IPT- Reading_Grade3

Language ArtsG R A D E 3 R E A D I N G

INSTRUCTIONAL PLANNING TOOL

STAAR™

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

Grade 3 Reading ◊

Copyright©2012 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s). 3.6: Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and

draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. [Supporting Standard; Reporting Category 2]

19D: The student is expected to make inferences about text and use textual evidence to support

understanding (Literary Nonfiction, Poetry). [Supporting Standard; Reporting Category 2] Read:

1 Read line 4 from the poem.

I struggled to keep up.

The poet includes this line most likely to show that the dog —

A ran faster than the speaker

B was lost C looked larger than the speaker D was tired

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

This item directs students’ attention to line 4, but they must have an overall understanding of the entire poem in order to answer the question correctly. Many students will make the mistake of re-reading only line 4 or not re-reading line 4 at all because it is provided for them. Many will rely only on the information provided in line 4 rather than the poem as a whole.

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

Line Poet Most likely Speaker

State* Region* District* Grade* 70% 71% 69% 73% *Reminder: Use previous year’s spring administration data.

SAMPLE


Grade 3 Reading ◊


Apply:

Instructional Considerations: What prior knowledge is being built upon? Students know that poems have meaning that may require thought and rereading to grasp. Students know that poetry requires making inferences from clues the author has written. Students understand that poems contain lines. Students understand what “most likely” means. How do I currently teach this SE concept/content?

We read poems as a class and discuss the meaning.

How do I need to adjust my instruction based on this analysis? Poetry instruction needs to include the vocabulary of the genre (poet, line, stanza, poem, verse) Students need to identify themes within the poem and locate the supporting lines within the text. Students need practice drawing conclusions from poems that may be vague or confusing upon first reading. Be sure to use the terms “most likely” so students can begin to understand that more than one answer will look right but one is better than all the others. What formative assessment will I use to be sure it’s working?

Think/Pair/Share (Teacher Observation), poetry response journals, exit slips, poetry discussion, targeted quizzes

What are some scaffolding questions to use with students? Find the line in the poem that tells you...? Which answer is “most likely” incorrect? Why should you reread more than line 4 to find your answer?

SAMPLE

Copyright©2012 Education Service Center Region XIII 6

Grade 3 Reading ◊


Read: Student Expectation (SE): Highlight the verb(s) and concept(s). 3.6: Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and

draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. [Supporting Standard; Reporting Category 2]

19D: The student is expected to make inferences about text and use textual evidence to support

understanding (Literary Nonfiction, Poetry). [Supporting Standard; Reporting Category 2] Read:

1 Read line 4 from the poem.

I struggled to keep up.

The poet includes this line most likely to show that the dog —

A ran faster than the speaker

B was lost C looked larger than the speaker D was tired

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

This item directs students’ attention to line 4, but they must have an overall understanding of the entire poem in order to answer the question correctly. Many students will make the mistake of re-reading only line 4 or not re-reading line 4 at all because it is provided for them. Many will rely only on the information provided in line 4 rather than the poem as a whole.

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

Line Poet Most likely Speaker

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data.


Grade 3 Reading ◊


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- Reading_Grade3

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