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INSTRUCTIONAL PLANNING TOOL

Language Arts

ENGLISH III 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). 

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Copyright©2012 Education Service Center Region XIII


Writing ʘ

English III Read:

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

State* 70%

E

F.13C: The student is expected to revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases. [Readiness Standard; Reporting Category 5]

Region* 71%

District* 72%

Grade* 69%

Read: 1

Maggie would like to use a more effective transition in sentence 5. Which of these words could best replace overall in this sentence? A

accordingly

B

however

M

PL

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

C

furthermore

D

likewise

Think/Analyze:

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

SA

This item requires students to understand and apply the meaning of the academic vocabulary in order to revise transitional words and phrases. More than one answer could contain correct statements because this item uses the term “best.” Students will need to carefully read each multiple-choice option.

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

Transitions Revise (implied) Effective

Copyright©2012 Education Service Center Region XIII

Copyright©2012 Education Service Center Region XIII

4


Writing ʘ

English III

Apply: Instructional Considerations:

What prior knowledge is being built upon?

Types of transition words and phrases

PL

How do I currently teach this SE concept/content?

E

Transitions make connections among ideas and sections of an essay.

We discuss transitions when reading and writing. Students have a list of transition words they choose from when drafting and revising their essays. How do I need to adjust my instruction based on this analysis?

Model reading to revise transition words and phrases focusing on how sometimes effective transitions state the common theme between sentences and paragraphs to

M

help the reader follow the logical flow of ideas. Students engage in a cooperative group activity revising transitions in their writing. What formative assessment will I use to be sure it’s working?

SA

Student/Teacher Writing Conferences, draft check, cooperative group rubric

What are some scaffolding questions to use with students? 

How do transitions establish logical connections between ideas, sentences, and paragraphs?

How do readers create meaning by connecting ideas?

What do transitions remind the reader of when connecting ideas?

Copyright©2012 Education Service Center Region XIII

5

Copyright©2012 Education Service Center Region XIII


Writing ʘ

English III Read:

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

F.13C: The student is expected to revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases. [Readiness Standard; Reporting Category 5]

State*

Region*

District*

Grade*

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

Read: 1

Maggie would like to use a more effective transition in sentence 5. Which of these words could best replace overall in this sentence? A

accordingly

B

however

C

furthermore

D

likewise

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 in order to revise transitional words and phrases. More than one answer could contain correct statements because this item uses the term “best.” Students will need to carefully read each multiple-choice option.

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

Transitions Revise (implied) Effective

Copyright©2012 Education Service Center Copyright©2012 Education Service Center Region XIIIRegion XIII

6


Writing ʘ

English III

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?   

7

Copyright©2012 Education Service Center Region XIII XIII Copyright©2012 Education Service Center Region

IPT- Writing3  

This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on t...

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