ELA/Reading Update

Sarah Crippen, Director of ELA/Reading Texas Education Agency CREST, October 27, 2008

SSI – Third Administration

  For every student who does not meet the passing standard after the three testing opportunities, the GPC must develop an AIP. This plan shall include the accelerated instruction that the district must provide during the next school year. The plan must be designed to enable the student to perform on the appropriate grade level by the end of the next school year. The AIP must provide for interim progress reports to the student’s parent or guardian and the opportunity for parent consultation with the teacher and/or principal as needed. (See sample AIP Progress Reports.) Grade Placement Manual, p. 23.

SSI and Personal Graduation Plan

 Senate Bill 1108, passed during the 78th Texas Legislature, Regular Session, 2003, mandates that a school principal designate a guidance counselor, teacher, or other appropriate individual to develop and implement a personal graduation plan for each student in junior high, middle school, or high school who does not perform satisfactorily on an assessment instrument administered under Texas Education Code, Chapter 39, Subchapter B, or who is not likely to receive a high school diploma before the fifth school year following the student’s enrollment in grade 9 (as determined by the district) (TEC §28.0212).

SSI and Personal Graduation Plan

 Each Personal Graduation Plan must:  identify educational goals for the student;

SSI and Personal Graduation Plan

 Each Personal Graduation Plan must:  include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;

SSI and Personal Graduation Plan

 Each Personal Graduation Plan must:  include an intensive instruction program described by Section 28.0213;

SSI and Personal Graduation Plan

 Each Personal Graduation Plan must:  address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and

SSI and Personal Graduation Plan

 Each Personal Graduation Plan must:  provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.

ELA/Reading Strands

1997 Reading Writing Listening/Speaking Viewing/Representing

Embedded in Reading and Writing Embedded in Reading and Writing

2008 Reading Writing Listening/Speaking

Embedded and Writing in Reading

Research Oral/Written Conventions

INTRODUCTION

Chapter 110, Subchapter A, B, and C (b) Students must develop the ability to comprehend and process material from a wide range of texts. Student expectations for Reading/Comprehension Skills as provided in this subsection are described for the appropriate grade level.

Figure: 19 TAC § 110.10 (b) 19 TAC § 110.17 (b) 19 TAC § 110.30 (b)

Kindergarten

(§110.11 English Language Arts and Reading)

First Grade

(§110.12 English Language Arts and Reading)

Second Grade

(§110.13 English Language Arts and Reading

)

Third Grade

(§110.14 English Language Arts and Reading)

Fourth Grade

(§110.15 English Language Arts and Reading

)

Fifth Grade

(§110.16 English Language Arts and Reading

) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language); (B) ask and respond to questions about text; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension; (B) ask literal questions of text; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon content to enhance comprehension; (B) ask literal questions of text; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (B) ask literal, interpretive, evaluative, and universal questions of text;

Kindergarten

(§110.11 English Language Arts and Reading)

First Grade

(§110.12 English Language Arts and Reading)

Second Grade

(§110.13 English Language Arts and Reading

)

Third Grade

(§110.14 English Language Arts and Reading)

Fourth Grade

(§110.15 English Language Arts and Reading

)

Fifth Grade

(§110.16 English Language Arts and Reading

) (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re reading a portion aloud); (D) make inferences based on the cover, title, illustrations, and plot; (E) retell or act out important events in stories; and (F) make connections to own experiences, to ideas in other texts, and to the larger community, and discuss textual evidence.

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, and re-reading a portion aloud); (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re reading a portion aloud, and generating questions); (D) make inferences about text and use textual evidence to support understanding; (D) make inferences about text using textual evidence to support understanding; (E) retell or act out important events in stories in logical order; and (E) retell important events in stories in logical order; and (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re reading a portion aloud, and generating questions); (D) make inferences about text and use textual evidence to support understanding; (E) summarize information in text, maintaining meaning and logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community, and discuss textual evidence.

(F) make connections to own experiences, to ideas in other texts, and to the larger community, and discuss textual evidence.

(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas, and provide textual evidence.

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re reading a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; (E) summarize information in text, maintaining meaning and logical order; and (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas, and provide textual evidence.

(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re reading a portion aloud, and generating questions); (D) make inferences about text and use textual evidence to support understanding; (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts; and (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence.

Sixth Grade

(§110.18 English Language Arts and Reading)

Seventh Grade

(§110.19 English Language Arts and Reading)

Eighth Grade

(§110.20 English Language Arts and Reading

) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions); (D) make inferences about text and use textual evidence to support understanding; (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence (B) ask literal, interpretive, evaluative, and universal questions of text; (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images); (D) make complex inferences about text and use textual evidence to support understanding; (F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.

(B) ask literal, interpretive, evaluative, and universal questions of text; (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images); (D) make complex inferences about text and use textual evidence to support understanding; (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts; and (F) make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence.

English I

(§110.31 English Language Arts and Reading)

English II

(§110.32 English Language Arts and Reading)

English III

(§110.33 English Language Arts and Reading)

English IV

(§110.34 English Language Arts and Reading

) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and (B) make complex inferences about text and use textual evidence to support understanding.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and (B) make complex inferences about text and use textual evidence to support understanding.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and (B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images); and (B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding.

INTRODUCTION

ELL Changes - (2) (A-C) …reading instruction should be comprehensive …academic vocabulary …comprehension skills and strategies …meaningful contexts and not in isolation …additional scaffolds …vocabulary taught in context

Wrapped KS and SE Statements

(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Wrapped KS and SE Statements

Tag Line

Reading/Fluency

Knowledge and Skill Statement

Students read grade-level text with fluency and comprehension.

Student Expectation

Students are expected to read aloud grade level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

KS Statements – Beginning Reading K-3

K 1 2 3

Print Awareness Phonological Awareness Phonics Strategies

Knowledge and Skill Statements K – 12

 Reading/ about Comprehension of Literary Text/Poetry poetry and . Students understand, make inferences and draw conclusions the structure and elements of provide evidence from text to support their understanding .

Reading Strand - KS Statements K - 12

K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 Fluency Vocabulary Theme/Genre Poetry Drama Fiction Literary/Nonfiction

Reading Strand - KS Statements K - 12

K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 Sensory Language Independent Reading Culture and History Expository Persuasive Procedural Media Literacy

KS Statements – Listening and Speaking K-12

K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 Listening Speaking Teamwork

Knowledge and Skill Statements 3-8

 Writing. Students write about their own experiences.

Knowledge and Skill Statements 2 – 12

   (grades 2-6) Writing/ expected to: Persuasive Texts . Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are (grades 7-8) Writing/ expected to Persuasive Texts.

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are write persuasive essay to the appropriate audience that: (grades 9-12) Writing/ Persuasive Texts.

Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:

KS Statements – Writing - K - 12

Process Literary Texts Personal Experiences Expository/Procedural Persuasive K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

KS Statements – Oral and Written Conventions K - 12

Conventions Handwriting, Capitalization, Punctuation Spelling K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2

Knowledge and Skill Statements 5-12

 (grades 5-12) Research/ Organizing and Presenting Ideas . Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to presentation that:

synthesize the research into a written or an oral

KS Statements – Research - K - 12

K 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 Research Plan Gathering Sources Synthesizing Information Organizing and Presenting Ideas

OTHER CHANGES  Instead of the use of “such as” that is prevalent in the current TEKS, note the use of “e.g.”.  (13) (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

DECIPHERING FOR MEANING

 Clarification of Terms  Look through the TEKS at all grade levels  Examples of Literary Nonfiction       1 st 2 nd grade – “true or fantasy” grade – “fiction and nonfiction” 4 th grade – character experiences and actual events in a “biography and autobiography” 6 th grade – “memoirs and personal narratives” and “autobiographies” 7 th grade – “autobiography or a diary and a fictional adaptation” English II – “speech, literary essay, or other forms of literary nonfiction”

DECIPHERING FOR MEANING

Knowledge and Skill Statement 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 idea.

Sixth Grade, (9)

DECIPHERING FOR MEANING

Student Expectation Students are expected to compare and contrast purposes the stated or implied of different authors written on the same topic .

Sixth Grade, (9)

DECIPHERING FOR MEANING

DECIPHERING FOR MEANING

Purposes: to interpret to entertain to discover to solve problems to take action to discover models ….

Next Steps

    Study the TEKS carefully   Ask: What pre-requisites will a student need in order to meet each expectation?

Examine the Q/A documents available on the Instructional Materials website.

Attend ELA/Reading TEKS Professional Development in Spring/Summer 2009 Review local curriculum guides to determine connections Prepare for instructional materials in 2010 and in 2011

Important Websites

 ELA/Reading TEKS http://www.tea.state.tx.us/rules/tac /chapter110/index.html

 Q/A Document for Instructional Materials for Proclamation 2010 http://www.tea.state.tx.us/textbook s/proclamations/proc2010/Proc2010 QA.pdf

What’s New?

   ELA/Reading website for educator resources – coming soon!

Application to serve on the ELA/Reading elective work groups  http://www.tea.state.tx.us/curriculum/ELAElec tiveApplication.pdf

Application to serve on instructional materials work groups for the summer of 2009  Posted soon at http://www.tea.state.tx.us/textbooks/announc ements/index.html

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QUESTIONS????

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QUESTIONS????

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QUESTIONS????

Contact Information

Sarah Crippen, Director of English Language Arts and Reading [email protected]

512-463-9581 Kerry Ballast, Assistant Director of English Language Arts and Reading [email protected]

512-463-9581

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