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Passage Selection: A critical step for quality item development.

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Presentation on theme: "Passage Selection: A critical step for quality item development."— Presentation transcript:

1 Passage Selection: A critical step for quality item development

2 Agenda Passage Selection Considerations o Standards Text Characteristics o Text Complexity Resources Processing & Identifying Quality Text Beginning Item Development

3 Examine your Item Map What skills will you be testing in order to determine that this(these standards) have been met? What standards have you selected which would lend themselves well to using a specific type (genre) of text? What standards have you chosen that could be paired to potentially use the same text/passage?

4 Text Characteristics

5 Text Complexity

6 Quantitative Text Complexity earch_on_Text_Complexity.pdf

7 ATOS Bands by Grade

8 Considerations for Quality Text

9 All text should display: Craft Significance Content Note: Selected texts need not have all three of these criteria, but the standards demand that some of them are present in selected texts.

10 Consider Text - Literary Significant themes that can support analysis A developed and clear narrative structure A clearly discernible point of view

11 K-5 Literary StoriesDramasPoetry Children’s adventure Stages dialogueNursery rhymes FolktalesBrief familiar scenes Narrative poem LegendsLimerick FablesFree verse Realistic fiction Myth

12 6-8 Literary StoriesDramasPoetry AdventureOne act/Multi-act Plays - written Narrative poem Historical FictionOne act/Multi-act Plays - film Lyrical Poems MysteriesFree verse MythsSonnets Science FictionOdes Realistic FictionBallads Allegoriesepics Parodies Satire Graphic Novels

13 Consider Text - Informational Relevant and accurate content A clear point of view and/or purpose A discernible main idea and a developed and clear organizational structure Any argumentation in the text should contain claims supported by evidence in the text

14 Consider Text - Informational ela-guide_0.pdf

15 K-5 Informational Literary Nonfiction Historical, Scientific, Technical Poetry BiographiesTechnical texts AutobiographiesDirections Forms Graphs, charts, maps and digital sources

16 6-8 Informational Literary NonfictionHistorical, Scientific, Technical Personal essaysHistorical, scientific, technical or economic accounts written for broader audience Speeches Opinion Essays about art or literature Biographies Memoirs Journalism

17 Resources for Locating Text

18 Fair Use – Section 107 1.Purpose and character of use 1.Commercial 2.Nonprofit educational uses 2.Nature of copyrighted work 3.Substantiality of portion used in relation to whole 4.Effect of use upon potential market or value

19 If you can search for a level…

20 Eden’s Resources

21 Lexile Rule: Grade x 100 + 300


23 Other Online Resources

24 Search Tips Consider text criteria for Literary & Informational per standard o What type of text are you seeking? Search Full-Text articles -.txt or.pdf Search by Lexile or ATOS (if possible)

25 Process the Excerpted Text At least 100 words of text Run through quantitative tool: o ATOS Analyzer o Obtain ATOS score (convert to Lexile if necessary) Consider qualitative features: o If found, look at Interest Level (IL) Compare to book level and passage level Run through vocabulary analyzer: o Notice colored words – focus on yellow & red for vocabulary questions

26 Where I Lived, and What I Lived For At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer's premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind; even put a higher price on it—took everything but a deed of it—took his word for his deed, for I dearly love to talk—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat?—better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said; and there I did live, for an hour, a summer and a winter life; saw how I could let the years run off, buffet the winter through, and see the spring come in. The future inhabitants of this region, wherever they may place their houses, may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, wood-lot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage; and then I let it lie, fallow, perchance, for a man is rich in proportion to the number of things which he can afford to let alone. o WALDEN and ON THE DUTY OF CIVIL DISOBEDIENCE By Henry David Thoreau o Downloaded from:

27 ATOS Analyzer & AR Bookfind


29 Develop Questions See item development criteria o Does the passage allow meet the “quality” criteria? o Does the passage allow for more than one standard/item to be addressed?

30 Stem Development Use Standards/Learning Progression handout for stem development:

31 Work Time Pre-selected passages on file folder Locate, examine and process passages Ask questions! GOALS for work-time: o Have at least 2-3 passages to use for item development o Begin to create or think around item creation for passages selected

32 Let’s work!

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