledges and Skills spiral and expand throughout the grades. Students MUST master each grade level knowledge and skill to be able to be ready for the next year’s TEKS.

11. Knowledge and Skills Skills: What the student is expected to do to demonstrate that she/he has mastered the knowledge.

12. Knowledge and Skills Numbering System 6.3A Grade level Knowledge Skill

13. TEKS TEXAS ESSENTIAL KNOWLEDGE AND SKILLS The required student expectations for each grade and subject area. Information increases from grade to grade. Curriculum begins from kindergarten through high school.

14. TexasAssessmentofKnowledgeandSkills What is TAKS?

15. TAKS TEXAS ASSESSMENT OF ACADEMIC SKILLS Has been developed to reflect good instructional practice and more accurately measure student learning. Test objectives are “umbrella statements” serving as headings under which student expectations from the TEKS are be meaningfully grouped.

16. TAKS™As mandated by the 76th Texas Legislature in 1999, the Texas Assessment of Knowledge and Skills (TAKS™) was administered beginning in the 2002-2003 school year. The TAKS™ measures the statewide curriculum. • Reading at Grades 3-9; in writing at Grades 4 and 7; in English Language Arts at Grades 10 and 11. • Mathematics at Grades 3-11. • Science at Grades 5,10, and 11. • Social Studies at Grades 8, 10, and 11. • The Spanish TAKS™ is administered at Grades 3 through 6. • Satisfactory performance on the TAKS™ at Grade 11 is prerequisite to a high school diploma.

17. TAKS – State Assessment • Grades 3 – 11 • Core Areas • Graduation Criteria • Promotion Criteria 5th 2005 8th 2008

18. So let’s take a look at the TEKS. TEKS

19. Knowledge and Skills Statement Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Note: This broad statement describes what students should know and be able to do . The number preceding the statement identifies the number of the knowledge and skills statement. It is important to read the knowledge and skills statement along with the student expectations associated with it for a full understanding of the concept.

20. Student Expectation Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. Note: This specific statement describes what students should be able to do to demonstrate proficiency in what is described in the knowledge and skills statement. Students will be tested on skills outlined in the student expectation statement.

21. [bracketed text] Example from Grade 8 Social Studies, Objective 4 (8.23) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to (B) describe the contributions of significant political,social,[and military]leaders of the United States such as Fredrick Douglass,[John Paul Jones,]James Monroe, and Elizabeth Cady Stanton. Note: The student expectation has been presented in its entirety for two reasons: to clarify the link to the curriculum and to provide background information for test items. However, bracketed text will not be specifically tested on the TAKS.

22. [bracketed text] Assignment: using a pen/pencil at each bracketed item [below or under] write “link”. (B) describe the contributions of significant political,social,[and military]leaders of the United States such as Fredrick link Douglass,[John Paul Jones,]James Monroe, and link Elizabeth Cady Stanton. Note: The student expectation has been presented in its entirety for two reasons: to clarify the link to the curriculum and to provide background information for test items. However, bracketed text will not be specifically tested on the TAKS.

23. TEKS Student Expectations Important Vocabulary“such as” and“including” 2 terms are used to help make the TEKS student expectations more concrete for teachers.

24. “Such as” • Used when specific examples that follow it function only as representative illustrations that help define the expectation for teachers. • They are just that….examples. • May use them when teaching the student expectation, but there is no requirement to use them.

25. Example: “such as…” • 8.23(B) describe the contributions of significant political, social, [and military] leaders of the United States such as Fredrick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton. • Teachers can choose to teach about various political and social leaders in the U.S. • Student expectation lists examples of individuals to provide educators an idea of the type of leaders who may be included on the assessment. • Remember to note [bracketed material will not be tested on TAKS.]

26. “Including” • The term is used when the specific examples that follow it must be taught. However, other examples may also be used in conjunction with those listed. • Remember…must teach items!

27. Example of: “including…” 8.18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. • May focus on conflicts arising over the issue of states’ rights. • Must teach Nullification Crisis and the Civil War. • Does not imply these are the only conflicts over the issue of states’ rights that should be taught and assessed.

28. Points to Remember It is likely that other examples may be used in assessment items. Examples following the term including do not represent all the examples possible, so other examples may also provide the basis for an assessment item. General rule - example be used only if it is central to the knowledge, concept, or skill the item assesses.

29. Internet ResourceforTEKS & TAKS www.tea.state.tx.us

30. Let’s begin looking at the Content ELA Social Studies Math Science

31. ELA TEKS Fall 2007

32. How do they affect me? • Language Arts comprises 31% of the TExES certification exam • PDAS evaluations • Student/teacher accountability on TAKS

33. Knowledge and Skills • Strands of the Language Arts: • Reading • Writing • Listening/Speaking • Viewing/Representing

34. Reading Grades 3-8 • Objective 1Basic understanding of texts • Objective 2Knowledge of literary elements • Objective 3Use of strategies to analyze texts • Objective 4Application of critical thinking skills to analyze texts

35. Objective 1 • Word Identification/vocabulary(e.g., structural cues, syntax, context, synonyms, antonyms, multi-meaning) • Vocabulary(e.g., context, figurative language, multi-meaning, derivatives) • Read from a variety of genres • Main idea or retell important events in stories • Details • Summary

36. Objective 2 • Items may include: • Characterization • Setting • Story problem or plot • Problem resolution (Grades 4 & 5) Students will not be asked questions about the point of view from which the story is written because this TEKS does not appear until Grade 6

37. Objective 3Grades 4 and 5 • Text structure (cause effect, chronology) • Similarities and differences across texts (paired selections only) • Text representations/graphic organizers • Internal consistency or logic • Author’s purpose • Story variants (paired selections only) • Author’s point of view

38. Objective 4 Inferences Fact and opinion Support response withtext evidence Connect, compare, andcontrast ideas, themes, orissues across text (single or paired selections) Organizational patterns

39. Tackling the TEKS • TEKS 4.19A 4.19 Writing/Writing Processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs

40. 4th Grade Introduction to TEKS • Critical listening, analyze speaker’s intent • Adapt spoken language • Read about a variety of topics and paraphrase text • Follow different text structures • Knowledge of literary elements • Forms for writing using style and voice • Spell and use proper sentence structure • Use visual media

41. Writing/Writing Processes What should the teacher know before beginning to teach this TEK? • Knowledge of writing process. • Familiarity with the stages in the process. 3. Purposes for the stages.

42. Writing/Writing Processes What must a student be able to do to demonstrate mastery of knowledge 4.19? • Create ideas for beginning a writing task. • Draft ideas, revise and edit drafts • Use technology • Publish and proofread drafts • Use reference materials for the writing process Writing TAKS at Grade 4 & 7

43. Writing What are some of the other parts of the writing strand? • Purposes • Penmanship, capitalization, punctuation • Grammar, usage • Spelling • Evaluation • Inquiry/research • Connections

44. Why ELA TEKS? Reminders: • 31% of your content test • Meeting student needs and state expectations • Teacher accountability for student performance • All teachers are reading teachers!

45. Social StudiesTEKS Fall 2007

46. Social Studies Objectives for Grades 8, 10, and 11 Exit Level Objective 1: The student will demonstrate an understanding of issues and events in U. S. History. Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Objective 4: The student will demonstrate an understanding of political influences of historical issues and events. Objective 5: The student will use critical-thinking skills to analyze social studies information.

47. Eight Stems of the Social Studies TEKS • History • Geography • Economics • Culture • Government • Social Studies Skills • Citizenship • Science, Technology/Society

48. Social StudiesTEKS introduced at Kindergarten. TEKS are built upon each year. Some years more in depth study. Let’s take a look.

49. Grade 4 - Social StudiesOverview History of Texas from the early beginnings to the present with the context of the influences of the Western Hemisphere. Texas Revolution, establishment of the Republic of Texas, annexation to the U.S. Important issues, events and individuals of the 19th & 20th centuries.

50. Grade 5 - Social Studies Overview History of the United States from its early beginnings to the present with a focus on colonial times through the 20th century. Recite & explain the meaning of the Pledge of Allegiance. Leaders in national government. Bill of Rights Customs & celebrations of racial, ethnic & religious groups. Contributions of inventors & scientist.