World Languages Department New Haven Professional Development Day October 1, 2007.
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Transcript of World Languages Department New Haven Professional Development Day October 1, 2007.
World Languages DepartmentNew Haven Professional Development
DayOctober 1, 2007
Today’s FocusTo become familiar with CAPT Reading for
Information (RFI) To examine sample test materialsTo explore instructional strategies relevant to
this assessmentTo understand how to bring this learning to
our classrooms
RFI Basics45-minute session2 – 3 published non-fiction texts500 – 1000 word texts10th grade readabilityMultiple choice and open-ended questions2 dimensions assessed3-point rubric (0 – 2)50% of CAPT Reading Across the Disciplines
score (Other 50% = Response to Literature)
RFI: TextTwo or three authentic, published non-fiction
texts
500 – 1000 words in length
10th grade reading level
May include related maps, charts, graphs, tables
RFI: Text
RFI: QuestionsFocus on two dimensions
Developing interpretation
Demonstrating critical stance
Developing an interpretation means . . .
Demonstrating critical stance means . . .Analyze author’s craft (i.e. use of literary and
rhetorical devices)Evaluate explicit and implicit information and
themesSelect, synthesize and use relevant
information within the text to include in a response to or extension of the text
Demonstrate an awareness of values, customs, ethics and beliefs included in the text.
Question StemsA1. Make connections between the text, other
texts, and outside experiences and knowledge
The author does not say, but the reader can tell . . .
The author presumed the reader of this article already knew . . .
The article does not say, but suggests that . . .Why did the author include . . .?In paragraph _____, the author includes
quotations from _____ to show ____ . . .
Question StemsA2. Identify or infer the author’s use of structure
and organizational patterns in the text.
The bold headings in this article are used to . . .The purpose of paragraph ___ is to . . .The structure of this article . . .Explain what you think is the probable purpose of
the chart/graphic.Explain why the author chose quotation X to
begin/end the article/paragraph.
Question StemsA3. Draw conclusions about author’s purpose,
including/omitting specific details.
The author included details about ___ in order to ___.
The author probably wrote this article in order to . . .
Why did the author include this quotation?Why did the author include this paragraph?Why was the chart about ___ included?
Question StemsA4. Use evidence from the text to draw/support
conclusions.
The reader can tell from the article that ___ deals with ___ in all of the following areas except ___.
There is enough evidence in this article to conclude . . .
All of these conclusions can be drawn from the information in this article except . .
Explain the impact ___ has had on ___.Explain what might be some of the
advantages/disadvantages of ___.
Question StemsB1. Use information from the text to make
predictions
The article suggests ___ will probably continue due to ___.
What most likely happened after ___?The article does not say, but suggests that ___.Why do you think ___ will not ___ in the future?What will probably happen as a result of ___?
Question StemsB2. Analyze author’s craft
Why did the author include this quotation in the article?
In the first paragraph, why does the author describe ___?
In the last paragraph, why does the author use the phrase . . .?
How was the author able to show . . .?What arguments did the author use to try to
convince the reader that . . .?
Question StemsB3. Evaluate explicit and implicit information and
themes.Which term is most important in understanding the
key ideas in this article?According to the chart/graph, what becomes the most
important factor in . . .?The author’s main reason for writing paragraph X is
to . . .What are some of the specific actions the article
implies readers should take?What arguments did the author use to try to convince
the reader that ___ is ___?
Question StemsB4. Select, synthesize and/or use relevant
information within a text to include in a response to or extension of the text.The author does not say, but the reader can tell . .
.The article does not say, but suggests . . .What seems to be the best solution to the problem
of ___?What are some of the specific actions the article
implies the reader should take?What possible effect could ___ have on ___?
Question StemsB5. Demonstrate an awareness of values,
customs, ethics and beliefs included in the text.The author of this article probably wants the
reader to appreciate . . .The author’s attitude toward ___ can best be
described as . . .Which of the following phrases provides
evidence of the author’s bias?The author probably wrote this article to appeal
to readers who . . .With which statement would the author probably
agree?
RFIWhen a student responds to any of the open-ended questions, the student is expected to explain his/her thinking, and to support his/her response with specific evidence from the text.
RFI ScoringMultiple-choice scored electronically
Open-ended responses scored by readersHolistic3-point scaleEvidence of developing interpretation and
demonstrating critical stanceFluency and clarity importantGrammar, spelling and penmanship?
RFI Rubric: Developing an InterpretationScore Point 2
Exploration or development of the ideas presented in the text.
Strong, conceptual understanding is indicated by the inclusion of specific and relevant information from the text.
Extension of ideas may include extensive and/or insightful inferences, connections between ideas in the text, references to prior knowledge and/or experiences.
RFI Rubric: Developing an InterpretationScore Point 1
Some exploration or development of ideas presented in the text.
A fundamental understanding is indicated by the inclusion of some relevant information from the text.
Extension of ideas lacks depth, although the response may include some inferences, connections between the ideas in the text, or references to prior knowledge and/or experiences.
RFI Rubric: Developing an InterpretationScore Point 0
limited or no exploration or development of ideas presented in the text.
little, if any, understanding of the text. The response may be illogical, vague or irrelevant.
incomplete or limited references, connections between ideas in the text or references to prior knowledge and/or experiences.
RFI Rubric: Demonstrating a Critical StanceScore Point 2
thoughtful and thorough examination of the text, uses information to move beyond the boundaries of the text
possible consideration of how, why or for whom the text was written
ability to evaluate explicit and implicit information and/or makes insightful judgments about the text
may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text
RFI Rubric: Demonstrating a Critical StanceScore Point 1
sufficient, though limited examination of the text, some attempt to use information to move beyond the boundaries of the text.
may include consideration of how, why or for whom the text was written.
some ability to evaluate explicit and implicit information and/or make plausible judgments about the text.
may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text.
RFI Rubric: Demonstrating a Critical StanceScore Point 0
cursory examination of the text, does not move beyond the boundaries of the text
little or no consideration of how, why or for whom the text was written
little or no ability to evaluate explicit and implicit information and/or superficial judgments about the text, the author’s craft, including literary devices
may be simplistic and unsupported, illogical, vague or irrelevant.
Theory Into PracticeRead (silently) “Shake, Rattle, and Please Buy
My Product.”In pairs/threes, answer questions that follow.Get together with another pair/three and
compare answers and responses.Try to score each others’ open-ended
responses using the 0 – 2 rubric.Whole group discussion/debrief.
Try It AgainRead “Smart Shopping.”In pairs/threes, respond to the multiple-
choice and open-ended questions that follow.Get together with another pair/three and
compare answers and responses.Try to score each others’ open-ended
responses using the 0 – 2 rubric.Whole group discussion/debrief.
Preparing Students for RFIRelevant, effective instructional strategies
embedded in high-quality teaching
Not “practice RFI”
Work with a partner/s to brainstorm ways to embed RFI related skills and strategies into your teaching. And/or, discuss what you’re already doing that supports student learning in this area.
Share with group.
For more information . . .http://www.csde.state.ct.us/public/cedar/asse
ssment/capt/resources.htm
http://nces.ed.gov/nationsreportcard/itmrls/
http://ctreports.com
Thank You!