Unpacking the 7 th Grade Reading STAAR Released

Unpacking the 7 th Grade Reading STAAR Released Items Eligible Texas Essential Knowledge and Skills Questions from Texas Education Agency Student Assessment Division Fall 2010

Note • For the introductory part of the presentation, please refer to slides 2 -31 of the grade 6 presentation.

Same Verb Used at Depth of Knowledge Levels 6. 3 C compare and contrast the historical and cultural settings of two literary works. 7. 3 C analyze how place and time influence theme or message of a literary work 8. 3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work. Verb Analyze Level 1 Level 2 Level 3 Analyze the setting of “A Pioneer Woman Looks Back” by determining if it is set in the past, present, or future. Analyze how the time and place influence the author’s meaning. Analyze how time and place influence the meaning of a piece of literary by creating a graphic representation and summarizing the similarities and differences. What time frame is this poem set in? How does time and place influence the meaning of a story, poem, book? Explain your answer and provide examples. How does time and place influence the meaning a piece of literary? Provide at least 3 different examples where time and place played a significant role in a meaning of a piece of literary. Level 4 Analyze how time and place influence the author’s meaning and then determine what the setting would look like if this poem were written today. Rewrite the poem using a different time and place and explain in writing how the modern day setting changed the meaning of the poem and why.

Same Verb Used at Depth of Knowledge Levels 6. 8 A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains. 7. 8 A determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood 8. 8 A expected to explain the effect of similes and extended metaphors in literary text Verb Level 1 Level 2 Level 3 Level 4

In order for a 7 th grade student to be able to master this question what does the student need to know? Let’s look at Vertical Alignment 2011 7 th Grade STARR Reading Released Item~Question 1 7. 3 (5. 3 C, 6. 3, 8. 3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: Fifth Grade Sixth Grade Seventh Grade Eighth Grade 5. 3 C Explain the effect of a historical event or movement on theme of a work of literature. 6. 3 C Compare and contrast the historical and cultural settings of two literary works. 7. 3 C Analyze how place and time influence theme or message of a literary work. 8. 3(C) explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work.

CSCOPE Performance Indicators 6 th Grade CSCOPE Performance Indicators 7 th Grade CSCOPE Performance Indicators 8 th Grade CSOPE Performance Indicators 3 rd Nine Weeks, Unit 4 B After reading 2 historical fiction texts, complete a graphic organizer to compare and contrast the setting (e. g. time, place, social conditions, weather), theme, and topic of the two literary works. In a paragraph, explain how the author uses dialect to develop the main characters. (6. Fig 19 A, 6. Fig 19 C, 6. Fig 19 F; 6. 3 A, 6. 3 C; 6. 6 B) 3 rd Nine Weeks, Unit 4 B • After reading a myth or an epic tale, write an essay describing multiple themes within the text. Analyze how themes are developed through the conventions of the myth or epic tales (e. g. , extended simile, the quest, the hero’s task, circle stories) and how the place and time influence themes. Provide text evidence, including quotations when appropriate. (7. Fig 19 A, 7. Fig 19 B, 7. Fig 19 C, 7. Fig 19 D, 7. Fig 19 E; 7. 3 A, 7. 3 B, 7. 3 C; 7. 17 C) 3 rd Nine Weeks, Unit 4 A After reading two different myths from various cultures with similar themes, create a Venn diagram to compare and contrast the similarities and differences in the myths. In a brief response, describe the setting in each myth and explain how the values and beliefs of the characters are affected by the setting. (8. Fig 19 C, 8. Fig 19 D, 8. Fig 19 F; 8. 3 A, 8. 3 B, 8. 3 C; 8. 17 C) • After reading classical, traditional, and/or modern literature selections, choose one selection and create a story map to identify literary elements such as plot, setting, characters, point of view, and themes. Write a reflection to explain the influence of these literary elements on the development of the plot and include personal connections and thoughts about the text. (7. Fig 19 A, 7. Fig 19 B, 7. Fig 19 C, 7. Fig 19 D, 7. Fig 19 E; 7. 3 A, 7. 3 C; 7. 6 A, 7. 6 B, 7. 6 C; 7. 17 C)

Taught in CSCOPE 7. 3 C 1 st Nine Weeks, Units 1, 2 2 nd Nine Weeks, Unit 2 3 rd Nine Weeks, Unit 4 B Supporting DOK: Level (Evidence) 7. 3 C (6. 3 C, 8. 3 C) Analyze how place and time influence theme or message of a literary work Level 2 or 3 Students have to be able to identify one of the underlying ideas as isolation or remoteness by synthesize different information within the poem. What part of the SE is being tested? Analyze how place influences theme (how it felt to be on the frontier). Evidence: “Town was too far away…a lone coyote’s call…no visitors at all…I longed to see a woman—to hear a woman’s voice. Instead I hear winds whisper…. ” Academic Vocabulary Write (S) if it is stated and (I) if it is implied Theme (I) Influence (I) Place (I) Contextual Vocabulary Frontier Remoteness Vivid Stressing How is it being tested? The poet helps the reader understand how it felt to be …. mainly by… What do the students need to know in order to answer the question correctly? Student need to be able to identify remoteness or isolation as an underlying idea or theme when someone lives in the frontier (endless land, endless sky, Town was too far away, no visitors at all, etc. ) They need to know that the author is trying to paint a picture that the frontier is a lonely place with her words.

Taught in CSCOPE 7. 4 A 1 st Nine Weeks, Unit 1 3 rd Nine Weeks, Unit 4 B Supporting DOK: Level (Evidence) 7. 4 A (6. 4 A, 8. 4 A) Analyze the importance of graphical elements (e. g. , capital letters, line length, word position) on the meaning of a poem. Level 2: Students have to analyze and draw conclusions about why the author placed the words “no visitors at all” on a line by themselves within the broader context of the poem. What part of the SE is being tested? Analyze graphical elements (word position) (The poet places the words…) Evidence: “Yet somehow I found time to be lonely, too…: Academic Vocabulary Write (S) if it is stated and (I) if it is implied Graphical Elements (I) Word position (S) Line (S) Places (S) Contextual Vocabulary Highlight Distracted How is it being tested? (The poet places the words… on a line by themselves most likely because the words…) What do the students need to know in order to answer the question correctly? Students need to know how author’s structure their poems through graphical elements and that poems are structured in a certain way for a reason. Students also need to be able to look at the poem as a whole and note merely the line in isolation.

Taught in CSCOPE 7. 4 A 1 st Nine Weeks, Unit 1 3 rd Nine Weeks, Unit 4 B Supporting DOK: Level (Evidence) 7. 4 A (6. 4 A, 8. 4 A) Analyze the importance of graphical elements (e. g. , capital letters, line length, word position) on the meaning of a poem. Level 2: Students have to analyze and draw conclusions about why the author repeated the line three times within the broader context of the poem. What part of the SE is being tested Analyze graphical elements (repetition of a line) (The repetition of the line…) Evidence: The quoted line is on lines 16, 24, and 50 (the final line). Academic Vocabulary Write (S) if it is stated and (I) if it is implied Repetition (S) Line (S) Speaker (S) Graphical elements (I) Contextual Vocabulary infinite overwhelmed vastness How is it being tested? The repetition of the line…suggests that the speaker… What do the students need to know in order to answer the question correctly? Students need to know how author’s structure their poems through graphical elements. In this case students need to understand what is the author’s purpose for repeating the same line within the poem. Students also need to be able to look at the poem as a whole and note merely the line in isolation.

Taught in CSCOPE Fig. 19 D with Literary Nonfiction/Poetry 1 st Nine Weeks, Unit 1 Note: Fig. 19 D is taught throughout the year in different genres. Supporting Figure. 19 D (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. . (Literary Nonfiction, Poetry, Drama) 7. 4 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. DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction/Poetry 1 st Nine Weeks, Unit 1 Note: Fig. 19 D is taught throughout the year in different genres. Supporting Figure. 19 D (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. . (Literary Nonfiction, Poetry, Drama) 7. 4 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. DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction/Poetry 1 st Nine Weeks, Unit 1 Note: Fig. 19 D is taught throughout the year in different genres. Supporting (6 th, Figure. 19 D 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? 7 th, 7. 4 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. Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction/Poetry 1 st Nine Weeks, Unit 1 Note: Fig. 19 D is taught throughout the year in different genres. Supporting 7. 8 A (6. 8 A, 8. 8 A) Determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE 7. 8 A 1 st Nine Weeks, Units 1, 2 2 nd Nine Weeks, Unit 2 3 rd Nine Weeks, Unit 4 B Supporting 7. 8 A (6. 8 A, 8. 8 A) Determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE 7. 2 B 1 st Nine Weeks, Units 1, 2 2 nd Nine Weeks, Units 2, 3 3 rd Nine Weeks, Units 4 A, 4 B, 5 A 4 th Nine Weeks, Unit 5 B Readiness 7. 2 B (6. 2 B, 8. 2 B) Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 D: (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 D: (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) DOK: Level (Evidence) What part of the SE is being tested? 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 D: (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 D: (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) DOK: Level (Evidence) What part of the SE is being tested? 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 D: (6 th, 7 th, 8 th, ) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama) DOK: Level (Evidence) What part of the SE is being tested? 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?

Taught in CSCOPE Fig. 19 D with Literary Nonfiction 1 st Nine Weeks, Unit 1 Note: Fig. 19 is taught throughout the Year using different genres. Supporting Figure. 19 E: (6 th, 7 th, 8 th, ) Summarize, paraphrase & synthesize texts in ways that maintain meaning and logical order within a text and across texts. (Nonfiction, Poetry, Drama) 7. 7 Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding DOK: Level (Evidence) What part of the SE is being tested? Academic Vocabulary Write (S) if it is stated and (I) if it is implied How is it being tested? Contextual Vocabulary What do the students need to know in order to answer the question correctly?