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STAAR Reading Comprehension November 2012. HOUSTON INDEPENDENT SCHOOL DISTRICT. Teachers explore strategies to prepare students for the rigorous reading comprehension demands of the STAAR and EOC exams. Session Goal. Areas Under Construction. Information provided by Lead4ward.

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Staar reading comprehension november 2012

STAAR Reading Comprehension

November 2012

HOUSTON INDEPENDENT SCHOOL DISTRICT


Session goal

Teachers explore strategies to prepare students for the rigorous reading comprehension demands of the STAAR and EOC exams.

Session Goal


Areas under construction
Areas Under Construction rigorous reading comprehension demands of the STAAR and EOC exams.

Information provided by Lead4ward


Table talk
Table Talk rigorous reading comprehension demands of the STAAR and EOC exams.

  • What do you do before you read?

  • What do you do while you read?

  • What do you do after you read?


The reading process
The Reading Process rigorous reading comprehension demands of the STAAR and EOC exams.

  • Prereading Strategies: set a purpose for reading, preview the text, make predictions

  • During Reading Strategies: make connections, ask questions, visualize, monitor and clarify understanding

  • After Reading Strategies: summarizing and synthesizing, determine what’s important, analyze author’s craft


Figure 19 for middle school reading comprehension rcs
Figure 19 for Middle School rigorous reading comprehension demands of the STAAR and EOC exams.Reading Comprehension (RCs)

In a nutshell:

  • RC.A – Purpose for Reading

  • RC.B – Universal Questions about Text

  • RC.C – Monitor Comprehension

  • RC.D – Making Inferences

  • RC.E – Summarizing, Paraphrasing, and Synthesizing

  • RC.F – Making Connections Between Texts


Figure 19 for high school reading comprehension rcs
Figure 19 for High School rigorous reading comprehension demands of the STAAR and EOC exams.Reading Comprehension (RCs)

  • RC.A = reflect on understanding to monitor comprehension (asking questions, summarizing and synthesizing, making connections, creating sensory images)

  • RC.B = making inferences (replaces RC.D)


Instructional implications
Instructional Implications rigorous reading comprehension demands of the STAAR and EOC exams.

1) Read for comprehension

2) Read for craft

3) Skills must become automatic

Handouts – Strategies and tools:

  • Annotate for Comprehension – Mark it Up (AVID)

  • Annotate for Craft – LTF


The reading process1
The Reading Process rigorous reading comprehension demands of the STAAR and EOC exams.


Edna s ruthie
Edna’s Ruthie rigorous reading comprehension demands of the STAAR and EOC exams.


Strategic reading
Strategic Reading rigorous reading comprehension demands of the STAAR and EOC exams.


Reading as thinking
Reading as Thinking rigorous reading comprehension demands of the STAAR and EOC exams.

The three column model was borrowed from Charles Fuhrken. Most of the information provided within the charts are from the Reader’s Handbook by Jim Burke.


Fiction
Fiction rigorous reading comprehension demands of the STAAR and EOC exams.


Let s take a closer look
Let’s take a closer look rigorous reading comprehension demands of the STAAR and EOC exams.


Let s give it a try
Let’s Give it a Try rigorous reading comprehension demands of the STAAR and EOC exams.


Fiction edna s ruthie
Fiction – Edna’s Ruthie rigorous reading comprehension demands of the STAAR and EOC exams.


Fiction edna s ruthie1
Fiction – Edna’s Ruthie rigorous reading comprehension demands of the STAAR and EOC exams.


Persuasive
Persuasive rigorous reading comprehension demands of the STAAR and EOC exams.


Let s take a closer look1
Let’s take a closer look rigorous reading comprehension demands of the STAAR and EOC exams.


Expository
Expository rigorous reading comprehension demands of the STAAR and EOC exams.


Literary nonfiction
Literary Nonfiction rigorous reading comprehension demands of the STAAR and EOC exams.


Poetry
Poetry rigorous reading comprehension demands of the STAAR and EOC exams.


Drama
Drama rigorous reading comprehension demands of the STAAR and EOC exams.


Let s get analytical
Let’s Get Analytical rigorous reading comprehension demands of the STAAR and EOC exams.

  • Question:  How can we take the three-column notes from comprehension level responses to analytical responses?

  • Answer:  Focus on reading and annotating for specific elements such as style, diction, and literary devices.


Short answer response and the three column notes
Short Answer Response and rigorous reading comprehension demands of the STAAR and EOC exams.The Three-Column Notes

  • The next three slides illustrate how 3 column notes expand on the “audience impact” connection that correlates to the type of analytical Short Answer Response (SAR) writing that is required on the Reading EOC.


Let s step it up the short and happy life of francis macomber by ernest hemingway fiction
Let’s Step it up! rigorous reading comprehension demands of the STAAR and EOC exams.“The Short and Happy Life of Francis Macomber,” by Ernest Hemingway” (fiction)


Let s step it up on seeing england for the first time by jamaica kinkaid literary nonfiction
Let’s Step it up! rigorous reading comprehension demands of the STAAR and EOC exams.“On Seeing England for the First Time,” by Jamaica Kinkaid (literary nonfiction)


Let s step it up the indispensible opposition by walter lippman persuasive
Let’s Step it up! rigorous reading comprehension demands of the STAAR and EOC exams.“The Indispensible Opposition,” by Walter Lippman(persuasive)


The subtle differences between taks and staar
The subtle differences between rigorous reading comprehension demands of the STAAR and EOC exams.TAKS and STAAR

TAKS

STAAR

Students must continuously read metacognitively so that they can dissect and understand the passage as they read and answer questions.

Answer choices are harder to distinguish between because distracters are more closely related and questions are more inferential.

  • Step-by-step testing strategies may have been helpful to keep students focused during the all-day testing period.

  • The TEKS were worded differently, so the student expectations for mastery of the objective were different.


Staar reading comprehension november 2012

8.12A: rigorous reading comprehension demands of the STAAR and EOC exams.Identify the purposes of different types of texts such as to inform, influence, express, or entertain. (2008) 8.9: Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide text support. (2012)

TAKS

STAAR

The author uses the first paragraph mostly to—

A identify the source of his claims

B provide definitions of complex terms

C present the position of his argument

D reveal the solution to a problem

The author probably wrote this selection to –

A compare a student’s work to Lawrence’s

B persuade people to buy Lawrence’s paintings

C explain how he was inspired by Lawrence

D describe the art world of the twentieth century


Staar reading comprehension november 2012

8.12A: rigorous reading comprehension demands of the STAAR and EOC exams.Identify the purposes of different types of texts such as to inform, influence, express, or entertain. (2008) 8.9: Analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide text support. (2012)

TAKS

STAAR

Why does the author include paragraphs 2 and 3?

A To share a humorous story about daylight saving time

B To explain to the reader how daylight saving time benefited the city of Paris

C To support the claim that daylight saving time saves money

DTo help the reader understand where the idea for daylight saving time originated

Why does the author focus on the fact that Lawrence liked to paint black heroes?

A to emphasize Lawrence’s interest in historical figures

B to suggest that Lawrence’s skill was unique

C to list examples of Lawrence’s best work

D to show Lawrence’s pride in his heritage


The rigors of staar reading
The Rigors of STAAR Reading rigorous reading comprehension demands of the STAAR and EOC exams.

Consider the following:

In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of —

A fear

B doubt

C anger

D pity

What do students need to know or be able to do to answer this question?


Model your thinking
Model Your Thinking rigorous reading comprehension demands of the STAAR and EOC exams.

In paragraph 1, the description of Anne in the stage directions is intended to evoke feelings of —

This is what I am looking for.

Only look here, not the whole selection.

I’m only looking in the Stage Directions. If I don’t know what this is I need to look it up. Remember, this story is a play. What do I know about plays?

Who’s feelings?

Do I know what this word means? I can tell it’s a verb. I might need to look it up.

This is another hard work. What does it mean?


Academic vocabulary
Academic Vocabulary rigorous reading comprehension demands of the STAAR and EOC exams.

In addition to content specific vocabulary, consider including academic vocabulary in your daily routine.

Word of the day: Convey

  • The author conveys the theme by _____________

  • The diction in this piece conveys a mood of___________

  • The piece conveys a sense of ________________

    Encourage students to use the word in a complete

    sentence when speaking and writing about a text.


Short answer reponses sars
Short Answer Reponses-SARs rigorous reading comprehension demands of the STAAR and EOC exams.

TAKS OERs

STAAR SARs

More rigorous

Less obvious (sometimes opinion based “do you think…” questions)

More lines (10 for single selection and connecting)

Cannot double-up on lines

More weight in overall score (32% of test)

  • Less rigorous

  • Not crucial for scoring well overall

  • Fewer lines

  • Allowed doubling-up on lines


Partially sufficient responses score point 1
Partially Sufficient Responses rigorous reading comprehension demands of the STAAR and EOC exams.Score point 1

1. Have flawed textual evidence that is:

*Only a general reference to text-not specific.

*Weakly linked to the idea.

*Wrongly manipulating the meaning of the text.

2. Have an idea that needs more explanation or specificity or indicates only a literal reading of text.


Exemplary responses score point 3
Exemplary Responses rigorous reading comprehension demands of the STAAR and EOC exams.Score point 3

*Are perceptive and reflect an awareness of the complexities of the text.

*Use text evidence to support the idea that is specific and well chosen, and strongly supports the validity of the idea.

*Demonstrate a deep understanding of the text.


Questions
Questions? rigorous reading comprehension demands of the STAAR and EOC exams.

Contact:

Curriculum:

Marisa Hartling, Secondary ELA Curriculum Manager

Professional Support & Development:

Georgina Castilleja, Lead ELA TDS