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TCTELA January 22, 2021
TEA Copyright Information
© 2021 by the Texas Education Agency
Copyright © Notice
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Copyright © Texas Education Agency, 2021. All rights reserved. 2
Agenda
Curriculum Updates
• RLA Redesign
• Short Constructed Response
• Extended Constructed Response
• Linking Informational Selections
to Cross-Curricular Topics
• Opportunities for Educator
Involvement
Copyright © Texas Education Agency, 2021. All rights reserved. 3
RLA Redesign Copyright © Texas Education Agency, 2021. All rights reserved. 4
Assessing Writing as Part of Reading
All grade 3-8 reading assessments are scheduled to
include assessment of the writing portion of the
reading language arts (RLA) TEKS beginning in 2022-
2023 and will include the following:
1) Multiple-choice or new item type items
2) Short constructed response items that will ask a
student to provide a 1-2 sentence response (grade
levels to be determined)
3) Longer constructed response items (essays) that
will ask a student to respond to a passage,
instead of responding to a prompt (grade levels to
be determined)
Copyright © Texas Education Agency, 2021. All rights reserved. 5
Assessing Writing as Part of Reading
Multiple-choice items will assess students’ ability to revise and edit.
As an interim step, single-select multiple-choice items that
assess revising and editing will be field tested at every grade
level in grades 3–8.
These new writing items will be based on the multiple-choice
format of revising and editing items currently assessed in
grades 4 and 7 and EOC.
Samples of these writing items are available on the TEA
website at https://tea.texas.gov/academics/subject-
areas/english-language-arts-and-reading/reading-language-
arts-staar-sample-items.
Copyright © Texas Education Agency, 2021. All rights reserved. 6
Sample Writing Items
https://tea.texas.gov/academics/subject-areas/english-language-arts-and-reading/reading-language-arts-staar-
sample-items
Copyright © Texas Education Agency, 2021. All rights reserved. 7
Short Constructed Response
Copyright © Texas Education Agency, 2021. All rights reserved. 8Short Constructed Response Rubrics
Item-Specific Rubric
Advantages
2-Point Tasks • Publicly available after the
assessment
• Developed during item writing
Short constructed process
responses will be • Provide students more specificity
developed as 2-pt tasks on how the writing task will be
using an item-specific scored
• Provides guidance during
rubric that specifies how rangefinding
student responses will be
scored. Support and Communication
• Examples will be developed and
released to allow teachers and
students to understand how the
rubric is applied
Copyright © Texas Education Agency, 2021. All rights reserved. 9Sample Grade 3 Short Constructed Response Task
Short Answer Question
Based on paragraphs 7 –12, what can the reader tell about the relationship between Kwan and his
grandmother? Support your answer with evidence from the story.
Enter your response in the box below.
Grade 3 TEKS:
7.B write a response to a literary or informational text that demonstrates an
understanding of a text
7.C use text evidence to support an appropriate response
8.B explain the relationships between the major and minor characters
Copyright © Texas Education Agency, 2021. All rights reserved. 10Sample Grade 3 Item-Specific Rubric
Score Point Description
• A full response will accurately answer that the relationship between Kwan and his grandmother
(Halmoni) is a close, caring, and/or loving relationship. Kwan wants his grandmother to be happy and to
make her proud. She cares about Kwan and his feelings.
• A full response includes at least one piece of supporting evidence from the text. The response may
include, but is not limited to, the following evidence cited or paraphrased from the text:
2 o His grandmother’s wide smile showed how proud of him she would be for sharing this Korean
custom.
o Halmoni sensed that something was wrong. “Kwan, are you worried about tomorrow?” she asked.
o Kwan’s grandmother shares with Kwan happy stories from her past.
• Evidence is accurately used to support the response.
• The response and the evidence to support it are based on the text.
• A partial response may include one of the answers expected in the full response. However, the evidence
included does not support the answer stated, comes from outside the source text, or no evidence is
1 provided.
• A partial response may cite or paraphrase relevant text evidence, but the student does not include an
accurate answer about the relationship between Kwan and his grandmother.
• The response is incorrect.
0 •
•
The response is not passage based.
No response is provided.
Copyright © Texas Education Agency, 2021. All rights reserved. 11Sample Grade 8 Short Constructed Response Task
Short Answer Question
Explain the principal argument the author makes in the article. Your response must include evidence
from the selection that clearly supports your answer.
Enter your response in the box below.
Grade 8 TEKS:
5.F make inferences and use evidence to support understanding
5.G evaluate details read to determine key ideas
8.E.i identifying the claim and analyzing the argument
Copyright © Texas Education Agency, 2021. All rights reserved. 12Sample Grade 8 Item-Specific Rubric
Score Point Description
• The primary argument, or claim, the author makes is that the conservation of different organisms is
important because it will benefit humanity in the long run. A full response must include the claim.
• A full student response includes at least one piece of supporting evidence. The response may include
but is not limited to the following supporting details from the passage:
2 o Biodiversity is important to everyone.
o Future medical discoveries may well depend on the survival of plant and animal species yet to be
studied.
o In the long run, saving a bug or a shrub will be a benefit to all.
• The response is free of errors of fact and interpretation with regard to the text.
• All evidence presented comes from the source text.
• A partial response must include the primary argument made by the author of the source text.
However, the evidence included either does not support the argument, comes from outside the source
1 •
text, or no evidence is provided.
A partial student response may mention one of the examples included in the full response, but the
explanation for how that example supports the primary argument may be vague and/or unfocused.
• The response is incorrect.
0 •
•
The response is not passage based.
No response is provided.
Copyright © Texas Education Agency, 2021. All rights reserved. 13Extended Constructed Response
Copyright © Texas Education Agency, 2021. All rights reserved. 14Currently students write in response to a
standalone prompt
Here is an
example:
*Grade 4 STAAR assessment, 2019
Copyright © Texas Education Agency, 2021. All rights reserved. 15Students will now be asked to write in response
to information they have read.
In this example, students
read three informational
source texts and respond to
this prompt using evidence
from the sources to
support their response.
*Grade 4 Florida Standards Assessments (FSA), 2015
Copyright © Texas Education Agency, 2021. All rights reserved. 16Writing in response to reading
In this example,
students read a
single literary
excerpt and respond
to this prompt using
evidence from the
text to support their
response.
*Grade 8 Mississippi Academic Assessment Program (MAAP), 2016
Copyright © Texas Education Agency, 2021. All rights reserved. 17Linking Informational Selections
to Cross-Curricular Topics
Copyright © Texas Education Agency, 2021. All rights reserved. 18RLA Passage Cross-Curricular Content
Integration
Prioritize cross-curricular content integration
for RLA passages
Passages will link to science, social studies, fine arts,
technology, and, to a lesser degree, mathematics
topics
Cross-curricular
integration This approach to passage selection will
• Encourage cross-curricular teaching and learning
and
• Build context and strengthens academic
vocabulary
Copyright © Texas Education Agency, 2021. All rights reserved. 19Why does cross-curricular passage content
matter?
• Evidence indicates students
with knowledge of the subject
matter have higher levels of High reading ability & high knowledge 86%
comprehension than students
with lower levels of subject
matter knowledge.
Low reading ability & high knowledge 81%
• Since subject matter knowledge
is covered in the TEKS for other
subjects, and all students are
Cross-curricular High reading ability & low knowledge 53%
taught the TEKS, ensuring
STAARintegration
passages have content
aligned to the TEKS for other
subjects ensures a level Low reading ability & low
playing field when assessing 43%
knowledge
comprehension.
Source: Recht, D. & Leslie, L. “Effect of Prior
Knowledge on Good and Poor Readers Memory Measure of Comprehension
of Text.” (1988) Journal of Educational
Psychology, Vol. 80, No. 1, 16-20
Copyright © Texas Education Agency, 2021. All rights reserved. 20Linking Informational Passages to Content
Area TEKS
Reading assessments will continue to include informational passages
and literary passages.
An informational text presents information to explain, clarify,
and/or educate. These texts can clearly link to subjects such as
science and social studies.
A literary text is generally recognized as having artistic value and
the purpose of entertaining the reader (e.g., prose fiction, drama,
poetry, and literary nonfiction). These texts might reflect topics
covered in other subject areas.
By the spring 2024 administration, 100% of information texts
included in STAAR Reading & English EOC will be based on cross-
curricular content covered in other TEKS subjects.
Copyright © Texas Education Agency, 2021. All rights reserved. 21Grade 4 Science Example
K-4 Science
K-4 Science Topics
Vocabulary
• observing the life cycles of animals (SE
cycle
1.10.D)
environment
• investigating the unique stages that
habitat
insects undergo (SE 2.10.C)
investigate
• Investigating how plants and animals
life cycle
undergo a series of changes (SE
organism
3.10.B)
pattern
• exploring, illustrating, and comparing
system
life cycles (SE 4.10.C)
Copyright © Texas Education Agency, 2021. All rights reserved. 22EOC Social Studies Example
World History
World History Studies Topics Studies
Vocabulary
human factors
• locate places and regions of (geography)
historical significance
Indian Ocean
• influence of human and physical
physical factors
geographic factors on major (geography)
events in world history
places
• trade in Indian Ocean
Panama Canal
• opening of Panama and Suez
region
canals
Suez Canal
Copyright © Texas Education Agency, 2021. All rights reserved. 23EOC Social Studies Example
World Geography
World Geography Studies Topics Studies
Vocabulary
culture groups
• how physical features have
influenced the past and migration distribution
patterns environmental
conditions
• how environmental conditions
have influenced the past and migration patterns
migration patterns phenomenon
• how physical features and physical features
environmental conditions have popular culture
shaped the distribution of culture region
groups
spatial diffusion
Copyright © Texas Education Agency, 2021. All rights reserved. 24Opportunities for Educator Involvement
Copyright © Texas Education Agency, 2021. All rights reserved. 25Educator Involvement
◦ TEA has a universal application form for
educators who would like to participate in a
variety of TEA committees.
◦ The involvement of Texas education
professionals (including K–12 classroom
teachers, higher education representatives,
curriculum specialists, administrators, and
regional education service center staff)
supports TEA in fulfilling the needs of
students across the state.
Copyright © Texas Education Agency, 2021. All rights reserved. 26Educator Involvement
Opportunities include the following:
◦ Curriculum standards review work groups,
such as TEKS and ELPS
◦ Assessment committees, such as item reviews
and teacher institutes
◦ Instructional materials committees, such as
quality review teams or state review panels
To apply to participate in these committees,
educators should complete the Educator Committee
Application Form at
https://www.txetests.com/edc/.
Copyright © Texas Education Agency, 2021. All rights reserved. 27Educator Involvement — Essay scoring
Our assessment scoring vendor is seeking Benefits include—
Texas educators certified in reading language
work from the
arts for temporary work scoring student
comfort of home,
essays
paid training, and
Scorers evaluate student responses to
subject-related open-ended questions
incentives for high
according to a scoring guide. Candidates must quality, productive
successfully complete calibration after scoring results.
completion of training in order to begin
scoring.
Copyright © Texas Education Agency, 2021. All rights reserved.Educator Involvement — Essay scoring
To apply to serve as an essay scorer,
complete the application at
www.pearsonassessments.com/seas
onaljobs.
Select ‘Distributed Scorer’ under the
‘Positions Available’ section.
Note: Please ensure that you provide your teaching
experience on the application form.
Copyright © Texas Education Agency, 2021. All rights reserved.TEA Contact Information
TEA Reading Language Arts Team
English Spanish
Chelaine Marion, director Joe Cisneros, director
Padmini Jambulapati Miguel Gomez
Valerie Pannell Javier Torres
Colin Sembello
Copyright © Texas Education Agency, 2021. All rights reserved. 30Stay Informed
TEA Bulletins
By telephone – Join TEA listserv bulletins for updates and
announcements.
(512) 463-9581
English Language Arts and Reading
Spanish Curriculum Standards
Bilingual/ESL Education
By email – Early Childhood Education
Curriculum@tea.texas.gov To the Administrator Addressed
Gifted/Talented Education
Mathematics
Science
https://public.govdelivery.com/accounts/TXTEA/subscriber/new
Copyright © Texas Education Agency, 2021. All rights reserved. 31Questions
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Copyright © Texas Education Agency, 2021. All rights reserved. 33You can also read
