TCTX 6005 Assignment 5
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Apr 3, 2024
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TCTX 6005 Assignment 5
Cumulative project
4
th
grade 2022 STAAR test
STAAR 2022 Reading Test:
https://tea.texas.gov/sites/default/files/2022-staar-may-grade-4-reading-releasedtest.pdf
2020 Revising and Editing Sample Selections and Test Questions https://tea.texas.gov/sites/default/files/g4-revising-and-editing-2020-sample-selections-and-
test-questions.pdf
What state standards are the most crucial to teach and reinforce across the year in order for students to be successful on the state test?
Personally, I believe that all areas of the TEKS need to be reinforced so they are able to be successful in the years to come. Vertical alignment will only become more difficult if students are not understanding any one standard. Each year, the crucial standard expectations vary; thus, no one standard is more crucial than the next. For the 2022 Reading test, it is crucial to teach and help students understand the following
TEKS: Reading:
(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student
is expected to: (A) use print or digital resources to determine meaning, syllabication, and pronunciation; (B) use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words; (C) determine the meaning of and use words with affixes such as mis-, sub-, -ment, and - ity/ty and roots such as auto, graph, and meter; and
(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; and
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (C) use text evidence to support an appropriate response; (D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) infer basic themes supported by text evidence; (B) explain the interactions of the characters and the changes they undergo; (C) analyze plot elements, including the rising action, climax, falling action, and resolution; and
(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--
genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (C) explain structure in drama such as character tags, acts, scenes, and stage directions; (D) recognize characteristics and structures of informational text, including: (i) the central idea with supporting evidence; (ii) features such as pronunciation guides and diagrams to support understanding; and (E) recognize characteristics and structures of argumentative text by: (i) identifying the claim;
(10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: (A) explain the author's purpose and message within a text; (B) explain how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes; (E) identify and understand the use of literary devices, including first- or third-person point of view (G) identify and explain the use of anecdote.
Writing: 2020 Revising and Editing (2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (B) demonstrate and apply spelling knowledge by: (ii) spelling homophones;
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing
process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (B) develop drafts into a focused, structured, and coherent piece of writing by: (i) organizing with purposeful structure, including an introduction, transitions, and a conclusion; and (ii) developing an engaging idea with relevant details; (C) revise drafts to improve sentence structure and word choice by adding,
deleting, combining, and rearranging ideas for coherence and clarity; (D) edit drafts using standard English conventions, including: (ii) past tense of irregular verbs; (iii) singular, plural, common, and proper nouns; (vii) pronouns, including reflexive; (viii) coordinating conjunctions
to form compound subjects, predicates, and sentences; (ix) capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities; (xi) correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
What will you need to do across the school year to prepare students for this test?
Before the school year begins, I will become familiar with the TEKS and previous tests so I have a
foundation of important TEKS for future tests. The 2022 4
th
grade Reading STAAR test focused a lot on 4.10(A-G) Author’s Purpose, so when I am preparing my year at a glance, I can be sure I include extra attention to when and how often I am teaching those TEKS. Throughout the school year, it will be very important to recognize and learn meanings of common words used on the STAAR test so students understand the questions and understand how to answer them. I
will also make reading comprehension something that I integrate into one or more of my core classes daily. Writing Expression will be a task placed in my daily routine as well. I will be sure to
scaffold my lessons to suit all diverse leaners to ensure everyone in my classroom achieves the proper understanding of any given standard. I will create my lesson plans in a way that each week will build from the previous week’s lesson and I will revisit important standards often to ensure mastery of that standard. At the end of each week, I will perform formative assessments
in order to gauge which standards I need to reteach and focus on until my class has clear understanding. For my writing, I will model to teach and give students strategies and methods to use to remember these strategies. R.A.C.E (Restate the question, Answer the question, Cite the evidence, Explain how evidence proves your point) and I Ate The Entire Cake (Introduce, Answer the question, Thesis, Explain, Conclusion) will be writing strategies I use to help students remember how to respond to written responses. Finally, I will implement stamina across the year. The STAAR test is quite a long test and students can lose interest. I will get students into a habit of taking small breaks to stretch, move around, clear their head, and then return to their test. Building stamina and learning how to get a second wind during testing is an
important part of being able to stay focused and prepared for the test. I will make myself available before and after school for students that have any further questions any time throughout the year. What areas do you foresee needing help from a more experienced colleague?
Becoming familiar with TEKS in general and how to scaffold and understand the vertical alignment to ensure I am teaching my students all the information they need in order to succeed in current and future tests. The more I review the TEKS for each grade level, the more I
understand how the align with each other. Experienced teachers and mentors are always my go
to for questions and understanding. I have, over the last 4 years, become very familiar with foundational language skills and understanding language. In upper elementary/ middle school, I
think I would need help from more experienced colleagues in getting started in composition. I am great at comprehension, fluency, decoding, and vocabulary, but I have never had to teach students how to begin their own composition.
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How can you use the instructional methods explored in the course to prepare your students across the school year?
This course has offered many instructional methods I will utilize across the school year in order to prepare my students. I will use collaborative methods to allow students to share thoughts and learning strategies with their peers. This allows the students to share with each other in ways that I may have otherwise missed. I will utilize mini-lessons that are strategically grouped during daily rotations to have a chance to target the topics for a deeper understanding of the most crucial standards to prepare for the test. Having the mini lessons grouped based on individual learning needs will allow me to help those that are struggling to understand and will help me to give deeper understanding to those that are not struggling. Formative assessments will be used throughout the school year so I know what TEKS I need to revisit for an overall mastery of the STAAR test. How can you partner with your students’ families to impact student learning?
In order to partner with my students’ families to impact student learning, it is very important to begin the school year and maintain throughout the school year an opened line of communication. In the textbook, Amber Chandler suggests beginning the school year with positive emails to the parents to establish a relationship and make it known that their students is seen as an individual. Like Chandler, I will make it a point to allow parents to get to know who
I am and I will get to know who their student is as an individual so I am able to meet their needs
in my classroom. Parent engagement is also very important, and establishing an opened line of communication will make it easier for parents to come to me with any concerns or ideas they may have about their student or even the classroom as a whole to better their students learning
experience in my classroom.