IPT- English2

INSTRUCTIONAL PLANNING TOOL

STAAR™

Language ArtsE N G L I S H I I R E A D I N G

Copyright©2012 Education Service Center Region XIII3

Instructional Planning Tool User Guide

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:

review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.

The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.

Contents Each booklet contains:

all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; reflection questions to assist educators in increasing the rigor of classroom instruction.

Academic vocabulary Academic vocabulary is vocabulary critical to understanding the concepts of the content taught in schools. There is domain‐specific academic vocabulary and general academic vocabulary. Domain‐Specific academic vocabulary is vocabulary needed to understand the content area (for example, in English Language Arts, it is poet, genre, literature, etc.) while general academic vocabulary is used to refer to words that appear in texts across several disciplines or academic domains (such as explain, describe, text, selection, and/or table).

READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS 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 ideas.

may be emphasized in a subsequent year (although introduced in the current grade or course);

may be emphasized in a previous year (although introduced in the current grade or course);

play a role in preparing students for the next grade or course but not a central role;

address more narrowly defined ideas.

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;

will allow for a more integrated and authentic assessment.

Copyright©2012 Education Service Center Region XIII 4

English II Reading▲

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). E.1B: The student is expected to analyze textual context (within a sentence and in larger sections of

text) to distinguish between the denotative and connotative meanings of words. [Readiness Standard; Reporting Category 1]

Read:Use “Those Winter Sundays” to answer the following questions.

1 Why is the multiple meaning of the word offices in line 14 important to the poem?

A It refers to both a duty and a service done for others.

B It conveys the father’s mixed emotions.

C It refers to both a place and an executive position.

D It indicates the size of the speaker’s house.

Think/Analyze:Test Genre: Does this question require instruction with regard to test genre?

This item requires students to understand and apply their knowledge of the academic vocabulary. Students will benefit from carefully reading the statement before the question in order to focus on the correct selection to use when answering the question.

Academic Vocabulary: Does this question require use of any academic vocabulary?

Multiple meaning words Denotative (implied) Connotative (implied) Line Conveys

State* Region* District* Grade* 69% 71% 70% 72% *Reminder: Use previous year’s spring administration data.

SAMPLE
















State* Region* District* Grade* 69% 71% 70% 72% *Reminder: Use previous year’s spring administration data.

SAMPLEEnglish II Reading▲


Apply:

Instructional Considerations: What prior knowledge is being built upon?

Students understand how to use context clues to determine meanings of unknown words, they understand denotation and connotation, and multiple−meaning words (e.g., homographs).

How do I currently teach this SE concept/content?

Students read a poem independently and identify the denotative and connotative meaning of words in the poem.

How do I need to adjust my instruction based on this analysis? Model identifying unknown words with multiple meanings by reading a poem and creating a chart (as a class) listing unknown words. Together, distinguish between the denotative and connotative meaning of words. Students will then go through the same process in pairs or individually. What formative assessment will I use to be sure it’s working?

Class Chart Exit Ticket Student/Teacher Reading Conferences

What are some scaffolding questions to use with students?

How does the denotative meaning of a word contribute to tone and mood? How does the connotative meaning of a word contribute to tone and mood? How can we tell if the meaning of a word is positive or negative?

SAMPLE




Apply:

Instructional Considerations: What prior knowledge is being built upon?

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some scaffolding questions to use with students?

IPT- English2

Documents

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