nov2023_cuin_str m assignments assignment 1b unpacking the teks 100 po
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NOV2023_CUIN_STR
M
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Assignment 1B: Unpacking the
TEKS
100 Points Possible
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Depending on your content area, you will notice that the
TEKS standards are organized in different ways. For
example, math, science, and social studies have Process,
Readiness, and Supporting TEKS Standards. ELAR has its
TEKS organized in a different way.
Readiness standards have the following
characteristics:
• They are essential for success in the current grade or
course.
• They are important for preparedness for the next grade
or course.
They support college and career readiness.
• They necessitate in-depth instruction.
• They address broad and deep ideas.
Supporting standards have the following
characteristics:
• Although introduced in the current grade or course, they
may be emphasized in a subsequent year.
⚫ Although reinforced in the current grade or course, they
may have been emphasized in a previous year.
• They play a role in preparing students for the next grade
or course but not a central role.
• They address more narrowly defined ideas.
The process standards have the following
characteristics:
• They describe ways in which students are expected to
engage with the content.
⚫ These skills should be incorporated into the teaching of
the TEKS when possible so that students can attain a
greater depth of understanding of complex content.
Refer to the ELAR TEKS PowerPoint to learn more about
how the ELAR TEKS are organized
Assignment Directions for 1B: Unpacking the TEKS:
Step 1:
To successfully complete Assignment 1B: Unpacking the
TEKS
• Download the assignment template: Assignment 1B
Unpacking the TEKS Template
• Explore the https://lead4ward.com/resources/B
⚫ Look under Snapshots for helpful breakdowns of
your desired certification area.
Step 2:
Using the template provided, fill out the chart with the
following information:
⚫ Select a Knowledge and Skills statement as well as one
corresponding readiness and one supporting student
expectation.
If your course is STAAR tested, use the STAAR
released tests found by going to this link >>>to study
how students will apply the standard. If you are not
STAAR tested, find or create an assessment question
that aligns with the standard. You can also use a
STAAR released item from a higher-grade level related
to the same central focus.
• Solve and place the question to the chart under
"Assessment Context".
• Based on the knowledge and skills you needed to solve
the problem and your understanding of the standard,
outline what students should be able to know and do.
• Select a process student expectation, literacy routine,
etc. that aligns to and can support the readiness and
supporting student expectations you selected.
Note: There are courses (CATE, elective, etc.) that may
not have process or supporting student expectations clearly
outlined. In this case, search other courses such as
reading, math, or science for your grade level, and pull
applicable standards and expectations from there. For
example, if you are teaching an engineering course, search
high school science courses and find process/supporting
expectations that connect to the selected readiness student
expectation. If you need additional support, please reach
out to your instructor.
Commentary: Respond to the following prompts
• Explain how these components-process, readiness, and
supporting student expectations work together to
provide students with strong, conceptual content
knowledge.
• Explain the importance of unpacking the standard AND
how students will be assessed to determine what
students need to know and do.
• How does knowing and understanding the connection
between the different types of student expectations help
you in planning a learning segment (3-5 lessons) tied to
a central focus (big idea, essential understanding).
Step 3:
Download and review the exemplar:
• Assignment 1B Unpacking the TEKS Exemplar
Step 4:
• Save your completed assignment as a .doc, .docx, or
.rtf file.
• Click on the title of this lesson (above) to enter the
assignment submission area and submit your
completed assignment.
Points possible - 100 points
The rubric for this assignment may be viewed here or in the
Grading Rubrics link in the course menu: Assignment 1B
Unpacking the TEKS Rubric ↓
Minimize File Preview
Evelinad the im
Page
1
>
of 2
0
ZOOM
+
Clain the
ID
S3.B.1
S3.B.2
S3.B.3
Goal
1.7k the
importance of the
state content and
performance
standards as
outlined in the
Texas Essential
Knowledge and
Skills (TEKS);
1.16k the use of
appropriate
Goal Set Name Category
Pedagogy And
Professional
Responsibilities
materials and
resources for Pedagogy And
preparing
instruction,
presenting
lessons, and
assessing learning;
1. Teachers
organize
curriculum to
Professional
Responsibilities
Teacher
facilitate student Standards
understanding of
the subject matter.
2. Teachers
understand,
actively anticipate,
and adapt
instruction to
address common
misunderstandings
and
preconceptions.
3. Teachers
promote literacy
and the academic
language within
the discipline and
make discipline-
Teacher
Standards
Teacher
Standards
Standard 1
Standard 1
Standard 3
Standard 3
Standard 3
specific language
S1.D.3
S3
accessible to all
learners.
3. Teachers
encourage all
students to
overcome
obstacles and
remain persistent Teacher
Standards
in the face of
challenges,
providing them
with support in
achieving their
goals.
1.8k relevant
content of the
discipline being
taught, including
concepts,
principles,
relationships,
methods of
inquiry, and key
issues;
1.16s use various
types of materials
and other
Pedagogy And
Professional
Responsibilities
Pedagogy And
resources to aid in Professional
Responsibilities
preparing and
implementing
instruction;
Content
Knowledge and
Expertise.
Teachers exhibit a
comprehensive
understanding of
their content,
discipline, and
related pedagogy
as demonstrated
through the
quality of the
design and
execution of
lessons and their
ability to match
objectives and
activities to
relevant state
standards.
1. Teachers have
expertise in how
their content
vertically and
horizontally aligns
with the grade-
S3.A.1 level/subject-area
S3.A.2
S3.A.3
S3.C.1
S3.C.2
6.7s
continuum,
leading to an
integrated
curriculum across
grade levels and
content areas.
2. Teachers
identify gaps in
students'
knowledge of
Teacher
Standards
Teacher
Standards
subject matter and
communicate with
their leaders and Teacher
colleagues to
ensure that these
gaps are
adequately
addressed across
grade levels and
subject areas.
3. Teachers keep
current with
developments,
new content, new
approaches, and
changing methods
of instructional
delivery within
their discipline.
1.19k the
importance of
designing
Standards
Teacher
Standards
Pedagogy And
Professional
instruction that Responsibilities
reflects the TEKS;
1.20k features of
instruction that Pedagogy And
Professional
students' thinking Responsibilities
maximize
skills;
1.20s select
instructional
resources that
support
Pedagogy And
instructional goals, Professional
enhance student Responsibilities
achievement, and
engage students
in learning;
1. Teachers teach
both the key
content
Teacher
knowledge and Standards
the key skills of
the discipline.
2. Teachers make
appropriate and
authentic
connections
Teacher
across disciplines, Standards
subjects, and
students' real-
world experiences
6.7s use and
understand
technology
terminology
appropriate to the
task;
6.8s perform basic
software
application
functions,
Standard 1
Standard 1
Standard 1
Standard 3
Standard 3
Standard 3
Standard 3
Standard 1
Standard 1
Standard 1
Standard 3
Standard 3
Technology STANDARD
Applications 6
including but not
limited to opening Technology STANDARD
6.8s
an application
6.6s
3.1k
3.3k
program and
creating,
modifying,
printing, and
saving documents;
6.6s delineate and
make necessary
adjustments
regarding
compatibility
issues, including
but not limited to
digital file formats
and cross-platform
connectivity;
3.1k how to use
strategies for
acquiring
information from
electronic
resources in a
variety of formats
3.3k how to
access and use
online help.
6.13s
demonstrate
keyboarding
Applications
6
STANDARD
Technology
Applications. 6
Technology STANDARD
Applications
Technology
3
STANDARD
Applications 3
proficiency in Technology STANDARD
technique and Applications
6.13s
posture while
D1
D1.C001.B
building speed and
accuracy;
Relevant TEKS,
including ELPS
B. Demonstrate
knowledge of the
Texas
Prekindergarten
Guidelines related
to reading and the
Texas
Essential
Knowledge and
Skills (TEKS) for
English Language
Arts and Reading
(ELAR)
(Kindergarten
through Grade 5).
H. Demonstrate
knowledge of key
principles of
research-based
and evidence-
based reading
instruction,
including basing
instruction on the
standards outlined
in the Texas
Prekindergarten
Guidelines and the
TEKS for ELAR
(Kindergarten
through Grade 5);
making
instructional
decisions based
on
ongoing
D1.C001.H assessment
Required
Curriculum
Component
6
19 TAC
$228.30
Science of
Domain I
Teaching
Reading
Science of
Teaching
results; designing Reading
and implementing
developmentally
appropriate,
standards-driven
instruction that
reflects evidence-
based best
practices; and
ensuring that
reading
instruction is
systematic,
sequential,
explicit, and
strategic and
promotes the
prevention of
reading
difficulties.
Active Goals
Domain I
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