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STAAR Data Assignment: For this assignment you may work as part of a team or you may choose to work individually. Teams may have 2 or 3 members.

1. A list or a table with all of the students who need additional instruction. The score recorded on the spreadsheet is the number right out of 5 total questions. Four – five correct indicates mastery, three, partial mastery, and zero, one or two correct not mastered. Your list or table should include all students with scores of 0-3. -1 point for each student missed. Total number of points for this area = 17.

2. A list or table of all of the areas that need to be re-taught to the class. Assume the following, if 70% or more of students need to be re-taught then you need to re-teach the entire class. -1 point for each student missed. Total number of points for this area = 17.

3. Write a lesson plan for one area that has to be re-taught to the entire class. Your lesson plan should include the following: Total number of points = 66.

Performance Expectation	Beginning 0	Developing 2	Accomplished 3	Score
Standards	No reference made to the TEKS	Related content TEKS are minimally identified: only the number and letters of the TEKS are listed	Related content TEKS are given in detail
Objectives/Learning Targets	Lesson objective(s) lack clarity &/or measurability; connection to standard not apparent. OR 2 or 3 parts of the objective are missing	Lesson objective(s) somewhat clear & measurable; somewhat connection to the TEKS OR the objectives are not completely measureable OR 1 part of the objective is missing	Lesson objective(s) are clear, measurable, and specific to the TEKS OR All parts of the objective are present; What the students will learn. How students will be accessed. What is the criterion for success.
Materials & Use of Technology	List of materials and use of technology not given in the lesson plan	List of materials and/or use of technology is incomplete or inaccurate.	List of materials and technology is provided and is accurate for both teacher and students.
Introduction	Little or no attempt to gather students’ attention and/or set a purpose for the lesson	Inadequate attempt to gather students’ attention and/or set a purpose for the lesson	Introduces the lesson by sharing purpose, of the lesson and the relevance to student
Procedures	Lesson plan has no match between procedures and objective(s); The lesson plan is missing step-by-step procedures	Lesson plan has limited match between procedures and objective(s); The plan is missing some necessary details for step-by-step procedures	Lesson plan has a clear match between procedures and objective(s); The Plan thoroughly details the step-by-step procedures.
Formative Assessment	No assessment provided	Assessment is not clear or is not complete	The assessment is clear and is related to the lesson objective(s)
Summative Assessment	No assessment provided	Assessment is not clear or is not complete	The assessment is clear and is related to the lesson objective(s)
Closure	There is no closure, there is no review or wrap-up	There is limited closure; there is a partial review or wrap-up. OR the closure is not clear	The closure is clear, either a wrap-up or review is provided
Differentiation	No Differentiation is accounted for.	Differentiation is somewhat accounted for; not all learners are accounted for	Differentiation is cleaer and meets the needs of all students
Writing	Writing quality is poor; There are more than 5 spelling and/or grammatical errors	Writing quality is fair; There are between 2-5 spelling and/or grammatical errors	Writing quality is Good; There are less than 2 spelling or grammatical errors

And this what I got if you just can corrected and fix it please

Reading/Comprehension Skills English III Lesson Plan

Materials:

Flash cards, worksheets, study guides, list of recommended reading material, suggested websites

Introduction:

The students need to use a wide range of cognitive skills in both independent and assisted reading to understand the author’s message. Students will continue to use skills learned previously applied to increasingly more difficult texts as they become more self directed and critical readers. The importance of this lesson to passing the TEKS standard will be emphasized, as will the end of lesson exam to measure progress against the standard, in order to give the students a clear goal.

Procedures:

New material is presented in various means – descriptions, visual, explanations and written texts. Instructor monitors comprehension by testing student’s ability to ask critical questions, make connections, create sensory images, summarize and draw conclusions. Opportunities to practice learning are provided, through whole class, small group and individual activities. The instructor will model learning, assess learning progress and provide feedback to the students.

Sample reading material will be presented to the students, flash cards will be used to help guide the students to the kind of understanding they should be getting and quizzes will be given to assess the student’s understanding. The students will also be expected to read material on their own and demonstrate critical understanding of the material they have read, with little help from the instructor.

Assessments:

The instructor will monitor progress throughout the lesson. Each student’s progress will be monitored and additional instruction will be provided as needed so each student can meet the requirement. Student’s will be broken out into groups as appropriate and given material to boost learning. When available, stronger students will help weaker students, where it will benefit both types of student.

An end of unit exam will be conducted to assess progress against the TEKS standard. This will have a high grade value, which will be emphasized throughout the coursework, as motivation to the students.

Closure:

A participatory class session will help the students self assess what they have learned and to further emphasize the importance of reading comprehension, both for the STAAR test and in the rest of education and life. An in class discussion will be given to assess student’s progress. The instructor will also provide examples of cases where incorrect reading comprehension could have major negative consequences. Every effort will be made to make sure students see the importance of this lesson outside of the test.