STATE OF TEXAS ASSESSMENTS OF
ACADEMIC READINESS (STAAR)
STAAR Reading: Creating Meaningful
Connections between Assessment and
Instruction in Grades 3—8
Susan Robertson
Manager of Reading Assessments Grades 3—8
Texas Education Agency
Catherine Stapleton
Program Specialist
Texas Education Agency

STAAR reading assessments will
emphasize students’ ability
to “go beyond” a literal understanding of
what they read
 to make connections within and across
texts
 to think critically/inferentially about
different types of texts
 to understand how to use text evidence
to confirm the validity of their ideas

Texas Education Agency
Student Assessment Division
December 2011
2

STAAR Reading Sample Released Test
Questions available at
http://www.tea.state.tx.us/student.assessment/staar/
Released sample test questions are representative of the
cognitive complexity of STAAR reading items.
The grades 3—8 reading sample release includes two reading
selections and 15 sample items per grade level.
The newly-assessed genres of poetry, drama, and persuasive
text are represented in the sample release.
STAAR Reading Sample Release
Texas Education Agency
Student Assessment Division
December 2011
3

The first STAAR field-test data were
collected in spring 2011.

Overall students performed well on the
STAAR field-test items, across all genres.

The data suggest that students are less
familiar with poetry, drama, and
persuasive genres.
2011 STAAR Reading Field-Test Data
Texas Education Agency
Student Assessment Division
December 2011
4

Examples from the newly-assessed genres:

Which word best describes the feeling that the poet creates
in this poem?
A Thankfulness
B Surprise
C Confusion
D Unhappiness
(Grade 3)
The reader can tell that the poem is written in free-verse
form because it does not have —
A a serious subject
B plot and conflict
C a rhyming pattern
D a common theme
(Grade 4)

STAAR Sample Release: Poetry
Texas Education Agency
Student Assessment Division
December 2011
5
Which poetic structure is found in the poem?
A Stanzas
B Rhythm
C Use of repetition
D Short line length
(Grade 4)

The poet places the words “no visitors at all” on a line by
themselves most likely because the words —
A highlight the speaker’s loneliness
B explain why work on the frontier was timeconsuming
C describe the speaker’s desire not to be distracted
from her family
D suggest that pioneers were not friendly or social
(Grade 6)

STAAR Sample Release: Poetry
Texas Education Agency
Student Assessment Division
December 2011
6

The repetition of the line “endless land . . .
endless sky . . .” suggests that the speaker —
A recognizes the infinite possibilities of
living on the frontier
B thinks that frontier life is unfair because
of its challenges
C feels overwhelmed by the vastness of the
surroundings
D appreciates the incredible beauty of the
environment
(Grade 6)
STAAR Sample Release: Poetry
Texas Education Agency
Student Assessment Division
December 2011
7

How does Scene 2 differ from Scene 1?
A Scene 2 contains more action.
B Scene 2 takes place in the forest.
C Scene 2 includes more stage directions.
D Scene 2 presents different characters.
(Grade 5)
STAAR Sample Release: Drama
Texas Education Agency
Student Assessment Division
December 2011
8

Based on the dialogue in paragraphs 6 through
15, how does Lucy first respond when Linus tells
her she cannot be a queen?
A She becomes furious at him.
B She ignores him.
C She tries to think of solutions.
D She becomes disappointed.
(Grade 8)
STAAR Sample Release: Drama
Texas Education Agency
Student Assessment Division
December 2011
9

Read the line from the excerpt.
LINUS: [He looks at his hand.] Why can’t
you guys get organized like that?
The playwright includes this line in order to —
A reveal character
B advance the plot
C create suspense
D add humor
(Grade 8)
STAAR Sample Release: Drama
Texas Education Agency
Student Assessment Division
December 2011
10

Paul’s main argument is that —
A video games have educational
value
B young people like video games
C video games help develop skills
useful in sports
D most young people play video
games daily
(Grade 5)
STAAR Sample Release: Persuasive
Texas Education Agency
Student Assessment Division
December 2011
11

Which of these sources does Paul use to
support his argument?
A Personal experiences and information
from a research report
B Facts collected by a library and a
university
C Interviews he conducted with family
members
D Information from a newspaper article
titled “Just a Play Day”
(Grade 5)
STAAR Sample Release: Persuasive
Texas Education Agency
Student Assessment Division
December 2011
12

The author supports each of his arguments
with —
A results from research studies about
the effects of changing the time
B personal experiences related to
changing the clock twice a year
C facts about the history of daylight
saving time
D quotes from Benjamin Franklin on the
subject of changing the time
(Grade 8)
STAAR Sample Release: Persuasive
Texas Education Agency
Student Assessment Division
December 2011
13

Which idea from paragraph 6 does the author
base on an assumption?
A Great Britain has fewer traffic
accidents during the period of daylight
saving time.
B The risk of injury increases during
standard time if a person is walking.
C More injuries occur in darkness than
in daylight, according to research.
D People on the streets were tired and
careless because of the change in time.
(Grade 8)
STAAR Sample Release: Persuasive
Texas Education Agency
Student Assessment Division
December 2011
14

The 2011 STAAR reading field-test data
also suggest that identifying theme is a
weakness across all genres.

Theme: A theme is an underlying central
and/or unifying idea that is repeated or
developed throughout a work. Themes
often explore timeless and universal ideas
and are almost always implied.
2011 STAAR Reading Field-Test Data
Texas Education Agency
Student Assessment Division
December 2011
15

The specific language of the student
expectations is reflected on the STAAR
reading assessments.

The focus of instruction needs to be on more
than the verbs in the student expectations.

Student success on STAAR requires that
students know and use the language of the
ELA/R TEKS in the classroom.
ELA/R Student Expectations and STAAR
Texas Education Agency
Student Assessment Division
December 2011
16

Examples —

Which poetic structure is found in the
poem? (Grade 4)

4(A): Students are expected to explain
how the structural elements of poetry
(e.g., rhyme, meter, stanzas, line breaks)
relate to form (e.g., lyrical poetry, free
verse)
ELA/R Student Expectations and STAAR
Texas Education Agency
Student Assessment Division
December 2011
17

Which idea from paragraph 6 does the
author base on an assumption? (Grade 8)

11(B): Students are expected to analyze
the use of such rhetorical and logical
fallacies as loaded terms, caricatures,
leading questions, false assumptions, and
incorrect premises in persuasive texts.
ELA/R Student Expectations and STAAR
Texas Education Agency
Student Assessment Division
December 2011
18

Additional examples of student expectations —

Grade 5 Fiction 6(B): Students are expected
to explain the roles and functions of
characters in various plots, including their
relationships and conflicts.

Grade 7 Expository 10(B): Students are
expected to distinguish factual claims from
commonplace assertions and opinions.
STAAR and ELA/R Student Expectations
Texas Education Agency
Student Assessment Division
December 2011
19

Grade 3 Sensory Language 10(A): Students
are expected to identify language that
creates a graphic, visual experience and
appeals to the senses.

Grade 7 Sensory Language 8(A): Students
are expected to determine the figurative
meaning of phrases and analyze how an
author’s use of language creates imagery,
appeals to the senses, and suggests mood.
ELA/R Student Expectations and STAAR
Texas Education Agency
Student Assessment Division
December 2011
20

Students must be provided in-depth instruction
in all genres represented by the ELA/R TEKS.

Genres should not be taught in isolation and/or
at only one point in the school year.

Students should routinely compare/contrast
genres. Examples: How does drama differ from
other literary genres? How do persuasive texts
differ from expository texts? How does author’s
purpose differ across genres?
Student Success in Reading and on STAAR
Texas Education Agency
Student Assessment Division
December 2011
21

Students must also be able to make
connections between different genres and
strands (and be able to “see” the thematic
links).

Instruction must emphasize
critical/inferential thinking rather than
isolated skills.
Student Success in Reading and on STAAR
Texas Education Agency
Student Assessment Division
December 2011
22

Students must learn to analyze both
fiction and expository genres — the
readiness genres — at elementary,
middle, and high school.

Students must receive thorough
instruction in the genres/TEKS prior to the
year the genre is assessed on STAAR.
· Literary nonfiction begins in 1st grade
· Drama begins in 2nd grade
· Persuasive text begins in 3rd grade
Student Success in Reading and on STAAR
Texas Education Agency
Student Assessment Division
December 2011
23

Students must understand the relationship
between reading test-taking strategies and
making meaning.

Students should be taught to use testtaking strategies as an individual “tool kit.”

Students must learn to use reading testtaking strategies judiciously, especially
given the 4-hour time limit.
Student Success in Reading and on STAAR
Texas Education Agency
Student Assessment Division
December 2011
24
The state assessment program has new policies
for dictionary use on STAAR.

Dictionaries must be available to all students
taking STAAR reading assessments (including
STAAR Modified) at grades 6—8.

Dictionaries are a resource and should be used
by students as needed. Students must be taught
to use dictionaries judiciously while testing,
especially given the 4-hour time limit.
Student Success in Reading and on STAAR
Texas Education Agency
Student Assessment Division
December 2011
25

General STAAR resources, assessed
curriculum documents, test blueprints,
test design schematics, and sample
released test questions are currently
available at
http://www.tea.state.tx.us/student.assessment/staar/
STAAR Reading Resources
Texas Education Agency
Student Assessment Division
December 2011
26

Additional reading resources can be found
at http://www.englishspanishteks.net/.
These resources include the English and
Spanish language arts and reading TEKS,
the ELA/R TEKS glossary, and a Reading
Resource Websites List.
STAAR Reading Resources
Texas Education Agency
Student Assessment Division
December 2011
27
Dr. Susan Robertson
Manager of Reading Assessments Grades 3—8
[email protected]
512-463-9536
Catherine Stapleton
Program Specialist V
[email protected]
512-463-9536
TEA Contacts
Texas Education Agency
Student Assessment Division
December 2011
28