# Result

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TEKSING TOWARD STAAR MATHEMATICS ® TEKS/STAAR Spiraled Practice and Profile Booklets Correlated by Category/TEKS TEKSING TOWARD STAAR © 2014 Overview GRADE 6 SPIRALED PRACTICE OVERVIEW This document was created with all students in mind and provides teachers with sets of 3 spiraled questions to assess student mastery of TEKS assessed on STAAR as well as Class and Student Profiles designed for recording and analysis of performance data. Each question in this document is correlated to a specific STAAR Category and TEKS. This document provides both multiple choice and answer grid formats. However, the questions can easily be utilized without the multiple choice answers or answer grid. The questions are spiraled through all TEKS and pieces of TEKS that are eligible for assessment on STAAR. Twenty spirals are provided for each six weeks for a total of 120 Spiraled Practice sets. The spiraling of the questions takes into consideration the following information from the STAAR Grade 6 Mathematics Blueprint released from the TEA in January 2014: 60% - 65% of the questions will assess Readiness Standards – 31-34 of 52 total questions 35% - 40% of the questions will assess Supporting Standards – 18-21 of 52 total questions 48 questions will be multiple choice format and 4 questions will be griddable format The Profiles were designed to enable teachers and students to keep a record of mastery of all TEKS, not just the ones assessed on STAAR. Every question on each Spiraled Practice is correlated on the Profiles. Teachers keep a Class Profile to guide plans for instruction for each class they teach. Students keep a Student Profile so they will know their own individual strengths and weaknesses. Teachers view individual Student Profiles to guide plans for small group instruction and individualized tutorials. There is no answer key provided for this document, as the authors’ philosophy is that each teacher should create a personalized Solutions Manual so the teacher becomes more familiar with the TEKS and assessment of the TEKS, as well as formulates various solution strategies for each question. Teachers are encouraged to communicate with the authors regarding discussion of any question in this document. TEKSING TOWARD STAAR ©2014 Page 1 GRADE 6 SPIRALED PRACTICE AUTHORS’ VISION FOR IMPLEMENTATION – SPIRALED PRACTICE Begin the class period with a Spiraled Practice. Students work in Partner Pairs until Six Weeks 4 when they begin working individually without assistance. Students should first identify the MAIN IDEA and SUPPORTING DETAILS for each problem, then work each problem – they must show all work they do to help them choose their answer – the objective would be that anyone who looks at their paper should be able to understand how they chose their answer. After students begin working, quietly assign three different Partner Pairs as SHARE PAIRS for the 3 problems. If you have an opaque projection device, the share pairs will share their work from their paper. If you do not, then prior to class label 3 different transparencies as #1, #2, and #3 (small numbers in the top left corner of each transparency) and distribute the blank transparencies and overhead pens to the SHARE PAIRS so they will be able to show their work utilizing an overhead projector. The SHARE PAIRS and are assigned to work on their assigned problem FIRST, then complete the other questions if they have time – they must SHOW all work – the teacher should monitor the share pairs closely and answer any questions they have about the problem. ALL students should work in pairs to complete a Spiraled Practice in 6 minutes – each student recording on their individual page(s). Call TIME after 6 minutes. Immediately SHARE PAIR 1 places their paper or paper or transparency on the projection device and shares how they solved the problem. First, they say “The main idea of the problem is…”; then they say “The supporting details in the problem are…”. Then they share the process they used to answer the problem. After sharing, they ask the class: “Did anyone get a different answer?” and “Did anyone solve the problem differently?” If someone did, they share and discussion follows. If the SHARE PAIR could not complete the problem (however, ever share pair/student should be expected to find the main idea and supporting details in each problem, even if they cannot answer the problem), they ask the class if anyone could complete the problem – if so, a pair that completed the problem is asked to come up and share their work with discussion following. If no student could answer the problem correctly, the teacher makes a decision whether to continue di

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