Aligning Cognitive Level and Content
Directions:
1) Circle the cognitive expectation (verb), box the content (noun), and underline
the specificities (i.e. such as, including, involving, etc.) for the standard
below.
2) Use the graphic organizer below, to align the cognitive level and content for
the standard below. (The word bank may help).
5.5A
Describe the relationship between sets of data in graphic organizers such
as list, tables, charts, and diagrams.
5.5A
Sets of data in
graphic organizers
Diagrams
Word bank
Tables
Diagrams
Describe
Charts
Sets of data in graphic organizers
Implications for Instruction
Make sure that students can
Relationships
Lists
Implications for Assessment:
How many different ways could
this TEKS statement be assessed?
Aligning Cognitive Level and Content
Directions:
1) Circle the cognitive expectation (verb), box the content (noun), and underline the specificities (i.e. such as,
including, involving, etc.) for the standard below.
2) Use the graphic organizer below, to align the cognitive level and content for the standard below.
(The word bank may help).
5.10C
Select and use appropriate units and formulas to measure length, perimeter, area, and volume
5.10C
volume
formulas
appropriate
units
Word bank
use
appropriate
units
length
measure
formulas
perimeter
select
area
Implications for Instruction:
Make sure that students can…
Implications for Assessment:
How many different ways could this
TEKS statement be assessed?
30
5.5A Describe the relationship between sets of data in graphic organizers such as lists,
tables, charts, and diagrams
(STAAR 2011 Release questions)
(November 2012 TASA conference)
Each rectangle below contains two numbers.
124
35
18
75
248
70
36
150
Which statement about the numbers in each rectangle is NOT true?
A.
B.
C.
D.
The
The
The
The
bottom
bottom
bottom
bottom
number
number
number
number
is a multiple of the top number.
is 2 times the top number.
divided by 2 is the top number
is half the top number.
Aligning Cognitive Level and Content
Directions:
1) Circle the cognitive expectation (verb), box the content (noun), and underline
the specificities (i.e. such as, including, involving, etc.) for the standard
below.
2) Use the graphic organizer below, to align the cognitive level and content for
the standard below. (The word bank may help).
5.5A
Describe the relationship between sets of data in graphic organizers such
as list, tables, charts, and diagrams.
5.5A
Describe
Relationships
Sets of data in
graphic organizers
Describe
Charts
Sets of data in graphic organizers
Implications for Instruction
Make sure that students can
Diagrams
Charts
Tables
Lists
Word bank
Tables
Diagrams
Relationships
Lists
Implications for Assessment:
How many different ways could
this TEKS statement be assessed?
5.5A Describe the relationships between sets of data in graphic
organizers such as lists, tables, charts, and diagrams.
Instructional Implications:
 Students should evaluate multiple sets of data in the form of graphic
organizers:
o Lists
o Tables
o Charts
o Diagrams
 Students should be given opportunities to describe relationships between
sets of data:
o Verbal descriptions
o Equations and expressions
o Do not just accept numeric answers, but the how behind they were
generated.