INSERVICE GOALS:

1
INSERVICE GOALS

• Understand TEKS
• Understand the difference in difficulty between
  TAAS the TAKS
• Recognize the TAKS critical thinking skills
  required in the classroom
• Go over TAKS Blueprints (Weights)
• Read Study TAKS Guide Book
• Understand TEKS Big Ideas
• Create an Appropriate Curriculum Calendar for 1st
  2nd Six Weeks

2
Activity 1 (1 hour)

• Revisit Blooms
• Understand Rules of Thumb for Curriculum
• Teach 1 to 2 levels above what student expected
  to perform
• Application ? Evaluation Requires instruction
  thinking over TIME
• Walk-through ? Looking for student performance at
  the appropriate level of thinking.

3
Vertical Alignment Process Reflecting National
Standards

• Involves everyone
• Involves Tested TEKS
• Involves Teacher Accountability

4
Understanding TEKS

• Know level of THINKING each TEK requires
• Concept, Operation, Problem-Solving
• Concept vs. Application Level
• Know what TEKS are introduced mastered
• In ONE year (40
  of your curriculum)
• Create a Spiraling Curriculum
• Introduce First Year
• Practice Second Year
• Master Third Year
• State Legislated TEKS (not favorite lesson
  plan) NO freedom
• Freedom in the classroom resources strategies

5
ASK YOURSELF

• If I engage my students in this activity, at
  what level will they be required to think?
• How will I know?

6
What are the new Expectations?Activity 2 (1 hour)

• Look exclusively to your TAKS Information Booklet
• Look at the Weights on the Assessment (TAKS Blue
  Print)
• Look at the tested TEKS
• Look at Clarifying Activities
• Notice that the TEKS TAKS require critical
  thinking skills
• Understand the Big Ideas

7
Alignment Committee

• Must ensure that mastery level TEKS are at least
  introduced the year before
• Use data analysis to make data-driven decisions
• Use TAKS Guide to Create Curriculum Calendar

8
Accountability at the Application Level

• New TAKS Test Objectives
• 10 Concept
• 90 Application or Above
• Exception Social Studies Test will be closer to
  
• 50 Concept
• 50 Application

9
Accountability at Application Level Requires

• Teaching all concepts at least to the
  Application Level
• Rule of Thumb Teach at least one level above
  what
• You will test
• Requires Teaching at the
• Analysis, Synthesis, Evaluation Level
  Project-based level
• BEST PRACTICES MODEL --
• Most Tested TEKS will be assessed at the
  Application Level
• Recommendation for Math 90 minutes a day
• with 45 minutes in problem solving every day
• Recommendation for LA
• 45 minutes a day in Comprehension Formal
  Instruction

10
Logical Reasoning Skills tested on TAAS

• Deductive Reasoning The conclusion reached
  contains no more information than the information
  from which it was drawn.
• TAAS test requires text-dependent reading
  (Narrative, Informative, Functional).
• All the answers are based on the information in
  the passage.
• NO FEELINGS ALLOWED DO NOT READ ANSWERS FIRST
• Eliminate C Creative - Response FIRST

11
Difference Between Creative Technical Reading
page 2

• C- Reading Uses Inductive Deductive Reasoning
• Used in Basal Readers
• Used in Health, Science, Social Studies
• Should be taught --- but should be labeled.
• T-Reading Uses only Deductive Reasoning needs
  to be practiced everyday in all classes.
• Three Levels of Questions page 4
• Level 1 Explicit - Sentence Completion
• Level 2 Stated More Difficult to Locate
• Level 3 Not Stated But answer based on
  evidence in the text.
• Students must PROVE their answer using Text

12
New Targets for Student Expectations in TESTED
TEKS

• CONNECTIONS
• RELATIONSHIPS
• CONSEQUENCES

13
Activity 3 (20 Minutes)

• Look through your TEKS
• Identify the Level of Think for Each TEK using
  BLOOMS
• STAR all TEKS that are at the Application Level
  or above
• Double STAR all TEKS that correlated to TESTed
  TEKS

14
Understanding Thinking Skills TESTed on TAKS

• EXAMPLES IN ALL CURRICULUM
• Classifying sorting, grouping, lumping
• Categorizing labeling, generalizing
• Compare Contrast
• similarities differences
• FLOWS INTO WRITING
• Correlates with SAT
• Correlates with ACT

15
Reading Thinking Process

• IN CLASSROOM
• Level 1 questions closed book
• Level 2 3 questions open book test
• Give 3 conclusions you can support from the text
• Give 3 conclusions you cannot support from the
  text
• Identify C T Questions Answers
• Introduce different reading materials
  (Biographies, Novels, Newspaper, Cartoons,
  Charts)
• Practice Vocabulary in Context

16
READING for Progress

• Stories on grade level
• Non-fiction above grade level informative
• Newspapers, charts, cartoons, ads, menus,
• bus schedules, information gathering Research
  Strand
• Use same text for both kinds of reading C T
• Student Error Rate doubles with non-fiction and
  triples
• with science and social studies texts.
• Teacher accountability

17
READING for Progress

• Connect Reading Writing ALWAYS
• Connect Writing Oral Discussion
• Connect Oral Discussion Higher-order
  Questioning Skills
• Connect Big Ideas, Concepts, Topics

18
EXIT 2000 Test
Questions 1-7 Fiction Conclusions 70 8-16
Fiction 17-23 Informative Text 25 32
Functional 33-40 Fiction 41-48 Non Fiction 90
Level 3 60 Non-Fiction
19
Connection to Writing

• Implied Main Idea
• Connection to details (classify categorizing
  Main Idea..with use of synonyms)
• Organization of Thinking
• Student comes up with labels for Webbing
• Use
• Prewriting brainstorm, classify, webbing for
  organization of ideasdetermines score of 4
• Draft classify and categorizing
• Revising
• Editing
• Defending Evidence, Sources, Oral questions

20
Students MUST PRACTICE THE BIG TICKET ITEMS
---CRITICAL THINKING
Sequencing Categorizing Cause-and-effect Relationships Comparing Contrasting Finding the Main Idea Summarizing Making Generalizations Drawing Inferences Drawing Conclusions Interpreting information from visuals Identifying points of view and bias
21
KEEP ASKING YOURSELF

• If I engage my students in this activity, what
  level of thinking will they be required to use?
• HOW WILL I KNOW?

22
Create Curriculum Calendar

• Three Columns
• Big Idea
• Tested TEKS (Identify Blooms Level)
• Activities Planned at appropriate level of
  thinking (Identify Blooms Level 1 to 2 levels
  above TEKS SE verb)