Indiana Standards (2014)Text-dependent Instruction in English/Language Arts

Assessment Information The “3 Big Ideas” in the new ELA IAS Text-dependent Instruction Making Connections

Today’s Agenda:

Assessment Information for English/Language Arts

ELA Blueprints Instructional and Assessment

Guidance Sample Applied Skills Items/ Rubrics

Blueprints

Reading: Literature- Questions are based on a range of grade-level literature and may include analyzing and making inferences about literary elements and themes…

Reading: Nonfiction and Media Literacy- Questions are based on a range of grade-level nonfiction and may include analyzing how central ideas are conveyed over the course of a text…

Reading: Vocabulary- Questions are based on determining or clarifying the literal and nonliteral meanings of words and phrases and their uses in literature and nonfiction texts…

Blueprints

Writing: Genres, Writing Process, Research Process- Questions may include argument, informative, or narrative writing in response to literature and nonfiction texts. . .

Blueprints

Instructional and Assessment Transition Guidance

Purpose: Provide guidance at the standard-level regarding the assessment to assist in instructional decisions

IDOE Assessment

ISTEP+ Part 1 – Applied Skills Sample Items:

The following items are samples, designed to use with teachers, as part of professional development

and students, to familiarize them with items

aligned to the college- and career-ready 2014 Indiana Academic Standards.

Applied Skills Items

Applied Skills Items

There will be two types of sessions for Applied Skills: A passage with constructed

response questions and an extended response

A passage or passage pairing with a few multiple choice questions and a writing prompt

Grade 8 Constructed-Response:

How does Buck change after he is rescued by John Thornton? Support your response with details from the excerpt.

Excerpt from The Call of the Wildby Jack London

English/ Language Arts 2-point Constructed-Response (CR) Rubric

 2 points Proficient The response fulfills all the requirements of the task. The information given is

text-based and relevant to the task.  1 point Partially Proficient The response fulfills some of the requirements of the task, but some of the

information may be too general, too simplistic, or not supported by the text.  0 point Not Proficient The response does not fulfill the requirements of the task because it contains

information that is inaccurate, incomplete, and/or missing altogether.

Constructed Response Rubric

Grade 8 Extended-Response:

You have just read an excerpt from The Call of the Wild. How is Buck a reflection of John Thornton? Using examples from the excerpt, write an essay that discusses how Buck’s behavior is a result of his interactions with John Thornton and his dogs. Support your response with details from the excerpt.

Excerpt from The Call of the Wildby Jack London

Excerpt from The Call of the Wildby Jack London

2014 ISTEP+ Writing Prompt

Grade 8 Writing Prompt:You have read the article “The Benefits of Homework.” The author makes the claim that homework can positively affect student performance in school. Think about the evidence the author provides and consider if it fully supports the claim. Using details from the article, write an argument analyzing how effectively the author supports this claim.  

Be sure to include:-your position on how well the author supports the claim-details from the article to support your position-an introduction, a body, and a conclusion

“The Benefits of Homework”

Designing the Spring 2015 ISTEP+ End of Course Assessments (ECAs)

• Spring 2015 ECAs will include two components: Graduation examination

• Aligned to IAS (2000 Algebra I, 2006 English 10)

Accountability assessment• Aligned to CCR IAS (2014 Algebra I and

English 10)

• Watch for additional ECA updates coming later this fall!

Acuity Assessments

• Acuity for Algebra I and English 10

Continue Predictive forms for the ECAs• Assesses Graduation Examination content

NEW CCR-aligned items for use by teachers• Assesses accountability assessment content

Regular practice with complex text and its academic language.

Remember: assessment items will be based on a student’s ability to comprehend complex text and cite

evidence from it.

Big Idea #1

Determining Text Complexity

Task #1Text Complexity

Scaffolding for Reading Complex Text – Handout!

Chunking Reading and

Rereading Read Aloud Strategic Think Aloud Scaffolding Questions Heterogeneous Small

Groups Paraphrasing and

Journaling

Recording Preparing struggling

readers to support confidence and participation

Annotation Strategies Cornell Note-Taking

Method

Tier 1 Vocabulary = Basic Words Examples: clock, baby, happy, sun, orange

Tier 2 Vocabulary = Academic Examples: measure, independence, condense, benevolent

Tier 3 Vocabulary = Domain Specific/Content Examples: Isotope, asphalt, economics, peninsula

Vocabulary Tiers

Task #2 Academic Language

Using evidence from a text, excerpt, or passage when writing and speaking.

Remember: the new assessments will require students to cite evidence.

Big Idea #2

www.achievethecore.org

College and workplace writing requires evidence

Evidence is a major emphasis: Reading, Writing, Speaking and Listening, and Media Literacy

Evidence from Text – why so important?

Ability to cite evidence differentiates strong from weak student performance on NAEP.

Ability to locate and cite evidence are hallmarks of strong readers and writers.

Evidence from Text – why so important?

Close Analytic Reading

• Requires prompting students with text-dependent questions to unpack complex text and gain knowledge.

• Text dependent questions require text-based answers – evidence.

• Not teacher summarizing text, but guiding students through the text for information.

• Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

• Supports fluency

Focus students on key parts of text

Scaffold key knowledge and information

Provide practice for mastering text

Require students to discover and cite evidence from text

Text Dependent Questions

1. “It woke up the old Okeechobee and the monster began to roll in his bed.” Who or what is the monster? What other images in the passage support your interpretation? (9-10.RL.2.1)

2. Based on the language and imagery in paragraph 2, what natural event is about to happen? Give examples of specific words and figures of speech that make clear the event and suggest the mood in the passage. (9-10RV.3.1)

Sample Text-Dependent Questions

Literal or recall questions: What is the name of the lake in Florida where the characters live?

Comprehension-based questions: Why did the characters huddle in their cabin instead of fleeing?

Personal responses to the text: Write about a time when you were frightened by a violent storm or some other act of nature.

Text-Dependent Questions are NOT…

Task #3Text-Dependent Questions

Integration of Multiple Standards

Big Idea #3

Task #4Integration of Multiple

Standards

Exit Cards

The most important thing I learned today was...

I need help with... I need help with...

Making Connections

https://www.aea267.k12.ia.us/system/assets/uploads/files/76/which_words_to_teach.pdf

www.achievethecore.org

Sources