Title: Please seat yourself accordingly…
1WELCOME!
- Please seat yourself accordingly
- At each table, 4 to 5 elementary leaders and 1
secondary leader. - Begin reading The Day the Earth Moved.
2STAAR Timeline
- Spring 2011
- Grades 38 reading field test embedded in TAKS
- Stand-alone writing field test for
- grades 4 and 7
- English Ifirst operational assessment
- Spring 2012
- First STAAR assessmentsall courses/grades
- No SSI retests for grades 5 and 8
- English I counts toward graduation for first-time
9th graders - Writing field test
3New Assessment DesignSTAAR Writing
- Based on ELA/R TEKS implemented in fall 2009
- Time limit for three through high school for all
subject areas - Reporting Categories (RC)
- Grades 4 and 7 RC 1 Composition
- RC 2 Revision RC3 Editing
- English I/II/III RC 4 Composition
- RC 5 Revision RC 6 Editing
4New Assessment DesignSTAAR Writing
- Assessment focuses on TEKS determined to be
non-negotiable for success in current grade and
readiness for next grade Readiness Standards - Other assessed TEKS Supporting Standards
5New Assessment DesignSTAAR Writing
- Readiness Standards
- Are essential for success in the current grade or
course - Are important for preparedness for the next grade
or course - Support college and career readiness
- Necessitate in-depth instruction
- Address broad and deep concepts, skills, and
ideas
6New Assessment DesignSTAAR Writing
- Supporting Standards
- Although introduced in the current grade or
course, they may be emphasized in a subsequent
year. - Although reinforced in the current grade or
course, they may be emphasized in a previous
year. - They play a role in preparing students for the
next grade or course but not a central role. - They address more narrowly defined ideas.
7New Assessment DesignSTAAR Writing
- Readiness Standards
- Encompass 3040 of the eligible TEKS
- Will make up 6065 of the assessment
- Supporting Standards
- Encompass 6070 of the eligible TEKS
- Will make up 3540 of the assessment
8New Assessment DesignSTAAR Writing
- The two types of writing assessed each year are
always considered Readiness Standards - Overarching student expectations for
revision/conventions considered readiness
specific revision/conventions skills considered
supporting - Use punctuation marks (Grade 4 7 Readiness
Standard) - Commas in compound sentences (Grade 4 Supporting
Standard) - Commas after introductory words, phrases, and
clauses (Grade 7 Supporting Standard) - Comma placement in nonrestrictive phrases,
clauses, and contrasting expressions (EI, II, III
Supporting Standard)
9Implications
- So what does this mean regarding ELAR TEKS?
- Vertical Alignment
- Classifications
- Terminology (PK-12)
- Exploring Standards
- Differentiated PD
- Curriculum Distribution
- Data
- PLC Process
- Instructional Materials Review
- Distributed Data
- PLC Development
10Writing Test DesignGrade 4
- Assessment split evenly over two days
- Day 1First half of multiple-choice questions and
1 prompt - Day 2Second half of multiple-choice questions
and 1 prompt - Multiple-choice questions embedded for grade 4
abbreviated stand-alone field test for grade 4
every three years to try out prompts
11Writing Test DesignGrade 7
- Assessment split evenly over two days
- Day 1All the multiple-choice questions and first
composition - Day 2Second and third compositions
- Field tests for both multiple-choice and
compositions embedded for grade 7
12Writing Test DesignEnglish I, II, III
- Reading/Writing Assessment over two days
- Day 1
- Day 2
- Field tests for all assessments embedded
13Revision and EditingGrades 4 and 7 and High
School
- Revision and editing assessed separately, with
increased focus on revision as students become
more experienced and skilled writers - For Grade 4, 32 of multiple-choice score from
revision (9 items) and 68 of score from editing
(19 items) - For Grade 7, 40 of multiple-choice score from
revision (16 items) and 60 of score from editing
(24 items) - For English I, II, and III, 50 of
multiple-choice score from revision (15 items)
and 50 of score from editing (15 items)
14Revision and EditingGrades 4 and 7
- Revision is focused on effectiveness, i.e.,
strengthening/improving various aspects of a
piece of writing the introduction and
conclusion, organization/progression,
development, word choice, and sentences - Editing is focused on correctness (conventions)
capitalization, punctuation, spelling, grammar,
usage, and sentence boundaries (fragments and
run-ons) -
15 Revision and Editing Grades 4 and 7
- Example of Grade 4 revision stem
- David would like to improve his story by
adding a strong concluding sentence after
sentence 28. Which of these would be the BEST
sentence to add? - Example of Grade 7 revision stem
- The transition between the third paragraph
(sentences 1319) and the fourth paragraph
(sentences 2025) is abrupt. Which sentence could
Veronica add before sentence 20 to help with this
transition?
16Revision and EditingEnglish I, II, and III
- Examples of high school revision questions
- Steven wants to more effectively establish the
thesis in his paper. Which revision of sentence 5
can help him accomplish his goal? - Cristina wants to strengthen the transition
between the second and third paragraphs. What
sentence should she add before sentence 10?
(beginning of paragraph 3)
17STAAR Written Composition
- Students will write two one-page essays (26 lines
maximum) addressing different types of writing - Grade 4personal narrative and expository
- Grade 7-personal narrative (with extension) and
expository - English I-literary and expository
- English II-expository and persuasive
- English III-persuasive and analytic
- Essays will be weighted equally
- No gatekeeper (automatic fail of the writing
test for a 1)
18CompositionGrade 4
- Students will write two one-page compositions
addressing different types of writing. - Personal Narrative Write about important
personal experiences (TEKS-17A) - Expository Create brief compositions that
establish a central idea in a topic sentence,
contain a concluding statement, and include
supporting sentences with simple facts, details,
and explanations - (TEKS-18 A and i, ii, and iii)
19CompositionGrade 7
- Students will write two one-page compositions
addressing different types of writing. - Personal Narrative with extension Write a
personal narrative that has a clearly defined
focus and communicates the importance of or
reasons for actions and/or consequences
(TEKS-16A) - Expository Write a multi-paragraph essay to
convey information about a topic (TEKS-17A
additional information is contained in 17A i-v)
20STAAR Writing Prompts
- Expository, persuasive, and analytic prompts
contain a stimulus and are scaffolded - Read, Think, Write, Be Sure to -
- Personal narrative and literary prompts contain a
stimulus and are scaffolded, though less so than
other prompts - Analytic prompts contain a literary or
informational text (approximately 425-500 words),
which students must analyze
21Writing Prompts Grades 4 and 7
- Most personal narrative prompts appear with a
photograph - At grade 7, personal narrative prompts clearly
incorporate the extension aspect (e.g., why the
experience was important) - Expository prompts contain a stimulus and are
scaffolded Read, Think, Write, Be Sure to- -
22STAAR Writing
- English I Literary Writing
- The literary for grade 9 is different from
personal narrative. - Students can write about both imagined and real
people, events, or ideas. - Grade 9 students can go the real route or the
imaginary route. - The literary rubric is different from personal
narrative rubric.
23STAAR Analytic Essay
- A combination of expository writing and
interpretation of one aspect of a literary or
expository text - Score based on the students ability to interpret
the text and support it with relevant textual
evidence (15C) AND quality of the writing
(criteria under expository writing in 15A)
24STAAR Writing Rubrics
- A rubric is being developed for each writing
type, but three overarching aspects of writing
are addressed in all rubrics - Organization/Progression
- Development of Ideas
- Use of Language/Conventions
25STAAR Writing Rubrics
- Organization/Progressionbullet 1 the degree to
which the organizational structure is appropriate
to the purpose and specific demands of the
prompt. - This bullet plays out in slightly different
ways depending on the purpose for writing, so how
do we know when we see it?
26Writing Rubrics Overview Common Elements
- Organization/Progression
- the degree to which form or structure is
appropriate to the purpose and demands of the
prompt - the degree to which the writer establishes and
sustains focus (affecting unity and coherence of
piece) - the degree to which the writer controls
progression with transitions and
sentence-to-sentence connections and establishes
the relationships among ideas
27STAAR Writing Rubrics
- Grade 7 Personal Narrative The writer uses
organizational strategies or literary devices
that are particularly suited to the narrative
task. The writer is able to clearly convey the
experience and communicate its importance or
meaning. - Grade 9 Expository The organizational strategies
the writer uses enhance the clarity and quality
of the essay.
28STAAR Writing Rubrics
- Development of Ideasbullet 2 the degree to
which the piece is thoughtful and engaging
29Writing Rubrics OverviewCommon Elements
- Development of Ideas
- the degree to which details/examples are specific
and well chosen - the degree to which (1) the piece is thoughtful
and engaging and (2) the writer demonstrates an
understanding of the task
30STAAR Writing Rubrics
- Grade 7 Personal Narrative The writer
demonstrates a deep understanding of the writing
task by establishing a believable situation,
providing plausible motivations for behavior or
actions, and revealing changes or insights that
developed as a result of the experience. - Grade 9 Expository The writer may approach the
topic from an unusual perspective, may use
his/her unique experiences or view of the world
as a basis for writing, or may connect ideas in
interesting ways. The writer demonstrates a deep
understanding of the expository writing task.
31STAAR Writing Rubrics
- Use of Language/Conventionsbullet 1 the degree
to which word choice is thoughtful and
appropriate to the purpose and tone - Grade 7 Personal Narrative Effective diction
enables the writer to recreate the experience in
a way that reflects its importance or meaning. - Grade 9 Expository Word choice strongly
contributes to the clarity of the essay.
32Writing Rubrics Overview Common Elements
- Use of Language/Conventions
- the degree to which word choice is thoughtful and
appropriate to form, purpose, and tone - the degree to which sentences are purposeful,
varied, and controlled - the degree to which the writer demonstrates a
command of conventions so that the writing is
fluent and clear
33STAAR Writing RubricsEnglish I
- Specific bullets may be worded differently across
rubrics, depending on the type of writing being
assessed, but these bullets will appear in the
same order across rubrics - Example Bullet 2 under Organization/
Progression addresses the degree to which the
writer establishes and sustains focus (affecting
unity and coherence of piece)
34STAAR Writing RubricsEnglish I
- Bullet 2 Organization/Progression (Score Point
1) - Literary Writing Many of the details do not
contribute to the story. The writers lack of
focus on character, event, or idea weakens the
unity and coherence of the story. - Expository Writing Most ideas are generally
related to the topic, but the thesis statement
may be missing, unclear, or illogical. Because
the essay lacks a clear thesis, the writer may
include extraneous information or shift abruptly
from idea to idea, weakening the focus and
coherence of the essay.
35New Assessment DesignSTAAR Writing
- What next?
- Release Information on STAAR
- Mini-guides coming out this summer for
- English I.
- 3 papers at each score point
- Professional Development from the State
- Scoring Training Possibility through Project
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