Preparing for TAKS Middle and High School English Language Arts

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Preparing for TAKS Middle and High School
English Language Arts
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New Vision for Statewide Assessment

• Completely reconceived testing program
• Reflection of actual classroom practice
• Questions clearly worded, asked in authentic ways

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Background

• 19992000
• TEKS selection by educator committees, objectives
  drafted
• Eleventh grade surveys distributed
• 20002001
• Third through tenth grade and second draft
  eleventh grade surveys distributed
• Survey results and prototypes examined by
  educator committees
• 20012002
• Field test items reviewed by educator committees
• Information booklets distributed
• Field test administered

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Information Booklets

• Reading Grades 36
• Reading Grades 58
• Writing Grades 4 and 7
• Reading Grade 9 and English Language Arts Grades
  10 and 11 Exit Level

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Organization of the TAKS

• Objectives
• Umbrella statements
• Headings for grouping Student Expectations
• Identical for Grades 38 (elementary/middle
  school system) and 911 (high school system)
• Reporting unit
• TEKS Student Expectations
• Grouped under appropriate objective
• May be repeated (writing composition vs.
  revising/editing)

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Clarification of Terms

• The term including is used when the specific
  examples that follow it must be taught.
• The term such as is used when the specific
  examples that follow function only as
  representative illustrations that help define the
  expectation for teachers.
• However, in both cases other examples may be
  used in addition to those listed.
• Any skill or concept in brackets is not tested.

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Culturally Diverse Text
The term culturally diverse simply means
pertaining to a variety of backgrounds and
perspectives. We are committed to finding
selections that will represent, as much as
possible, the wide range of backgrounds of the
student population in Texas. At the same time,
each selection must be accessible to all
students, regardless of ethnicity or
background. Grades 9, 10,
11 Information Booklet, p. 6

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Grade 9 Reading Grades 10 and 11 English
Language Arts

• Triplet linked by a theme
• Introduction for background information if
  necessary, photographs, illustrations
• Grade 1011 30003500 words
• Grade 9 25003000 words
• Numbered paragraphs

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Grades 10 and 11 English Language Arts (reading
section), Grade 9 Reading

• Objective 1
• Basic understanding of the text
• Objective 2
• Knowledge of literary elements and techniques as
  used in texts
• Objective 3
• Critical analysis and evaluation of texts and
  visual representations

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Objective 1 Items

• Vocabulary in Context
• Designated word will be above grade level.
• Student is expected to know and use different
  strategies (word structures, analogies,
  connotations).
• Context clues are included in the selection.
• Multiple-meaning words are tested through a
  dictionary entry.

11
Objective 1 Items, continued

• Important, relevant details/events
• Main idea/gist
• Summary

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Objective 2 Items

• Theme
• Significance of setting
• Characterization
• Plot development, conflicts
• Literary techniques
• Literary language
• Historical or contemporary context
• Narrative mostly, expository if appropriate

13
Objective 3 Items

• Ability to connect, compare, contrast ideas,
  themes, or issues (single or across selections)
• Media message and persuasive techniques
• Organizational patterns

14
Objective 3 Items

• Deeper, more complete understanding of the text
  inferential thinking
• Impact of historical context
• Support/evidence from text
• Style, tone, and mood
• Authors perspective/point of view
• Authors purpose

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Open-ended Items

• Three open-ended items
• Objectives 2 and 3
• Short response on 5 or 8 lines
• Scored on content, not writing ability
• Rubric based on reasonable response and
  accurate/relevant textual evidence

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Reading Sample
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Reading Sample
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Viewing Representing Piece
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Sample Questions
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Sample Questions, continued
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Sample Questions, continued
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Grades 10 and 11 English Language Arts (Writing
Section)

• Objectives 4 and 5
• Composition
• Objective 6
• Revising/Editing

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Objective 4 Items

• Composition
• Prompt thematically related to the triplet
• No unique purpose or mode
• Students choice of an approach that best
  expresses his/her ideas about the topic
• Standard English prose
• Holistically scoring on a scale of 14

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Objective 5 Items

• Composition
• Holistic judgment of the strength of conventions
  overall
• Some errors are more serious and have greater
  impact on communication (unclear pronoun
  antecedent vs. incorrect capitalization).
• Degree of sophistication of student attempts at
  sentence construction and use of words is taken
  into account.

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Preliminary Scoring Criteria

• Responsiveness to prompt
• Focus and coherence
• Depth of development and degree to which ideas
  are interesting and not contrived
• Logical progression of ideas
• Sustained voice
• Overall strength of conventions

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Written Composition

• Grade 11 Exit Sample Prompt

Write an essay explaining the importance of
understanding your heritage.
The information in the box below will help you
remember what you should think about when you
write your composition.

• REMEMBER YOU SHOULD
• write about the assigned topic
• make your writing thoughtful and interesting
• make sure that each sentence you write
  contributes to your composition as a whole
• make sure that your ideas are clear and easy for
  the reader to follow
• write about your ideas in depth so that the
  reader is able to develop a good understanding of
  what you are saying
• proofread your writing to correct errors in
  spelling, capitalization, punctuation, grammar,
  and sentence structure

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Grades 10 11 English Language ArtsRevising
Editing

• Samples of student writing/peer editing
  (approximately one page in length, may have
  photograph or illustration)
• Numbered sentences
• Multiple-choice items
• No isolated assessment of skills

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Objective 6 Items(in the context of peer editing)

• Revision items
• Effective sentence construction
• Organization
• Word choice

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Objective 6 Items(in the context of peer editing)

• Editing Items
• What change, if any, needs to be made in
  Sentence __?
• Standard grammar and usage
• Capitalization, punctuation
• Spelling

English II and III
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Peer Editing, Sample
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Sample Questions
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Grade 10 Revising and Editing Sample
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Sample Questions
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Use of Dictionaries

• Grade 9 Reading, Grades 10 and 11 ELA, and Grade
  7 Writing
• All students must have access to a dictionary
  minimally, 1 for every 5 students in the testing
  situation
• District or personal dictionaries

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Grade 68 Reading Selections

• Title
• Introduction with background information, when
  necessary
• Paragraphs numbered where appropriate
• Photographs, illustrations
• Clear, focused questions and statements in items

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Grade 68 Reading Selections

• Narrative (stories, letters, diary entries)
• Expository (information, explanation)
• Mixed
• Paired (except at grade 3)
• Grades 6, 7, 8 7001000 words

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Grades 68 Reading

• Objective 1
• Basic understanding of texts
• Objective 2
• Knowledge of literary elements to understand
  texts
• Objective 3
• Use of strategies to analyze texts
• Objective 4
• Application of critical thinking skills to
  analyze texts

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Objective 1 Items

• Vocabulary in context
• Underlined word will be above grade level.
• Student is expected to know and use different
  strategies (e.g., word structure, word origin,
  analogies, or connotation, depending on grade
  level).
• Context clues will be provided in the selection.
• Multiple-meaning words will be tested through a
  dictionary entry.

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Objective 1 Items, continued

• Important, relevant details/events
• Main idea/gist
• Summary

40
Objective 2 Items

• Characterization
• Setting
• Plotevents that significantly affect the
  storyline
• Literary devices
• Narrative mostly, expository or mixed if
  appropriate

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Objective 3 Items

• Text structure or progression of ideas,
  organization, pattern, relationships between
  ideas
• Similarities and differences across texts
• Representation of text in different ways
• Authors purpose
• Story variants
• Authors perspective/point of view

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Objective 4 Items

• Deeper, more complete understanding of the text,
  inferential thinking
• Fact/opinion only with expository/mixed when
  authors intent is to persuade
• Support/evidence from text

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Objective 4 Items, continued

• Organizational patterns
• Ability to connect, compare, contrast ideas,
  themes, or issues (single or paired selections)
• Style, tone, and mood

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Selection Samples
Read the next two selections and then answer the
questions that follow them.
When the modern Olympic Games were established in
1896, organizers decided to limit the competition
to amateur athletes. Athletes who had received
money for playing or training were barred from
competition. By the 1980s, the rules had changed.
Today professional athletes can participate in
the Olympics. Read the following selections. The
first is dated 1913 the second is dated 2000.
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Selection Samples, continued
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Questions

• Use The Daily Gazette to answer the following
  questions.

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Sample Questions, continued
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Sample Questions, continued
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Reading Sample
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Sample Questions
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Sample Questions
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Grade 7 Writing

• Composition
• No unique purposes for writing
• Open-ended prompts
• Students choice of an approach that best
  expresses his/her ideas about the topic
• Standard English prose
• Focused, holistic scoring 14

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Grade 7 Writing

• Revising and editing (multiple choice)
• Samples of student writing/peer editing
  (approximately one page in length, may have
  photograph or illustration)
• Grade 7 250300 words
• Numbered sentences
• No isolated assessment of objectivesall four
  objectives will be assessed together

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Grade 7 Writing

• Revision and Editing
• Editing itemsWhat change, if any, needs to be
  made in Sentence 5?
• Revision items

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Grade 7 Writing

• Objectives 1 and 2
• Composition
• Objectives 3, 4, 5, and 6
• Revising/Editing

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Objective 1Composition

• Respond directly to the prompt.
• Organize ideas to show a logical progression of
  thought.
• Remain focused on the topic.
• Develop ideas thoroughly and specifically.
• Express an individual voice (authentic, personal,
  natural).

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Objective 2Composition

• Holistic judgment of the strength of conventions
• overall
• Some errors are more serious and have greater
  impact on communication (unclear pronoun
  antecedent vs. incorrect capitalization).
• Degree of sophistication of student attempts at
  sentence construction and use of words is taken
  into account.

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Grade 7 Sample Prompt
Write a composition about why it is important to
appreciate what you have.
The information in the box below will help you
remember what you should think about when you
write your composition.

• REMEMBER YOU SHOULD
• write about why it is important to appreciate
  what you have
• make your writing interesting to the reader
• make sure that each sentence you write helps the
  reader understand your composition
• make sure that your ideas are clear and easy for
  the reader to follow
• write about your ideas in detail so that the
  reader really understands what you are saying
• check your work for correct spelling,
  capitalization, punctuation, grammar, and
  sentences

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Objective 3 Items

• Recognize irrelevant sentences to be deleted.
• Identify sentences that should be added to
  elaborate.
• Select appropriate transition word or phrase.

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Objective 4 Items

• Recognize and correct fragments and run-ons.
• Combine sentences effectively.
• Improve awkward/wordy sentences.

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Objective 5 Items

• Recognize and correct errors in
• Subject-verb agreement
• Verb tenses
• Pronoun referents
• Parts of speech
• Adverbs, adjectives and their forms
• Use of double negatives
• Misuse of homonyms
• Use of indefinite reference
• Vague wording

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Objective 6 Items

• Recognize and correct errors in
• Capitalization
• Punctuation
• Spelling

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Peer Editing Sample
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Sample Questions
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TEACH THE TEKS!
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Vertical Alignment (Articulation)

• Connects learning across the grade levels
• Builds cumulative, coherent, comprehensive,
  increasingly complex sequences of learning
  experiences
• Creates seamless education PreK12
• Applies systems thinking

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Instructional Implications

• What changes in instruction should occur in our
  district, school, or classroom based on what
  weve learned about the new objectives, TEKS
  expectations, and format?
• What professional development does our staff need?

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Resources

• www.tea.state.tx.us/list
• ELA-Reading listserv
• Assessment listserv
• www.tea.state.tx.us/curriculum/index.html
• www.tea.state.tx.us/student.assessment/
• Texas Center for Reading and Language Arts
  www.texasreading.org
• Education service centers
• Professional organizations (NCTE, IRA, TCTE,
  TSRA, CREST)
• Critical Issues Report 1 Texas Mentor School
  Network

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TEA Contacts

• Assessment 512-463-9536
• Victoria Young
• Joan Mims
• Barbara Tutt
• Curriculum 512-463-9581
• Muffet Livaudais
• Sarah Crippen
• Casey McCreary