Frame Game
Can you solve these word games? Think literally. Each
communicates a famous person, place, or thing or
saying.
All “STAAR” Game 
Source: http://www.usaweekend.com/section/FUN03/Frame-Games
Source: http://www.tea.state.tx.us/student.assessment/staar/
Fact or Fib?
1. In the first reporting category (Understanding Across
Genres), the 6th, 7th, and 8th grade reading tests contain
the same amount of questions.
2. The reading test for grades 6-8 contains one paired
selection.
3. The test for grades 6-8 contain the same amount of
questions.
4. Grades 6-8 contain the same amount of single reading
selections.
5. Drama is not tested in grade 6 reading, but it is tested in
grades 7 and 8.
6. The grade 8 reading test contains more questions in
reporting category 3 (Comprehension and Analysis of
Informational Texts).
Fact or Fib?
• In the first reporting category, Understanding Across Genres,
the 6th, 7th, and 8th grade reading tests contain the same
amount of questions. (Fact—the total number is 10).
• The reading test for grades 6-8 contains one paired selection.
(Fact)
• The test for grades 6-8 contain the same amount of questions.
(Fib: grade 6, 48; grade 7, 50; and grade 8, 52)
• Grades 6-8 contain the same amount of single reading
selections. (Fib: grade 6 has 3-5, while grades 7-8 have 4-5)
• Drama is not tested in grade 6 reading, but it is tested in
grades 7 and 8. (Fib—grade 6 also tests drama)
• The grade 8 reading test contains more questions in reporting
category 3 (Comprehension and Analysis of Informational
Texts).(Fact: grade 6 contains 20, grade 7 contains 21, while
grade 8 contains 20)
TEKS
“The What”
“The How”
How we know if they have learned it
Readiness
DOK: Level (Evidence)
Level 3
6.10: Informational Text/Expository
Text
Make a conclusion about bird
formation based on text.
Figure 19(D): make inferences
about text and use textual
evidence to support understanding
Details: prefer to fly in a formation,
move faster than cyclists.
What part of the SE is being
tested?
Expository text
Make inference using textual
evidence to support understanding
Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig.
19D
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
From the information provided…the
reader can conclude…
Selection (S)
Conclude (S)
Contextual Vocabulary
formation
Curriculum
Instruction
What do the students need to
know in order to answer the
question correctly?
As students are reading, they need to
understand the various reasons as to
why the formation may exist. They
also need to distinguish between
mere details and a conclusion.
Readiness
DOK: Level (Evidence)
Level 3
6.10: Informational Text/Expository
Text
Make a conclusion about bird
formation based on text.
Figure 19(D): make inferences
about text and use textual
evidence to support understanding
Details: prefer to fly in a formation,
move faster than cyclists.
What part of the SE is being
tested?
Expository text
Make inference using textual
evidence to support understanding
Gr5: 5.11, Fig. 19D; Gr7: 7.10, Fig.
19D
Instruction and DOK (Level of Thinking)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
Selection (S)
Conclude (S)
Contextual Vocabulary
formation
How is it being tested?
From the information provided…the
reader can conclude…
What do the students need to
know in order to answer the
question correctly?
As students are reading, they need to
understand the various reasons as to
why the formation may exist. They
also need to distinguish between
mere details and a conclusion.
Choices A and B are details, while
choice C is the conclusion. Although
choice D can also be a conclusion, it
is not the correct one—based on the
details provided in the text (thus text
evidence).
Depth of
Knowledge
Levels for
Reading
Unpacking the 6th Grade Reading STAAR Released Items
Eligible Texas Essential Knowledge
and Skills
Questions from Texas Education Agency Student Assessment Division Fall 2010
Same Verb Used at Depth of Knowledge Levels
(6.11B) Identify simply faulty reasoning
used in persuasive texts.
Circle the cognitive demands (verbs)
Underline the content (concept)
Box the context
Same Verb Used at Depth of Knowledge Levels
(6.11B) Identify simply faulty reasoning used in persuasive texts.
Verb
Identify
Level 1
Level 2
Level 3
Level 4
Identify After reading
the article “Eliminate
Faulty Reasoning in
Your Class,” identify 5
examples of faulty
reasoning and list and
define each of them.
Identify and discuss
the 5 examples of faulty
reasoning. Use a
graphic representation
that identifies the
similarities and
differences of each of
the faulty reasoning
examples.
Identify faulty
reasoning in The
National Enquirer. Find
at least 3 examples of
faulty reasoning and
explain how each of
your examples is an
example of faulty
reasoning. Provide
specific details from the
text to support your
explanation.
Identify the ideas and
themes that keep
appearing in the 3
examples of faulty
reasoning that you
selected from The
National Enquirer.
Write an essay
explaining your
findings and provide
specific details from the
text to support your
findings.
.
Same Verb Used at Depth of Knowledge Levels
6.6A Summarize the elements of plot (e.g. rising action, turning point, climax, falling action,
denouement) in various works of fiction.
Verb
Summarize
Level 1
Level 2
Level 3
Level 4
Let’s complete a “quick” analysis of the test design
Genres Tested:
__________________
__________________
__________________
A
D
D
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
Number of Grade 5
Aligned SEs
Number of Grade 7
Grade Aligned SEs
Comments:
DOK Levels
Total
1
2
3
4
Let’s complete a “quick” analysis of the test design
Genres Tested:
__________________
__________________
__________________
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
Number of Grade 5
Aligned SEs
Number of Grade 7
Grade Aligned SEs
We will
complete
these sections
at the end. 
Comments:
DOK Levels
Total
1
2
3
4
Please Go to the First
Question in Your Packet
Unpacking the Reading STAAR Released Items
Eligible Texas Essential Knowledge
and Skills
Questions from Texas Education Agency Student Assessment Division Fall 2010
Think Around
the Question
In order for a student to be able to
master the first question, what does
the student need to know?
6th Grade
Example
Let’s Look At Vertical Alignment of
the Tested SE…
Everyone has a chart that looks like this…
2011 English I Reading STAAR Released Item
Grade 5
~Question 1: 6.10, Figure 19D
6th
Grade
Example
Grade 6
Grade 7
(11) Reading/ Comprehension
of Informational Text/
Expository Text. Students
analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding.
Tested SE
(10) Reading/ Comprehension of
Informational Text /Expository
Text. Students analyze, make
inferences and draw conclusions
about expository text and
provide evidence from text to
support their understanding.
(10) Reading/ Comprehension of
Informational Text/Expository
Text. Students analyze, make
inferences and draw conclusions
about expository text and
provide evidence from text to
support their understanding.
Tested SE
Tested SE
(Figure 19D): make inferences
about text and use textual
evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
(Figure 19D): make inferences
about text and use textual
evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
(Figure 19D): make complex
inferences about text and use
textual evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
In order for a 6th 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
Grade 5
~Question 1: 6.10, Figure 19D
6th
Grade
Example
Grade 6
Grade 7
(11) Reading/ Comprehension
of Informational Text/
Expository Text. Students
analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding.
Tested SE
(10) Reading/ Comprehension of
Informational Text /Expository
Text. Students analyze, make
inferences and draw conclusions
about expository text and
provide evidence from text to
support their understanding.
(10) Reading/ Comprehension of
Informational Text/Expository
Text. Students analyze, make
inferences and draw conclusions
about expository text and
provide evidence from text to
support their understanding.
Tested SE
Tested SE
(Figure 19D): make inferences
about text and use textual
evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
(Figure 19D): make inferences
about text and use textual
evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
(Figure 19D): make complex
inferences about text and use
textual evidence to support
understanding; Readiness
Standard (Expository) /
Supporting Standard
(Persuasive)
Tested SE
Now Let’s Look at the CSCOPE
Indicators in Connection to
the Tested SE—Looks Like This…
CSCOPE Performance Indicators*
5th Grade CSCOPE Performance Indicators
5.11 and Figure 19D
6th Grade CSCOPE Performance Indicators
6.10 and Figure 19D
7th Grade CSCOPE Performance Indicators
7.10 and Figure 19D
Unit 3 (2nd Nine Weeks)
Use multiple sources to gather information on a
topic of choice. Using effective text features and
graphics, create an informational brochure that
compiles facts from the sources.
Unit 3 (2nd Nine Weeks)
After reading 2-3 teacher-selected texts (same or
different genres) with similar ideas, use the
information gathered to complete a Venn diagram
that reflects the connections between ideas within
and across the texts.
Unit 3 (2nd Nine Weeks)
After reading two teacher-selected expository
texts, collaborate with another student and assign
one of the texts to each partner. Use the
organizational pattern (e.g., cause/effect,
sequential, order of importance, problem/
solution, etc.) as a guide for writing a summary of
the assigned text. Exchange summaries with your
partner. Evaluate your partner’s summary for
accuracy. With your partner, create a visual
representation (e.g., Venn diagram, double Tchart, creative illustration) that shows logical
connections between ideas in the two texts.
Unit 4B (3rd Nine Weeks)
Create a chart with columns labeled as follows:
title, purpose, facts/details, text features, and
organizational patterns. Read 3 to 5 informational
texts (expository, persuasive, and/or procedural)
on a related topic. Complete the chart for each
text read. Write a 1-2 paragraph reflection that
synthesizes the information
about the topic from the texts.
Unit 4A (3rd Nine Weeks)
After reading two informational texts on similar
topics by different authors, create a graphic
organizer that compares and contrasts the
authors’ purpose and organizational pattern. Use
the information gained to summarize the main
ideas and viewpoints in each
text.
Unit 5A (3rd Nine Weeks)
Same as 4B
Unit 5A (3rd Nine Weeks)
Same as 4A
Unit 5B (4th Nine Weeks)
Using the 2-4 print and electronic resources,
gather and record important information about
your topic, including changing graphic/visual
data into written notes. Review and categorize
related ideas in the information gathered. Write 24 additional questions addressing one of the
categories to narrow the research topic. Gather
more information on the narrowed topic. Write a
topic sentence that establishes the central idea
about your narrowed
research topic.
Unit 5B (4th Nine Weeks)
After reading a literary and an informational text
with similar ideas, create a graphic organizer that
summarizes the ideas in each text. In a paragraph,
make connections across the texts and provide
evidence to support your understanding.
6th Grade
Example
Unit 5A (3rd Nine Weeks)
After reading a teacher-selected expository text,
evaluate 3-4 different prepared summaries. Select
the summary that reflects the most accurate main
ideas, supporting details and contains the overall
meaning. Write a response that tells why it is the
best summary and includes textual evidence.
Unit 5B (4th Nine Weeks)
Read an excerpt from a novel or short fictional
story and a piece of expository writing with a
related topic. Identify the theme(s) in the literary
work and the author’s purpose in the expository
text. Complete a Venn diagram comparing the
two texts including the theme(s) and author’s
purpose. Provide textual evidence to support your
understanding.
*Note: The STAAR released test key only lists the SE with a 10, but CSCOPE does note specific SE’s –which is what is referenced on this chart.
We Are Ready to Start
Unpacking Each Question! 
Unpacking the Reading STAAR Released Items
Eligible Texas Essential Knowledge
and Skills
Questions from Texas Education Agency Student Assessment Division Fall 2010
Steps for Analysis of 2011 STAAR
Released Items
1.
2.
3.
4.
5.
6.
7.
8.
Unpack the SEs by:
 Circling the cognitive demands (verbs)
 Underlining the content (concept)
 Boxing the context
Read the Question
Solve the problem and determine the number of steps it took you to
solve it.
Identify the academic vocabulary either implied or stated that is aligned
to the SEs in the question.
Determine what part of the SE is being tested.
Determine how the question is being tested. (question stem)
Determine the level of thinking (DOK) that is required for the student
to successfully work through the problem.
Determine what the students need to know in order to answer the
question.
6th Grade
Example
Taught in
CSCOPE
6.10 Not listed in
CSCOPE—what is
listed is 10A-10D
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Readiness
DOK: Level (Evidence)
Level 3
6.10: Informational
Text/Expository Text
Make a conclusion about bird
formation based on text.
Figure 19(D): make inferences
about text and use textual
evidence to support
understanding
Details: prefer to fly in a
formation, move faster than
cyclists.
Gr5: 5.11, Fig. 19D; Gr7: 7.10,
Fig. 19D
Academic Vocabulary
Write (S) it is stated and (I) if
it is implied
Selection (S)
Conclude (S)
Contextual Vocabulary
formation
What part of the SE is being
tested?
Expository text
Make inference using textual
evidence to support
understanding
How is it being tested?
From the information
provided…the reader can
conclude…
What do the students need to
know in order to answer the
question correctly?
As students are reading, they
need to understand the various
reasons as to why the formation
may exist. They also need to
distinguish between mere details
and a conclusion. Choices A and
B are details, while choice C is
the conclusion. Although choice
D can also be a conclusion, it is
not the correct one—based on
the details provided in the text
(thus text evidence).
Taught in
CSCOPE
6.10 Not listed in
CSCOPE—what is
listed is 10A-10D
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Readiness
DOK: Level (Evidence)
Level 3
6.10: Informational
Text/Expository Text
Make a conclusion about bird
formation based on text.
Figure 19(D): make
inferences about text
and use textual
evidence to support
understanding
Details: prefer to fly in a
formation, move faster than
cyclists.
Gr5: 5.11, Fig. 19D; Gr7: 7.10,
Fig. 19D
Academic Vocabulary
Write (S) it is stated and (I) if
it is implied
Selection (S)
Conclude (S)
Contextual Vocabulary
formation
What part of the SE is being
tested?
Expository text
Make inference using textual
evidence to support
understanding
How is it being tested?
From the information
provided…the reader can
conclude…
What do the students need to
know in order to answer the
question correctly?
As students are reading, they
need to understand the various
reasons as to why the formation
may exist. They also need to
distinguish between mere details
and a conclusion. Choices A and
B are details, while choice C is
the conclusion. Although choice
D can also be a conclusion, it is
not the correct one—based on
the details provided in the text
(thus text evidence).
Taught in
CSCOPE
6.10 Not listed in
CSCOPE—what is
listed is 10A-10D
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Readiness
6.10: Informational
Text/Expository Text
Figure 19(D): make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.11, Fig. 19D; Gr7: 7.10,
Fig. 19D
DOK: Level (Evidence)
Level 3: Infer the author’s
purpose for using a simile.
“ribbon in the breeze”
Academic Vocabulary
Write (S) it is stated and (I) if
it is implied
Author (S)
Paragraph (S)
Sentence (S)
Simile (I)
Infer (I)
Textual evidence (I)
Contextual Vocabulary
Swooping
Flock
Visualize
Argue
What part of the SE is being
tested?
Expository text
Make inference using textual
evidence to support
understanding
How is it being tested?
Read…author uses this sentence
to…
What do the students need to
know in order to answer the
question correctly?
Students have to be able to
identify and understand the
purpose for similes in a
selection. In addition, in order to
get to the answer, students need
to understand that some of the
choices are somewhat related to
the purpose of the selection.
Taught in
CSCOPE
6.13 Not listed in
CSCOPE—what is
listed is 13A-10D
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Supporting
6.13: Media Literacy
Figure 19(D): make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.14; Fig 19D; Gr7: 7.13,
Fig. 19D
DOK: Level (Evidence)
Level 2
Under the picture, students will
see the word “formation” which
is included in the answer.
Academic Vocabulary
Write (S) it is stated and (I) if
it is implied
Photographs (S)
Support (S)
Idea (S)
Contextual Vocabulary
Instinctively
Formations
Consume
Flock
Resistance
Solo
What part of the SE is being
tested?
Use media to make inferences
about text (main idea)
How is it being tested?
The photographs…to support
idea
What do the students need to
know in order to answer the
question correctly?
Students need to now the purpose
for media being included with a
selection. They need to know how
to make an inference about an
idea in the text by using the
connected media. Some of the
answers choices are in the
selection but the one that best
supports the answer is letter A.
Taught in
CSCOPE
st
rd
1 -3 Nine Weeks
(Direct Teach); 4th 9
Weeks (Ongoing)
Readiness
6.6(A): summarize the elements
of plot development (e.g., rising
action, turning point, climax,
falling action, denouement) in
various works of fiction
Gr5: 5.6A; Fig 19D; Gr7: 7.6A
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
6.6 not listed in
CSCOPE—what is
listed is 6.6A-C;
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Readiness
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?
6.6: Literary Text / Fiction
Figure 19D: make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.6; Fig 19D; Gr7: 7.6,
Fig. 19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
6.6 not listed in
CSCOPE—what is
listed is 6.6A-C;
Fig19D: 1st-4th Nine
Weeks (Direct Teach)
Readiness
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?
6.6: Literary Text / Fiction
Figure 19D: make inferences
about text and use textual
evidence to support understanding
Gr5: 5.6; Fig 19D; Gr7: 7.6, Fig.
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
st
1 – 4th Nine Weeks
(Direct Teach)
Readiness
Figure 19F: make connections
(e.g., thematic links, author
analysis) between and across
multiple texts of various genres,
and provide textual evidence.
Gr5: Fig 19F; Gr7: Fig. 19F
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
st
1 – 4th Nine Weeks
(Direct Teach)
Readiness
Figure 19F: make connections
(e.g., thematic links, author
analysis) between and across
multiple texts of various genres,
and provide textual evidence.
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?
Gr5: Fig 19F; Gr7: Fig. 19F
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
st
1 – 4th Nine Weeks
(Direct Teach)
Readiness
Figure 19F: make connections
(e.g., thematic links, author
analysis) between and across
multiple texts of various genres,
and provide textual evidence.
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?
Gr5: Fig 19F; Gr7: Fig. 19F
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
Teach); 4th Nine
Weeks (Ongoing)
Supporting
6.4(A) explain how figurative
language (e.g., personification,
metaphors, similes, hyperbole)
contributes to the meaning of a
poem
Gr5: 5.4A; Gr7: 7.4A
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 on
CSCOPE is 6.4A and
not just 6. Figure 19D
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?
6.4: Literary Text/Poetry
Figure 19D: make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.4, Fig19D; Gr7: 7.4, Fig
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
What is listed on
CSCOPE is 6.4A and
not just 6. Figure 19D
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?
6.4: Literary Text/Poetry
Figure 19D: make inferences
about text and use textual evidence
to support understanding
Gr5: 5.4, Fig19D; Gr7: 7.4, Fig
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
What is listed on
CSCOPE is 6.4A and
not just 6. Figure 19D
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?
6.4: Literary Text/Poetry
Figure 19D: make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.4, Fig19D; Gr7: 7.4, Fig
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
What is listed on
CSCOPE is 6.4A and
not just 6. Figure 19D
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?
6.4: Literary Text/Poetry
Figure 19D: make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.4, Fig19D; Gr7: 7.4, Fig
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Taught in
CSCOPE
What is listed on
CSCOPE is 6.4A and
not just 6. Figure 19D
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?
6.4: Literary Text/Poetry
Figure 19D: make inferences
about text and use textual
evidence to support
understanding
Gr5: 5.4, Fig19D; Gr7: 7.4, Fig
19D
Contextual Vocabulary
What do the students need to
know in order to answer the
question correctly?
Let’s complete a “quick” analysis of the test design
Examining STAAR
Implications for Teaching
Number of
Non-linguistic
Representation
Number of Grade 5
Aligned SEs
Now we can
complete the
rest of the form.
Number of Grade 7
Aligned SEs
Comments:
DOK Levels
Total
1
2
3
4