MY ANALYSIS OF DIFFERENCES AMONG GRADE LEVELS — HIGH SCHOOL ELAR/TEKS

May 28, 2017 by

FROM DONNA GARNER — 5.27.16

 

MY ANALYSIS OF DIFFERENCES AMONG GRADE LEVELS — HIGH SCHOOL ELAR/TEKS — SECOND READING DRAFT (WITH AMENDMENTS FROM MAY 2017 SBOE MEETING)

 

            To make sure that students make steady academic progress throughout their school lives, the bar needs to be raised at each grade level.  For students and their teachers to have specific goals to reach at each grade level, the high school ELAR/TEKS (English / Language Arts / Reading curriculum standards)document must be organized around elements that grow in depth and complexity from one grade level to the next.  It is this organizational structure that holds both students and their teachers accountable to reach specific grade-level goals and that guide the content of the STAAR/EOC tests. 

 

            To have a quality ELAR/TEKS document, each grade level should be worded with specific goals for English I, specific goals for English II, specific goals for English III, and specific goals for English IV.  The SBOE needs to give careful guidance to Texas educators and their students by making sure that the elements (goals) are clearly worded and unique for each of the four grade levels.

  

            Instead, the largest percentage of verbiage (approximately 80% to 85%) in the ELAR/TEKS Second Reading Draft (including the amendments from the May 2017 SBOE meeting) is the same for all four grade levels (Eng. I through Eng. IV). 

 

 

            I went through the English I through English IV vertical alignment document and analyzed the elements. [If you desire a copy of the TEA’s Excel spreadsheet, please contact me offline at wgarner1@hot.rr.com.]

Here are my findings:

 

            Only five groups of elements are different in each of the four grade levels.

            Two complete Strands are totally the same in all four grade levels   (Strands 2 and 3).

           

In Strands 1, 4, 5, 6, and 7:

 

            Eight groups of elements are the same in all four grade levels.

            Seven groups of elements are partially different among the four grade levels.

 

MY SUGGESTION TO THE SBOE

 

            I urge the Texas State Board of Education members to make use of the English Success Standards which were written by Texas classroom teachers. The authors of this document claim no copyright nor authorship privileges, and they invite the public to utilize any part of the document without remuneration.

 

LINK TO ENGLISH SUCCESS STANDARDS — http://truthinamericaneducation.com/wp-content/uploads/2014/02/English.Success.Standards.doc

 

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STRAND 1

(1) (A)

Same in Eng. I/Eng. II

Different from Eng. I/Eng. II; different in Eng. III and Eng. IV

 

(1) (B)

Same across all four grade levels

 

(1)(C)

Different in each of the four grade levels

 

(1) (D)

Same across all four grade levels

 

(2) (A)

Same across all four grade levels

 

(2)(B)

Same across all four grade levels

 

(2) (C)

Different at each of the four grade levels

 

(3)

Same across all four grade levels

===========================

STRAND 2

(4)

The elements in Strand 2 are the same across all four grade levels.

===========================

STRAND 3

(5)

The elements in Strand 3 are the same across all four grade levels.

===========================

STRAND 4

(6) (A)(B)(C)(D)

Different at each of the four grade levels 

 

(7)(A)

Same across all four grade levels

 

(7) (B)

Different at each of the four grade levels

 

(7) (C)

Same across all four grade levels

 

(7)(D) (i)(ii)(iii)

Same across all four grade levels

 

(7)(F)

Same at Eng. I/Eng. II/Eng. III — different in Eng. IV

===============================

STRAND 5

(8) (A) (B) (C)

Same across all four grade levels

 

(8) D)

Eng. I unique — same Eng. II/Eng. III — different in Eng. IV

 

(8) (E)

Different in in Eng. I/Eng. II  — same in Eng. III/Eng. IV

 

(8)(F)

Same across all four grade levels

 

(8)(G)

Different in Eng. I and Eng. II — different from Eng. I and Eng. II but same in Eng. III/Eng. IV

=================================

STRAND 6

(9)(A)(B)(i)(ii)(C)(D)

Same across all four grade levels

 

(9)(D)(i)(ii)(iii)(iv)

Same in Eng. I/Eng. II

 

(9)(D)(v)

Different in Eng. I and Eng. II — blank in Eng. III/Eng. IV

(9)(D)(vi)

Same in Eng. I/Eng. II – blank in Eng. III/Eng. IV

 

(9)(E)

Same in all four grade levels

 

(10)(A)

Same in all four grade levels

 

(10)(B)

Same in Eng. I/Eng. II — different from Eng. I/Eng. II  — same in Eng. III/Eng. IV

 

STRAND 7

(11)(A)(B)(C)(D)(E)(F)

Same in all four grade levels

 

(11)(F)(i)

Same in Eng. I/Eng. II (“including omission”) — different from Eng. I/Eng. II (“and accuracy”) — same in Eng. III/Eng. IV

 

(11)(F)(ii)

Different in all four grade levels

 

(11)(F)(G)(H)(I)

Same in all four grade levels

 

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