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STAAR: What do we notice?

STAAR: What do we notice?. ELA STAAR – What we noticed. Figure 19 Text complexity Read like a writer (author’s purpose & craft) Textual evidence. Instructional Implications: ELA. Close reading Make connections across different texts Short texts Academic Vocabulary Text evidence

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STAAR: What do we notice?

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  1. STAAR: What do we notice?

  2. ELA STAAR – What we noticed • Figure 19 • Text complexity • Read like a writer (author’s purpose & craft) • Textual evidence

  3. Instructional Implications: ELA • Close reading • Make connections across different texts • Short texts • Academic Vocabulary • Text evidence • Responsiveness to writing prompt

  4. Instructional Implications: Math

  5. 2009 6th grade TAKS

  6. 2013 6th grade STAAR

  7. 2006 9th grade TAKS

  8. 2013 Algebra 1 EOC

  9. Science STAAR – What we noticed • Reading level • Elaborate and extend • Process skills applied across all strands

  10. Grade 5 Science STAAR 2013

  11. Grade 8 Science STAAR 2013

  12. Instructional Implications: Science • You can't teach all the examples • You should model things in several ways • 3-5 and 6-8 teachers need to understand vertical alignment and how content can be spiraled with connections • Are our teacher-created assessments as rigorous as STAAR?

  13. Social Studies STAAR – What we noticed • Broad vocabulary of questions, answer choices and primary sources • Variety of source incorporation: primary source text excerpts and illustrations, maps, graphs and charts • U.S. History EOC appeared to have a greater integration of images and text excerpts in comparison to the Grade 8 STAAR Dual-Coding outcomes: 42% Grade 8 50% U.S. History EOC State data: males outscored females in every reporting category for Grade 8 and U.S. History

  14. Instructional Implications: Social Studies • Address vocabulary of assessment and content • Incorporation of a variety of primary and secondary sources in instruction at everygrade level *Analyze sources and draw conclusions *Marriage of content and process skills • Awareness of gender-biased practices

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