Welcome Interim Assessment Team Agenda 8:00 – 15: Sign In 8:15 – 30: Introduction 8:30 – 9:00: SRs and CRs 9:00 – 9:30: Shared Insight and Performance Tasks 9:30: Directions – Team Work 11:30: Lunch Continue Team Work

What do we need to know? 1.What standards are we writing questions for? 2.What type of questions are we writing? October 28 th, 2014

Literature Reading Standards 1,2,3,5,6,7 12 Selected-Response Items 2 Research Constructed Responses Informational Reading 1,2,3,5,6,7 12 Selected-Response Items 2 Research Constructed Responses Full Write 1 1 Informational Writing Prompt Interim Assessment Reporting Categories Literary and Informational Targets…. Red = Informational Target NameKey IdeasCentral IdeaReasoningStructures Literary Target#Target 1Target 2Target 4Target 6 Informational Target #Target 8Target 9Target 11Target 13 Standards 123,65, 7 SR Questions (1 pt. each) 1,2,15,163,4,17,18 5,6,7,8 19,20,21,22 9,10,11,12 23,24,25,26 CR Questions (2 pts. each) 13,2714,28 Information Full Composition Performance Task Informational Writing Score4Exceeds3Meets2 Nearly Meets 1 Not Yet What are we assessing?

Write two selected responses for each of these standards: RL.1____RI.1 completed from Interim RL.2____RI.2 completed from Interim RL.3____RI.3 completed from Interim Write one research constructed response for this standard. Choose Research Rubric 2, 3 or 4 (only one). RL.3 ____ RI.3 completed from Interim Write two selected responses for each of these standards: RL.5____RI.5 completed from Interim RL.6____RI.6 completed from Interim RL.7____RI.7 completed from Interim Write one research constructed response for this standard. Choose Research Rubric 2, 3 or 4 (only one). RL.6 ____RI.6 completed from Interim 1 Performance Task Please Write the Performance Task Here What standards are we writing questions for?

Question Types Selected Response Constructed Response Performance Task

Selected Response Criteria align with the DOK level of the standard and the standard intent. Our Selected Response question stems will… be complete sentences. avoid using absolutes such as NOT and ALWAYS. be clear and as concise as possible. have all plausible answers. not have verbal clues to the answer or clues from another question. not begin with repetitive words, “You should….” follow the logical order of the text. Our distractors will…

What is New for Selected Responses? Our Selected Responses can… have more than one correct answer. have two parts (evidence based). What are the most likely reasons the author included a description of the character Jack in the passage? Pick the two choices that are correct. How is this paragraph different from the ones that came before and after it in the passage? Pick all that are correct. Part A Choose the statement that best describes how the relationship between Thomas and Mark develops in paragraphs one and two. Part B Which sentences from the passage best illustrate the Relationship made in part A?

Question Resource Support

Constructed Response Criteria align with the DOK level of the standard and the standard intent. Our Constructed Response Prompts will… not be formulaic. align with the selected research rubric intent. have very explicit “teacher language” examples of student possible answers. have student answer examples that are plausible for the grade level. measure research skills, not writing proficiency. always require or ask for textual evidence. have more than one way to answer the prompt. Our Constructed Response Keys will…

10 SBAC Research Constructed Response Three Assessed Research Targets Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. 2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information. Constructed Response Research Rubrics Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas. 2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas. 1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas. 0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.

Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. 2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations Question #7 Prompt: From what point of view is The Miracle Worker and the poem Helen Keller written? What does this tell the reader? Research Constructed Response A “Good Fit..”

Student “Language” Response Example 2 Student is able to distinguish relevant information about which points of view are represented in each text and what that tells the reader about the text. The Miracle Worker starts off by a student telling that her class will be performing a play about Helen Keller. This is like a 1 st person point of view. But then she tells about Helen Keller, which is 3 rd person. The reader will know that the person telling about the class play is speaking personally but when she starts talking about Helen she is in the 3 rd person because she’s telling “about someone else.” The reader would know that the poem is also a 3 rd person account because it’s telling about someone else. 1 Student is able to distinguish some relevant information about which points of view are represented in each text but not completely, and is able to tell some of what that tells the reader. There are two different texts. First is The Miracle Worker which tells about Helen Keller. The reader knows it’s about Helen, but not written by Helen. That is third person point of view. 0 Student is not able to distinguish relevant information in order to answer the prompt. When someone writes a story the reader can tell who wrote it. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information that support and answer the prompt. The Miracle Worker has two sections. The first section All About Helen, is written from a third person point of view, but could alternate with parts of it being told by the narrator (much like a 1 st person account). The second section, The Play, is written from a first person point of view. The poem Helen Keller is written from a third person point of view. Students must make this distinction before being able to answer the question, “What does this tell the reader?” Students should in some way explain that 1 st person points of view tell the reader that: (1) it is personal and (2) it is a spoken voice. Students should in some way explain that 3 rd person points of view tell the reader that: (1) it is being told by someone else and (2) is a written account.

Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question #7 Prompt: From what point of view is The Miracle Worker and the poem Helen Keller written? What does this tell the reader? Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information that support and answer the prompt. The Miracle Worker has two sections. The first section All About Helen, is written from a third person point of view, but could alternate with parts of it being told by the narrator (much like a 1 st person account). The second section, The Play, is written from a first person point of view. The poem Helen Keller is written from a third person point of view. Students must make this distinction before being able to answer the question, “What does this tell the reader?” Students should in some way explain that 1 st person points of view tell the reader that: (1) it is personal and (2) it is a spoken voice. Students should in some way explain that 3 rd person points of view tell the reader that: (1) it is being told by someone else and (2) is a written account. Student “Language” Response Example 2 Student is able to distinguish relevant information about which points of view are represented in each text and what that tells the reader about the text. The Miracle Worker starts off by a student telling that her class will be performing a play about Helen Keller. This is like a 1 st person point of view. But then she tells about Helen Keller, which is 3 rd person. The reader will know that the person telling about the class play is speaking personally but when she starts talking about Helen she is in the 3 rd person because she’s telling “about someone else.” The reader would know that the poem is also a 3 rd person account because it’s telling about someone else. 1 Student is able to distinguish some relevant information about which points of view are represented in each text but not completely, and is able to tell some of what that tells the reader. There are two different texts. First is The Miracle Worker which tells about Helen Keller. The reader knows it’s about Helen, but not written by Helen. That is third person point of view. 0 Student is not able to distinguish relevant information in order to answer the prompt. When someone writes a story the reader can tell who wrote it. Target 2 Locate, Select, Interpret and Integrate Information. Target 2 Locate, Select, Interpret and Integrate Information. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narrations RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narrations

Performance Task Criteria focus on one type of a full-compositional writing piece. Our Performance Task Prompts will… be the SBAC rubric for a full composition. build on the content of all sources. support a shared insight or a “Big Idea,” between all sources. be constructed around source evidence. Our Performance Task Rubric will… be a “real-to-life,” scenario.

Creating Text Dependent Questions for Paired Texts Text 1 – Creating Text Dependent Questions for Paired Texts Text 2 – Central Insight: What central insight from all texts contributes most to an understanding of _____________? Shared Central Insight Statement: Major Points: What major points in each section of the texts (or various stimuli) support the central insight? Number each section of each text. Section 1 Major Point Statement Key Details: What key details support the Major Point Statement? Section 2 Major Point Statement Key Details: What key details support the Major Point Statement? Section 3 Major Point Statement Key Details: What key details support the Major Point Statement? Section 4 Major Point Statement Key Details: What key details support the Major Point Statement? Section 5 Major Point Statement Key Details: What key details support the Major Point Statement?

Shared Central Insight 1. Read both passages. 2. Write a Central Insight Statement Shared Central Insight: What central insight from each text contributes most to a deep understanding of _____________? The Performance Task Prompt 3. Write a Performance Task that supports the concept of your Central Insight Statement. Sometimes we have to prepare ourselves for unexpected situations. The passages provided talk about the American Revolution, an unsure time in American history. Imagine you are explaining to a group of soldiers what it’s like to fight the British in the American Revolution. Use the information from the texts to create a flyer to inform soldiers about the war against the British. Central Insight Statement: (from 2 passages about revolutionary war heroes) First try: Heroes of the American Revolution were very brave. Second try: There are times when we face surprising situations that call for courage.

Grade 4 Performance Task Your class has been learning about being helpful and is now ready to create a display for the upcoming Open House. For your part in the project, you are going to write an informational article describing different ways students can be helpful at your school. Your article will be read by other students, teachers, and parents who visit the Open House. Using more than one source, develop a main idea about ways students can be helpful. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources. Grade 4 Performance Task Your class has been learning about being helpful and is now ready to create a display for the upcoming Open House. For your part in the project, you are going to write an informational article describing different ways students can be helpful at your school. Your article will be read by other students, teachers, and parents who visit the Open House. Using more than one source, develop a main idea about ways students can be helpful. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources. Grade 3 Performance Task Your class has been learning about bats and is now ready to make a class book telling all about them to share at the upcoming Open House event at your school. Your assignment is to write an informational article about bats. Your article will be read by other students, teachers, and parents who attend the Open House. Using more than one source, develop a main idea about bats. Choose the most important information from the sources to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources. Grade 3 Performance Task Your class has been learning about bats and is now ready to make a class book telling all about them to share at the upcoming Open House event at your school. Your assignment is to write an informational article about bats. Your article will be read by other students, teachers, and parents who attend the Open House. Using more than one source, develop a main idea about bats. Choose the most important information from the sources to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources. Grade 6 Performance Task Your computer class is preparing for the technology fair at your school. The technology fair will focus on the impact of the information age. For your part in the fair, you need to help students, parents, and teachers better understand the impact of eBooks. Using more than one source, develop a thesis/controlling idea to explain the impact of eBooks. Once you have a thesis/controlling idea, select the most relevant information from more than one source to support your thesis/controlling idea. Then, write a multi-paragraph explanatory article explaining your thesis/controlling idea. Clearly organize your article and elaborate on your ideas. Develop your ideas clearly and use your own words, except when quoting directly Grade 6 Performance Task Your computer class is preparing for the technology fair at your school. The technology fair will focus on the impact of the information age. For your part in the fair, you need to help students, parents, and teachers better understand the impact of eBooks. Using more than one source, develop a thesis/controlling idea to explain the impact of eBooks. Once you have a thesis/controlling idea, select the most relevant information from more than one source to support your thesis/controlling idea. Then, write a multi-paragraph explanatory article explaining your thesis/controlling idea. Clearly organize your article and elaborate on your ideas. Develop your ideas clearly and use your own words, except when quoting directly Grade 5 Performance Task Your school’s science club is making a website about different animal traits. For your part of the website, your assignment is to write an informational article about how animals survive in different, and sometimes difficult, places. Your article will be read by other students, teachers, parents, and other people who visit the website. Using more than one source, develop a main idea about how animals survive in difficult places. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources. Grade 5 Performance Task Your school’s science club is making a website about different animal traits. For your part of the website, your assignment is to write an informational article about how animals survive in different, and sometimes difficult, places. Your article will be read by other students, teachers, parents, and other people who visit the website. Using more than one source, develop a main idea about how animals survive in difficult places. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources.

When you are done…. assist a grade-level team that is not done. ask a different grade-level team to review your questions for DOK strength and general grammar, etc… copy and paste your questions into an assessment blank template. turn in your team completion form.

Select “Open With.” Save to Desktop. 5 Go to sent link via . 1 Select your grade. 2 Open your grade level template. 3 Select Download. 4 When you are done, drag the file from your desktop directly into your grade level file on Google. 6 desktop