Focus on 2014 GED® Test Content: Reasoning through Language Arts

Focus on 2014 GED® Test Content: Reasoning through Language Arts
Presenters: Bonnie Goonen Susan Pittman The IPDAE project is supported with funds provided through the Adult and Family Literacy Act, Division of Career and Adult Education, Florida Department of Education.

Session Objectives Identify strategies for integrating reading and writing skills Model and apply strategies for integrating reading and writing, including sentence combining and developing constructed responses Review evidence-based scoring rubrics and sample anchor papers

Because we believe in adult learners . . .
“The adult education system cannot stand still while the world around us is changing.” Cheryl Keenan, Director of Adult Education and Literacy, OVAE: NCFL 2013.

It’s about the test-taker
11/2013 It’s about the test-taker Support before and after test Easier scheduling Simpler testing process Global access to study tools Quicker transitions to jobs and college Key Points Remember, it’s about the test-taker and the services that he/she needs to be successful. © Copyright 2013 GED Testing Service LLC. All rights reserved.

150 minutes [25 min + 45 min ER] + [10 min. break] + [70 min]
11/2013 2014 GED® test Overview Module Testing Time Raw Score Points Reasoning Through Language Arts 150 minutes [25 min + 45 min ER] + [10 min. break] + [70 min] 65 raw score points Mathematics 115 minutes 49 Science 90 minutes 40 Social Studies [65 min + 25 min ER] 44 Total Battery ~ 7.5 hours Key Points First let’s look at the time for the 2014 GED® test. Review the information on the chart. © Copyright 2013 GED Testing Service LLC. All rights reserved.

GED® Tools for Students/Educators
11/2013 GED® Tools for Students/Educators Key Points Access the video The 2014 GED Program to provide basic information on MyGED™ and GED Analytics. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Free Practice Test vs. GED Ready™
11/2013 Free Practice Test vs. GED Ready™ Free Practice Test GED Ready™: The Official Practice Test Quarter length of the GED® test. Preview and practice with the content and technology that will be part of the 2014 GED® test Half length of the GED® test. Preview and practice with the content and technology that will be part of the 2014 GED® test No scoring provided. Review the “answer explanation” on each question to confirm the correct answer and see explanations for why the other options were incorrect Instant scoring gives students a number score when they complete the test Use the Companion Guide to understand which standards-based skill is being assessed in each question Gives students an enhanced score report with details about the standards-based skills he or she needs to work on to score higher No study plans provided Provides a targeted study plan for students with recommendations from leading preparation book and online course providers Is not intended to determine readiness for the GED® test Is the only practice test built to tell a student if they are likely to pass the real thing Key Points Review information on the free practice materials and the GED Ready™. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Tools for Educators Assessment Guide for Educators (July 2013)
11/2013 Tools for Educators Assessment Guide for Educators (July 2013) 2014 GED® Test Item Samplers Download the guides at © Copyright 2013 GED Testing Service LLC. All rights reserved.

New Realities in Cognitive Complexity: Webb’s Depth of Knowledge (DOK)

Webb’s Depth of Knowledge
Level 1: Recall A. Focus is on specific facts, definitions, details, or using routine procedures (measure, divide, follow recipe, etc.) B. Explaining “that…” C. Can be “difficult” without requiring “deep” content knowledge to respond to item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) D. Combination of level ones does NOT = level 2. E. One right answer Level 2: Skill Concept A. Focus is on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas. B. Requires deeper knowledge than definition C. Explaining how or why D. Making decisions E. Estimating, interpreting in order to respond F. One right answer Level 3: Strategic Reasoning A. Focus is on reasoning & planning in order to respond (e.g., write an essay or constructed response, apply in new/novel situation). B. Complex and abstract thinking is required. C. Often need to provide support for reasoning or conclusions drawn. D. More than one “correct” response or approach is often possible. Level 4: Extended Reasoning A. Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation. B. Assessment activities have multiple steps with extended time provided. C. Students may be asked to relate concepts within the content area and among other content areas. D. Students make real-world applications in new situations.

DOK is about complexity
The intended learning outcome determines the DOK level. Instruction and classroom assessments must reflect the DOK level of the intended learning outcome.

DOK levels can be cumulative
Standard DOK Assessed DOK Needed Analyze text(s) in order to identify, understand, infer or synthesize information DOK 3 DOK 1 (read) DOK 2 (understand) DOK 3 (apply information) Apply knowledge of sentence structure in composing or editing DOK 2 DOK 1 (know parts) DOK 2 (write sentence/edit sentence) Predict trends based on graphical representation DOK 1 (determine how many) DOK 2 (compare) DOK 3 (make decisions) Simplify and evaluate numerical and algebraic expressions DOK 1 DOK 1 (solve)

Remember DOK is... …descriptive
…focuses on how deeply a student has to know the content in order to respond …NOT the same as difficulty …NOT the same as Bloom’s Taxonomy

Content and Context of Reasoning through Language Arts Module
11/2013 Content and Context of Reasoning through Language Arts Module Key Points Let’s look at some new realities in the world of adult education. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Reasoning through Language Arts
11/2013 Reasoning through Language Arts Overview Item Types Integration of reading and writing 75% nonfiction; 25% fiction Passage length: words Three-trait rubric Computer-based format Extended response Technology-enhanced items Multiple choice Drag-drop Drop-down Fill-in-the-blank Key Points Review the information on the slide. © Copyright 2013 GED Testing Service LLC. All rights reserved.

RLA Practices “Closely” read text that is
more complex greater in length Determine what is explicitly stated Draw specific comparisons between two texts Distinguish between valid arguments and faulty reasoning Distinguish between supported and unsupported claims Make logical inferences based on evidence Draw relevant and sufficient evidence from the text(s)

AN INTRODUCTION TO ANCHOR PAPERS
07/2013 AN INTRODUCTION TO ANCHOR PAPERS Key Points Introduce that participants will be readying sample anchor papers and using the new scoring rubric. © Copyright 2013 GED Testing Service LLC. All rights reserved.

07/2013 What is at stake? “My view is that good writing is a sign of good thinking. Writing that is persuasive, logical, and orderly is impressive. Writing that’s not careful can be a signal of unclear thinking.” “Writing is integral in nearly every job. It’s really not a promotion issue since you’d never get to the point of promotion without good communications skills. You can’t move up without writing skills.” Key Points In 2004, the National Commission on Writing for America’s Families, Schools, and Colleges conducted a survey of business leaders. This report Writing: A Ticket to Work…Or a Ticket Out was a follow-up to The Neglected “R”. The Need for a Writing Revolution. A report of The National Commission on Writing in America’s Schools and Colleges, 2003. This second report from the Commission summarizes the findings of a major survey of 120 members of Business Roundtable, a survey conducted in the spring of The Roundtable includes some of the most prominent corporations in the United States and the world. The quotes on this slide were taken directly from the report and were statements made by individuals who completed the survey. These quote emphasize what is really at stake with more rigorous instruction in adult education – the opportunity to gain employment and qualify for promotion in salaried positions. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Constructed response is . . .
07/2013 Brainstorm Time! Constructed response is . . . Key Points Have participants brainstorm words and phrases that define constructed response. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Constructed responses . . .
07/2013 Constructed responses . . . Ask test takers to apply knowledge, skills, and critical thinking abilities Require test takers to “construct” answers without the benefit of any suggestions or choices Require test takers to generate and intertwine ideas into a response that is directly related to the text(s) Can be short or extended Key Points Students must use more complex cognitive processes in order to respond to an extended response or short answer. There is no “one” correct response, but rather the student constructs his/her answer based the evidence presented within the source text(s). The response must be directly related to the text. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Scoring based on 2014 GED® Traits of Writing
07/2013 Scoring based on 2014 GED® Traits of Writing Key Points The 2014 GED® RLA Extended Response Scoring Rubric looks very different from the 2002 GED® Essay Scoring Rubric. Candidate responses will be scored based on three traits that are adapted from Anchor Standards in the Common Core State Standards for English Language Arts and reflect the standards outlined in CCR Writing Anchor 1. The traits are: Trait 1: Analysis of arguments and use of evidence Trait 2: Development of ideas and structure Trait 3: Clarity and command of standard English conventions These three traits in the rubric explicitly identify the qualities of test-takers’ writing that are to be evaluated. Each of the traits are scored from 0 – 2 with 6 raw score points possible for an extended response in the Reasoning through Language Arts test. The ER item is weighted in determining the final test score, since demonstration of the ability to write well is such a critical skill for adults to demonstrate mastery. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Multi-dimensional Scoring Rubric
07/2013 Multi-dimensional Scoring Rubric Candidate responses will be scored based on three traits: Trait 1: Creation of arguments and use of evidence Trait 2: Development of ideas and structure Trait 3: Clarity and command of standard English conventions Key Points Provide a quick overview of the names of the three traits. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Some Basics of Scoring Non-scorable 0 No score across all three traits
11/2013 Some Basics of Scoring Non-scorable 0 No score across all three traits Special conditions must exist, such as Not written in English Incomprehensible Left blank No specific score to “pass” Extended Response Extended Response score added to the rest of the RLA test Each trait scored separately then added together Key Points Provide a quick overview of the names of the three traits. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Constructed Response Format
6/2013 Constructed Response Format Key Points Slides 23 and 24 clearly demonstrate the differences in structure and content between the 2002 and 2014 GED® tests. The 2014 extended response requires that the test-taker read two texts and analyze both to determine which position is best supported. Test-takers are not asked for their own opinion, but rather to use evidence from the texts to support the response. This type of writing is very different, but most instructors have found that it actually presents better options for students and is easier than “creating” an opinion response. This items has been identified as a Depth of Knowledge Level 3 due to the strategic thinking and complex cognitive processing required to complete the task. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 1 – Creation of Arguments and Use of Evidence
11/2013 Trait 1 – Creation of Arguments and Use of Evidence When scoring a student’s Extended Response (ER): Review the descriptors for the trait Read the student’s extended response Assign a score Key Points Review each of the elements within Trait 1 - Analysis of Arguments and Use of Evidence. Explain that using text citations refers to the use of quotes not a citation such as those found in the Chicago, APA, or other style manuals. Discuss with participants the importance of students identifying the stance or claim that they will support with evidence. Emphasize that students must respond based on what is included in the text(s), not their own personal opinion. Explain that validity refers to how well the student has analyzed the issue included in the text source. Discuss with participants the need for students to integrate the claim, explanation, and the evidence included in the text(s). © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 2 – Development of Ideas and Organizational Structure
11/2013 Trait 2 – Development of Ideas and Organizational Structure When scoring a student’s Extended Response (ER): Review the descriptors for the trait Read the student’s extended response Assign a score Key Points Have participants briefly review the elements included in Trait 2. Have participants discuss which of these elements are already a part of their writing instruction. In current writing programs, instructors help students develop and connect ideas, organize their thoughts, use transition words, etc. Explain that students will need to work on developing their vocabulary. Unfortunately, many students in GED® preparation programs do not make word choices or use a level of vocabulary equivalent to that of graduating high school students. Participants need to recognize that students increase their vocabulary by reading more, diverse texts. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 3 – Clarity and Command of Standard English Conventions
11/2013 Trait 3 – Clarity and Command of Standard English Conventions When scoring a student’s Extended Response (ER): Review the descriptors for the trait Read the student’s extended response Assign a score Key Points Trait 3 reflects many of the areas that are currently covered in GED® preparation programs. Programs often place a heavy focus on grammar issues when working with students. Review each of these items and discuss any areas that participants feel may be problematic for teachers. Keep in mind that writers are expected to write at a level appropriate for “on-demand, draft writing.” GED Testing Service® understands that test-takers will have limited time to review and edit their work, and this is taken into account when scoring the Extended Response and Short Answer items on the new GED® Test. Writing is not expected to be error-free but should show a good command of the conventions emphasized in the rubric. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Let’s Take a Closer Look
07/2013 Let’s Take a Closer Look An Analysis of Daylight Savings Time The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety. In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response. Materials from GED Testing Service® Key Points Explain that the following activity will allow participants to view a sample text and extended response prompt that was used during field testing. In addition, participants will have an opportunity to review and discuss sample anchor papers written by adult learners. Review the extended response with participants. Point out the following: The article presents arguments from both supports and critics of DST. The extended response requires that the test-taker: Analyze both positions Determine which is best supported Use evidence to support the response Remind participants that they may have a tendency as they work through these materials to focus on whether they agree with the content of the passage – either for or against Daylight Savings Time. Remember that the task given to test-takers was not to create a position either for or against the issue, but rather to EVALUATE which of the positions taken in the stimulus material was best constructed or supported. It is easy, even in a training session, to have discussion devolve into one based on arguments about DST itself – so make sure participants in the session are aware of this trap. “Set up” the reading by modeling a pre-reading strategy such as “TIPP?”. Have participants do a “close” reading of the article and prompt. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Implementing the Scoring Tool
11/2013 Implementing the Scoring Tool Key Points Anchor paper 56 A-B has been scored at the highest level. Start with that anchor paper and reinforce the elements of the rubric. Ask participants the following: Did the writer create an argument? Did the writer accurately analyze the issue? Did the writer integrate evidence from the text to support his/her response? Use the next slide to show examples that respond to these questions. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Reviewing the Anchor Papers
07/2013 Reviewing the Anchor Papers Read the anchor paper Identify the following: Claim or stance Evidence to support claim or stance Strengths and weaknesses of the writing sample Key Points Have participants read each anchor paper and discuss the various strengths and weaknesses. Have participants identify the following: Claim or stance (thesis statement) taken by each writer Evidence included in the response to support the claim or stance For this activity, trainers will need to use the following six slides. Generally, participants will have strong responses about different aspects of the writing samples. Most will immediately focus on grammar mechanics and usage errors, rather than the important traits of creating an argument and using evidence. Remind participants that the writing is considered a draft and not a finished and polished final edition. As a trainer, it will be up to you to walk participants through the anchor papers asking questions about how well the writer met the rubric’s criteria. Anchor papers from the GED Testing Service® are provided for use. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 1 Creation of Arguments and Use of Evidence
07/2013 Trait 1 Creation of Arguments and Use of Evidence Argument “In the argument for daylight savings time, it seems that the pro daylight savings time position has won. In the first article, historical facts are supplied to explain why daylight savings time was created – to save energy during the first world war – and the way it has evolved over the years from a state decision to a national one. . .” Supporting Evidence Key Points Read the highlights of the argument and why the evidence supports the argument. Point out that the first sentence is the thesis statement or claim made by the writer. Refer to the second bullet to indicate the way the writer began to list evidence from the excerpt. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 2 Development of Ideas and Organizational Structure
07/2013 Trait 2 Development of Ideas and Organizational Structure “. . . In the first article, historical facts are supplied to explain why . . .” “. . . The second article cites this technology, which is much more prevalent now than in the 1970s and certainly more than during the inception of DST . . .” “. . . The next topic, which is cited by both arguments, is driver and pedestrian safety . . .” “. . . The second article, however, did not read the facts carefully, because the facts they cite . . .” Key Points These are excerpts from the writing sample that show the progression of ideas through organizational skills, appropriate word choice, and an awareness of the audience and purpose. The majority of these sentences are taken from the beginning of paragraphs within the writing sample. It is clear that the test-taker is effective in developing ideas and providing a strong organizational structure. As the trainer reviews each anchor paper, it is important to complete the same process. Asking specific questions in each area to reinforce the criteria included in the rubric and how the writer met or did not meet that criteria. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Trait 3 Clarity and Command of Standard English Conventions
07/2013 Trait 3 Clarity and Command of Standard English Conventions Use of standard English “. . . Opponents counter this claim, stating other results from different studies nullify this finding. According to the article, “a study in California indicated that DST had little or no effect on energy consumption that year.” In another study done in Indiana, it showed that “residents of that state spend $8.6 million more each year for energy, and air pollution increased aft he state switched to DST.” It is hypothesized that these jumps in energy and pollution are due to “increased use of air conditioning as a result of maximizing daylight hours.” Clearly this counters the argument that Daylight Savings Time is a cost effective measure. Energy efficiency isn’t the only aspect of DST that can be disproven. . .” Sentence variety Clarity of thoughts Key Points This example is taken from another writing sample. Notice the use of standard English, sentence variety, clarity of thoughts, and the limited number of errors. Have participants review the anchor paper and identify any specific errors that are found. Remind participants that test-takers will be scored on all three traits when completing an extended response. For example, a test-taker may receive a 2 on Trait 1; a 2 on Trait 2; and a 1 on Trait 3 to obtain a raw scale score of 5. A set score for “passing” the Extended Response item on Reasoning through Language Arts module will not be established. However, because the ER item is weighted in determining the final score on the RLA Module, it will be critical for students to do well on this item, even more so than on other items that are not explicitly weighted. Few errors © Copyright 2013 GED Testing Service LLC. All rights reserved.

Let’s Try Another One Read the anchor paper Identify the following:
07/2013 Let’s Try Another One Read the anchor paper Identify the following: Claim or stance Evidence to support claim or stance Strengths and weaknesses of the writing sample Key Points Have participants read each anchor paper and discuss the various strengths and weaknesses. Have participants identify the following: Claim or stance (thesis statement) taken by each writer Evidence included in the response to support the claim or stance © Copyright 2013 GED Testing Service LLC. All rights reserved.

A Review of the Research Evidence-based practices for teaching integrated reading and writing include . . . Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011)

A Review of the Research
Strategy Instruction Summarization Peer Assistance/Collaboration Setting Product Goals Word Processing Sentence Combining Strategy instruction Involves explicitly and systematically teaching students strategies for planning, revising, and/or editing text. It is important that when teaching different strategies, that the instruction is designed to teach students to use these strategies independently. Writing strategies range from processes, such as brainstorming (which can be applied across different genre and content areas) to strategies designed for specific types of writing, such as constructed responses or essays or short stories. Teaching summarization skills can include different types of strategies for summarizing text or instructional activities designed to imporove students’ text summarization skills. It’s important that students understand and can apply these six rules of summarization: Delete unnecessary material Delete redundant material Compose a word to replace a list of items Compose a word to replace individual parts of an action Select a topic sentence Invent a topic sentence if need be Peer assistance involves students working collaboratively to plan, draft, and/or revise their compositions. Assign students specific goals for the written product they are to complete. Can you imagine writing a research report or a workplace manual in long hand and having it readable? Word processing can assist students in documenting their ideas, as well as in the editing and revision process. Have students use word processing and related software to write. Many of our students create very simple sentences when writing. To assist them in constructing more complex and sophisticaed sentences, provide exercises where two or more basic sentences are combined into a single sentence. Teach students to construct more complex and sophisticated sentences through exercises where two or more basic sentences are combined into a single sentence. Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011)

A Review of the Research
Process Approach Inquiry Pre-Writing Activities Writing as a Tool for Learning Study of Models A process approach to writing invovles extended opportunities for writing; authentic or real-world writing activities, engaging in cycles of planning, trnaslating, and reviewing, taking personal responsibiltiy and ownership of the writing porohject, higher levels of collaboration or student interaction, creation of a supportive writing environment, self-reflection and evaluation of the writing product, and personalized, individual assistance and additional instruction when needed. Provide students with extended opportunities for writing cycles of planning, translating, and reviewing personal responsibility and ownership high levels of student interactions a supportive writing environment self-reflection and evaluation personalized individual assistance and instruction, as well as a systematic approach to writing when needed. We often hear about the inquiry method when teaching mathematics. However, effective writing instruction also includes inquiry. It is important to engage students in activities that help them develop ideas and content for a particular writing task by analzying immediate and concrete data, such as comparing and contrasting information or evaluating evidence obtained. Engage students in activities that help them develop ideas and content for a particular writing task by analyzing immediate and concrete data (e.g., comparing and contrasting cases or collecting and evaluating evidence). Example of Inquiry: Goal – Describe the action of people Analyze Data – Observe one or more peers during specific activities Specific Strategies – Ask the people observed why they did what they did Apply – Write based on insights Engage students in activities (such as using a semantic web or brainstorming ideas) designed to help them generate or organize ideas for their composition. How many of you are currently taking notes? Writing is an effective tool for learning. Integrating the reading and writing process assists students in learning important content informaiton. Have students use writing as a tool for learning content m Provide students with good writing examples and have them examine one or more specific types of text and attempt to emulate the patterns or forms in these examples in their own writing. Strategy instruction Involves explicitly and systematically teaching students strategies for planning, revising, and/or editing text. It is important that when teaching different strategies, that the instruction is designed to teach students to use these strategies independently. Writing strategies range from processes, such as brainstorming (which can be applied across different genre and content areas) to strategies designed for specific types of writing, such as constructed responses or essays or short stories. Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt University (2011)

Don’t Forget That Once Is Not Enough!
When teaching a new strategy, it is important to: Activate background knowledge Discuss the strategy Model the strategy Have students memorize the steps for the strategy Support students learning to implement (scaffolding) Establish independent practice to gain mastery (practice makes perfect)

Let’s Start with the Sentence!
What is sentence combining? It is the act of making one smoother, more detailed sentence out of two or more short, choppy sentences. Of the many difficulties writers may encounter, crafting effective sentences can be notably challenging. The ability to construct an effective sentence is a critical skill for a writer to master. However, many of our students have a tendency to create short, choppy sentences. Sentence combining activities give students mindful writing practice that teaches the logic of sentence structure, sentence editing, punctuation, paragraph development and organization, and provides practice with different syntactic options.

Benefits of Sentence Combining
Increases an awareness of writer motivations and reader responses Helps convey different ideas Assists in the use of the grammar in context Fosters revision skills What are the benefits of teaching sentence combing? First, sentence combing increases an awareness of the writer’s motivations and the reader’s responses. The writer may ask himself/herself: How does my writing sound to others? Is there a better way of saying it? Varying sentence combinations can also assist students in coveying different ideas through reducing the choppy or run-on style sentences that students often produce. Sentence combining also elevates awareness of and familiarity with different syntactic options for expressing the same idea, as well as providing options for how to say the “same thing” differently. Discussing sentence combining exercises also assists in the use of grammar in context. Sentence combining exercises illustrate how punctuation organizes sentence elements. Sentence combining exercisesj also foster skills in revision by promotion reorganization, addition or elimation of textual elements.

A Few Ways to Combine Sentences
Use a series of words or phrases Use compound subjects and compound verbs Use a key word (move a word between sentences) Ex. I am going to meet the president. I will meet him tomorrow. Tomorrow, I am going to meet the president. Use phrases (prepositional, participle, infinitive, and appositive phrases) Use compound sentences Use complex sentences

What’s a Kernel? A kernel sentence is an “irreducible” sentence
For example: The dog ran. The story is boring.

Let’s Combine! Meditation can help you relax.
Meditation is a technique. The technique can be learned.

Let’s Combine! How about . . .
Meditation can help you relax. Meditation is a technique. The technique can be learned. Meditation is a relaxation technique that can be learned.

Let’s Combine! Nina applied for a job. Nina needed to earn money.
Nina is a hard worker.

Nina applied for a job. Nina needed to earn money. Nina is a hard worker. A diligent employee, Nina applied for a job to earn additional money.

Let’s Combine! A sports car screamed around the corner.
The sports car was red. It screeched to a stop in front of the doors. The doors led into the hospital.

A sports car screamed around the corner. The sports car was red. It screeched to a stop in front of the doors. The doors led into the hospital. The fire-red sports car screamed around the corner and screeched to a stop in front of the hospital emergency room. Screaming around the corner, the fire-red sports car screeched to a stop in front of the hospital’s emergency room door.

How to Incorporate Sentence Combining
Introduce alongside the writing process. Provide short, frequent sessions Organize lessons into Teacher modeling Support/guided practice Independent practice Develop evaluative questions Use content as exercises Make it fun! Evaluative questions, such as: Which of the versions do you think is the best? Why? In what major ways do the versions differ: Which begins the best? Which has the most logical organizaiton? Which version has the most effective conclusion? Whnich version seems to be the most understandable to you? Why? Which version do you believe the intended audience will enjoy the most? Why? Which versions offer the most variety in sentence structure? Which has included the most remarkable or interesting structures? Which is the most rhythmically effective version? How is this effectiveness achieved? Approximatlely10 minutes for two or three times a week.

(a skill needed for both effective reading and writing)
Double Duty Summarizing (a skill needed for both effective reading and writing)

Teach the 6 Rules of Summarization
Delete unnecessary material Delete redundant material Compose a word to replace a list of items Compose a word to replace individual parts of an action Select a topic sentence Invent a topic sentence if needed

British Pass Stamp Act – March 22,1765
Hoping to raise sufficient funds to defend the vast new American territories won from the French in the Seven Years' War, the British government passes the notorious Stamp Act in The legislation levied a direct tax on all materials printed for commercial and legal use in the colonies, including everything from broadsides and insurance policies to playing cards and dice. Though the Stamp Act employed a strategy that was common in England, it stirred a storm of protest in the colonies. The colonists argued that Parliament could not impose taxes upon them without their consent. Believing this right to be in peril, the colonists rioted and intimidated all the stamp agents responsible for enforcing the act into resignation. Not ready to put down the rioters with military force, Parliament eventually repealed the legislation. However, the fracas over the Stamp Act helped plant seeds for a far larger movement against the British government and the eventual battle for independence. According to the article, the Stamp Act was implemented by the British government in order to raise funds to defend the new American territories. Describe how the colonists responded to the Stamp Act. Use multiple details from the article to support your answer as well as your knowledge on events leading to the Revolutionary War. Type your essay in the box. This task may require approximately 10 minutes.

It’s Your Turn!

Reading to Learn Getting the GIST! Building comprehension and writing skills. (It’s really only 5 Ws and an H) Who? What? When? Where? Why? How? Summarize in 20 words or less. Goonen & Pittman-Shetler

What is the expectation for an effective constructed response?
When you write . . . determine which position presented in the passage(s) is better supported by evidence from the passage(s) explain why the position you chose is the better-supported one remember, the better-supported position is not necessarily the position you agree with defend your assertions with multiple pieces of evidence from the passage(s) build your main points thoroughly

What is the expectation for an effective constructed response?
When you write . . . put your main points in logical order and tie your details to your main points organize your response carefully and consider your audience, message, and purpose use transitional words and phrases to connect sentences, paragraphs, and ideas choose words carefully to express your ideas clearly vary your sentence structure to enhance the flow and clarity of your response reread and revise your response to correct any errors in grammar, usage, or punctuation

Steps for Drafting Constructed Responses
Read the passage and question Unpack the prompt (identify key words) Rewrite the question in your own words and turn the question into a topic sentence/ thesis statement Collect relevant details from passage Organize details into a logical order Draft your answer Re-read and edit/revise your answer making sure all parts of the question are answered

Use a Process to Teach Argumentative Writing
Use a step-by-step approach, including how to: unpack a prompt set up a claim (thesis statement) identify evidence in the to support the claim

Unpacking a Prompt – Do/What?
07/2013 Unpacking a Prompt – Do/What? Explain a key similarity between Truman’s speech and Roosevelt’s speech. Use evidence from both articles to support your response. Type your response in the box. This task may require approximately 25 minutes to complete. Copyright © 2013 GED Testing Service Do What Explain Key similarity between the two speeches Use Evidence from both articles Type Your response Take Approximately 25 minutes Key Points If students are to produce effective constructed responses, they need to first accurately unpack the prompt. Unpacking the prompt allows students to identify what they must specifically do. The “Do/What” chart allows students to first identify the action to be performed and then what that action should entail. In this prompt, the first action the student must “do” is to “explain.” Next, the student determines “what” has to be explained. In this case, the student must explain a “key similarity between the two speeches.” As you continue through the chart – point out each action to be performed. For example: What will the student need to do? Use. Use what? Evidence from both articles. What will the student need to do next? Type Type what? Type the response. What will the student need to do next? Take. Take what? Take approximately 25 minutes. (Drawing attention to the time frame is very important for students who may not pay attention to the amount of time they need to construct a response.) © Copyright 2013 GED Testing Service LLC. All rights reserved.

It’s Your Turn - Unpack a GED® Prompt
6/2013 It’s Your Turn - Unpack a GED® Prompt While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response. Type your response in the box. This task may require approximately 45 minutes to complete. Key Points Have participants work independently and complete a “Do/What” chart for the prompt. Discuss their responses and address any questions or concerns. © Copyright 2013 GED Testing Service LLC. All rights reserved.

It’s Your Turn - Unpack a GED® Prompt
07/2013 It’s Your Turn - Unpack a GED® Prompt While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies drawbacks of this process. In your response, analyze both the speech and the editorial to determine which position is best supported. Use relevant and specific evidence from both sources to support your response. Type your response in the box. This task may require approximately 45 minutes to complete. Do What Analyze Speech and editorial Determine Best supported position Use Relevant/specific evidence from both Type Response Take 45 minutes Key Points Check that participants included the key elements of the prompt in the chart. Discuss their responses and address any questions or concerns. © Copyright 2013 GED Testing Service LLC. All rights reserved.

In the two autobiographies, the authors describe the challenges they must overcome to learn essential skills. Using specific details from the two passages, compare and contrast the challenges that each author faces and describe how each addresses those challenges. Type your answer. This task may require approximately 45 minutes.

In the two autobiographies, the authors describe the challenges they must overcome to learn essential skills. Using specific details from the two passages, compare and contrast the challenges that each author faces and describe how each addresses those challenges. Type your answer. This task may require approximately 45 minutes. Do What Compare and contrast Challenges each author faces Describe How each addressed the challenges Use Evidence from both passages Type Answer Take About 45 minutes

Unpacking a Prompt – It’s Your Turn!
Though the Texas Court of Civil Appeals ruled against weather modification in Southwest Weather Research v. Joe Rounsaville et al, not everyone agrees with the decision. In your response, analyze the passage to determine which position is best supported. Use relevant and specific evidence from the passage as well as your own understanding of the U. S. Constitution to support your response. Type your essay in the box. This task may require approximately 25 minutes.

Though the Texas Court of Civil Appeals ruled against weather modification in Southwest Weather Research v. Joe Rounsaville et al, not everyone agrees with the decision. In your response, analyze the passage to determine which position is best supported. Use relevant and specific evidence from the passage as well as your own understanding of the U. S. Constitution to support your response. Type your essay in the box. This task may require approximately 25 minutes. Do What Analyze Passage Determine Best supported position Use Evidence from passage Your own understanding of Constitution Type Essay Take About 25 minutes

Let’s Develop a Thesis Statement
Thesis Statement = The main idea or main point of a written assignment. Clearly identifies a topic Contains an opinion or stance on the topic Creates a roadmap for the writing Answers the question: “What am I trying to prove?” Usually located in the introduction When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis statement and to support it persuasively. With a good thesis statement, you are attempting to convince others that you have an interesting, logical point of view on the subject and that it is based on your reasons and evidence. Rationale: Many writing instructors use the term “Thesis Statement” to refer to the main idea or point of a written assignment. Thesis statements vary in structure somewhat depending on the kind of assignment you are writing. A thesis for an analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience. A thesis for an expository (explanatory) paper explains something to the audience. And an argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided. (If you are writing a text which does not fall under these three categories (ex. a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.) Tips for Writing Your Thesis Statement 1. Your thesis statement should be specific. it should cover only what you will discuss in your paper and should be supported with specific evidence. 2. The thesis statement usually appears at the end of the first paragraph of a paper. 3. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

An Analysis of Daylight Savings Time
The article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety. In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

Thesis Statement – What is the claim?
Looking at the arguments regarding this issue, it is clear that DST is beneficial to society in many ways. Between the two positions in this article, the one against Daylight Saving Time is better supported through recent research and specific evidence. When comparing the two positions in this article, Maxwell provides the clearest evidence that daylight savings time does not improve one’s lifestyle. Even though the studies used in the article date back to the 1990s, the positive effect of daylight savings time in reducing energy costs and improving pedestrian safety is well documented.

Start with Thesis Frames
Although _____________________ (believes, demonstrates, argues) that ____________________________________, _________________ supports/provides the clearest evidence _________________________. When comparing the two positions in this article, ____________ provides the clearest evidence that _________________________________________. Key Points One beginning strategy for developing a thesis statement is to provide students with sample “thesis frames.” Have students read a nonfiction work and complete the frames with claims/stances from the texts. Discuss how different claims/stances can be made for each text(s) read. Assist students in developing more complex thesis statements and identifying the specific words used to analyze the text(s). Looking at the arguments regarding ____________, it is clear that _____________________________________________.

Frames for Incorporating Evidence
In the article, “ ________________, _________________ maintains that __________________________________. ___________’s point is that ________________________. _______________’s claim rests upon the questionable assumption that _______________________________. One reason that __________________ maintains the position of ____________________ is that _____________________.

My Thesis Statement In the argument for daylight savings time, it seems that the pro daylight savings position has won.

What supports the claim? - It’s evidence!
Evidence - that which tends to prove or disprove something Reasons and explanations Facts, examples, statements, details Key words – for example, however, because of this reason Reasons, evidence, and explanation

What supports the claim? - It’s evidence!
Sample evidence from the text(s) “Research in the 1970s found that Daylight Savings Time saved about 1% per day in energy costs.” “For example, it provides the results of a much more recent (2007) study in California.” “…the points listed in the counter-argument are more relevant…the data is 37 years more relevant!” Reasons, evidence, and explanation

Explaining the Evidence
Claim What is your thesis statement/ claim? Using a Direct Quote What direct quote supports the claim? Paraphrasing How can you rewrite the direct quote in your own words? Explanation How does the evidence support the claim? Key Points Teach students how to identify evidence through direct quotes and then paraphrase the information, as well as explain how the evidence supports the claim/thesis. Discuss the importance of paraphrasing information, rather than using direct quotes. Discuss the use of graphic organizers to support organizational skills.

Structure to Answering an Extended Response Question
Beginning The introduction states the main idea or position. It begins with a topic sentence/thesis statement. The beginning restates the question and sets the stage to answer the prompt. Middle Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: … stated; in the text …; for example . . . Include background information as required through the prompt. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way.

Don’t Forget to Revise and Edit
Structure and content Make changes to the substance of the writing from one draft to another A dd R emove M ove S ubstitute Make corrections Ensure adherence to standard English conventions Use editing checklist When a student has gathered feedback about the writing, then it is time to begin revising. The fifth and sixth steps of the writing process involve making changes to the writing and correcting any errors. Make sure that your student understands the difference between revising and editing. Revising is rewriting in order to improve the flow of the writing and fill in gaps or additional information that the reader will need in order to understand the thoughts the writer is trying to convey. Editing is correcting misspellings, grammar errors, punctuation or capitalization. Students should revise first and then edit. Sometimes, a student will need to repeat the process several times. Effective writers may spend more time on this part of the process than on the others. You may wish to share the acronym ARMS with your student. ARMS serves as a reminder to students that when they revise their work they may need to: Add – include additional words, phrases, or information to fill in any gaps. Remove – take out words, phrases, or information that is not needed. Move – move words, phrases, or information to other locations with the writing to aid in organization and flow of the writing. Substitute – change the wording when possible. For example, limit the use of the word “I” to start a sentence or rather than describing something as fantastic, use words such as excellent, incredible, or amazing. L ists I ntroductory E xtra information S entences

Let’s Try It! Hershey and Mars
Search the paper to find articles that link to the Bill of Rights

Milton Hershey Milton Hershey was born in rural Pennsylvania to Mennonite parents who didn’t agree on much. His mother was a strict observer of the frugal religion. His father could have been a changeling – he read Shakespeare, loved science and politics and was a dreamer. He also was a dismal failure at all he tried.(So much did his mother despise his father that when he died, she left his deathbed, piled all of his books into a nearby field and danced around the bonfire she had lit.) Hershey ended up with his father’s dreams and, it appears none of his mother’s meanness. After several missteps of his own (two ailed candy operations, one at the over expansion urgings of his father), he hit on a winner with a caramel factory in Lancaster, Pa. In 1898, at the age of 41 and very wealthy, he married. In 1900, he sold the nation’s No. 1 caramel factory for $1 million. And then it was on to chocolate. But more than chocolate – he wanted his own Candyland. He purchased 1,200 acres of farmland near his birthplace and set to work. Eventually, Hershey, Pa., would house the Hershey factory, schools, houses, a library, a hospital and, most important an orphanage – Hershey School. Today, all profits of this public company are invested in the Hershey Trust to be directed to the school’s 1,000 orphans and abandoned children from mostly inner cities. Those children receive the equivalent of a $35,000-a-year education at the behest of Milton Hershey, who died in 1945 as a widower with no heirs. The trust is now worth $5 billion.

Unpack the Prompt – Do/What?
Hershey and Mars were successful businessmen in the chocolate industry. Explain a key similarity between Hershey’s and Mars’ lives that assisted them in their success. Use evidence from both articles to support your answer. Type your response in the box. This task may require approximately 45 minutes to complete. Do What

Unpack the Prompt – Do/What?
Hershey and Mars were successful businessmen in the chocolate industry. Explain a key similarity between Hershey’s and Mars’ lives that assisted them in their success. Use evidence from both articles to support your answer. Type your response in the box. This task may require approximately 45 minutes to complete. Do What Describe How colonists responded to the Stamp Act Use Multiple details from article Knowledge of Revolutionary War Type Short answer Take About 45 minutes

What’s Your Claim? A key factor in both Hershey’s and Mars’ success in business can be attributed to _________________________________. Both Hershey and Mars experienced ___________________ in their personal lives which assisted them in their success in the business world. Although their personal lives were very different, both Hershey and Mars ________________________________ which was a positive influence on their success as businessmen.

What’s the Evidence? What are key words, phrases, ideas that support the claim? Text 1 – Hershey Text 2 – Mars

Structure to Answering an Extended Response Question
Beginning The introduction states the main idea or position. It begins with a topic sentence/thesis statement. The beginning restates the question and sets the stage to answer the prompt. Middle Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: … stated; in the text …; for example . . . Include background information as required through the prompt. Ending Write a closing that summarizes the position taken or restates the thesis statement in a different way.

Don’t Forget to Revise and Edit
Structure and content Make changes to the substance of the writing from one draft to another A dd R emove M ove S ubstitute Make corrections Ensure adherence to standard English conventions Use editing checklist When a student has gathered feedback about the writing, then it is time to begin revising. The fifth and sixth steps of the writing process involve making changes to the writing and correcting any errors. Make sure that your student understands the difference between revising and editing. Revising is rewriting in order to improve the flow of the writing and fill in gaps or additional information that the reader will need in order to understand the thoughts the writer is trying to convey. Editing is correcting misspellings, grammar errors, punctuation or capitalization. Students should revise first and then edit. Sometimes, a student will need to repeat the process several times. Effective writers may spend more time on this part of the process than on the others. You may wish to share the acronym ARMS with your student. ARMS serves as a reminder to students that when they revise their work they may need to: Add – include additional words, phrases, or information to fill in any gaps. Remove – take out words, phrases, or information that is not needed. Move – move words, phrases, or information to other locations with the writing to aid in organization and flow of the writing. Substitute – change the wording when possible. For example, limit the use of the word “I” to start a sentence or rather than describing something as fantastic, use words such as excellent, incredible, or amazing. L ists I ntroductory E xtra information S entences

Select and Apply an Integrated Reading and Writing Strategy
Next Step: Select and Apply an Integrated Reading and Writing Strategy Step 1: Analyze/Plan Know Do Facts/Content Support What is the question about? Underline or highlight important information Identify and circle the performance verbs What specific tasks is the question asking me to do? What are the facts I need to provide to answer each part of the question What are the supporting details that will help make my answer clear to the reader? Step 2: Write your answer – Be sure to use the “RAS” Method for Written Response. R: Restate the question A: Answer the question using your notes S: Support your answer with evidence (supporting details) Step 3: Go back and review, revise, and edit your answer. Prompt/Questions: Restatement of question in own words Sample answer Detailed body of evidence that supports answer be sure to include enough details to answer the question. Make sure that all details address the questions and are not off-topic. Restated question Concluding thoughts RARE2

A Few Strategies to Get Started
07/2013 A Few Strategies to Get Started Dedicate time to writing and writing instruction across the curriculum. Involve students in various forms of writing. Treat writing as a process. Keep students engaged. Be enthusiastic about writing. Key Points Don’t forget to integrate writing as a tool for reading comprehension and of course, don’t forget the resources provided through the GED Testing Service® website. Develop questions for class discussion and teacher-created assessment tools that are of the same cognitive rigor as the 2014 GED® test. A good place to begin is a thorough review of the Assessment Guide and the Item Samplers. © Copyright 2013 GED Testing Service LLC. All rights reserved.

A Few Strategies to Get Started
07/2013 A Few Strategies to Get Started Teach often to the whole class, in small groups, and with individual students. Model, explain, and provide guided assistance. Provide support, but move towards self-regulation. Adapt writing assignments and instruction to meet student needs. Set high expectations. Key Points Don’t forget to integrate writing as a tool for reading comprehension and of course, don’t forget the resources provided through the GED Testing Service® website. Develop questions for class discussion and teacher-created assessment tools that are of the same cognitive rigor as the 2014 GED® test. A good place to begin is a thorough review of the Assessment Guide and the Item Samplers. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Need more information?

“High achievement always occurs in the framework of high expectation.”
07/2013 “High achievement always occurs in the framework of high expectation.” Charles F. Kettering ( ) Key Points Close with a quote or comment that is positive in going towards the future. © Copyright 2013 GED Testing Service LLC. All rights reserved.

Thank you for being with us today!
3/31/2017 Thank you for being with us today! Bonnie Goonen Susan Pittman Copyright© 2013 GED Testing Service LLC. All rights reserved. Used by permission. GED® and GED Testing Service® are registered trademarks of the American Council on Education (ACE). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education. Goonen & Pittman-Shetler

Focus on 2014 GED® Test Content: Reasoning through Language Arts

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Focus on 2014 GED® Test Content: Reasoning through Language Arts

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