STAAR® Techniques to Engage Learners in Literacy and Academic Rigor (STELLAR), English III page 9

A written overview of the planning steps for using this text for teaching,
testing, and reviewing, along with a graphical representation of the process,
are provided for your use. A blank calendar for use when planning is
included at the end of this section.

Step One begins with planning instruction by deciding whether to use the
literature selections in this text, choose supplemental literature, or use a
mixture of both. Regardless of the source, make sure the selections come
from multiple genres. If you have chosen to solely use supplemental
literature, construct the themes based on the selections. If you have chosen
to use both provided and self-selected texts, make sure the connections that
provide the theme(s) carry through in each selection.

Step Two involves asking questions to help direct learning:

What themes, or big ideas, does the text(s) address? Are the themes subtly connected or is the connection more apparent? How can the big ideas for each selection be connected through the
theme?

In Step Three, first determine the various skills (TEKS and CCRS) that are
naturally embedded within each selection, as well as those within the theme.
Next locate the skills within each of the RLA strands.

Step Four identifies the areas within each strand that most likely will need
explicit instruction for the students to be able to take ownership of their
learning. List the skills and plan the most effective strategies and methods
for approaching each skill, including classroom (formative) assessment. Be
sure to take the following into consideration:

In what order should the skills be taught? What mini lessons are necessary to provide explicit skill instruction? How will the instruction address multiple levels of skill proficiency? Is the classroom assessment effective for determining comprehension? How will students show evidence of skill attainment and mastery? What task(s) must be successfully completed?

Step Five focuses on the administration of sections of the assessments.
Review your planning up to this point and look at the provided assessment.
Select portions of the assessment and plan their placement within the