Scaffolds for Reading Complex Text 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 “Language/Sentence Detective”
Academic Language KEY COMPONENTS: More precise than common language; not typically used in oral language Found across disciplines in multiple text types Have multiple meanings – meaning changes with context Are relevant to the text selection
Big Idea #2 Using evidence from a text, excerpt, or passage to support writing and speaking 2
Importance of Text Evidence Evidence is a major emphasis in standards: Reading, Writing, Speaking and Listening, and Media Literacy College and workplace writing requires evidence Ability to locate and cite evidence are hallmarks of strong readers and writers Ability to cite evidence differentiates strong from weak student performance on NAEP
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 By incorporating close reading strategies, you are covering multiple standards Builds independent readers
Literal or recall questions: What is the name of the lake in Florida where the characters live? Comprehension strategy questions: Can you visualize the characters huddling in their cabin? Personal responses to the text: Have you ever felt frightened by a violent storm or some other act of nature? Text-dependent Questions are NOT…
…questions that… can only be answered correctly by closely reading the text do not depend on information from outside sources lead to an understanding that extends beyond basic facts/information require students to gather evidence Text-dependent Questions ARE…
Standards ≠ Checklist 9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text. 9-10.RL.2.3: Analyzehow dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 9-10.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.
Assessment Information for English/Language Arts ELA Blueprints http://www.doe.in.gov/sites/default/files/assessment/ela- update-grades-3-8.pdf (instructional and assessment guidance) http://www.doe.in.gov/sites/default/files/assessment/ela- update-grades-3-8.pdf Sample Applied Skills Items/ Rubrics http://www.doe.in.gov/sites/default/files/assessment/ela-part- 1-sample-items-7-8-final.pdf (sample applied skills) http://www.doe.in.gov/sites/default/files/assessment/ela-part- 1-sample-items-7-8-final.pdf
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
ISTEP+ Part 1 – Applied Skills Sample Items: The samples posted at the links below are designed for 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. http://www.doe.in.gov/standards/breakout-session-elementary-educator http://www.doe.in.gov/standards/breakout-session-elementary-educator (elementary) http://www.doe.in.gov/standards/breakout-session-secondary-ela-educator http://www.doe.in.gov/standards/breakout-session-secondary-ela-educator (secondary) 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 Wild by Jack London
Constructed Response Rubric 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 points - Not Proficient The response does not fulfill the requirements of the task because it contains information that is inaccurate, incomplete, and/or missing altogether.
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 Wild by Jack London
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 http://www.doe.in.gov/assessment/englishlanguage-arts-rubricshttp://www.doe.in.gov/assessment/englishlanguage-arts-rubrics (rubrics) 2015 ISTEP+ Writing Prompt (new) “The Benefits of Homework”
Making Connections Reflection How do the standards impact instruction? How do standards and instruction support assessment?