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

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Presentation on theme: "Indiana Academic Standards (2014) Text-dependent Instruction in English/Language Arts."— Presentation transcript:

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

2  The “3 Big Ideas” in the New ELA IAS  Assessment Information  Making Connections Today’s Agenda:

3 Big Idea #1 Regular practice with complex text and its academic language 1

4 Determining Text Complexity

5 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”

6 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

7 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

8 Big Idea #2 Using evidence from a text, excerpt, or passage to support writing and speaking 2

9 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

10 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

11  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…

12 …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…

13 Big Idea #3 Integrating multiple standards 3

14 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 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 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.

15 Assessment Information for English/Language Arts  ELA Blueprints  update-grades-3-8.pdf (instructional and assessment guidance) update-grades-3-8.pdf  Sample Applied Skills Items/ Rubrics  1-sample-items-7-8-final.pdf (sample applied skills) 1-sample-items-7-8-final.pdf

16 Blueprints

17  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

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

19 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. (elementary) (secondary) Applied Skills Items

20 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

21 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

22 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.

23 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

24 2014 ISTEP+ Writing Prompt (old)

25 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 (rubrics) 2015 ISTEP+ Writing Prompt (new) “The Benefits of Homework”

26 Making Connections Reflection  How do the standards impact instruction?  How do standards and instruction support assessment?

27 Office of Student Assessment (E/LA) – Erin Thompson  Telephone: (317)    Website: College and Career Readiness (Literacy) – Caitlin Beatson  Telephone: (317)    Website: Contacts

28 (RE)sources  Paired Passage Suggestions  “Choosing Which Words to Teach” (Three Tier Model of Vocabulary) https://www.aea267.k12.ia.us/system/assets/uploads/files/76/w hich_words_to_teach.pdf https://www.aea267.k12.ia.us/system/assets/uploads/files/76/w hich_words_to_teach.pdf  College- and Career-Ready ELA/Literacy Instruction and Assessment Tools (achievethecore.org) 6/7/8/9/10/11/12 6/7/8/9/10/11/12


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