4Question types Multiple Choice Evidence Based Selected Response Text Dependent Analysis (Problem Based Essays)Open-ended response (Short Answer)Writing PromptsOpinion/ArgumentInformational/ExplanatoryNarrative
5Grade Level & Question Type Matrix SY:Grade LevelsMultiple ChoiceEBSRTDA/PBEOpen-endedWriting PromptThird GradeXX Fourth Grade 00 Fifth GradeSixth Grade XX = Common Item (Legacy/PACS) = Field Test Item 2014 (PACS)
6Grade Level & Question Type Matrix SY:Grade LevelsMultiple ChoiceEBSRTDA/PBEOpen-endedWriting PromptThird GradeXX Fourth Grade XFifth GradeSixth GradeX = Tested items on ELA PSSA (PACS aligned)
7Multiple ChoiceThe meaning of the Greek root “geo” helps the reader to know that a geologist studies_______.a) waterb) peoplec) starsd) LandWhere do most of the events in the passage take place?a) country farmhouseb) townhouse near the city parkc) apartment in the cityd) vacation cabin
8Evidence based selected response (EBSR) Two question structureRequires both single and multiple responsesPart one usually requires one responsePart two requires one, two, or three responsesPart two may have between three - five choicesPart two may have three correct answers but only ask students to select two correct answersPart one (rather than the text) should be referenced when answering part twoThis Year: ALL EBSR questions are field test items!Simply prepare students for the structural changes
9EBSR Example Part A Question: Part B Question: How are the events in paragraphs 1 and 2 important to the theme of the story?Part B Question:Which sentencefrom the story provides the bestsupport for the answer in Part A?a. They list the many lessons that Lynn taught her younger sister, Katie.b. They explain that Katie’s family had very high expectations of her when she was young.c. They show how strong the relationship is between Katie andLynn.d. They introduce the idea that Katie and Lynn want to learn moreabout the Japanese language.a. “My sister, Lynn, taught me my first word: kira-kira.” b. “When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.” c. “She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.” d. I didn’t care where she sent me, so long as Lynn came along.Will add many websites to RAC’s websiteAnswers c and d
10Text Dependent Analysis SY 2014-2015 grades 4-8 Informational & LiteratureRubricEffectively addresses all parts of the task demonstrating in-depth understanding of the text(s)Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s)Strong organizational structure that effectively supports the focus and ideasThorough analysis of explicit and implicit meanings from text(s) to effectively support claims, opinions, ideas, and inferencesSubstantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitionsSubstantial reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purposeSkillful use of transitions to link ideasEffective use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/eventsFew errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning
11Text Dependent Analysis SY 2014-2015 grades 4-8 ExamplesWrite an essay analyzing how the author’s organization of the passage helps the reader to understand the tasks. Use information from the passage to support your response.When Cathy tells Paul about the camping trip, he is immediately interested. Write an essay analyzing how Paul’s actions convince his parents that he should be allowed to attend? Use evidence from the passage to support your response.
12Open-ended items AKA Short Answer Example:Use at least three examples from the passage to explain how the pony auction is important to Chincoteague and Assateague Islands.Not writing comprehension comprehension comprehension
13Writing promptsThis year they appear only on the separate writing test (grades 5 and 8) or on the optional (separate) writing field test (grades 6 and 7)Students will have time to plan, write, and proofread your response to this writing promptFour Point RubricFocus, Content Development, Organization, Style
14Writing Prompts Field Test and 2014-2105 Tests NarrativeThink about a time when you were given the opportunity to care for something. Write a story that tells what you had to do and how it made you feel.Informational/ExplanatoryWrite an essay that explains a talent or skill you have or would like to have.Opinion/ArgumentativeThere are many reasons why people own pets. A pet can entertain you, keep you company or even protect you! Dogs and cats are the most popular pets in America today. Some people prefer an energetic dog and others, a cuddly kitten. Which do you think is best?
15What you really need to know… SY 2013-2014 Prepare students for awkward structureCommon items must simultaneously address both PACS and Legacy StandardsRemember test security procedure
16ELA: Key Instructional Shifts Balancing Literary and Informational TextsKnowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary
17Close Reading It is a multilayered intensive analysis of a text Accomplished primarily by reading and discussing the textIt is essential that readers re-read textsThe path to deepening comprehension(as opposed to being told about the text by a teacher or being informed about it through some textbook commentary).). Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts (not all texts are worth close readingShanahan, T. (2013).
18Close Reading: Spiral of inquiry 1st Read: Unpacking the text2nd Read: Text analysisConcept:Craft questions that ensure student understanding regarding major ideas and key detailsIdentify potentially confusing vocabularyResolve misconceptionsLimit questions to big ideas or those that prime for mental queriesExamples:Retell the plot of the story.Identify the ordinate and subordinate characters in the story.What characteristics distinguish plant cells from animal cells?Main Idea and Key DetailsConcept:Craft questions focusing on how the text works.Students aim to uncover why the author made specific choices including: organization, literary devices, word choice, and evidenceOften this reread is only a targeted excerpt specifically selected by the teacherExamples:What was the quality of evidence used in arguing against the inclusion of elephants in zoos?How does the author’s use of personification influence our understanding of and emotional response to the idea of captivity?3rd Read: deep text connectionsCraft and StructureKnowledge & IdeasIntegration ofConcept:Critical analysis of the value and quality of the textConnection of text to other texts, concepts, and student’s lifeExamples:Using examples from both texts what do the author’s want you to understand about the common theme of freedom?Which format of the article was more successful in helping the reader understand the author’s main idea?Unpacking the text- purely an issue of reading comprehensionFraming your understanding for the passage
19The standards tell us HOW and WHAT Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text base don specific information in the text. CC C E05.B‐K.1.1.3The standards tell us HOW and WHAT
20integration of knowledge & ideas Day 1Layer OneDay 2Layer TwoDay 3Day 4Layer ThreeDay 5Text Title______________________Selected Section of TextAncillary Texts (Day 4/5)key ideas/detailsFocus:who, what, where, why, when, how, main ideas,details, supportClarify confusing vocabulary & potential obstaclescraft/structureFocus: structure,point of viewSpeak to analysis not influenceauthor’s purpose, the relationship of word choice,figurative language, and syntax etc. to mood, perceived truth,adequacy & accuracy of detailsSpeak to analysis and influenceintegration of knowledge & ideasInterpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elementsIntegrate ancillary texts and videosUse the integrated ancillary texts and videosStandardsA-C in Reading informational & Reading LiteratureEx: CC AD-F in Reading informational & Reading LiteratureEx: CC EEx: CC DG-I in Reading informational & Reading LiteratureEx: CC HEx: CC ISample Question:Citing evidence from the text…Why did Lincoln fight to abolish slavery?To what type of writing structure does the text belong?How does the author elicit empathy from the reader?What elements did the author use to make the journal format more powerful?What do the authors want the reader to understand regarding the common theme?First time craft comes into play (as in author’s perspective ie point of view) is third grade CC D Explain the point of view of the author. E03.B‐C.2.1.1 CC D Compare and contrast an event or topic told from two different points of view. E04.B‐C.2.1.1 CC D Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. How does the author’s order of points and counterpoints sway the reader’s opinion?
21Integration of knowledge & Ideas Text LayeringIntegration of knowledge & Ideas
22Five Reasons to say yes to Text Layering Increases range of complexityExtends into varying genresPromotes ideationRequires synthesisIncreases domain knowledge
231. Increases range of complexity Different authors - different syntactic structuresDensity of propositionsMore readingScaffolds text interaction
242. Extends into varying genres Allows for genre layeringExplication of topics in differing constructsSame topic appearing in different venues
25Instruction guides cognition giving parameters to complete tasks 3. Promotes ideationPresentation of concepts in different ways supports thinking in a multi-perspective mannerInstruction guides cognition giving parameters to complete tasksAncillary interface with factoid type knowledge
264. Requires synthesisOne of the hardest comprehension processesRequires discernmentTakes a learner from knowing about it to understanding it
275. Increases domain knowledge Forces interface with the same aspects or principlesIncreases ability to comprehendStrengthens general intellect
28Better ideas often require change. . . Do not run out and buy new text books!Current books and attempts at layersTeachers, time, and know-how
29The Artic and Antarctica Grade ThreeThe Artic and Antarctica
30Share two things of importance with a partner Read article Life on the IceRead storyShare two things of importance with a partnerRead articleDiscuss similarities/differences
31Use video sheet to collect specific information
32Scavenger HuntUse stories, article, and fact cards to determine if the statements are true or false.
33Go Find It http://www. kidskonnect What was the coldest recorded temperature on Earth?_______________° F (in Fahrenheit) What was the name of the last ice age?____________________________ What % of the earth’s ice is found in Antarctica?____________________ What are three animals that lived during the Ice Age but are now extinct? _______________________________________________ Where did the name ‘Antarctica’ come from? ____________________________________________________________
34BenefitsMultiple interactions with specific parameters of cognitive attentionStill has ancillary informationHelps stimulate continuous engagement with concepts
35Reminders & Suggestions Video in between readingsNeed more than one watchToo short and concentrated for one viewingCan put on kids computersFact cards are made to elucidate intended learningScavenger Hunt requires information from multiple sourcesGo Find It – a way to genuinely use technology as a learning tool
363rd grade Text Layers Life on the Ice Ice Age article TedEX video Artic vs Antarctic Video discussion pageKidskonnect & Sciencekids websiteFact CardsScavenger Hunt activityGo Find It activity
37integration of knowledge & ideas Day 1Layer OneDay 2Layer TwoDay 3Day 4Layer ThreeDay 5Text TitleLife on the IceSelected Section of TextPages 1-2Go Find It websitesAncillary Texts Day 4:Ice Age Articletinyurl.com/RACarticDay 5:Fact Cardskey ideas/detailsFocus:who, what, where, why, when, how, main ideas,details, supportClarifications:DesertIce ageMars comparisoncraft/structurestructureSpeak to analysis not influence:Paired photographsSequence & separation of topicsInterspersion of scientific terminologyrelationship of author’s organization to reader’s comprehensionSpeak to analysis and influenceDue to author’s organization and possible misconceptions integrate Go Find It activityintegration of knowledge & ideasSynthesis of various texts & multimediaVideo:Video discussion pageAnalysis of evidence from multiple sourcesScavenger Hunt ActivityStandards1.2.3.A 1.2.3.B1.2.3.E 1.2.4.E 1.2.3.G 1.2.3.I Sample Question:Citing evidence from the text…What evidence does the author provide to demonstrate that life on the poles is far from ordinary?Create three headings and rationales for their addition on pages 146, 149, and 151?How does the author’s organization help or hinder the reader’s understanding of main differences between the Artic and Antarctica?How are the Artic and Antarctic similar?What are four distinctive features of the Artic?How do the main ideas of the TedED video and “Life on the Ice” differ?Compare and contrast author’s purpose in the texts “Life on the Ice” & “Ice Age.”Post it notes for day three : pink artic, yellow Antarctica, blue both
38Grade Four The Screech owl who liked television The Earth Dragon Awakes
39Screech Owl & Earth Dragon Read Screech OwlTalk about what you would “do” with the storyRead Earth DragonTalk about what you would “do with the storyComplete the Inquiry Guide using both pieces of text
40With your team decide how you would connect these two pieces of text. Discussion Time. . .With your team decide how you would connect these two pieces of text.What will be your two major foci?
41Personification Reverse Personification What is reverse personification?Use yellow and green cardsDecide as a team if they evince personification or reverse personification
42Avalanche deaths spike in the West Additional layersInsert video AFTER WATCHING VIDEO ADD CLARIFICATIONS!Video and General Points:Those that ski in back country areas (places other than regulated slopes in ski resorts) have the highest risk of encountering an avalanche.Many times it is the skier that triggers the avalanche.In an avalanche of snow, things that have greater volume rise to the top.The airbag for skiers helps them become larger; it gives them greater volume. So instead of winding up under eight feet of snow, they might only be under one or two feet. In that way, they more easily seen by the rescue team.Avalanche deaths spike in the West& video
43Avalanche Avalanche An avalanche can consist of snow or rocks. It is when large deposits of snow or rocks on a mountain side are disturbed in such a way that it causes a shift.When this shift occurs, the material becomes unstable and starts to roll down the side of the mountain bringing everything in its path with it.Avalanche
47BenefitsTaking the core concept and extending it to real world applicationGoing beyond simply “knowing” about avalanches to knowing about technological advancesKids sometimes do realize that people make things all the time. . .Well-defined instructional purpose that embeds cognitive rigor AND make sense!
48Reminders & Suggestions Scaffolding is non-negotiableYou WILL have to modify things – and you are not going to find this expanse or quality in a packageVideo can be put on computerCommon Sense MediaJennifer EhehaltPaul CindricSnap (the old Oscar sort of. . .)Jana Baxter
494th grade Text Layers Screech Owl that Liked to Watch Television story The Earth Dragon Awakes storyInquiry GuidePersonification& Reverse Personification cardsRobust vocabulary definition cardVideo and general points notes pageAvalanche Deaths Spike in West articleEvidence Synthesis ChartEvidence Synthesis Chart answer key
51Explanation. . . Dangerous Crossing Portuguese man-of-war . . . Animal Incited by:“One day a sailor pulled up a Portuguese man=of-war in a bucket. Johnny looked on in wonder. Was this truly a fish from the sea? “Careful,” the sailor warned him. One touch of its twisted cords would sting like a hundred bees.Portuguese man-of-war AnimalPortuguese Man-o-War. . .ShipRoyal NavyHistory. . .Using diagrams to explicate and extract information
54Survival Mechanism Protection Floatation Nourishment Colony Comparison Chart Directions: Use the Man-o-war frigate diagram, the informational articles, and video to determine colony members’ (crew members of the Man-o-war vessel and zooids of the Portuguese man-of-war) responsibilities for each survival mechanism.Survival MechanismPortugueseman-of-warMan-o-war FrigateProtectionFloatationNourishment
55Extraction of concept Portuguese man-of-war to name-sakes Frigate BenefitsDiagrams are textsExtraction of concept Portuguese man-of-war to name-sakesFrigateUnderlying concept in storyOften witnessed in poetry and literature
565th grade Text Layers Dangerous Crossing story About the Portuguese man-of-war ArticleSea Creatures & Sea Crusaders videoPortuguese man-of-war diagramMan-o-war Frigate diagramColony Comparison Chart
57You make the difference Thank youYou make the difference