STANDARDS IN TEXAS

TEKS

are the standards!

STAAR---WHAT WE KNOW

• STAAR is composed of the following • Readiness Standards: 60%-65% of the

TEKS• 2-4 Questions on STAAR per standard

• Supporting Standards: 35%-40% of the TEKS• 0-1 Questions on STARR per standard

• Process TEKS: at least 40% of items on STARR are dual coded (assessed in context with content standards)

A NOTE ON RIGOR

• According to TEA:“STAAR assesses the eligible TEKS at

the level at which the TEKS were written.”

• What does that mean for us?• When selecting and teaching a lesson you

MUST look at the VERB and the CONTENT to make sure that the lesson addresses the TEK at the level at which it was written.

• Refer to your Bloom’s booklet when planning a lesson to ensure that you are teaching “to the rigor” of the TEKS.

QUESTIONS TO CONSIDER

What changes occur from grade to grade in . . . “What” students are doing? Look at

the VERB!!

“How” or “with what” students are doing?

“Why” students are doing?

LET’S START WITH 3RD GRADE

Unit 4 Lesson 1 First let’s look at the TEK we are supposed

to be teaching Force, motion, and energy. The student knows

that forces cause change and that energy exists in many forms. The student is expected to:

A. explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life

Then let’s check the definition of the verb Explore- to look into closely; scrutinize;

examine

NOW LOOK AT A C-SCOPE LESSON

NOW LOOK AT A C-SCOPE LESSON

NOW A 4TH GRADE LESSON

Unit 3 Lesson 2 First the TEK

Force, motion, and energy. They student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

A. differentiate among forms of energy, including mechanical, sound, electrical, light and heat/thermal

Then the verb Differentiate- to constitute the distinction

between

NOW LET’S LOOK AT THE C-SCOPE LESSON

NOW LET’S LOOK AT THE C-SCOPE LESSON

NOW WHAT DO WE DO? Identify the Knowledge and Skill statement,

Student Expectation, Verb, and Content that we want to teach.

Force, motion, and energy. They student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

A. differentiate among forms of energy, including mechanical, sound, electrical, light and heat/thermal

NOW IT”S TIME TO USE OUR TOOL! Ask: How can I teach this?

Ask Yourself: How do I know my students understand? What are they going to do?

NOW IT’S YOUR TURN!

On chart paper Write your Knowledge and Skill statement as

well as the student expectation you were given. Highlight the verb and content that you are

going to teach. Define the verb Come up with a way that you can teach the

content to the required rigor of the verb. Write what the students are going to do to

demonstrate understanding at the required rigor of the verb.