Grade 5th Grade Reading Assessment
Eligible Texas Essential Knowledge and Skills
Texas Education Agency Student Assessment Division Fall 2011
Level 1
Level 2
Level 3
Level 4
Same Verb Used at Depth of Knowledge Levels
1.6C
2.5B
3.4B
4.2 B
5.2 B
Verb
Use
determine what words mean from how the are used in a sentence either heard or read
use context to determine the relevant meaning of unfamiliar words or multiple meaning words
use context to determine the relevant meaning of unfamiliar words in distinguish among multiple meaning words and
homographs
use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or
multiple words meaning words.
use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;
Level 1
Level 2
Using the words from
Using a set of prefixes,
the list, look up the
definition in the
dictionary.
suffixes, and root words
students will create new
“nonsense” words. Students
will select one of their new
words and develop a short
paragraph that provides
context clues to help a
reader understand what the
new word means.
How would you match the
following words to their
meaning?
Level 3
Level 4
Select words from the word wall
and a create graphic organizers that
demonstrates synonyms and word
phrases that could be used to
describe the words. In pairs create a
madlib (ridiculous story created
when you fill in the blanks with word
or word phrases) leaving strategic
blanks where the original
vocabulary word would be used or
placed. Students will exchange their
madlib with another pair of students
who will fill in the blanks using
synonyms from their brainstorming.
Students will discuss how the
context of their stories changed and
will write a short paragraph
comparing/contrasting how the
stories changed.
From a select group of
words students will
brainstorm possible uses
of the words. They will
create a radio, online,
magazine, newspaper or
television advertisement to
sell one of the words to the
class. Using a rubric
students will evaluate each
other on whether the
context of their ad
supports the use of word
and whether the format
selected supports the
appropriate use of that
word.
Same Verb Used at Depth of Knowledge Levels
K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds
1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.
2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry
3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical
poetry, humorous poetry, free verse).
4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical
poetry, free verse).
5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce
meaning in poems
Verb
Level 1
Level 2
Level 3
Level 4
Let’s complete a “quick” analysis of the test design
Examining STAAR
Implications for Teaching
Number of
Non-linguistic Representation charts, pictures,
photos, diagrams, captions, etc.
Information that is italicized, highlighted
bolded, etc. ,
Identify the type of genres tested
Number of 4th Grade Aligned SEs
Number of 3rd Grade Aligned SEs
Number of 2nd Grade Aligned SEs
Number of 1st Grade Aligned SEs
Number of Kinder Aligned SEs
Comments:
DOK Levels
Total
1
2
3
4
“Think Around” the question and capture all thoughts
by jotting down what is being said.
In order for a 5th grade student to be able to master
this question what does the student need to know?
In order for a 5th grade student to be able to master this question what does the student need to know?
Let’s look at Vertical Alignment
2011 5th Grade STARR Mathematics Released Item~Question 1
5th Grade Figure 19 (4,3,2,1K) Reading/Comprehension Skills : Students us a flexible range of metacognitive
reading skills in both assigned and independent reading to understand an author’s message. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed,
critical readers. The student is expected to:
Kinder
(D) Make
inferences based
on the cover,
title,
illustrations, and
plot
First Grade.
(D) Make
inferences
about text and
use textual
evidence to
support
understanding
Second Grade
(D) Make
inferences
about text and
use textual
evidence to
support
understanding
Third Grade
(D) Make I
nferences
about text and
use textual
evidence to
support
understanding
Fourth Grade
(D) Make
inferences
about text and
use textual
evidence to
support
understanding
Fifth Grade
(D) Make
inferences
about text and
use textual
evidence to
support
understanding
CSCOPE Performance Indicators
Please note that Fig. 19 D is assessed through performance
indicators in every unit. Only a few were selected for this activity
3rd Grade CSOPE Performance Indicators
4th Grade CSOPE Performance Indicators
5th Grade CSOPE Performance Indicators
Unit 1 First Nine Weeks
Write multiple entries including thoughts,
connections, and/or strategies that deepen
understanding of fictional texts and media.
Provide evidence from the text to support
ideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D,
3.Fig19E; 3.2A, 3.2B, 3.2C; 3.11A; 3.20C)
Unit 2 First Nine Weeks
After reading a play or script, complete a graphic
organizer that describes the structural elements of
dramatic literature and provide text evidence
including dial (4.Fig19D; 4.5A)
Unit 2A First Nine Weeks
Design a poster that represents the similarities and
differences of a biography or autobiography and
its dramatic adaptation. Include a written response
that identifies the literary language and devices
used and evaluate how they impact the reader.
(5.Fig19D, 5.Fig19F; 5.5A; 5.7A; 5.8A; 5.11E;
5.18C)
Unit 3 Second Nine Weeks
Locate and read multiple texts on a topic of
personal interest. Use text features to locate
important information. On a poster, sort and
categorize the information gathered from the texts.
Include 2 or more relevant text features on the
display. (3.Fig19A, 3.Fig19B, 3.Fig19C,
3.Fig19D, 3.Fig19E, 3.Fig19F; 3.2A, 3.2B, 3.2C;
3.4B; 3.12A; 3.13A, 3.13B, 3.13D; 3.25A, 3.25B;
3.26Aii, 3.26A
Unit 4B Third Nine Weeks
After reading and/or viewing an advertisement,
identify the topic and author’s purpose. In a
paragraph, identify what the author is trying to
persuade you to think or do, explain how the
techniques used influence the message and
provide text evidence. Share your paragraph with
a partner or small group. (3.Fig19C, 3.Fig19D;
3.12A; 3.14A; 3.16B; 3.20C) 1E, 1H; 2F; 3E,iii,
3.26B, 3.26C)
Unit 3 Second Nine Weeks
After reading an expository text, select a small
section of the text to read aloud to a small group.
Using appropriate conventions, describe how the
information in the section is related (e.g.,
cause/effect, compare/contrast, sequential order
and/or main idea/detail) and whether the author
was explicit or implicit in showing the relationship
between ideas. (4.1A; 4.Fig19A, 4.Fig19C,
4.Fig19D; 4.11C; 4.28Aogue.
Unit 4 Third Nine Weeks
Gather information about your topic by skimming
and scanning, and taking simple notes on note
cards from the resources listed on your threecolumn chart. Sort the information gathered into
categories to focus (i.e. narrow) your research
topic. Write a topic sentence that establishes the
central idea about your narrowed research
topic.(4.Fig19A, 4.Fig19B, 4.Fig19C; 4.Fig19D,
4.Fig19E, 4.Fig19F; 4.11A, 4.11B, 4.11C, 4.11D;
4.18Ai; 4.24Ai, 4.24Aii, 4.24Aiii, 4.24B, 4.24C,
4.25A)
Unit 2A First Nine Weeks
Organize and present a book-talk on a selfselected literary work. As others present, listen
and determine the speaker’s message. (5.Fig19A,
5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E,
5.Fig19F; 5.27A, 5.27C; 5.28A; 5.29A
Unit 2B Second Nine Weeks
After reading an editorial, identify the author’s
purpose. In an oral presentation, evaluate how the
author achieved his/her purpose through their
presentation of ideas in the argument (e.g.,
parallelism, comparison, causality). In
addition, identify exaggerated, contradictory, or
misleading statements the author used to support
their position. (5.Fig19A, 5.Fig19B, 5.Fig19C,
5.Fig19D, 5.Fig19E; 5.10A; 5.12A, 5.12B; 5.28A)
Taught in
CSCOPE
st
nd
1 , 2 , 3rd, 4th nine weeks
Readiness
: 5.2 B (4.2B, 3.4B, 2.5B, 1.6C)
use context (e.g., in-sentence
restatement) to determine or clarify
the meaning of unfamiliar or multiple
meaning words;
DOK: Level (Evidence)
Level 2- Students have to be able
to take information from different
places within the text and make
connection in order to
understand the meaning of the
word chide. For example, on
paragraph 24 “I was angered and
ashamed of my trees!” gives
information to figure out the
unfamiliar word chide. Students
have to make the connection from
paragraph 24 to the unfamiliar
word on paragraph 26.
Academic Vocabulary
Write (S) if it is stated and (I) if it
is implied
Context clues-Implied
Contextual Vocabulary
What part of the SE is being
tested?
An unfamiliar word is been tested
through the context of the
passage
What do the students need to know
in order to answer the question?
Students will need to go back to
paragraph 24 and read – “I was
angered and ashamed of my trees!”
(the need to know what Forest Fairy
is mad at the trees) and connect it to
“Just as I was about to chide the
three trees, I heard Spruce invite him
to come to her branches for shelter.
They have to know that the Forest
Fairy was angry at Oak, Maple and
Willow and was getting ready to
scold (chide) them.
How is it being tested?
In paragraph _____, the word
________ means
All of these actions requires students
to make connections among the texts,
infer, and synthesize information.
Taught in
CSCOPE
1st, 2nd, 3rd, 4th nine weeks
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and
use textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
DOK: Level (Evidence)
Level 3
Students must have be able to
identify the author’s message in
order to identify the theme.
Academic Vocabulary
Write (S) if it is stated and (I)
if it is implied
Theme-Implied
Contextual Vocabulary
What part of the SE is being
tested?
Making inferences about text in
different genres
How is it being tested?
What is the theme of_______?
What do the students need to
know in order to answer the
question?
Students need to be able to
identify Being Kind vs. Being
Unkind as the overarching theme
threaded throughout the story.
Oak, Maple, and Willow had
already decided that they did not
want the bird to land on their
branches before he asked. And
they all gave a reason why he
could not get on their branches.
On the other hand Spruce,
Juniper, and Pine all helped the
bird when he was tired, hungry
and cold. As a result, they were
rewarded by the Forest Fairy.
Taught in
CSCOPE
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and use
textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
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?
Taught in
CSCOPE
Supporting
Figure 19 E (4, 3, 2, 1, K) Summarize and paraphrase texts in
ways that maintain meaning and
logical order within a text and across
texts
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?
(Literary Nonfiction, Poetry, Drama)
Note: 5.5
Contextual Vocabulary
What do the students need to
know in order to answer the
question?
Taught in
CSCOPE
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and
use textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
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?
Taught in
CSCOPE
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and use
textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
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?
Taught in
CSCOPE
st
1 , and 3rd nine weeks
Readiness
5.8A (4.8A, 3.10A, 2.11A, 1.11A)
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?
evaluate the impact of sensory
details, imagery, and figurative
language in literary text.
Contextual Vocabulary
What do the students need to
know in order to answer the
question?
Taught in
CSCOPE
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and
use textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
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?
Taught in
CSCOPE
nd
2 and 3rd nine weeks
Supporting
5.12A (4.12A, 3.14A)
identify the author's viewpoint or
position and explain the basic
relationships among ideas (e.g.,
parallelism, comparison,
causality) in the argument.
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?
Taught in
CSCOPE
nd
2 and 3rd nine weeks
Supporting
5.12A (4.12A, 3.14A)
identify the author's viewpoint or
position and explain the basic
relationships among ideas (e.g.,
parallelism, comparison,
causality) in the argument.
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?
Taught in
CSCOPE
nd
2 and 3rd nine weeks
Supporting1
5.12A (4.12A, 3.14A)
identify the author's viewpoint
or position and explain the
basic relationships among
ideas (e.g., parallelism,
comparison, causality) in the
argument;
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?
Taught in
CSCOPE
Supporting
5 Fig. 19 D (4, 3, 2, 1, K)
Make inferences about text and
use textual evidence to support
understanding
(Literary Nonfiction, Poetry,
Drama) Note: 5.5
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?
Taught in
CSCOPE
nd
2 and 3rd nine weeks
Supporting
5.12A (4.12A, 3.14A)
identify the author's viewpoint or
position and explain the basic
relationships among ideas (e.g.,
parallelism, comparison,
causality) in the argument;
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?
Taught in
CSCOPE
nd
rd
2 , 3 and 4th nine weeks
Supporting
5.10A (4.10A, 3.12.A, 2.13A,
1.13A, K.9A)
Draw conclusions from the
information presented by an
author and evaluate how well the
author’s purpose was achieved
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?
Taught in
CSCOPE
nd
2 and 3rd nine weeks
Supporting
5.12A (4.12A, 3.14A)
identify the author's viewpoint or
position and explain the basic
relationships among ideas (e.g.,
parallelism, comparison,
causality) in the argument;
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?