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Welcome to Literacy Night

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1 Welcome to Literacy Night
Common Core ELA Shifts & SBAC (Smarter Balance Test) Information

2 What are the big ELA shifts in the CCSS?
6 Major Shifts Increased text complexity Evidence- based writing ( writing arguments) Academic vocabulary Reading nonfiction Reading and writing across content areas Text-referenced reading response (close reading)

3 What this looks like for the reading portion……
Navigate through challenging/complex texts (mostly non-fiction) Close read- read and reread a text with a lens in mind Defend multiple choice answers with evidence from the text Rank and sort text based evidence Find multiple central ideas not just one main idea Explain author’s craft & purpose Instead of just focusing on reading skills or comprehension …. Students will now have to demonstrate how they can:

4 Example…. SBAC Read this part of the text again: “It turns out that my mother loved the name Ruth. That’s how I got my name and how my father got these: he let Ty Cobb name me after Babe Ruth.” I tried to swallow but I couldn’t. I hoped she wasn’t going to say what I thought she was going to say. Then she said it. “In this shoebox are ten tennis balls that Ty Cobb gave my father. They are now signed by some of the most famous players in history, including one signature by Babe Ruth.” My grandmother pulled the ball out, unwrapped it and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs and fraying seams. In the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it clearly said Babe Ruth. I began to shake inside. But my grandma just looked at the ball and smiled sweetly. She said softly, “Even though it doesn’t look like much, this ball has brought our family a lot of joy in it’s time. I remember when I was your age Naomi, I almost rubbed the signature off from tossing it up and down all the time. You see, I always felt that a baseball should be used a lot more than looking. Your great grandfather, my dad, used to say the same thing.” Select three sentences that show that Naomi is worried she has done something wrong. MSP How did Wayne most likely feel when Howie overturned the canoe? Relieved because the expensive research equipment was not damaged. Upset because Howie purposely slammed into the side of the canoe. Embarrassed because people on the shore were watching. Excited because Howie was usually shy around people.

5 More examples…. MSP SBAC
What was the authors’ purpose for writing the story? A. To describe to readers the life of Asian judges B. To entertain readers with a story that teaches a lesson C. To inform readers about village life in southwestern Asia D. To persuade readers to use a judge when handling disputes SBAC (Students are given a lengthy non-fiction text) How does the author emphasize the point that the TAM program was a positive influence on the sister’s lives? Use details from the text to support your answer.


7 Writing Performance Tasks

8 What this looks like for the writing portion ……….(Performance Task)
Instead of only 7th graders writing to an expository or persuasive prompt…ALL grades will have a writing performance task Argumentative Informational Narrative

9 Writing Shifts….. Performance tasks measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness. Students will need to demonstrate that they can: Read multiple pieces of text to gather information for their writing Use information from the text to support their writing Quoting sources Paraphrasing Compare/contrast multiple sources of information Write with: Structure Conventions (spelling, grammar, etc.) Voice

10 Example MSP Think of an adult from your current school or another school you have attended that you will remember for a long time. In a multiple-paragraph essay, explain to your teacher what will make this person hard to forget and why.

11 Performance Task Part #1 : Directions

12 Performance Task #1

13 Performance Task #2

14 Testing & Scoring Information

15 Smarter Balanced Test Windows
2015 Testing Windows Grade 3 ELA March 10 to April 23 – online Grades 4–8 ELA and Grades 3-8 Math March 10 to May 29– online Grade 10 ELA March 10 to May 29 – online Last 3 weeks of school, but no later than May 30 – paper/pencil Grade 11 ELA and Math April 6 to May 29– online Off Grade Level (formerly called DAPE) March – online

16 Scheduling

17 What’s New on Smarter Balanced?
A “Next-generation” Test What’s New on Smarter Balanced?

18 MSP to SBAC: What’s New? ELA includes reading, writing, listening tasks, and research (as part of performance tasks) Writing now assessed at every grade (including one extended writing task) Online, computer adaptive test Allows for more accurate results Able to show growth (single vertical scale) New item types and performance tasks (refer to Smarter Balanced site for details)

19 Multiple Choice, Multiple Correct Responses (Grade 8 ELA)

20 Evidence-Based Selected Response (Grade 4 ELA)

21 Hot Text: Select Text and Reorder Text (Grade 11 ELA)

22 Performance Tasks Significant change from MSP: Performance tasks in both ELA and math A set of complex questions on a particular theme or scenario Designed to measure skills (depth of understanding, research, etc.) difficult to measure with traditional item types Goal of Performance Tasks: “To measure students’ ability to integrate skills and knowledge across standards” with real-world writing, research, and analytical skills

23 Performance Task Outline
Teachers do a scripted classroom lesson Approx minutes Provides background knowledge for students on topic/theme of task Student performance task Part 1: Students do reading, research, and answer questions (ELA & Math) Part 2: An extended writing task (ELA only) Writing (3rd-5th): Opinion, narrative or explanatory Writing (6th-11th): Explanatory or argumentative

24 Performance Task: (Grade 4 Example)
Part 1 (35 minutes) Your task You will read an article and watch a video about what animals do to defend themselves from danger. Then you will answer three questions about what you have learned. In Part 2, you will write an article that explains how some animals defend themselves. Directions for beginning You will now examine two sources. Take notes on both sources… Research Questions After examining the research sources, use the remaining time to answer three questions about them…

25 Performance Task: (Grade 4 Example)
Part 2 (70 minutes) You will now have 70 minutes to review your notes and sources, plan, draft, and revise your article. You may use your notes and refer to the sources. You may also refer to the answers you wrote to questions in Part 1… Your Assignment Your class is preparing a museum display that will include photos of a variety of animals and interesting facts about them. You have been asked to write an article for the museum display explaining about animal defenses…

26 SBAC Practice & Training Tests
Two tools available for students: Training Tests - familiarize students with the test technology and format of different item types Practice Tests - give a simulated test experience Available for both math & ELA, including PTs Provides students familiarity with: Test platform Item types Technology tools/accommodations

27 SBAC Practice Tests From any computer:
test Scroll down and click on “Take the Practice and Training Tests” Click on “Practice and Training Tests” Click on “Student Interface Practice and Training Tests” Click “Sign in”

28 Reporting

29 Reporting Claims for ELA
Overall Claim for Grades 3-8 “Students can demonstrate progress toward college and career readiness in English language arts and literacy.” Claim #1: Reading “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.” Claim #2: Writing “Students can produce effective and well-grounded writing for a range of purposes and audiences.” Claim #3: Speaking and Listening “Students can employ effective speaking and listening skills for a range of purposes and audiences.” Claim #4: Research/Inquiry “Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

30 Achievement Levels

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