TH
WHAT’S THE 8 GRADE READING TEST
ABOUT?
QUICK REVIEW
• IN 8TH GRADE – READING ONLY
• 52 MULTIPLE CHOICE QUESTIONS
ALL
8th Grade STAAR Test Blueprint
8th grade Reading STAAR
Test Design
No essays
No Short answers
Very important that
English 1 teachers
provide students with
many opportunities to
write short answers AND
write essays in timed
situations.
Performance Descriptors for 8th grade reading
ITEM ANALYSIS
• FOR THIS ANALYSIS, THE STATE ITEM ANALYSIS WAS USED AS A COMPARISON
BASELINE.
• FOR MORE IN DEPTH ANALYSIS, HIGH SCHOOLS SHOULD FOLLOW THIS
PROCESS WITH THEIR INDIVIDUAL FEEDER MIDDLE SCHOOLS.
• USING THE STATE ITEM ANALYSIS ALLOWS THIS INFORMATION TO BE SHARED
WITH ANY HIGH SCHOOL IN ROUND ROCK.
• IT STILL PROVIDES A BASELINE DATA FOR OUR STUDENTS IN RRISD.
STAAR Questions that less than 60% of 8th graders in the state chose the correct answer
Test
Question
% correct
answer
4
49
8.6A - Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements
of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are
resolved
8
25
8.6A – same as above
12*
51
8.4 - 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. Students are expected to compare and contrast the relationship between
the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). AND FIG 19
15*
54
8.4 – same as above AND FIG 19
21*
52
8.9 - Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are
expected to analyze works written on the same topic and compare how the authors achieved similar or different purpose AND FIG 19
29*
58
8.11 - Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text
and provide evidence from text to support their analysis. AND FIG 19
46
51
8.10D - 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. Students are expected to: synthesize and make logical connections between ideas
within a text and across two or three texts representing similar or different genres and support those findings with textual evidence.
48
39
8.10C - 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. Students are expected to make subtle inferences and draw complex conclusions
about the ideas in text and their organizational patterns
52
51
8.10A - 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. Students are expected to: (A) summarize the main ideas, supporting details, and
relationships among ideas in text succinctly in ways that maintain meaning and logical order;
TODAY’S PROCESS:
• EXAMINE EACH 8TH GRADE HIGH STAKES TEKS (STATE LEVEL)
• LOOK AT HOW THE TEKS WAS ASKED ON THE 8TH GRADE TEST
• LOOK AT THE CORRELATING 9TH GRADE TEKS
• LOOK AT HOW THE 9TH GRADE TEKS WAS ASKED ON THE TEST
• DISCUSS INSTRUCTIONAL METHODS TO INCREASE STUDENT PERFORMANCE
ON THE HIGH STAKES TEKS
TH
8 GRADE HIGH STAKES TEKS #1
8.6A - COMPREHENSION OF LITERARY TEXT/FICTION. STUDENTS UNDERSTAND,
MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE STRUCTURE AND
ELEMENTS OF FICTION AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR
UNDERSTANDING. STUDENTS ARE EXPECTED TO:
ANALYZE LINEAR PLOT DEVELOPMENTS (E.G., CONFLICT, RISING ACTION,
FALLING ACTION, RESOLUTION, SUBPLOTS) TO DETERMINE WHETHER AND HOW
CONFLICTS ARE RESOLVED
HOW WAS 8.6A ASKED ON THE 8TH GRADE READING TEST?
Only 49% of 8th grade students chose the correct answer “G” for this question.
Most students chose “H”.
8.6 Same TEKS – only 25% of students chose the correct answer “F”. Most students chose
“H”
HOW DOES THE 8TH GRADE HIGH STAKES TEKS ALIGN WITH
THE 9TH GRADE TEKS?
8th Grade
9th Grade STRAND
8.6A - Comprehension of Literary Text/Fiction.
Students understand, make inferences and draw
conclusions about the structure and elements of fiction
and provide evidence from text to support their
understanding. Students are expected to:
5) Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(
(A) analyze linear plot developments (e.g., conflict,
rising action, falling action, resolution, subplots) to
determine whether and how conflicts are resolved
(A)analyze non-linear plot development (e.g., flashbacks,
foreshadowing, sub-plots, parallel plot structures) and
compare it to linear plot development;
(B) analyze how authors develop complex yet believable
characters in works of fiction through a range of literary
devices, including character foils;
(C) analyze the way in which a work of fiction is shaped by the
narrator's point of view; and
(D) demonstrate familiarity with works by authors from nonEnglish-speaking literary traditions with emphasis on classical
literature.
SO WHAT DOES THIS MEAN FOR ENGLISH 1
GRADE TEACHERS IN TERMS OF LITERARY
READING?
Examples of level 1:
Which of the following is not a piece of information that Marin knew
about Geraldo?
A. Geraldo was his first name.
B. He worked in a restaurant.
D. He wore green pants and a Saturday shirt
E. He was proud to dance
Examples of higher level:
Consider the use of language in “Geraldo No Last Name.” What overall
effect does Cisneros achieve by using colloquialisms?
A. The colloquialisms add humor to the tone of the story.
B. Colloquialisms allow Cisneros to reveal that Marin is highly
educated.
C. Colloquialisms allow Cisneros to make the narrator’s voice vivid and
memorable.
D. Cisneros’s use of language reveals to the reader that Marin does not relate to Geraldo.
IT IS CRUCIAL THAT ENGLISH 1 TEACHERS AVOID LEVEL 1 QUESTIONS
IN ASSESSMENTS, DISCUSSIONS AND INSTRUCTION!
9TH GRADE STUDENTS NEED MORE PRACTICE WITH TRUE ANALYSIS – Taking a piece and relating it
to the meaning of the text as a whole.
EXAMPLES FROM
9TH GRADE TEST:
The questions ask
the student to look
at ONE element and
relate it to how the
element functions
and adds to the
entire meaning of
the text.
HIGH STAKES TEKS #1 SUMMARY
TO INCREASE STUDENT SCORES ON THE E1 READING EOC, E1
TEACHERS SHOULD:
1. AVOID LEVEL 1 QUESTIONS IN CLASS, HOMEWORK, QUIZZES
AND TESTS
2. FOCUS MORE ON TRUE ANALYSIS RATHER THAN SUMMARY
3. COMMON ASSESSMENTS WILL HELP TEACHERS HAVE
INSTRUCTIONAL DISCUSSIONS ABOUT HIGH STAKES TEKS!
TH
8 GRADE HIGH STAKES TEKS #2
8.4- 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.
STUDENTS ARE EXPECTED TO COMPARE AND CONTRAST THE
RELATIONSHIP BETWEEN THE PURPOSE AND CHARACTERISTICS
OF DIFFERENT POETIC FORMS (E.G., EPIC POETRY, LYRIC POETRY).
AND FIG 19
IMPORTANT NOTE: RRISD students struggle with poetry. This includes
students taking the AP Literature exam.
8th grade HIGH STAKES TEK #2 – ONLY 51% OF 8TH
GRADERS CHOSE THE CORRECT ANSWER CHOICE
“H”. MOST CHOSE “G”
HIGH STAKES TEK #2 – ONLY 54% OF 8TH GRADERS
CHOSE THE CORRECT ANSWER CHOICE “C”. MOST
CHOSE “A”
HOW DOES THE 8TH GRADE HIGH STAKES POETRY TEKS
ALIGN WITH THE 9TH GRADE TEKS?
8th Grade
9th Grade
8.4- Comprehension of Literary
(3) Reading/Comprehension of
Text/Poetry. Students understand, make Literary Text/Poetry. Students
inferences and draw conclusions about
understand, make inferences and draw
the structure and elements of poetry and conclusions about the structure and
provide evidence from text to support
elements of poetry and provide evidence
their understanding.
from text to support their understanding.
Students are expected to compare and
contrast the relationship between the
purpose and characteristics of different
poetic forms (e.g., epic poetry, lyric
poetry).
Students are expected to analyze the
effects of diction and imagery (e.g.,
controlling images, figurative language,
understatement, overstatement, irony,
paradox) in poetry.
SOWHAT DOES THIS MEAN FOR ENGLISH 1
TEACHERS IN TERMS OF TEACHING
POETRY?
STUDENTS NEED MANY OPPORTUNITIES TO ANALYZE THE EFFECTS OF DICTION AND
IMAGERY WHEN READING POETRY
BETTER EXAMPLE:
NON-EXAMPLE:
Which of the following is not one
of the actions described in “We
Real Cool”?
A. “Sing sin”
B. “Lurk late”
C. “Honk horns”
D. “Strike straight”
No analysis present in this
question - all students have to do
is find the answer in the poem. It is
directly stated.
In which stanza of the poem “We Real
Cool” does a shift in mood occur?
A. in the last stanza
B. in the first stanza
C. in the second stanza
D. in the first line of each stanza
In this higher level question, students
have to look at the diction and decide
when the diction changes to indicate a
shift in mood. It also requires students
to understand literary vocabulary.
9TH GRADE STUDENTS NEED MORE PRACTICE WITH TRUE POETRY ANALYSIS – Looking at
DICTION AND IMAGERY and relating it to the meaning of the text as a whole. There were FOUR poetry
questions based on this TEK on the released E1 Reading test.
EXAMPLES FROM E1 EOC
the 2013 9th graders
STRUGGLED with these four
questions.
The % who chose correct
answer is not higher than 60%
on any of these questions
9TH GRADE STUDENTS NEED MORE PRACTICE WITH TRUE POETRY ANALYSIS – Looking at
DICTION AND IMAGERY and relating it to the meaning of the text as a whole. There were FOUR poetry
questions based on this TEK on the released E1 Reading test.
EXAMPLES FROM E1 EOC
the 2013 9th graders
STRUGGLED with these
four questions.
The % who chose correct
answer is not higher
than 60% on any of these
questions
9TH GRADE STUDENTS NEED MORE PRACTICE WITH TRUE POETRY ANALYSIS – Looking at
DICTION AND IMAGERY and relating it to the meaning of the text as a whole. There were FOUR poetry
questions based on this TEK on the released E1 Reading test.
EXAMPLES FROM E1 EOC
the 2013 9th graders
STRUGGLED with these
four questions.
The % who chose
correct answer is not
higher than 60% on
any of these questions
HIGH STAKES TEKS #2 SUMMARY
TO INCREASE STUDENT SCORES ON THE E1 READING EOC FOR POETRY, E1
TEACHERS SHOULD:
1. POETRY INSTRUCTION SHOULD FOCUS ON THE ANALYSIS OF DICTION AND
IMAGERY WITH HIGHER LEVEL QUESTIONS
2. STUDENTS SHOULD UNDERSTAND WHY AUTHORS USE SPECIFIC DICTION
AND IMAGERY IN A POEM AND WHAT EFFECT IT HAS ON THE READER
3. COMMON ASSESSMENTS WILL HELP TEACHERS HAVE INSTRUCTIONAL
DISCUSSIONS ABOUT HIGH STAKES TEKS!
TH
8 GRADE HIGH STAKES TEKS #3
8.9 - COMPREHENSION OF INFORMATIONAL TEXT/CULTURE AND HISTORY.
STUDENTS ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT THE
AUTHOR'S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY
CONTEXTS AND PROVIDE EVIDENCE FROM THE TEXT TO SUPPORT THEIR
UNDERSTANDING.
STUDENTS ARE EXPECTED TO ANALYZE WORKS WRITTEN ON THE SAME TOPIC
AND COMPARE HOW THE AUTHORS ACHIEVED SIMILAR OR DIFFERENT
PURPOSES AND FIG 19
HIGH STAKES TEK #3 – ONLY 52% OF 8TH GRADERS CHOSE THE
CORRECT ANSWER CHOICE “B. The common choice was “D”
HOW DOES THE 8TH GRADE 8.9 HIGH STAKES TEKS
ALIGN WITH THE 9TH GRADE TEKS?
8th Grade
8.9 - Comprehension of Informational
Text/Culture and History. Students analyze,
make inferences and draw conclusions about
the author's purpose in cultural, historical, and
contemporary contexts and provide evidence
from the text to support their understanding.
Students are expected to analyze works
written on the same topic and compare how
the authors achieved similar or different
purposes
9th Grade
(8) Reading/Comprehension of
Informational Text/Culture and History.
Students analyze, make inferences and draw
conclusions about the author's purpose in
cultural, historical, and contemporary contexts
and provide evidence from the text to support
their understanding.
Students are expected to explain the
controlling idea and specific purpose of an
expository text and distinguish the most
important from the less important details
that support the author's purpose.
SOWHAT DOES THIS MEAN FOR ENGLISH 1
TEACHERS IN TERMS OF TEACHING
INFORMATIONAL TEXT/CULTURE/HISTORY?
There were three
questions on the E1
test for this TEKS.
The 2013 9th graders
did NOT struggle with
these questions.
Over 70% of 9th
graders answered
correctly.
The 2013 8th graders
did struggle with this
TEKS.
This is a good TEKS to pre – assess in E1.
However, notice that the question stems are very similar to the ones used in the literary
selections
To have continued student success for this skill, focus on higher level questions with
informational text!
HIGH STAKES TEKS #3 SUMMARY
2013 8TH GRADERS STRUGGLED WITH THE STANDARD AND 2013 E1 STUDENTS
DID NOT STRUGGLE AS MUCH:
1. FOCUS ON HIGHER LEVEL QUESTIONS
2. ASSESS THIS SKILL TO SEE IF STUDENTS STRUGGLE
3. COMMON ASSESSMENTS WILL HELP TEACHERS HAVE INSTRUCTIONAL
DISCUSSIONS ABOUT HIGH STAKES TEKS!
TH
8 GRADE HIGH STAKES TEKS #4
(11) COMPREHENSION OF INFORMATIONAL TEXT/PERSUASIVE TEXT. STUDENTS
ANALYZE, MAKE INFERENCES AND DRAW CONCLUSIONS ABOUT PERSUASIVE TEXT
AND PROVIDE EVIDENCE FROM TEXT TO SUPPORT THEIR ANALYSIS. STUDENTS ARE
EXPECTED TO:
(A) COMPARE AND CONTRAST PERSUASIVE TEXTS THAT REACHED DIFFERENT
CONCLUSIONS ABOUT THE SAME ISSUE AND EXPLAIN HOW THE AUTHORS REACHED
THEIR CONCLUSIONS THROUGH ANALYZING THE EVIDENCE EACH PRESENTS; AND
(B) ANALYZE THE USE OF SUCH RHETORICAL AND LOGICAL FALLACIES AS LOADED
TERMS, CARICATURES, LEADING QUESTIONS, FALSE ASSUMPTIONS, AND INCORRECT
PREMISES IN PERSUASIVE TEXTS.
TEKS 8.11 – 58% of 8th graders chose the correct answer
“A”. The common distractor was “B”
TEKS 8.11 – 65% of 8th graders chose the correct answer “J”.
The common distractor was spread between all other answer
choices
TEKS 8.11 – 65% of 8th graders chose the correct answer
“C”. The common distractor was “A”
HOW DOES THE 8TH GRADE PERSUASIVE HIGH STAKES
TEKS ALIGN WITH THE 9TH GRADE TEKS?
8th Grade
11) Comprehension of Informational Text/Persuasive
Text. Students analyze, make inferences and draw
conclusions about persuasive text and provide
evidence from text to support their analysis. Students
are expected to:
9th Grade
(10) Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text
and provide evidence from text to support their
analysis. Students are expected to:
(A) compare and contrast persuasive texts that reached (A) analyze the relevance, quality, and credibility of
different conclusions about the same issue and
evidence given to support or oppose an argument
explain how the authors reached their conclusions
for a specific audience; and
through analyzing the evidence each presents;
and
(B) analyze the use of such rhetorical and logical
(B) analyze famous speeches for the rhetorical
fallacies as loaded terms, caricatures, leading
structures and devices used to convince the reader
questions, false assumptions, and incorrect premises in of the authors' propositions.
persuasive texts.
SOWHAT DOES THIS MEAN FOR
ENGLISH 1 TEACHERS IN TERMS OF
TEACHING PERSUASIVE TEXTS?
THERE WERE NO QUESTIONS BASED ON THIS
TEKS ON THE 9TH GRADE READING TEST IN 2013
However, this does not mean it won’t be tested
in 2014.
The common skill between 8th grade, E1 and E2
is the ability to analyze and evaluate the
accuracy of evidence.
The English 2 Persuasive Strand:
(10) Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive
text and provide evidence from text to support their
analysis. Students are expected to:
(A) explain shifts in perspective in arguments
about the same topic and evaluate the accuracy of
the evidence used to support the different
viewpoints within those arguments; and
(B) analyze contemporary political debates for such
rhetorical and logical fallacies as appeals to
commonly held opinions, false dilemmas, appeals
to pity, and personal attacks.
HIGH STAKES TEKS #4 SUMMARY
THE PERSUASIVE STRAND WAS NOT TESTED IN 9TH GRADE READING. IT WAS TESTED IN 8TH GRADE.
IT MAY BE TESTED IN 2014.
1.
2.
FOCUS ON THE CREDIBILTY OF EVIDENCE
3.
COMMON ASSESSMENTS WILL HELP TEACHERS HAVE INSTRUCTIONAL DISCUSSIONS ABOUT HIGH
STAKES TEKS!
STUDENTS SHOULD READ PERSUASIVE SPEECHES AND OTHER DOCUMENTS AND UNDERSTAND WHAT
EVIDENCE THE AUTHOR USES, TO WHAT EFFECT AND IF THE EVIDENCE IS CREDIBLE IN TERMS OF
SUPPORTING THE ARGUMENT
HIGH STAKES TEKS #5 – EXPOSITORY TEXT
STRAND
(10) 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. STUDENTS ARE EXPECTED TO:
(A) SUMMARIZE THE MAIN IDEAS, SUPPORTING DETAILS, AND RELATIONSHIPS AMONG IDEAS IN TEXT SUCCINCTLY
IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER;
(B) DISTINGUISH FACTUAL CLAIMS FROM COMMONPLACE ASSERTIONS AND OPINIONS AND EVALUATE INFERENCES
FROM THEIR LOGIC IN TEXT;
(C) MAKE SUBTLE INFERENCES AND DRAW COMPLEX CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR
ORGANIZATIONAL PATTERNS; AND
(D) SYNTHESIZE AND MAKE LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT AND ACROSS TWO OR THREE
TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES AND SUPPORT THOSE FINDINGS WITH TEXTUAL EVIDENCE
8TH GRADE STUDENTS STRUGGLED WITH THE ENTIRE STRAND
8.10B
distinguish factual claims from commonplace assertions and opinions and evaluate inferences from
their logic in text
Only 54% of 8th graders chose the correct answer “F”. The common distractor was “G”.
The next three questions from the test all came
from the same text.
It was an informational text that had procedural
text embedded within it.
Teachers can look at the released 8th grade test,
which TEA has made available on line at:
http://www.tea.state.tx.us/student.assessment/sta
ar/testquestions/
8.10D
synthesize and make logical connections between ideas within a text and across two or three
texts representing similar or different genres and support those findings with textual
evidence
Only 51% of 8th graders chose the correct answer “G”. The common distractor was “J”. This
question was testing the skill “ideas within a text”
8.10C
make subtle inferences and draw complex conclusions about the ideas in text and their
organizational patterns
Only 39% of 8th graders chose the correct answer “F”. The common distractor was split
between all other answers. This question was testing the skill “draw complex conclusions”
8.10 A
summarize the main ideas, supporting details, and relationships among ideas in text succinctly in
ways that maintain meaning and logical order;
Only 51% of 8th graders chose the correct answer “J”. The common distractor was split
between all other answers.
WOW!
TH
8 GRADE STUDENTS
STRUGGLED WITH
INFORMATIONAL AND
EXPOSITORY TEXT ON
TH
THE 8 GRADE STAAR!
8TH TO 9TH EXPOSITORY STRAND ALIGNMENT – THE SKILLS ARE ALMOST THE SAME!
8th Grade
9th Grade
(10) 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. Students are expected to:
(9) 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. Students are expected
to:
(A) summarize the main ideas, supporting details, and
relationships among ideas in text succinctly in ways that
maintain meaning and logical order;
(A) summarize text and distinguish between a summary that
captures the main ideas and elements of a text and a
critique that takes a position and expresses an opinion;
(B) distinguish factual claims from commonplace assertions and
opinions and evaluate inferences from their logic in text;
(B) differentiate between opinions that are substantiated and
unsubstantiated in the text;
(C) make subtle inferences and draw complex conclusions
about the ideas in text and their organizational patterns; and
(C) make subtle inferences and draw complex conclusions
about the ideas in text and their organizational patterns; and
(D) synthesize and make logical connections between ideas
within a text and across two or three texts representing similar
or different genres and support those findings with textual
evidence
(D) synthesize and make logical connections between ideas
and details in several texts selected to reflect a range of
viewpoints on the same topic and support those findings with
textual evidence
SOWHAT DOES THIS MEAN FOR
ENGLISH 1 TEACHERS IN TERMS OF
TEACHING
EXPOSITORY/INFORMATIONAL
TEXTS?
There were 9
questions from
the expository
strand on the
English 1 EOC
Test in Spring
2013
8 of the 9 questions assessed TEKS 9C make subtle inferences and draw
complex conclusions about the ideas in
text and their organizational patterns
Students who took the E1 Reading EOC
in Spring of 2013 did fairly well on the 9
questions – over 70% of students across
the state in E1 chose the correct answer
on each question.
HIGH STAKES TEKS #5 SUMMARY
THE 8TH GRADE STUDENTS WHO ARE CURRENT 9TH GRADE STUDENTS MAY
NEED ADDITIONAL PRACTICE WITH EXPOSITORY/INFORMATIONAL TEXTS
1. FOCUS ON:
MAKING SUBTLE INFERENCES AND DRAW COMPLEX
CONCLUSIONS ABOUT THE IDEAS IN TEXT AND THEIR
ORGANIZATIONAL PATTERNS
2. COMMON ASSESSMENTS WILL HELP TEACHERS HAVE INSTRUCTIONAL
DISCUSSIONS ABOUT HIGH STAKES TEKS!
THE FOLLOWING SLIDES •SHOW THE RESULTS FROM THE ENGLISH 1 EOC
GIVEN IN 2013
•THE STUDENTS WHO TOOK THIS TEST ARE NOW
10TH GRADERS
Test
Question
% correct
answer
7
62
11B - Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information
in procedural texts and documents. Students are expected to:
(B) analyze factual, quantitative, or technical data presented in multiple graphical sources.
8
63
5B -Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices,
including character foils
12
60
5 -Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their understanding.
13
45
12 - Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning.
23
50
3 - 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. Students are expected to
analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony,
paradox) in poetry.
26
63
7 - Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their
understanding. Students are expected to explain the role of irony, sarcasm, and paradox in literary works.
27
50
3 - 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. Students are expected to
analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony,
paradox) in poetry.
28
52
5C - Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
analyze the way in which a work of fiction is shaped by the narrator's point of view
STAAR Questions that less than 60% of 9th graders chose the correct answer
Test
Question
% correct
answer
31
54
5B -Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices,
including character foils
32
39
5C - Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about
the structure and elements of fiction and provide evidence from text to support their understanding.
analyze the way in which a work of fiction is shaped by the narrator's point of view
36
60
Fig 19
38
56
Fig 19
STAAR Questions that less than 60% of 9th graders chose the correct answer
IMPORTANT NOTE – Literary Text/Fiction and Literary Text/Poetry appear several times
on this high stakes list. These strands also appear at 8th grade as high stakes.
This does not mean that students should read MORE fiction and poetry, but rather that
the Instructional Methods should include more analysis of literary elements including
the effect of the element on the reader and the meaning of the text as a whole.
Suggested Data Protocols for English 1 PLC Teams
1. Review incoming 8th grade reading data (Done!)
2. Review 2013 English 1 EOC data (Done!)
3. Review the campus item analysis (on the Q Drive) and the released E1 test (both reading
and writing available at TEA)
4. Look at the specific TEKS that the campus students struggled with on the test
5. Analyze the VERB of the TEK to make sure that instructional activities and classroom
assessments are aligned to the depth and complexity
6. Design common assessments that utilize the question stems from the state assessment
7. Hold data conversations based on common assessments
8. Adjust instructional delivery as directed by the common assessments