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Students are having to demonstrate higher levels of knowledge through more rigorous verbs

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Students are having to demonstrate higher levels of knowledge through more rigorous verbs

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"Demonstrate" is used more often, showing the emphasis on hands-on experiences. Students are expected to not only demonstrate skills but explain and justify them.

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Added rigor and higher level of thinking

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Higher level thinking skills/ Blooms. Lots of hands on and experimenting, than just observing in the past.

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The students are being asked to do more, because the amount of verbs increased in the new TEKS. The level of thinking is deeper... less observing, more analyzing.

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They have become more descriptive. Less identifying and more in depth thinking. More hands on in their learning.

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Students are required to investigate, solve, and apply their reasoning.

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Application is key - verbs require learners to identify and explain various components of their learning and analyze their relevance to other things.

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We noticed some of the TEKS were put in different grade levels, so this could've caused some gaps in the current students.

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The new TEKS are much more hands on. Instead of "observe" now they "plan and conduct".

There is a heavy emphasis on explaining the investigations.

Some TEKS have moved down grade levels (ex. How pushes and pulls impact an object's motion moved from 3rd to 1st).

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Students need to have deeper understanding of concepts and be able to describe what they are observing

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Life cycles has the lowest percentage of mastery

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the data for Life Cycles is the lowest scoring

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Life cycle has the lowest scoring.

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Perhaps the Life Cycle score being the lowest is due to the topic being introduced in the lower grades and then not revisited.

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We were surprised that life cycles was as low as it was since it has been taught so often.

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Physical and chemical properties was the highest score, which could be because there is a TEK for every grade K-5

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Life cycles is the lowest score.

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A lack of reinforcing vocabulary and being consistent with using the correct terms vertically.

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We were surprised that the Life Cycle score was the lowest.

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Life Cycle's is the lowest standard tested. There are only TEKS up to 3rd grade for that standard.

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Life cycles score was the lowest because it is taught multiple years

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Life cycle is the lowest score.

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The lack of reinforcing vocabulary and revisiting subject.

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TEKS not being spiraled throughout elementary

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How many things are tested that are not in the 5th grade TEKS

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Introduce and revisit with accountability.

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We were surprised by the number of questions per TEK. Most of the questions TEKS were only tested once.

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Look at how the Life Cycle questions are assessed and make sure our Tier 1 instruction is aligned.

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Life cycle is the lowest score

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A lack of resources to create rigor. A lack of critical thinking questions to practice with in previous grades.

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Be more intentional about having them explain information. Review vocabulary. Spiral Review.

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i feel like life cycle is the lowest score.

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Constant spiraling of vocabulary and cross-curricular reading to reinforce science concepts and terms.

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We think one thing that can contribute to the scores is, assuming that the students have a base knowledge of the subject. Doing a quick reteach of a concept introduced in 2nd or 3rd grade would help refresh their memory.

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Higher level of thinking.

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Explicit vocabulary instruction and accountability to the words we are teaching. More spiraling, and paying attention to those TEKS that are only taught through younger grades.

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More intentional planning for hands-on experiments.

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Electricity is lower than some of the other TEKS - this surprised me because I have seen how learners have been successful & love interacting with the hands-on circuits.

-TEK asks learners to "demonstrate how electrical energy can be transformed (into motion, light, sound, or thermal energy)" and wonder if STAAR asked learners to make inferences to apply (their knowledge, information provided and

make connections).

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There are some questions from TEKS that 5th graders haven't seen in multiple years before they test.

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Learners are having to comprehend, explain, and demonstrate using scientific vocabulary.

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Identify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources.

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Lack of resources for both teaching and assessing to the rigor of STAAR

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Indicates a need for explicit vocabulary instruction, along with planning with the vertical alignment in mind at each grade level

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Not enough resources for teachers to use.

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Lack of resources and need to revisit each year to refresh.

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Be intentional about teaching/ displaying/spiral review of science specific vocabulary

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Implement more Cross Curricular integration. Do more inquiry based activities

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Implement more Cross Curricular integration. Do more inquiry based activities

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The campus will focus on tying spiral reviews into hands-on science activities.

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Intentionally identify concepts we already teach that relate to science TEKS to reinforce topics and vocabulary

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We will intentionally provide small group instruction in science/ facilitation of labs.

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We will intentionally use the science vertical alignment while planning for instruction.

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Introduce with a hook, reinforce vocabulary, and show accountability with exit ticket.

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We will be intentional with target vocabulary and applying it in their writing.

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Students will strengthen their understanding of grade level science concepts by engaging in weekly literacy activities that incorporate science vocab, reading comprehension, and writing skills.

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Consistently pair visual aids for vocabulary with hands-on activities/lessons (particularly in structured learning lessons) to reinforce vocabulary as well as increased auditory learning options like songs/mnemonics.