Use the TEK to Create a Question on a Non

Using STAAR Data for ELA
Lesson in the HS Library
Diana Stephens MEd, MLS
Cardwell Career Preparatory Center, Irving ISD
http://bit.ly/1Y2DRgK
A Bit About My School and Me
*BA in English, (long time ago) Mary Washington University, VA
*Masters in Curriculum and Instruction, 1999, UTA (*Reading Specialist)
*Masters in Library Science, 2009, TWU
*Long time ELA teacher, in Maryland and Texas, junior high and middle school
*This is my 10th year at Cardwell Career Center, the alternative HS campus for Irving
ISD, as Librarian
*Currently serving on TLA’s TAYSHAS Committee
http://bit.ly/1Y2DRgK
How It Started
ELA Department chair says, "The kids don't even
know what kind of text they are reading.”
Diana thinks (!) ‘the library has all kinds of texts.
Maybe there is something I can do with texts to help
students recognize what kind they are reading.’
Know Your Types of Texts in the TEKS
Sometimes referred to as “Author’s Purpose”
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Literary (Poetry, Drama, Fiction)
Literary Non-Fiction (True stories such as biographies, memoirs, also called
“narrative nonfiction”)
Informational Text-Expository (Non Fiction)-editorials,
essays, cultural or historical texts
Informational Text-Persuasive-letters to the editor
Informational Text-Procedural-”how to” directions
My Objective for the Lesson
Students have to read to identify the type of text,
then have a STAAR-directed thought process with
it.
If I target the most missed objectives from the
previous year’s EOCs, it really pleases everybody.
Find Interesting Texts to Use
Procedural
Expository
Literary Fiction
Literary Non fiction
Persuasive Text
Article: “Texting While Driving” from
Texts and Lessons for
Content-area Reading
by Harvey Daniels and Nancy Steineke
Gives permission for photocopying
Use TAKS Data to Find Most Missed Items
Jot down the lowest scoring objectives. Eng I: 5B, 5C, 6A, 8A, 9A, 9B, 9C are reading objectives. Eng II:
5C, 9C. (Writing objectives begin at number 13.)
Take the Most Missed Items
& Find the TEK
ELA TEKS
5(B) analyze how authors develop complex yet believable characters in works of fiction
through a range of literary devices, including character foils;
5(C) analyze the way in which a work of fiction is shaped by the narrator's point of view; and
6(A)Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand,
make inferences and draw conclusions about the varied structural patterns and features of
literary nonfiction and provide evidence from text to support their understanding. Students are
expected to analyze how literary essays interweave personal examples and ideas with factual
information to explain, present a perspective, or describe a situation or event.
Take the Most Missed Items
TEK
& Find the
8(A) 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.
Joe Crawford. Wikipedia Commons
Take the Most Missed Items
& Find the TEK
ELA TAKS
9(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) 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
Use the TEK to Create a Question on a
Literary Text
5(B) analyze how authors develop complex yet believable characters
in works of fiction through a range of literary devices, including character foils;
This TEK became a 2 step thinking process:
-Write a sentence that compares Meg and Minnie's feelings about the party.
Sample Answer: Minnie wants to go to the party, but Meg doesn’t.
-Why would an author write it that way? To highlight the introvertive quality of of
Meg, as well as to foreshadow a negative outcome to the party.
Use the TEK to Create a Question
on a Literary Non-fiction Text
6(A)Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and
provide evidence from text to support their understanding. Students
are expected to analyze how literary essays interweave personal
examples and ideas with factual information to explain, present a
perspective, or describe a situation or event.
Why does this essay begin with the facts about Kevin?
Sample Answer: To understand he was the victim-killed by-the
author of the essay.
Use the TEK to Create a Question on
an Expository Non-fiction Text
8(A) 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.
After reading, explain the controlling (main) idea of this paragraph.
Sample answer: Firecrackers were invented
when someone put gunpowder in bamboo.
Use the TEK to Create a
Question on a Non-fiction Text
8(A) 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.
The most important detail in the chart is about which task?
Sample Answer: “Text Messaging” is 23.2 X as higher than nondistracted driving.
Use the TEK to Create a Question on a
Procedural Text
Procedural texts are not tested. I put one in to help students
distinguish texts.
11(A) analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions
for software, warranties, consumer publications); and
The illustration circled in blue DOES or DOESN’T (underline
your answer) support the directions in the text because . . . .
(explain below).
Sample answer: The labels and arrows explain the airflow.
I Used Paper Handouts
I Created the Sorting Activity
to Begin the Lesson
Expository To inform
Persuasive To convince
Literary
To entertain
Procedural To tell “how to”
Literary Non-Combines two
fiction
purposes
Example: Encyclopedia article
Example: letter to the editor
Example: short story
Example: directions for
installing a dishwasher
Example: biography
Then I Added Book Covers
Students sort the book covers by the title, matching it to the appropriate author’s
purpose, two books per purpose.
I Did a Similar lesson With Images from Nonfiction books
At the request of the EOC English I teacher who said, I need something on images,
charts, and graphs, I read the EOC English I and II tests. Looking at questions,
answers, and answer distractors about images, I created STAAR-formatted questions
for the images I found.
From EOC English I:
A.
B.
C.
D.
7. What is the primary purpose of the map?
To help the reader identify the selection’s setting
To show which countries border India
To illustrate the distance between New Delhi and Mumbai
To allow the reader to visualize the selection’s details.
Non-Fiction activity with Images
The Decline of Polio in the West
In the caption, the word ‘endemic’ means
a.
b.
c.
d.
Vaccines that halt the spread of disease
Polio-free
Imported into a region such as Africa or India
Exists in certain areas
What is the primary purpose of the map?
a.
b.
c.
d.
To point out where polio exists and where it no longer occurs
To help the reader identify the selection’s setting
To show which countries are in Africa
To allow the reader to visualize the spread of polio
The Filth Parties
Red Madness
What is one purpose of the caption accompanying the photo of the
girl?
a.
b.
c.
d.
It explains how pellagra causes death
It calls attention to the hair bows
It illustrates how the disease affects the skin
It provides the motivation for a doctor’s work
The author included the image of the girl primarily to –
a.
b.
c.
d.
Demonstrate the symptoms of the disease of pellagra
Explain how the disease put children to sleep
Help the reader feel the sadness of a parent
Call attention to how pellagra affected a child
Non-fiction Image texts
Bibliography
Daniels, Harvey, and Nancy Steineke. Texts and Lessons for Content-area Reading. Portsmouth, NH: Heinemann, 2011. Print.
Dotz, Warren, Jack Mingo, and George Moyer. Firecrackers: The Art and History. Berkeley, CA: Ten Speed, 2000. Print.
Kuklin, Susan. No Choirboy: Murder, Violence, and Teenagers on Death Row. N.p.: n.p., n.d. Print.
McNeil, Gretchen. Ten. New York: Balzer Bray, 2012. Print.
West, David. Plane. London, UK: David West Children's, 2007. Print.