Preparing for TAKS Middle and High School English Language Arts - PowerPoint PPT Presentation

Loading...

PPT – Preparing for TAKS Middle and High School English Language Arts PowerPoint presentation | free to download - id: d6eeb-NmY0N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Preparing for TAKS Middle and High School English Language Arts

Description:

Preparing for TAKS. Middle and High School. English Language Arts. 2 ... for Grades 3 8 (elementary/middle school system) and 9 11 (high school system) Reporting unit ... – PowerPoint PPT presentation

Number of Views:794
Avg rating:5.0/5.0
Slides: 70
Provided by: webE8
Learn more at: http://web.esc20.net
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Preparing for TAKS Middle and High School English Language Arts


1
Preparing for TAKS Middle and High School
English Language Arts
2
New Vision for Statewide Assessment
  • Completely reconceived testing program
  • Reflection of actual classroom practice
  • Questions clearly worded, asked in authentic ways

3
Background
  • 19992000
  • TEKS selection by educator committees, objectives
    drafted
  • Eleventh grade surveys distributed
  • 20002001
  • Third through tenth grade and second draft
    eleventh grade surveys distributed
  • Survey results and prototypes examined by
    educator committees
  • 20012002
  • Field test items reviewed by educator committees
  • Information booklets distributed
  • Field test administered

4
Information Booklets
  • Reading Grades 36
  • Reading Grades 58
  • Writing Grades 4 and 7
  • Reading Grade 9 and English Language Arts Grades
    10 and 11 Exit Level

5
Organization of the TAKS
  • Objectives
  • Umbrella statements
  • Headings for grouping Student Expectations
  • Identical for Grades 38 (elementary/middle
    school system) and 911 (high school system)
  • Reporting unit
  • TEKS Student Expectations
  • Grouped under appropriate objective
  • May be repeated (writing composition vs.
    revising/editing)

6
Clarification of Terms
  • The term including is used when the specific
    examples that follow it must be taught.
  • The term such as is used when the specific
    examples that follow function only as
    representative illustrations that help define the
    expectation for teachers.
  • However, in both cases other examples may be
    used in addition to those listed.
  • Any skill or concept in brackets is not tested.

7
Culturally Diverse Text
The term culturally diverse simply means
pertaining to a variety of backgrounds and
perspectives. We are committed to finding
selections that will represent, as much as
possible, the wide range of backgrounds of the
student population in Texas. At the same time,
each selection must be accessible to all
students, regardless of ethnicity or
background. Grades 9, 10,
11 Information Booklet, p. 6

8
Grade 9 Reading Grades 10 and 11 English
Language Arts
  • Triplet linked by a theme
  • Introduction for background information if
    necessary, photographs, illustrations
  • Grade 1011 30003500 words
  • Grade 9 25003000 words
  • Numbered paragraphs

9
Grades 10 and 11 English Language Arts (reading
section), Grade 9 Reading
  • Objective 1
  • Basic understanding of the text
  • Objective 2
  • Knowledge of literary elements and techniques as
    used in texts
  • Objective 3
  • Critical analysis and evaluation of texts and
    visual representations

10
Objective 1 Items
  • Vocabulary in Context
  • Designated word will be above grade level.
  • Student is expected to know and use different
    strategies (word structures, analogies,
    connotations).
  • Context clues are included in the selection.
  • Multiple-meaning words are tested through a
    dictionary entry.

11
Objective 1 Items, continued
  • Important, relevant details/events
  • Main idea/gist
  • Summary

12
Objective 2 Items
  • Theme
  • Significance of setting
  • Characterization
  • Plot development, conflicts
  • Literary techniques
  • Literary language
  • Historical or contemporary context
  • Narrative mostly, expository if appropriate

13
Objective 3 Items
  • Ability to connect, compare, contrast ideas,
    themes, or issues (single or across selections)
  • Media message and persuasive techniques
  • Organizational patterns

14
Objective 3 Items
  • Deeper, more complete understanding of the text
    inferential thinking
  • Impact of historical context
  • Support/evidence from text
  • Style, tone, and mood
  • Authors perspective/point of view
  • Authors purpose

15
Open-ended Items
  • Three open-ended items
  • Objectives 2 and 3
  • Short response on 5 or 8 lines
  • Scored on content, not writing ability
  • Rubric based on reasonable response and
    accurate/relevant textual evidence

16
Reading Sample
17
Reading Sample
18
Viewing Representing Piece
19
Sample Questions
20
Sample Questions, continued
21
Sample Questions, continued
22
Grades 10 and 11 English Language Arts (Writing
Section)
  • Objectives 4 and 5
  • Composition
  • Objective 6
  • Revising/Editing

23
Objective 4 Items
  • Composition
  • Prompt thematically related to the triplet
  • No unique purpose or mode
  • Students choice of an approach that best
    expresses his/her ideas about the topic
  • Standard English prose
  • Holistically scoring on a scale of 14

24
Objective 5 Items
  • Composition
  • Holistic judgment of the strength of conventions
    overall
  • Some errors are more serious and have greater
    impact on communication (unclear pronoun
    antecedent vs. incorrect capitalization).
  • Degree of sophistication of student attempts at
    sentence construction and use of words is taken
    into account.

25
Preliminary Scoring Criteria
  • Responsiveness to prompt
  • Focus and coherence
  • Depth of development and degree to which ideas
    are interesting and not contrived
  • Logical progression of ideas
  • Sustained voice
  • Overall strength of conventions

26
Written Composition
  • Grade 11 Exit Sample Prompt

Write an essay explaining the importance of
understanding your heritage.
The information in the box below will help you
remember what you should think about when you
write your composition.
  • REMEMBER YOU SHOULD
  • write about the assigned topic
  • make your writing thoughtful and interesting
  • make sure that each sentence you write
    contributes to your composition as a whole
  • make sure that your ideas are clear and easy for
    the reader to follow
  • write about your ideas in depth so that the
    reader is able to develop a good understanding of
    what you are saying
  • proofread your writing to correct errors in
    spelling, capitalization, punctuation, grammar,
    and sentence structure

27
Grades 10 11 English Language ArtsRevising
Editing
  • Samples of student writing/peer editing
    (approximately one page in length, may have
    photograph or illustration)
  • Numbered sentences
  • Multiple-choice items
  • No isolated assessment of skills

28
Objective 6 Items (in the context of peer editing)
  • Revision items
  • Effective sentence construction
  • Organization
  • Word choice

29
Objective 6 Items (in the context of peer editing)
  • Editing Items
  • What change, if any, needs to be made in
    Sentence __?
  • Standard grammar and usage
  • Capitalization, punctuation
  • Spelling

English II and III
30
Peer Editing, Sample
31
Sample Questions
32
Grade 10 Revising and Editing Sample
33
Sample Questions
34
Use of Dictionaries
  • Grade 9 Reading, Grades 10 and 11 ELA, and Grade
    7 Writing
  • All students must have access to a dictionary
    minimally, 1 for every 5 students in the testing
    situation
  • District or personal dictionaries

35
Grade 68 Reading Selections
  • Title
  • Introduction with background information, when
    necessary
  • Paragraphs numbered where appropriate
  • Photographs, illustrations
  • Clear, focused questions and statements in items

36
Grade 68 Reading Selections
  • Narrative (stories, letters, diary entries)
  • Expository (information, explanation)
  • Mixed
  • Paired (except at grade 3)
  • Grades 6, 7, 8 7001000 words

37
Grades 68 Reading
  • Objective 1
  • Basic understanding of texts
  • Objective 2
  • Knowledge of literary elements to understand
    texts
  • Objective 3
  • Use of strategies to analyze texts
  • Objective 4
  • Application of critical thinking skills to
    analyze texts

38
Objective 1 Items
  • Vocabulary in context
  • Underlined word will be above grade level.
  • Student is expected to know and use different
    strategies (e.g., word structure, word origin,
    analogies, or connotation, depending on grade
    level).
  • Context clues will be provided in the selection.
  • Multiple-meaning words will be tested through a
    dictionary entry.

39
Objective 1 Items, continued
  • Important, relevant details/events
  • Main idea/gist
  • Summary

40
Objective 2 Items
  • Characterization
  • Setting
  • Plotevents that significantly affect the
    storyline
  • Literary devices
  • Narrative mostly, expository or mixed if
    appropriate

41
Objective 3 Items
  • Text structure or progression of ideas,
    organization, pattern, relationships between
    ideas
  • Similarities and differences across texts
  • Representation of text in different ways
  • Authors purpose
  • Story variants
  • Authors perspective/point of view

42
Objective 4 Items
  • Deeper, more complete understanding of the text,
    inferential thinking
  • Fact/opinion only with expository/mixed when
    authors intent is to persuade
  • Support/evidence from text

43
Objective 4 Items, continued
  • Organizational patterns
  • Ability to connect, compare, contrast ideas,
    themes, or issues (single or paired selections)
  • Style, tone, and mood

44
Selection Samples
Read the next two selections and then answer the
questions that follow them.
When the modern Olympic Games were established in
1896, organizers decided to limit the competition
to amateur athletes. Athletes who had received
money for playing or training were barred from
competition. By the 1980s, the rules had changed.
Today professional athletes can participate in
the Olympics. Read the following selections. The
first is dated 1913 the second is dated 2000.
45
Selection Samples, continued
46
Questions
  • Use The Daily Gazette to answer the following
    questions.

47
Sample Questions, continued
48
Sample Questions, continued
49
Reading Sample
50
Sample Questions
51
Sample Questions
52
Grade 7 Writing
  • Composition
  • No unique purposes for writing
  • Open-ended prompts
  • Students choice of an approach that best
    expresses his/her ideas about the topic
  • Standard English prose
  • Focused, holistic scoring 14

53
Grade 7 Writing
  • Revising and editing (multiple choice)
  • Samples of student writing/peer editing
    (approximately one page in length, may have
    photograph or illustration)
  • Grade 7 250300 words
  • Numbered sentences
  • No isolated assessment of objectivesall four
    objectives will be assessed together

54
Grade 7 Writing
  • Revision and Editing
  • Editing itemsWhat change, if any, needs to be
    made in Sentence 5?
  • Revision items

55
Grade 7 Writing
  • Objectives 1 and 2
  • Composition
  • Objectives 3, 4, 5, and 6
  • Revising/Editing

56
Objective 1Composition
  • Respond directly to the prompt.
  • Organize ideas to show a logical progression of
    thought.
  • Remain focused on the topic.
  • Develop ideas thoroughly and specifically.
  • Express an individual voice (authentic, personal,
    natural).

57
Objective 2Composition
  • Holistic judgment of the strength of conventions
  • overall
  • Some errors are more serious and have greater
    impact on communication (unclear pronoun
    antecedent vs. incorrect capitalization).
  • Degree of sophistication of student attempts at
    sentence construction and use of words is taken
    into account.

58
Grade 7 Sample Prompt
Write a composition about why it is important to
appreciate what you have.
The information in the box below will help you
remember what you should think about when you
write your composition.
  • REMEMBER YOU SHOULD
  • write about why it is important to appreciate
    what you have
  • make your writing interesting to the reader
  • make sure that each sentence you write helps the
    reader understand your composition
  • make sure that your ideas are clear and easy for
    the reader to follow
  • write about your ideas in detail so that the
    reader really understands what you are saying
  • check your work for correct spelling,
    capitalization, punctuation, grammar, and
    sentences

59
Objective 3 Items
  • Recognize irrelevant sentences to be deleted.
  • Identify sentences that should be added to
    elaborate.
  • Select appropriate transition word or phrase.

60
Objective 4 Items
  • Recognize and correct fragments and run-ons.
  • Combine sentences effectively.
  • Improve awkward/wordy sentences.

61
Objective 5 Items
  • Recognize and correct errors in
  • Subject-verb agreement
  • Verb tenses
  • Pronoun referents
  • Parts of speech
  • Adverbs, adjectives and their forms
  • Use of double negatives
  • Misuse of homonyms
  • Use of indefinite reference
  • Vague wording

62
Objective 6 Items
  • Recognize and correct errors in
  • Capitalization
  • Punctuation
  • Spelling

63
Peer Editing Sample
64
Sample Questions
65
TEACH THE TEKS!
66
Vertical Alignment (Articulation)
  • Connects learning across the grade levels
  • Builds cumulative, coherent, comprehensive,
    increasingly complex sequences of learning
    experiences
  • Creates seamless education PreK12
  • Applies systems thinking

67
Instructional Implications
  • What changes in instruction should occur in our
    district, school, or classroom based on what
    weve learned about the new objectives, TEKS
    expectations, and format?
  • What professional development does our staff need?

68
Resources
  • www.tea.state.tx.us/list
  • ELA-Reading listserv
  • Assessment listserv
  • www.tea.state.tx.us/curriculum/index.html
  • www.tea.state.tx.us/student.assessment/
  • Texas Center for Reading and Language Arts
    www.texasreading.org
  • Education service centers
  • Professional organizations (NCTE, IRA, TCTE,
    TSRA, CREST)
  • Critical Issues Report 1 Texas Mentor School
    Network

69
TEA Contacts
  • Assessment 512-463-9536
  • Victoria Young
  • Joan Mims
  • Barbara Tutt
  • Curriculum 512-463-9581
  • Muffet Livaudais
  • Sarah Crippen
  • Casey McCreary
About PowerShow.com