TEKS/STAAR

1. TEKS/STAAR • Reading comprehension • Fiction/Nonfiction • POETRY • DRAMA • MEDIA LITERACY

2. Objectives • Read and analyze the Reading TEKS * label the components of the TEKS Illustrate the student expectations * create an activity using a CIF strategy Pay close attention to the verbs and the level of rigor of student E expectations – vertical alignment Read, analyze 2011 STAAR Release * focus on the question stems * level of rigor

3. STAAR READING ELIGIBLE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS

4. TEKS:STRANDS Reading,Writing, Oral and Written Conventions Research, Listening and Speaking COMPONENTS SUBSECTIONS KNOWLEDGE AND SKILLS STATEMENTS STUDENT EXPECTATIONS

5. TEXAS ESSENTIAL KNOWLEDGE AND SKILL Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) sequence and summarize the plot’s main events and explain their influence on future events; Readiness Standard (B) describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard

6. TEXAS ESSENTIAL KNOWLEDGE AND SKILL Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. (A) sequence and summarize the plot’s main events and explain their influence on future events; Readiness Standard (B) describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard SUBSECTION COMPONENT STRAND KNOWLEDGE AND SKILL STUDENT EXPECTATIONS

7. TEKS • TEKS are like a roadmap because they determine a direct route to student success. • TEKS are like a recipe because they contain the ingredients of instruction.

8. TEKS ANALYSIS REPORTING CATEGORY 1: Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. TASK: Illustrate each of the student expectations Provide an activity using a CIF strategy to teach one of the student expectations

9. CIF Strategies • Collaborative Group • Classroom Talk • Questioning • Literacy Groups • Writing to Learn • Scaffolding

10. Understanding and Analysis of Literary TextTHEMES AND GENRE REPORTING CATEGORY 2: Take 5 minutes to read and analyze GROUP ACTIVITY: • Read and discuss with your group • Note the VERB and level of rigor 2nd – 5th • Record them on the chart paper • Share with the entire group • Note the change in rigor.

11. KNOWLEDGE AND SKILL Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding

12. KNOWLEDGE AND SKILL Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

13. Understanding and Analysis of Literary TextPOETRY REPORTING CATEGORY 2: Extend a graphic organizer to show the vertical alignment of this TEK from 2nd to 5th grade.

14. TEKS Expectations:Reading/Comprehension of Literary Text/Poetry: Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

15. TEKS Expectations for Poetry

16. Understanding and Analysis of Literary TextFICTION • Understanding and Analysis of Literary • TextDrama • Understanding and Analysis of Literary TextSENSORY LANGUAGE • Understanding and Analysis of Literary Text MEDIA LITERACY

17. KNOWLEDGE AND SKILL Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

18. SURPRISE! FIGURE 19D Make inferences about text and use textual evidence to support understanding: • Fiction: READINESS STANDARD • Poetry: SUPPORTING STANDARD FIGURE 19E Summarizing information in text, maintaining meaning and logical order * Fiction: READINESS STANDARD * Literary nonfiction SUPPORTING STANDARD * Poetry : Supporting Standard *Drama: Supporting Standard

19. REPORTING CATEGORY 3 Understanding and Analysis of Informational Text

20. KNOWLEDGE AND SKILL Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

21. Category 3: CIF ACTIVITY ● Analyze student expectations in expository text ● Create a foldable using Time for Kids article ● Show all student expectations using examples from the article

22. KNOWLEDGE AND SKILL Reading/Comprehension of Informational Text/Procedural texts and documents. Students understand how to glean and use information in procedural texts and documents.

23. Self directed, critical readers FIGURE 19 D  Make inferences about text and use textual evidence to support understanding. (RS) FIGURE 19 E • Summarize information in text, maintaining meaning and logical order (RS)

24. 2011 RELEASE SELECTIONS AND TEST QUESTIONS Group Activity • Read selection and answer questions • Identify the TEK being addressed by the question • Match the TEK to the question • DISCUSSION! HOW WILL THE RIGOROUS LEVEL OF QUESTIONING IMPACT OUR FUTURE TEACHING STRATEGIES? • SELF-DIRECTED AND CRITICAL READER ?

25. DISTRICT-WIDE ROLL-OUT • FIRST WEEK OF AUGUST • STAFF DEVELOPMENT DAYS • AT BEGINNING OF EACH SIX WEEKS

26. IN-DEPTH READING COMPREHENSION • SHARE A DISTRICT-WIDE READING PROCESS • INTEGRATE INTO READING BASAL: * Vocabulary teaching strategies and activities • Comprehension questions (STAAR FORMATTED) • Textual Evidence Activities • Character Analysis Activities • Common Instructional Frameworks

27. Teacher Resource Binder • Organize all materials, activities in reading binder for 1st six weeks