Unpacking the 8th 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
(8.6B) Analyze how the central characters’ qualities influence the theme of a fictional
work and resolution of the central conflict.
Verb
Analyze
Level 1
Level 2
Analyze the central
character in the story
and provide 3 of his
main qualities.
Analyze how the
central character’s
qualities influence the
theme and the
resolution.
Who is the central
character and what are
his three most
outstanding qualities?
How do the central
character’s qualities
influence the theme
and resolution of the
story? Explain your
answer and provide
evidence from the text.
Level 3
Level 4
Analyze how a central
character’s qualities
can influence the
theme and the
resolution of a literary
piece. Create a graphic
representing the
relationship and/or
connection between
the character’s
qualities and the theme
and resolution.
Analyze how a central
character’s qualities
can influence the
theme and the
resolution of a literary
piece and determine
how the story’s theme
and resolution would
be different if the
central character was
one of the minor
characters. Rewrite the
story using a minor
character as the central
character and explain
why the theme and
resolution would be
different.
How do the central
character’s qualities
influence the theme
and resolution of the
story? Provide 3
different examples
where a character’s
qualities played a
significant role in the
theme and resolution of
the story.
Same Verb Used at Depth of Knowledge Levels
8.6A Explain the effect of similes and extended metaphors in literary text.
Verb
Explain
Level 1
Level 2
Level 3
Level 4
In order for a 8th grade student to be able to master this
question, what do our teachers promise to teach?
Let’s Look at Vertical Alignment
2011 English I Reading STAAR Released Item
~Question 1: 8.11, Figure 19D
Grade 7
Grade 8
English I
(11) Students analyze, make
inferences and draw conclusions
about persuasive text and
provide evidence from text to
support their analysis
(11) Students analyze, make
inferences and draw conclusions
about persuasive text and
provide evidence from text to
support their analysis.
(11) Students analyze, make
inferences and draw conclusions
about persuasive text and
provide evidence from text to
support their analysis.
(Figure 19D)
make complex inferences about
text and use textual evidence to
support understanding;
Readiness Standard (Expository)
/ Supporting Standard
(Persuasive
(Figure 19D)
make complex inferences about
text and use textual evidence to
support understanding;
Readiness Standard (Expository)
/ Supporting Standard
(Persuasive)
(Figure 19B)
make complex inferences about
text and use textual
evidence to support
understanding. Readiness
Standard
CSCOPE Performance Indicators*
7th Grade CSCOPE Performance Indicators
7.11 and Figure 19D
8th Grade CSCOPE Performance Indicators
8.11 and Figure 19D
English I CSCOPE Performance Indicators
E1.11 and Figure 19B
3rd 9 Weeks
Unit 4A
When provided a selection of contemporary
speeches, choose one to analyze. Create a poster
that displays the structure of the central argument
and the different types of evidence used to
support the argument. In addition, record
the persuasive techniques (e.g. rhetorical
fallacies) used in the speech.
2nd 9 Weeks
Unit 2B
After reading two teacher-selected persuasive
texts on the same issue but with different
conclusions, create a graphic organizer that
compares and contrasts how the authors
reached their conclusions and analyzes the
evidence presented including the use of rhetorical
and logical fallacies, factual claims,
commonplace assertions, and opinions.
2nd 9 Weeks
Unit 3
Read a procedural text and analyze the clarity of
the information presented. Rewrite a portion or
all of the text to improve the clarity. Share with a
partner to evaluate the effectiveness of the
revisions.
3rd 9 Weeks
Unit 4B
After reading 2 persuasive texts on the same issue
with different conclusions, write a multiparagraph essay that compares and contrast the
ideas presented in the texts and explain how the
authors’ reached their conclusions. In
the conclusion, state and defend your viewpoint
on the issue. Share your essay with a small group.
4th 9 Weeks
Unit 5B
In a small group, use available online and print
resources to study a selected career. Discuss the
purposes of the resources and the most important
details. Create a visual representation (e.g.,
pamphlet, digital presentation, web page, display
board) to inform others about the job/career.
Share the information with the class.
*Note: The STAAR released test key only lists the SE with an 11, but CSCOPE does note specific SE’s –which is what is referenced on this chart.
Taught in
CSCOPE
What is listed on
CSCOPE is a11A-B,
not just 11. Figure
19D is taught 1st-4th
Nine Weeks (Direct
Teach)
Supporting
8.11: Informational
Text/Persuasive Text
Figure 19(D): make
inferences about text and
use textual
evidence to support
understanding
DOK: Level (Evidence)
Level 3
Using text evidence, students will make an inference
about the author’s position on daylight saving time.
Evidence:
What part of the SE is
being tested?
Persuasive text
Make inference using
textual evidence to support
understanding
“The time has come to extend the benefits of daylight
saving time to the entire year and end the trouble
caused by changing time twice a year.”
“Daylight saving time saves more than energy; it may
also save lives.”
“Daylight saving time also reduces crime.”
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
Author thinks (S)
Selection (S)
Inference (I)
Text evidence (I)
Contextual Vocabulary
Conserving
Restricting
How is it being tested?
The author of this selection
thinks…
What do the students need to
know in order to answer the
question correctly?
Students have to be able to first
understand persuasive writing and
infer an author’s position on a
given topic through text evidence.
Taught in
CSCOPE
What is listed in 9A
and not just 9; figure
19D is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
8.9: Informational
Text/Culture and History
Figure 19(D): make
inferences about text and use
textual
evidence to support
understanding
DOK: Level (Evidence)
Level 3
Make an inference regarding the
author’s purpose for the first
paragraph.
What part of the SE is being
tested?
Informational Text/History
Make inference using textual
evidence to support understanding
Evidence: While daylight saving time
has done a good job of saving energy
for part of the year, changing the clock
back to standard time causes problems.
The time has come to extend the
benefits of daylight saving time to the
entire year and end the trouble caused
by changing time twice a year.
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
Author uses (S)
First paragraph (S)
Infer (I)
Text evidence (I)
Contextual Vocabulary
Source
Claims
Position
Reveal
Complex
Argument
How is it being tested?
Author uses this first paragraph…
What do the students need to
know in order to answer the
question correctly?
Students need to be familiar with
persuasive writing and the
importance of first paragraph,
especially when the author’s
position is stated in the first
paragraph (text structure).
Students have to be able
understand , as well, why author’s
include history in their persuasive
writing.
Taught in
CSCOPE
What is listed in 9A
and not just 9; figure
19D is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
DOK: Level (Evidence)
Level 3
8.9: Informational
Text/Culture and History
Figure 19(D): make
inferences about text
and use textual
evidence to support
understanding
Infer author’s purpose for including history in his piece
and how that leads to/supports his position.
Evidence:” Daylight saving time is a good idea—and an
old one. Benjamin Franklin, a person who valued thrift
and ingenuity, introduced the idea in 1784.”
What part of the
SE is being
tested?
What do the students need
to know in order to answer
the question correctly?
Informational
text/History
Inferences about
text
Students have to be able to
understand an author’s
purpose for including history
in a persuasive piece. In an
effort to get reader’s to
understand his position, the
author had to first provide
them with a history about his
topic.
One morning, after a servant had failed to close the
wooden shutters on Franklin’s bedroom window the night
before, Franklin was awakened suddenly at 6 A.M. by
bright sunlight. He was struck by how silly it was to sleep
when it was light and stay awake when it was dark.
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being
tested?
Author include (S)
Paragraph (S)
To share (S)
To explain (S)
To support (S)
To help (S)
Claim (S)
From the
information
provided…the
reader can
conclude…
Contextual Vocabulary
Originated
Taught in
CSCOPE
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
8.11: Informational
Text/Persuasive Text
Figure 19(D): make
inferences about text
and use textual
evidence to support
understanding
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
Supporting
8.11(B) analyze the use
of such rhetorical and
logical fallacies as
loaded terms,
caricatures, leading
questions, false
assumptions, and
incorrect premises in
persuasive texts.
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) 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
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
8.11: Informational
Text/Persuasive Text
Figure 19E: summarize,
paraphrase, and synthesize
texts in ways that maintain
meaning and logical order
within a text and across
texts.
What do the students need to
know in order to answer the
question correctly?
.
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
Contextual Vocabulary
How is it being tested?
Taught in
CSCOPE
What is listed in 13AD and not just 13;
Figure 19D is listed
1st – 4th Nine Weeks
(Direct Teach)
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
8.13 Media Literacy
Figure 19(D): make
inferences about text and
use textual
evidence to support
understanding
What do the students need to
know in order to answer the
question correctly?
.
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
Contextual Vocabulary
How is it being tested?
Taught in
CSCOPE
Supporting
8.5(A) analyze how different
playwrights characterize their
protagonists and antagonists
through the dialogue and
staging of their plays.
DOK: Level (Evidence)
.
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
Contextual Vocabulary
What part of the SE is being
tested?
How is it being tested?
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
Supporting
8.5(A) analyze how
different playwrights
characterize their
protagonists and
antagonists through
the dialogue and
staging of their plays.
DOK: Level (Evidence)
What part of the SE is being
tested?
What do the students need to
know in order to answer the
question correctly?
.
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
Contextual Vocabulary
How is it being tested?
Taught in
CSCOPE
Supporting
8.5(A) analyze how
different playwrights
characterize their
protagonists and
antagonists through
the dialogue and
staging of their
plays.
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) 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
What is listed in 5A
and not just 5; Figure
19D is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
8.5: Literary
Text/Drama
Figure 19(D): make
inferences about text
and use textual
evidence to support
understanding
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
st
1 and 3rd Nine
Weeks (Direct
Teaach)
Supporting
8.5(A) analyze how
different playwrights
characterize their
protagonists and
antagonists through the
dialogue and staging of
their plays.
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) 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
What is listed in 5A
and not just 5; Figure
19D is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
8.5: Literary
Text/Drama
Figure 19(D):
make inferences
about text and use
textual
evidence to
support
understanding
What do the students need to
know in order to answer the
question correctly?
.
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
Contextual Vocabulary
How is it being tested?
Taught in
CSCOPE
What is listed in 5A
and not just 5; Figure
19D is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
8.5: Literary Text/Drama
Figure 19(D): make
inferences about text and
use textual
evidence to support
understanding
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
What is listed in 5A
and not just 5; Figure
19E is listed 1st – 4th
Nine Weeks (Direct
Teach)
Supporting
DOK: Level (Evidence)
What part of the SE is being
tested?
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
8.5: Literary
Text/Drama
Figure 19E:
summarize,
paraphrase, and
synthesize texts in
ways that maintain
meaning and logical
order within a text
and across texts.
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?