Download Policy: Content on the Website is provided to you AS IS for your information and personal use only and may not be sold or licensed nor shared on other sites. SlideServe reserves the right to change this policy at anytime. While downloading, If for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
1. STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR)Grades 3-8 ReadingGrades 4 and 7 WritingEnglish I, II, and III
Director of Reading, Writing, and
Social Studies Assessments
Texas Education Agency
2. ReadingStructure of Reporting Categories
RC 1: Questions about vocabulary and connections across texts for grades 3-8 (vocabulary only at grade 3); high school also includes short answer questions
RC 2: Questions about single literary texts: fiction, literary nonfiction, poetry, drama (drama beginning at grade 4)
RC 3: Questions about informational texts: expository and persuasive (persuasive beginning at grade 5)
3. ReadingAssessing Details Details in literary texts in grades 3-5 only: they must be significant and support the development of the plot, characters, or main idea/theme
Details in expository texts in grades 3-8: they must be significant and support the development of the main idea
No details assessed at any grade for persuasive texts
No details assessed for any type of text at high school
4. ReadingAssessing Poetry Varying types of poems being developed for STAAR but emphasis not on identification
Focus is on how poet creates meaning using stanzas, word placement or emphasis, line length, repetition/rhythm/rhyme, sound effects, sensory language
At middle and high school, how speakers point of view or perspective affects meaning
5. ReadingAssessing Drama Limited number of characters, especially at lower grades
Mostly excerpts being usedone or two scenes (dependent on length)
Focus is on how the playwright creates meaning through the dialogueinteraction between and among characters
Questions about stage directions are focused on their purpose: why they are there and how they influence the way the reader reads the scene (Stage directions = an extension of the playwrights narrational strategies)
6. Reading Test Design
STAAR reading assessments will emphasize students ability
to understand how to use text evidence to confirm the validity of their ideas
to make connections within and across texts (across texts begins at grade 4)
to think critically/inferentially
to go beyond a literal understanding of what they read
7. Student Success in Readingand on STAAR Students must be provided in-depth instruction in all genres represented by the ELA/R TEKS
Equal weight must be given to fiction and expository genresthe readiness genresat elementary, middle, and high school
Instruction must emphasize critical/ inferential thinking rather than isolated skills
Students must be able to make connections between different genres (and be able to see the thematic links)
8. STAAR Reading RubricsText Evidence Students must know that text evidence is always flawed when it is
only a general reference to the text
too partial to support the idea
weakly linked to the idea
used inappropriately because it wrongly manipulates the meaning of the text
Students must know that to score a 2 or 3 on short answer reading, text evidence must be considered accurate and relevant (SP 2) or specific and well chosen (SP 3)
9. STAAR Writing DesignRevising and Editing 9 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)
10. 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?
11. Revision and EditingEnglish I, II, and III 11 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)
12. STAAR Written Composition 12 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)
13. STAAR Writing Prompts 13 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
14. STAAR Analytic Essay 14 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)
15. STAAR Writing Rubrics 15
A rubric is being developed for each writing type, but three overarching aspects of writing are addressed in all rubrics
Development of Ideas
Use of Language/Conventions
16. STAAR Writing Rubrics 16 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?
17. STAAR Writing Rubrics 17 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.
18. STAAR Writing Rubrics 18 Development of Ideasbullet #2: the degree to which the piece is thoughtful and engaging
19. STAAR Writing Rubrics 19 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.
20. STAAR Writing Rubrics 20 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.
21. TEA STAAR Resources 21 Currently available at
General information about STAARe.g., the overall assessment design and attributes
Test blueprints and test design schematics
Literary and expository rubrics for English I
Short answer reading rubrics for single selection and pair (called connecting selections)
On the way in summer and fall 2011:
Mini scoring guidesEnglish I literary and expository writing
Sample selections and itemsreading and writing
22. CONTACT INFORMATION 22
Director of Reading, Writing, and Social Studies Assessments
Texas Education Agency