Literacy Instruction and the SBAC Claims

Literacy Instruction and the SBAC Claims
Educational Service Center North - LAUSD Literacy Instruction and the SBAC Claims Teaching with the End in Mind

Educational Service Center North - LAUSD
Objectives Distinguish between the two assessment components of the Smarter Balance Assessment (SBAC) Define the four SBAC literacy claims and their role in instructional planning Understand how the ELA Curriculum Maps can be used to plan rigorous standards-based instruction that will prepare students for SBAC Review objectives with participants.

SBAC: Summative Assessment
Educational Service Center North - LAUSD SBAC: Summative Assessment The Smarter Balanced Assessment: Assesses the full range of Common Core in ELA and Math for students in Grades 3-8 and 11. Measures current student achievement and growth across time, showing progress toward college and career readiness. Is administered within the last 12 weeks of the instructional year. Includes two parts: Computer Adaptive Test (CAT) Performance Task (PT) This slide provides a brief overview of the Smarter Balanced Assessment (SBAC). On the next slide we will explore the two parts of the SBAC in more detail.

SBAC: Components Computer Adaptive Test (CAT) Performance Task (PT) Administered electronically Program adjusts difficulty of question Correct Answer = More challenging items Incorrect Answer = Less challenging items Administered electronically NOT computer adaptive Questions/activities coherently connected to single theme/ scenario Apply knowledge/skills to real world problems Measures Depth of understanding Writing and research skills Complex analysis Computer Adaptive Test (CAT) Talking Points This is NOT the California Achievement Test that we have administered in the past. CAT stands for Computer Adaptive Test, meaning that the assessment adjusts the degree of difficulty of the questions based on student responses. (This is similar to the SRI-Scholastic Reading Inventory) The CAT component of the test includes machine-scored items and short-text items. Performance Task (PT) Talking Points While the PT is administered electronically, it is not computer adaptive, meaning that it will not adjust the degree of difficulty of the questions based on student responses.

HANDOUT 1 Educational Service Center North - LAUSD SBAC: Organization Handout 1: Provide a brief overview of the handout using the arrows. First Arrow (Click): The assessment is broken into 4 broad categories known as Claims. Second Arrow (Click): These claims are broken into more specific content categories. Third Arrow (Click): Within each claim, students will be provided stimuli that they will use to answer questions. Fourth Arrow (Click): This section identifies the number of items students will answer within each claim on both the CAT and PT. Fifth Arrow (Click): This section identifies the total number of items students will answer within each claim. What do you notice? (Click): Give participants an opportunity to briefly process this information in small groups, and then have them share out some of their key aha’s. Talking Points: PT items: (8) For the purpose of this table, Writing PTs are noted as three separate items; however, the Writing PT score is derived from a single student response scored on three distinct traits..

SBAC Claims: What are they?
Educational Service Center North - LAUSD SBAC Claims: What are they? Broad statements that outline the outcomes achieved with mastery of the standards within that claim Reflect the broader goals of college and career readiness Derived from the Common Core State Standards Basis for the development of SBAC items and tasks This slide provides a general definition of the claims. We will gain a deeper understanding of the SBAC Claims on the next several slides.

Educational Service Center North - LAUSD SBAC Claims: What are they? Overall Claim for Grades 3-8 Students can demonstrate progress toward college and career readiness in English language arts and literacy. Overall Claim for Grade 11 Students can demonstrate college and career readiness in English language arts and literacy. These are the overarching (umbrella) claims for each grade level: what students should be able to do as assessed by the SBAC.

Educational Service Center North - LAUSD SBAC Claims: What are they? 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 and Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. The Overall Claim(s) are broken into four more specific claims: Reading, Writing, Speaking and Listening, and Research and Inquiry.

Educational Service Center North - LAUSD SBAC Claims: What are they? Claims Outline the outcomes achieved with mastery of the standards. Targets Detail the evidence required to support each claim. Each claim has a number of targets. Standards Targets focus on skills and knowledge that cross a cluster of standards. Several standards are associated with each target. This slide explains what is included in each claim. Each claim is broken up into a number of targets. Within each target are the CCSS standards associated with that specific target. Keep in mind there is no one-to-one correlation between a given assessment target and a standard. This will make much more sense on the next slide.

HANDOUT 2 Educational Service Center North - LAUSD SBAC Claims: What are they? SBAC Claim 1: Reading Claim 2: Writing Claim 3: Speaking/Listening Claim 4: Research Target 1: Plan/Research Target 2: Analyze/Integrate Information Target 3: Evaluate Information/Sources Target 4: Use Evidence RI-1, RH-1, RST-1 RH-7, RST-7 RH-8, RST-8 RH-9, RST-9 W-1b W-8, WHST-8 W-9, WHST-9 Target 5: Language/Vocabulary Use Target 6: Edit Target 7: Technology Here we will look at the organization of the SBAC in much more detail: (First Click): These are the 4 SBAC Claims. (Second Click): Let’s focus on Claim 4: Research. Notice that there are 7 Targets associated with this Claim. Students need to be able to plan/research, analyze/integrate information, evaluate information/sources, etc. (Third Click): If we look at Target 4: Use Evidence, you will notice that there are several CCSS Standards associated with Target 4. Notice that these standards are not just ELA standards (RI, Reading Informational Text in ELA, RH-Reading History, RST-Reading Science Technical Subjects, W-Writing in ELA, WHST-Writing History Science Technical Subjects) (Click) What do you notice? Allow participants to briefly stop and process the information in small groups. Share out any aha’s.

SBAC Claim 1: Reading (Middle School)
Educational Service Center North - LAUSD SBAC Claim 1: Reading (Middle School) Literary Text Informational Text 45% of text-related evidence will come from: Stories Poems Plays/drama Myths Mysteries Science fiction 55% of text-related evidence will come from: Biographies Science Social studies Technical texts/topics This slide emphasizes that on the SBAC in middle school, students will be reading texts from ALL content areas. This emphasizes the shared responsibility for literacy development across content areas. Shared responsibility for students’ literacy development

SBAC Claim 1: Reading (High School)
Educational Service Center North - LAUSD SBAC Claim 1: Reading (High School) Literary Text Informational Text 30% of text-related evidence will come from: Stories Poems Drama (comedies/tragedies) Literary nonfiction 18th, 19th, early 20th century works of American literature 70% of text-related evidence will come from: Digital News Sources Historical US Documents Science Technical texts/topics This slide emphasizes that on the SBAC in high school, students will be reading texts from ALL content areas. This emphasizes the shared responsibility for literacy development across content areas. Shared responsibility for students’ literacy development

SBAC Claim 2: Writing (Middle School)
Educational Service Center North - LAUSD SBAC Claim 2: Writing (Middle School) Assessment evidence will come from composing, revising, and/or editing narrative writing. 30% Assessment evidence will come from composing, revising, and/or editing explanatory/informational writing based on evidence from given sources. 35% Assessment evidence will come fro composing, revising, and/or editing argumentative writing based on evidence from given sources. This slide shows the percentages of SBAC evidence that will come from composing, revising, and/or editing narrative, explanatory/informational, and argumentative writing in middle school.

SBAC Claim 2: Writing (High School)
Educational Service Center North - LAUSD SBAC Claim 2: Writing (High School) Assessment evidence will come from composing, revising, and/or editing narrative writing. 20% Assessment evidence will come from composing, revising, and/or editing explanatory/informational writing based on evidence from given sources. 40% Assessment evidence will come fro composing, revising, and/or editing argumentative writing based on evidence from given sources. This slide shows the percentages of SBAC evidence that will come from composing, revising, and/or editing narrative, explanatory/informational, and argumentative writing in high school.

SBAC Claim 3: Speaking & Listening
Educational Service Center North - LAUSD SBAC Claim 3: Speaking & Listening Listening Speaking Target 1 Language & Vocabulary Use Target 2 Clarify Message Target 3 Plan/Speak/Present Target 4 Listen/Interpret: Analyze, interpret, and use information delivered orally. Claim 3: Speaking and Listening has 4 Targets. (CLICK) These are the Targets (CLICK). On the SBAC, the only claim that will be assessed is Target 4. On the CAT portion of the SBAC, students will be asked to answer 9 questions about 3 stimuli. Even though this is the only Target assessed on the assessment, Targets 1-3 are still an integral part of preparing students for all Claims within SBAC.

SBAC Claim 4: Research Analyze/ Integrate Information
Educational Service Center North - LAUSD SBAC Claim 4: Research Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.). Analyze/ Integrate Information Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection and research. Evaluate Information/ Sources Cite evidence to support analyses, arguments, or critiques. Use Evidence On an earlier slide, we identified 7 Targets for Claim 4. On the SBAC assessment, students will be assessed on these 3 Targets on both the CAT and PT.

The Aha! Protocol I agree… I disagree… ? I have a question ! Aha! For the video: OR Then, click on Podcast: Performance Task Assessment In her podcast, Performance Task Assessment with Carol Jago, Jago does an excellent job of explaining what all of this means for us, as teachers, as we work to ensure that our students are progressing toward college and career readiness AND prepared for the SBAC. As participants watch the video, have them use The Aha! Protocol to record any thoughts/ideas about the video. Share out and discuss as a whole group. For the video, visit: OR

If traditional test prep won’t prepare our students for the SBAC, then what will? Table talk here. Have participants discuss this question in small group/whole group prior to moving forward. (CLICK): One thing we can use to really prepare our students for the SBAC are our ELA Curriculum Maps. ELA Curriculum Maps

ELA Curriculum Maps 5 Instructional Windows Standards bundles to be taught within each Instructional Window An essential question and a culminating task for each Instructional Window This slide provides a big picture view of what is included in Curriculum Maps. Click through the information on the slide. The Curriculum Maps are comprised of three documents, and all are available on our ESCN ELA website which will be provided at the end of the presentation.

ELA Curriculum Maps: Focus Standards
HANDOUT 3 Educational Service Center North - LAUSD ELA Curriculum Maps: Focus Standards The first document we will look at that is provided in the Curriculum Map is the Standards Year-At-A-Glance. This document provides a specific layout of the CCSS for ELA for the academic year. Before clicking on anything, ask participants “How many instructional windows are there?” (CLICK) First red Box: Point out the gray column to teachers. There are 5 Instructional Windows plus the Mindsets for Success and Resiliency in the first three weeks. Ask the following additional questions about the gray box: How many weeks do you get for each Instructional Window? Inform participants that according to the outlined weeks, Winter Break falls between Instructional Windows 2 and 3. How many Interim Assessments are there? (CLICK) Arrow: The standards are organized by strands: Reading—RI: Reading Informational Text; RL: Reading Literature Writing (W) Language (L) Speaking and Listening (SL) The Focus Standards are recommended to be instructionally targeted in the designated Instructional Window. The On-going Standards are recommended to be addressed and formatively assessed to make sure students are moving toward mastery. (CLICK) Second Red Box: In Instructional Window 1, these are the recommended Focus Standards and On-Going standards. For Instructional Window 1, these standards will be assessed in Interim Assessment 1, due October 24, These standards will also ALL be assessed on the SBAC.

ELA Curriculum Maps: Focus Standards
Educational Service Center North - LAUSD ELA Curriculum Maps: Focus Standards Focus Standards include ALL of the standards assessed on the SBAC summative assessment. CCSS Language Standard 6: Academic Vocabulary Ongoing Standards incorporated into all Instructional Windows Found in all claims Focus Standards are bundled Connects skills across domains Identifies a dominant literacy skill per Instructional Window Encourages thematic teaching The Focus Standards for each Instructional Window include ALL of the standards that will be assessed on the SBAC. Language Standard 6 (L-6), which addresses Academic Vocabulary, is the ONLY standard not identified as a Focus Standard within the Instructional Windows, but it is an Ongoing Standard for all of the Instructional Windows. Academic Vocabulary is a crucial part of instruction and must be embedded into each Instructional Window. The Focus Standards are bundled which means that they already identify connections and correlations across the four domains: Reading, Writing, Speaking and Listening, and Language. Key point: Authentic Standards based teaching leads to authentic opportunities to prepare students for the SBAC test. What are the implications for non-ELA classrooms?

ELA Curriculum Maps: Year-at-a-Glance
HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Year-at-a-Glance Which texts will I teach? What academic vocabulary will I teach? The next document from the ELA Curriculum Maps is the Year-At-A-Glance which provides a global vision of the curriculum over the course of the year. (CLICK) First Arrow: The academic year is divided into five instructional windows, which vary in length from 6-8 weeks. The first three weeks, titled Mindsets for Success and Resiliency is designed to introduce students to habits of discourse and thinking around reading, writing, listening, and speaking. This is where we take the time to develop routines and introduce strategies teachers will use over the course of the year. (CLICK) Red Box: This is the basic layout of an Instructional Window. Notice how it is broken into several sections. (CLICK) Second Arrow: Textual Study answers the question, “Which texts will I teach?” (CLICK) Third Arrow: Craft and Language Study emphasizes the question, “What academic vocabulary will I teach?” (CLICK) Fourth Arrow: Textual Expression is where you determine, “What tasks will students do to engage with the content?” (CLICK) Fifth Arrow: Culminating Writing Task (which for IW#1 will prepare students for the first Interim Assessment) answers the question, “How will my students demonstrate mastery?” I want to focus specifically on the Textual study section for a moment (CLICK). What tasks will students do to engage with the content? How will students demonstrate mastery?

ELA Curriculum Maps: Text Sets
HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets Anchor text Largest focus Be explicit Additional texts Reflect anchor text Varied complexity 1/3 Complex 1/3 Moderately Complex 1/3 Readily Accessible Entry point for students So, the question has been: What texts do we teach? (CLICK) Textual Study and red Box: This section presents the text types that are recommended to be used in the Instructional Window. Notice that it does not tell you which specific texts to teach. (CLICK) School Autonomy: This, again, lends itself to school autonomy, and the opportunity for your school to meet the needs of your diverse learners. (CLICK) Anchor text: Reminders—Your anchor text is your largest focus. Be explicit when telling your students that this is the text that all other texts are connected to. (CLICK) Additional texts: Remember, these all connect back to your anchor text. (CLICK) Varied complexity: Your texts should reflect what students will see on the SBAC. (CLICK) Entry point for students: By providing students text at varied complexity levels, we provide entry points for all students so they are able to access complex text independently. School Autonomy

HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets If… SBAC questions and activities are coherently connected to text sets around a single theme or scenario, Then… Overarching themes can help unify each Instructional Window in the ELA Curriculum Maps. What texts do we teach? (CLICK) Textual Study and Blue Box: This section presents the text types that are recommended to be used in the Instructional Window. Notice that it does not tell you which specific texts to teach. (CLICK) School Autonomy: This, again, lends itself to school autonomy, and the opportunity for your school to meet the needs of your diverse learners. (CLICK) Resources one-by-one: These are some of the resources we can continue to pull a variety of texts from as we develop our units for each of the instructional windows. School Autonomy

Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets Poetry Excerpts from Scottsboro Limited, Four Poems and a Play in Verse -Langston Hughes Nonfiction The Strange Story of the Man Behind “Strange Fruit” -By Elizabeth Blair (NPR) Online Exhibit Separate is Not Equal: Brown v. Board of Education -Smithsonian Historical Fiction The Power of One -Bryce Courtenay

ELA Curriculum Maps: A Closer Look
Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 Lang., POV, Text Structure: Central Idea Development 2 Text Structure: Theme/ Character Development 3 Text Structure: Author’s Purpose/POV 4 Narrator’s/ Speaker’s Point of View 5 Resiliency Research Project Let’s take a closer look at our Instructional Windows. (Click) There are 5 instructional windows (plus, a 3 week school-year opening unit called Mindsets for Resiliency and Success, designed to build the Habits of Mind students will need in order to be successful throughout the school year. This 3 week opening unit is not included in this diagram). (Click) Each Instructional Window identifies a dominant and specific literacy focus. Focus Standards, Essential Questions, and Culminating Tasks provided in the Curriculum Maps guide are aligned with this dominant literacy focus. (CLICK)

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 Lang., POV, Text Structure: Central Idea Development Anchor Text: Nonfiction 2 Text Structure: Theme/ Character Development Anchor Text: Fiction 3 Text Structure: Author’s Purpose/POV Anchor Text: Nonfiction 4 Narrator’s/ Speaker’s Point of View Anchor Text: Fiction 5 Resiliency Research Project N/A Each instructional window identifies the type of anchor text that should be used to help students build proficiency of this literacy focus. Notice that the anchor texts alternate between non-fiction and fiction. Also notice there is no anchor text for Instructional Window 5. Keep in mind that additional texts should be connected to this anchor text. (Click)

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 Lang., POV, Text Structure: Central Idea Development Anchor Text: Nonfiction Writing Focus: Inform/Expl. Narrative 2 Text Structure: Theme/ Character Development Anchor Text: Fiction 3 Text Structure: Author’s Purpose/POV Anchor Text: Nonfiction Writing Focus: Inform/Expl. Argument 4 Narrator’s/ Speaker’s Point of View Anchor Text: Fiction Writing Focus: Personal Nar. Argument 5 Resiliency Research Project N/A Writing Focus: Inform/Expl. There is a writing focus within each Instructional Window, but as we shift to Common Core, writing is now the way students will demonstrate proficiency of the identified literacy focus in each instructional window. Notice that students are practicing various writing types in each Instructional Window.

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 Lang., POV, Text Structure: Central Idea Development Anchor Text: Nonfiction Writing Focus: Inform/Expl. Narrative Culminating Task: Inform/Expl. 2 Text Structure: Theme/ Character Development Anchor Text: Fiction 3 Text Structure: Author’s Purpose/POV Anchor Text: Nonfiction Writing Focus: Inform/Expl. Argument Culminating Task: Argument 4 Narrator’s/ Speaker’s Point of View Anchor Text: Fiction Writing Focus: Personal Nar. Argument Culminating Task: Personal Narrative 5 Resiliency Research Project N/A Writing Focus: Inform/Expl. Culminating Task: Project & Presentation Each Instructional Window includes a culminating writing task. Keep in mind that this culminating writing task is HOW students will demonstrate mastery of the literacy focus for each instructional window. Culminating writing tasks are separate from the Interim Assessments. Each Instructional Window wraps up with some type of written culminating writing task. Instructional Window #1 and #3 also include an Interim Formative Assessment that will be administered district-wide. IA1 IA2

What shifts in planning and instruction must occur in order to ensure that our students are able to demonstrate mastery of the SBAC Claims, Targets, and Standards? Using this as the guiding question, provide participants with an opportunity to stop and process all of this information as it relates to instruction at your specific school site, grade level, content area, etc.

Bringing it all Together
Educational Service Center North - LAUSD Bringing it all Together As you look at available textbooks and resources: What are your anchor text selections? What are your supplemental text selections? Keep in mind: Texts should provide multiple opportunities to teach specified literacy skills for each Instructional Window Choices should include a variety of text types Texts should be at varying degrees of complexity Provide an example of an anchor text and possible anchor text selections here.

Resources ESC North Secondary ELA/Literacy Website achieve.lausd.net/north Instruction—ELA—Secondary ELA Curriculum Maps ELA Curriculum Map One-Pagers As we move forward, here are some of the resources available: The ESC North Secondary ELA/Literacy Website includes a wealth of information. Here you will find ELA Curriculum Map One-Pagers for each Instructional Window/Grade Level. These One-Pagers provide the Essential Question, Culminating Writing Task, and annotated Focus Standards for each Instructional Window. Keep in mind that these are working documents and portions of these are still in development. They will continue to be updated as additional information becomes available.

Resources Current Anthologies LAUSD Consumables New York Times: The Learning Network How to Use This Blog Teaching Topics What’s Going on in this Picture? NewsELA Informational Text Selections— Informational Text Sets— Smithsonian Tween Tribune Here are some additional excellent resources for finding informational texts.

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Literacy Instruction and the SBAC Claims

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