Keeping Our Promise: College and Career Readiness

1. Keeping Our Promise:College and Career Readiness English Language Arts Yvonne Aragon Socorro ISD January 2012

2. Agenda • It’s All About the Standards! • SE’s • Vertical Alignment • Readiness vs. Supporting Standards • CSCOPE • Data Analysis • Item Analysis • Data tool • Q & A

3. It’s All About the Standards!

4. Includes: • reading • writing • oral and written conventions • research • listening and speaking

5. Starts on page 5

6. SE’s Pg. 13

7. Analyzing SE’s Across Grade Levels What Reading Skills Our Students Should Have Upon Graduation

8. Grades 1st – 8th Grades Kinder & 1st Grades 2nd – English 4

9. Pg. 13 Look for the verb in each of the SE’s and circle it. Look for the academic vocabulary in each of the SE’s and underline it.

10. ~IDENTIFY ~KNOW ~USE ~DETERMINE PREFIXES SUFFIXES MEANING WORDS ~MEANING ~PREFIXES ~SUFFIXES ~ROOTS

11. DETERMINE MEANING ACADEMIC ENGLISH WORDS LATIN GREEK LINGUISTIC ROOTS AFFIXES MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES DETERMINE

12. DETERMINE MEANING TECHNICAL ACADEMIC ENGLISH WORDS MULTIPLE AREAS LATIN GREEK LINGUISTIC ROOTS AFFIXES

13. What Have We Promised to Teach Our Students? Key Academic Terms for the SE • Prefixes • Suffixes • Affixes • Roots • Linguistic • Latin • Greek Key verbs (DOK) in the SE • Use • Identify • Know • Determine The student should be able to use prefixes, suffixes, affixes, and/or roots to assist him in defining words across content areas.

14. Pg. 14

15. determine Use and determine analyze clarify distinguish Draw conclusions distinguish

16. Nuance Denotation & Connotation CONTEXT Unfamiliar Words Ambiguous Words Multiple Meaning Words

17. What Have We Promised to Teach Our Students? Key Academic Terms for the SE • Context • Unfamiliar or ambiguous words • Multiple meaning words • Denotation & connotation Key verbs (DOK) in the SE • Use • Determine • Distinguish • Analyze The student should be able to analyze context in order to correctly define unfamiliar words.

19. RECAP… • Took a closer look at SE’s • Identified the verb(s) (DOK/thinking) • Identified the noun(s) (academic) • Noted alignment and how they build on one another • So now….let’s take a closer look at the SE’s in terms of readiness and supporting standards

20. Readiness and Supporting Standards

21. Remember…

22. determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E4.1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E3.1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E2.1A determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E1.1A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 8.2A  determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 7.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 6.2A 5.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes Prefixes, suffixes, affixes, roots  determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 4.2A Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or Sfor supporting.  identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots 3.4A use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) 2.5A 1.6C No SE for this grade level. K No SE for this grade level. Form adapted from lead4ward : STAAR: A Vertical System, pg.3

23. To Help Guide You…

24. Ready for the Answers?How Many Did You Get Right?

25. determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E4.1A S determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E3.1A S determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E2.1A S determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes E1.1A R determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 8.2A R  determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 7.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes R 6.2A R 5.2A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes R  determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes 4.2A Prefixes, suffixes, affixes, roots R  identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots 3.4A How does 2nd grade play an important part in the learning process for this SE? use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) 2.5A 1.6C No SE for this grade level. K No SE for this grade level. Form adapted from lead4ward : STAAR: A Vertical System, pg.3

26. Let’s Do Another One…

27. analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E4.1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E3.1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E2.1B analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E1.1B  use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings 8.2B  use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words 7.2B use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words 6.2B 5.2B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words Context  use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words 4.2B Based on the definition of readiness and supporting standards, label each SE, by grade level (grades 3 through English 4). R for readiness or Sfor supporting. use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs 3.4B use context to determine the relevant meaning of unfamiliar words or multiple-meaning words 2.5B  determine what words mean from how they are used in a sentence, either heard or read 1.6C K No SE for this grade level. Form adapted from lead4ward : STAAR: A Vertical System, pg.3

28. analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E4.1B R analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E3.1B R analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E2.1B R analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words E1.1B R  use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings 8.2B R  use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words 7.2B use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words R 6.2B R 5.2B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words R  use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words 4.2B R use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs 3.4B Context How do 1st and 2nd grades play an important part in the learning process for this SE? use context to determine the relevant meaning of unfamiliar words or multiple-meaning words 2.5B  determine what words mean from how they are used in a sentence, either heard or read 1.6C K No SE for this grade level. Form adapted from lead4ward : STAAR: A Vertical System, pg.3

29. Figure 19

30. Note: Figure 19 SE’s Labeling of readiness or supporting standard will vary by reporting category.

31. For example… 3rd Grade

32. So What About the SE’s That Are Not Tested?

33. R R R R R Synonyms & antonyms S analogies Pg. 14 idioms Foreign words used in English

34. VERTICAL ALIGNMENT DOCUMENT (VAD)

35. Strand Grouped by Grades

37. R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Theme and Genre Vocabulary Development Poetry Drama Literary Text Fiction Literary Nonfiction Sensory Language Comprehension Culture and History Informational Text Expository Text Persuasive Text Procedural Text Media Literacy Figure 19

38. R E A D I N G Beginning Reading Skills / Phonics Beginning Reading/ Strategies Theme and Genre Vocabulary Development Poetry So we know the genre, but what do students need to know in this genre? From skill to academic language. Let’s look at that… Drama Literary Text Fiction Literary Nonfiction Sensory Language Comprehension Culture and History Informational Text Expository Text Persuasive Text Procedural Text Media Literacy Figure 19

39. Fiction and Plot Pg. 17

40. Fiction and Plot (Gr3-8) 8th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution 7th : influence on setting on plot development 6th : elements of plot development (rising action, turning point, climax, falling action, denouement) 5th : incident that advance novel, how incident gives rise to or foreshadows future events 3rd – 4th : plot, main events; sequence and summarize; influence on other events 2nd : sim/diff; plot and setting; same author Noticings on academic language and building of the skill? 1st : plot (problem/solution); sequence of events K: main events in story

41. Fiction and Plot (Gr8-EngIV) So, in the end, what should students be able to do? Eng I: complex text structures (subplots), and devices (foreshadow, flashback, suspense) function and advance the action Eng III: literary elements (figurative language, point of view) shape author’s portrayal of plot & setting Eng II: isolated scenes, contribution to plot Eng I: non-linear plot development, flashbacks, foreshadowing, sub-plots, parallel plot structures; compare to linear plots Noticings on academic language and building of the skill? 8th : linear plot development (conflict, rising action, falling action, resolution, subplots); conflict resolution

42. R E A D I N G Grades 3-8 Beginning Reading Skills / Phonics (Gr 3 only) 0 SE’s Tested Beginning Reading/ Strategies 1 SE Tested (S) Theme and Genre 3 SE’s Tested (S) Vocabulary Development 4 SE’s Tested (Predominantly R) Poetry 1 SE Tested (S) Drama 1 SE Tested (S) Literary Text Fiction 3 SE’s Tested (Pred. R) Literary Nonfiction 1 SE Tested (S) Sensory Language 1 SE; R/S grade dependent Comprehension Culture and History 1 SE; R/S grade dependent Informational Text Expository Text 6 SE’s; Pred. R Persuasive Text 2 SE’s Tested (S) Procedural Text 2 SE’s Tested (Grades 4-8); 1 SE grade 3 Media Literacy 2 SE’s (S) 3 SE’s (R/S varies by RC) Figure 19

43. The 3 W’s • ·Whatdid we learn so far today ? • ·So What? • Relevancy • importance • usefulness • ·Now What? (how does this fit into what we are learning, does it affect our thinking, can we predict where we are going)

44. CSCOPE AND STAAR

47. RC1, RC2 RC1, RC3 RC1, RC2 RC1, RC3 RC1, RC2

48. CScope Units: Grade 4 Year At a Glance (YAG)

50. Two tasks: Identify the areas of strength. Identify the gaps.