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INSTRUCTIONAL PLANNING TOOL

Language Arts

EN GL IS H I I WRITING : REVISING & EDITING

STAAR


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.    READINESS STANDARDS:   are essential for success in the  

PROCESS STANDARDS:  will be assessed in context, not in 

current grade or course; 

year (although introduced in the 

isolation in the content areas of 

are important for preparedness for 

current grade or course); 

Social Studies, Science, and Math; 

the next grade or course;  

SUPPORTING STANDARDS:  may be emphasized in a subsequent 

may be emphasized in a previous 

support college and career 

year (although introduced in the 

readiness; 

current grade or course); 

necessitate in‐depth instruction; 

address broad and deep ideas. 

will allow for a more integrated and  authentic assessment. 

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

address more narrowly defined  ideas. 

  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). 

3

Copyright©2012 Education Service Center Region XIII


Writing ▲

English II

Read:

Student Expectation (SE): Highlight the verb(s) and concept(s).

E.16A: The student is expected to write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence. [Supporting Standard; Reporting Category 5]

Region* 69%

District* 71%

Grade* 70%

E

State* 70%

*Reminder: Use previous year’s spring administration data.

Read:

A

Watching commercials is serious business, and people should be wary of what they allow into their subconscious minds.

B

Advertisers are busy trying to sell products that you may or may not have a reason to buy.

C

People shouldn’t be blinded by the flashing lights and bright colors that the advertising industry uses to make commercials captivating.

D

As potential consumers, we must be aware of the propaganda techniques advertisers use to tempt us into purchasing their products.

M

PL

Janie does not like the way she expressed her thesis in sentence 4. Which of the following should replace sentence 4 to create a more effective and sophisticated thesis statement?

1

Think/Analyze:

Test Genre: Does this question require instruction with regard to test genre? This item requires students to understand and apply the meaning of the academic vocabulary. Students may benefit by having prior experience reading, revising, and editing various pieces of writing to become more familiar with the structure of the revising and editing sections of the STAAR writing test.

SA

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

Thesis Sentence Revise (implied) Expressed Effective

Copyright©2012 Education Service Center Region XIII

Copyright©2012 Education Service Center Region XIII

4


Writing ▲

English II

Apply: Instructional Considerations:

What prior knowledge is being built upon? The thesis, or controlling idea, is the subject of a composition.

How do I currently teach this SE concept/content?

E

Difference between an implicit and explicit thesis.

PL

We read and discuss various thesis statements in selected texts. Students create a thesis based on a formulaic structure.

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

Include more strong and weak models of texts with thesis statements (both implicit and explicit). Model and lead class through whole class essay. Creating a thesis by considering the main points and supporting ideas first and then write the thesis.

M

Students work in cooperative groups�analyze models, write drafts of their essays, give peer feedback about thesis statements.

What formative assessment will I use to be sure it’s working? Exit ticket, short answer questions, cooperative group rubric, student/teacher writing

SA

conference

What are some scaffolding questions to use with students? 

Why should your audience care about your topic? How will this impact your thesis statement?

Can you support your thesis with relevant evidence?

Is your argument your audience has already heard? How will this impact your thesis statement?

Copyright©2012 Education Service Center Region XIII

5

Copyright©2012 Education Service Center Region XIII


Writing ▲

English II

Read:

Student Expectation (SE): Highlight the verb(s) and concept(s).

E.16A: The student is expected to write an argumentative essay to the appropriate audience that includes a clear thesis or position based on logical reasons supported by precise and relevant evidence. [Supporting Standard; Reporting Category 5]

State*

Region*

District*

Grade*

*Reminder: Use previous year’s spring administration data.

Read: Janie does not like the way she expressed her thesis in sentence 4. Which of the following should replace sentence 4 to create a more effective and sophisticated thesis statement?

1

A

Watching commercials is serious business, and people should be wary of what they allow into their subconscious minds.

B

Advertisers are busy trying to sell products that you may or may not have a reason to buy.

C

People shouldn’t be blinded by the flashing lights and bright colors that the advertising industry uses to make commercials captivating.

D

As potential consumers, we must be aware of the propaganda techniques advertisers use to tempt us into purchasing their products.

Think/Analyze:

Test Genre: Does this question require instruction with regard to test genre? This item requires students to understand and apply the meaning of the academic vocabulary. Students may benefit by having prior experience reading, revising, and editing various pieces of writing to become more familiar with the structure of the revising and editing sections of the STAAR writing test.

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

Thesis Sentence Revise (implied) Expressed Effective

Copyright©2012 Education Service Center Region XIII

6

Copyright©2012 Education Service Center Region XIII


Writing ▲

English II

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?   

Copyright©2012 Education Service Center Region XIII

7

Copyright©2012 Education Service Center Region XIII


IPT- Writing2