1. Reading Specialist Meeting October 2013

2. Calibration

3. The Latest from Victoria Young

4. Victoria Young…and STAAR Reading What the Data Tells Us – Author’s Craft – Text Connections – Academic Language – Textual Evidence – Textual Complexity Please note that on handout the bulleted comments after these topics come directly from Victoria Young’s commentary.

5. STAAR Reading Performance Spring 2013 Statewide Results Phase-in and Recommended Standards

6. STAAR Reading— What the Data Tells Us Author’s Craft: Students must be able to identify the “tools” an author uses to craft a piece and to pinpoint/articulate how they affect meaning. – Analysis not Identification – Must be able to articulate how they affect meaning…how is the author using the tool? – There are “tons” of craft questions, usually connected with Figure 19

7. Author’s Craft in Poetry/Drama Why does the poet use the exclamation points in the first stanza? The poet titled this poem ______ most likely because ….? The words in parentheses in line _____ emphasize that the speaker is ….. The dialogue used in these lines shows that … In line _____, why does the poet repeat and italicize the words from line ____? The playwright included _______ in Scene 1 most likely to Which of the props used in this play is needed for the resolution of the conflict?

8. Author’s Craft with Sensory Language/Fiction and Expository The author’s use of figurative language in paragraph _____ emphasizes that ….? The poet uses the figurative expression “_______” to emphasize that the speaker …. The poet uses figurative language in line _____ to highlight the speaker’s ________. The photograph is included with the selection most likely to …. The author speaks directly to the reader in paragraphs ____ and _____ in order to …. The author uses the information in paragraphs _____, _______, and ______ to show that …..?

9. STAAR Reading— What the Data Tells Us Text Connections: Students must be able to make connections—at differing levels of depth and complexity—both within and across texts (including connections between a text and its accompanying photograph or procedural piece)  The connections have to add to the overall understanding and meaning of both texts  Inferential thinking!  Students need to make the connection and provide textual evidence to support their answer.

10. Text Connections What is one difference between the poem and the selection? Both the poem and the selection express the importance of…? Which of these ideas is found in both selections? One similarity between the two selections is that both discuss _______. Based on the information provided in both selections, the reader can conclude that _______ is the result of …. With which statement would the poet and the author most likely agree?

11. STAAR Reading— What the Data Tells Us Academic Vocabulary: Students must have a command of and be able to apply the specific academic vocabulary associated with literary and informational reading. Students cannot do well on this test if they do not have a command of academic vocabulary Students even sketchy on the literary vocabulary, such as the elements of fiction Rigorous vocabulary even used in answer choices

12. Academic Vocabulary Example of use of academic language: – By organizing paragraph 3 sequentially, the author is able to — – The poet uses the figurative expression “learned them by heart” to emphasize that the speaker— Example of use of rigorous vocabular in both question stem and answer choices: – Which of the following words from paragraph 6 help the reader understand the meaning of intricate? F detailed and challenging G larger and easier H is understandable J different-shaped

13. STAAR Reading— What the Data Tells Us Textual Evidence: Students must know how to find and use text evidence to confirm the validity of an idea both within and across texts. Students have to use text evidence to confirm validity of an idea both within and across texts Students don’t understand the question we ask OR they can’t link it to the text We either start with the text evidence and end with the idea OR start with the idea and end with the text evidence…we want to see if they can negotiate both ways in a text

14. Textual Evidence Example of beginning with idea and students must chose correct textual evidence: – Which sentence from the story best shows that Brody realizes that he has been an irresponsible team leader? A “Um, let’s just go up the way we came down.” B He deserved every bit of the anger he sensed from them. C “Early tomorrow morning, we’ll beat all the other teams’ times.” D The team traced the route to Area 1 on paper and then practiced it at least 10 times.

15. Textual Evidence Example of beginning with idea and students must chose correct textual evidence: Read this excerpt from Scene 2. MIKE:[Nods eagerly.] My dad was taking me to Ranger Scouts last night, and the traffic was bad. [Carl gives him an annoyed look.] What can the reader infer about Carl from this excerpt? F Carl thinks that what Mike is saying isn’t important. G Carl doesn’t believe that the traffic was bad. H Carl envies Mike for being a Ranger Scout. J Carl thinks that Mike has been rude to Mrs. Watson.

16. Why We Have to Include Text Complexity in the Conversation To be successful on STAAR (and in class), students must be able to read on-grade-level texts of varying complexities. That requires learning to independently “tackle”—or negotiate—increasingly complex literary and informational texts. “ I’m putting this in because I wonder if the way we manage our classroom has too much guidance and modeling without sufficient opportunity to negotiate complex texts. Maybe what we give them to read independently is too close to the floor as opposed to the ceiling.” - Victoria Young

17. Istation Software Pushout – DONE Logins/Password – November 1, end of day Training – NOVEMBER 7th ANNEX COMPUTER LABS ONLY READING SPECIALISTS CAN ATTEND!

18. Trainer of Trainer Model How Istation helps to ensure student success How teacher/student accounts for Istation will be handled How to log into Istation How to oversee student logins to the Istation student program Gain a general understanding of the reporting system How to target instruction using Istation’s Indicator’s of Progress (ISIP), the Priority Report, and Teacher Directed Lessons and Supplemental Materials which all accompany the ISIP assessment Please remember Istation is NOT Tier I instruction.

19. TIER II & TIER III INTERVENTION ONLY! TIER II Workstation rotations within the Guided Reading process Tutorials, including Saturday tutorials Blended model where student can work from home.

20. TIER II & TIER III INTERVENTION ONLY! Tier III implementation using Istation must be in conjunction with the designated Tier III teacher and not done in isolation. Supplement intervention with time in Istation Tutorials, including Saturday tutorials Blended model where student can work from home.

21. PAPI - Beyond the Assessment PAPI Activity Menu Sample Activities – Worksheet 6 – Worksheet 9 – Worksheets 10-12

22. Brady Busby and Write Source

23. Closing Quote “Don’t judge each day by the harvest you reap, but by the seeds that you plant.” – Robert Louis Stevenson Thank you for always planting those seeds!