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R Preparing Students for the English Regents Exam, 2019
Presenter: Amy Benjamin
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At-A-Glance: NYSED Next Generation Anchor Standards for Literacy (grades 3-12)
Amy Benjamin Educational Services, Inc. Reading: Writing: Speaking/Listening Language Key Ideas & Details: Types & Purposes: Comprehension & Collaboration: Knowledge of Language: Read closely. Track themes & summarize main ideas. 3. Understand and follow progressions. Write arguments. Write informative/ explanatory texts 3. Write narratives. Know the rules of formal standard written and spoken English and apply them when your audience expects you to do so. Accurately perceive the circumstances when your audience expects you to use a formal language tone. 2. The above includes the visuals of writing: spelling, capitalization, punctuation. 3. Understand that language is a changing social contract. Make effective choices. Expand your understanding of the language choices of others. 1.Develop socially appropriate conversational skills. 2. Verbally summarize information that you’ve heard, read, or seen. 3. Assess the credibility of what you read and hear, based on the language used. Production & Distribution: Craft and Structure: 4.Match your style to the expectations of your audience. 5. Use the writing process 6. Use technology as a collaborative tool. 4. Know what words & phrases mean in context. Analyze the structure of the text (how the author decided to arrange the story or information) 6. Assess how point of view or purpose affects meaning. Research: Presentation of Ideas and Knowledge: 7. Conduct short as well as more sustained research projects. 8. Gather information from multiple sources. Judge the credibility of the sources. 9. Use both literary and informational texts to support, inform, and enrich your claims 4. Present meaningful ideas and information coherently and courteously. 5. Enhance formal presentations with visuals, including digital media. 6. Know the rules of formal spoken English and apply them when appropriate to the audience. Integration of Knowledge & Ideas : Vocabulary Acquisition and Use: 7. Understand charts, graphs, and other numerical representations. 8. Judge the validity of an argument, based on the language used. 9. Compare texts on the same subject. 4. Figure out what new words & phrases mean using context, word parts, dictionaries, a 5. Understand that words can be nuanced and can have multiple meanings. 6. Understand and use an academic/businesslike level of language.
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At-A-Glance: 32 Common Core Anchor Standards for Literacy (grades 3-12)
Amy Benjamin Educational Services, Inc. Reading: Writing: Speaking/Listening Language Key Ideas & Details: Types & Purposes: Comprehension & Collaboration: Knowledge of Language: Read closely. Track themes & summarize main ideas. 3. Understand and follow progressions. Write arguments. Write informative/ explanatory texts 3. Write narratives. Know the rules of formal standard written and spoken English and apply them when your audience expects you to do so. Accurately perceive the circumstances when your audience expects you to use a formal language tone. 2. The above includes the visuals of writing: spelling, capitalization, punctuation. 3. Understand that language is a changing social contract. Make effective choices. Expand your understanding of the language choices of others. 1.Develop socially appropriate conversational skills. 2. Verbally summarize information that you’ve heard, read, or seen. 3. Assess the credibility of what you read and hear, based on the language used. Production & Distribution: Craft and Structure: 4.Match your style to the expectations of your audience. 5. Use the writing process 6. Use technology as a collaborative tool. 4. Know what words & phrases mean in context. Analyze the structure of the text (how the author decided to arrange the story or information) 6. Assess how point of view or purpose affects meaning. Research: Presentation of Ideas and Knowledge: 7. Conduct short as well as more sustained research projects. 8. Gather information from multiple sources. Judge the credibility of the sources. 9. Use both literary and informational texts to support, inform, and enrich your claims 4. Present meaningful ideas and information coherently and courteously. 5. Enhance formal presentations with visuals, including digital media. 6. Know the rules of formal spoken English and apply them when appropriate to the audience. Integration of Knowledge & Ideas : Vocabulary Acquisition and Use: 7. Understand charts, graphs, and other numerical representations. 8. Judge the validity of an argument, based on the language used. 9. Compare texts on the same subject. 4. Figure out what new words & phrases mean using context, word parts, dictionaries, 5. Understand that words can be nuanced and can have multiple meanings. 6. Understand and use an academic/businesslike level of language. 10. Write routinely; both formally and informally; write polished pieces and on-demand; write to express knowledge and to formulate it. Revise, proofread, edit. 10 Comprehend complex text independently.
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Text Complexity Measures for 11th Grade
Pearson Rdg Maturity Metric Degrees of Reading Power Source Rater Flesch- Kincaid Lexile ATOS 11.20- 14.10 67-74 1034- 14.20 12.30- 14.50
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part 1: Rdg Comp 60 minutes RL 1-6 RI 1-6; 8-10 L 3-5 3 texts: 1 literature, 1 poem, 1information up to 2,600 words, total 24 multiple choice Part II: Argumentation: Writing from Sources 90 minutes RL 1-10 W 1,4,9 L 1-6 4 information- based texts, probably inc. graphics Write an argumentative essay, referring to the sources given Part III: Text Analysis 30 minutes RL 1-6,10 RI 1-6,10 W. 2,4,9 1 text, up to 1,000 words literary or information Write essay: Identify central idea and analyze how the author uses one writing strategy (lit. element or technique; rhetorical strategy)
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“The ear is the only true writer and the only true reader. I’ve known
people who could read without hearing the sentence sounds and they were the fastest readers. Eye readers we call them. They get the meaning by glances. But they are bad readers because they miss the best part of what a good writer puts into his work.” -Robert Frost
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part 1: Rdg Comp 60 minutes Reading Standards 1-6 3 texts: 1 literature, 1 poem, 1 information up to 2,600 words, total 24 multiple choice
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Passage A: Look over the questions, note the lines in the text: 3 minutes
Reading Time: approx 7-8 minutes (approx. 1,000 words) Write a quick main idea sentence: 1 minute Multiple Choice time: 10 minutes (10 questions) 22 Passage B: Look over the questions, note the lines in the text: 2 minutes Reading Time: approx 2 minutes (approx 100 words) Multiple Choice time: 5 minutes (4 questions) 10 Passage C: Look over the questions, note the lines in the text: 3 minutes Reading time: approx. 7-8 minutes (approx. 1,000 words) Multiple Choice time: 10 minutes (6 questions) Est. 54 minutes for Part 1, 24 questions (6 minutes to spare)
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A Detailed Look at the Three Parts
of the English Regents Exam
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2018
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Passage A: Fiction 2018
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2018 3 2 1 4 Reading St: 3 Reading St: 2 Reading St: 5 Reading St: 4
Passage A: Fiction 2018
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Why Was I Wrong? Comprehension Problem: I didn't understand the main idea of the text. I didn’t understand relevant details in the text. Vocabulary Problem: I didn't understand key vocabulary in the text. I didn’t understand key vocabulary in the question. Test-taking Problem: I didn’t read the text slowly and carefully. I didn’t read the question and choices carefully. Personal Problem: I can’t concentrate today. I don’t want to concentrate today. Other: I blame the question and I refuse to stop doing that. I’m trying, but I still don’t understand why my answer is considered wrong.
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Reading St. 2: Determine central ideas and themes and analyze their development;
Summarize the key supporting details and ideas. Question 3,10 Reading St. 3: Analyze how and why individuals, events, or ideas develop ant Interact over the course of a text. Questions 1,2, 5, 9 Reading St. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction Questions 6, 7 Reading St. 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the text as a whole. Question 4 Reading St. 6: Assess how point of view or purpose affects meaning. Question 8 2018
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2018 Passage B: Poem 11. 3 12. 1 13. 3 14. 4 11. Reading St: 4
12. Language St: 4 13. Reading St: 3 14. Reading St: 6 2018 Reading St. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction Questions 11 Language St. 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate Questions 12 Reading St. 6: Determine how point of view or purpose affects meaning. Question 13 Reading Standard 3: Analyze how and why individuals, events, or ideas develop ant Interact over the course of a text. Question 14
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2018 Passage C: Literary Non-Fiction 15. 2 16. 4 17. 1 18. 3 19. 2
20. 1 21. 2 22. 3 23. 4 24. 4 15. ReadingSt: 2 16. Reading St: 4 17. Reading St: 4 18. Language St: 5 19. Language St: 5 20. Reading St: 6 21. Reading St: 3 22. Reading St: 4 23. Reading St: 3 24. Reading St: 2 2018
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Reading St. 2: Determine central ideas and themes and analyze their development;
Summarize the key supporting details and ideas. Questions 15, 24 Reading St. 3: Analyze how and why individuals, events, or ideas develop and Interact over the course of a text. Questions 21, 23 Reading St. 4: Interpret words and phrases as they are used in a text, e.g., connotation, figurative meanings); understand the impact of diction Questions 16,17, 22 Language St. 5: Demonstrate an understanding of figurative language, word relationships and nuances. Questions 18,19 Reading Standard 6: Determine how point of view and purpose affects meaning Question 20 2018
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2018
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Passage A: Fiction 2 2. 2 3. 4 4. 1 5. 2 6. 1 7. 3 8. 3 9. 3 10. 4 2018
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Passage B: Poem 10. 4 11. 3 12. 3 13. 4 14. 2 2018
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Passage A: Literary Non-Fiction 15. 3 16. 1 17. 2 18. 4 19. 3 20. 2
21. 1 22. 1 23. 4 24. 1 2018
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R Preparing Students for the English Regents Exam, 2018-19
Presenter: Amy Benjamin for Western Suffolk BOCES:
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Test Breakdown: 40%: Multiple Choice Reading Comprehension: Fiction Poem Literary non-fiction 40%: Argumentation essay, based on a social issue; 4 articles (pro/con/information) 20%: Rhetorical analysis of a literary excerpt
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Topic Archive August, 2018: Should shark netting be used on coastal beaches? June, 2018: Is graffiti vandalism? January, 2018: Could algae be the solution to our energy problems? August, 2017: Should self-driving cars replace human drivers? June, 2017: Should school recess be structured play? January, 2017: Should the United States eliminate Daylight Savings Time? August, 2016: Should the United States government create strict sugar regulations? June, 2016: Should celebrities become the voice of humanitarian causes? January, 2016: Should food be genetically modified? August: 2015: Should American citizens be required to vote in national elections? June, 2015: Should college athletes be paid? January, 2015: Should extinct species be brought back into existence? August, 2014: Should the United States bid to host a future Olympic Games?
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Evaluate: Do these topics meet the criteria for Part II (Argumentation):
Who, if anyone other than themselves, bears responsibility for the deaths of Romeo and Juliet? 1a. Should there be a legal age for marriage? If so, what should it be? 2. Is Atticus Finch justified in his parenting decision when Jem destroys Mrs. Dubose’s camellias? 2a. Does race play a role in America’s criminal justice system? 3. Is George in any way responsible for Lennie’s death? 3a. Public Law (“Rosa’s Law”) replaced the term “mental retardation” with “intellectual disability.” Do you agree that this change serves a purpose? 4. Select a main character in A Raisin in the Sun. Could that character achieve his or her dreams today? 4a. Should the government intervene in real estate sales practices?
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint Test Part Suggested Time Standards Addressed Text Description Student Task Part II: Argumentation Writing from Sources 80 minutes RL 1-10 W 1,4,9 L 1-6 4 information- based texts, probably inc. graphics up to 2,600 words, total Write an argumentative essay, referring to the sources given Reading time: Text 1: 3 minutes Text 2: 3 minutes Text 3: 4 ½ minutes Text 4: 2 minutes Text 5: 5 minutes Total: 18 minutes Writing Time: 3 minutes: Read the Directions 5 minutes: Written plan 50 minutes: Write the essay Total: Approx. 80 minutes (Combined with the 6 minutes left over from Part 1, I now have 16 extra minutes.)
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Foundational Values Note: These are overlapping:
Democratic Principles: Personal freedom, privacy, expression of individuality, promotion of democracy, the right to be left alone, civil liberties, honoring the past Sense of Community: Helping others, sharing resources, considering future generations; establishing sense of belonging; caring for loved ones Desire for safety and security: Protection against enemies, protection of resources, having sufficient food and shelter, avoiding and responding to natural disaster, maintaining health Economics: Maintaining sufficient resources for now and the future, protecting personal fortunes while offering opportunities to everyone Beauty, Pleasure, Convenience; Fairness
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Ingredients of Informational Text
Background to the Issue (Introduction) Acknowledgement of the opposing side (Counterclaim) Examples Anecdotes (little stories) Comparison/Contrast Cause & Effect (If…then statements) Working definitions Quotations (references to authorities) Rhetorical questions Statistics Summaries Emotional language Technical language Variety of perspectives (I, we, you, he, she, they)
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Writing Rubric: Common Core Standards, Grades 6-12:
Type: Argumentation Pro Semi-Pro Novice Pre-Novice Effectively does ALL of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does TWO of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does ONE of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does NONE of the following: States importance of issue Makes a claim Acknowledges opposing claim Writing an introduction Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Develops claims and opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes Good start toward developing claims and opposing claims; Includes some substantial evidence Developing an argument No relevant facts, statistics, reasons, or evidence. Expressing relationships between ideas Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing A few organizational structures and transitional words Using Tier II and III Vocabulary Sufficient, appropriate use of Tier II and III language throughout Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I A few Tier II and II vocabulary used No Tier II or III vocabulary used Using formal writing tone Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Attempt at formal writing style, but needs more proofreading and/or care in presentation Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Writing a conclusion Strong conclusion that follows from the evidence presented and makes an impact on the reader Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader no conclusion Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects,
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Scaffolding the Writing Task for
Sentence Frames: Scaffolding the Writing Task for Special Education Students, English Language Learners, and Everyone Else
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To write, you need three things:
Something to Say Sentences to Hold the Words The Words to Say It
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A good argument is a response to opposition:
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Use this frames at the outset of your argument to introduce an ongoing
debate: In discussions of _____________, one controversial issue has been ___________________________. People who believe____________ claim that________________________________. On the other hand, those who believe _____________________________ assert that ______________________________________________________. My own view is __________________________________________.
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Use this frame to establish common ground on a controversial issue:
When it comes to the topic of ______________________, most of us would agree that ____________________________. Where this agreement ends, however, is on the question of _____________________. Whereas some are convinced that _______________________________. others maintain that___________________________________________. My own view is that____________________________________________.
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Use these frames as you acknowledge that the opposing side has a certain
degree to validity: While at one time it may have been true that__________________, we can now state that____________________________________. ___________________ makes sense when he/she/they say________ ________________, but _____________________________________. Despite the validity of ______________________’s claim about ____________, he/she/they miss the mark when it comes to________________________ because___________________________________________________.
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Use these frames to establish the importance of this topic:
______________ is important because__________________. We should care about______________because if_____________, then_________________________. Ultimately, what is at stake here is____________________________. My discussion of _________________ addresses the larger matter of _____________________.
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Sentence Frames for Argumentation
Use these noun phrases to negatively characterize your opponents: those who disregard those who take a narrow view pessimists people who live in the past naysayers people who are unaware those who would have us believe those on the sidelines those who live only for the moment hardliners Use these noun phrases to positively characterize your supporters: progressive thinkers prudent thinkers those who think about proactive people those who care about civic-minded people those who know about serious people those who understand people with regard for optimists realists
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Use your sentence frames.
5 Minute Plan What is the question? What is my viewpoint? (claim) Why is this issue important? What is the counterclaim? What valid points does the counterclaim have? But why am I still right? What are my parting words of warning? (If…then…) Connectives: but, however although, even though, nevertheless therefore, so Use your sentence frames. Use your academic word list.
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account for 70% of words used in English.
Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, cartography extrude, metamorphose, striate sedimentary, organic, leeward Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrusion, expanse… elevate, formulate, isolate, develop… remote, irregular, precipitous Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, …grow, fly, climb, …green, high, rocky, grassy FYI: Most common 1,000 words account for 70% of words used in English. Different kinds of vocabulary.
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The Academic Word List (AWL):
Background: The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts. These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the word adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words). The AWL is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one, specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek. Understandably, knowledge of the most high-incidence academic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic words that characterize ordinary conversation. The following link gives you a two-page version of the list: Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34,
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go to AWL Regents Exam PPT
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(Taking a little break from the list)
10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests are on this list. 4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list. 1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are on this list. 80% of the words derive from Latin and Greek word components.
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Vocabulary-Content-Sentence (VCS) Daily Practice:
(from Subset 3): proportion imply layer link justify ensure outcome Write a sentence about something we are learning this week, employing one of these words. You may change the form of the words to fit your sentence. Your sentence must be at least 8 words long. Integrating the AWL
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Test Part Suggested Time Standards Addressed Text Description Student
Test Blueprint: Revisited Test Part Suggested Time Standards Addressed Text Description Student Task Part III: Text Analysis 40 minutes (46 minutes) RL 1-6,10 RI 1-6,10 W. 2,4,9 L 1-6 1 text, up to 1,000 words literary or information Write essay: Identify central idea and analyze how the author uses one writing strategy (lit. element or technique; rhetorical strategy) Reading Time: 5 minutes Writing Time: 1 minute: Read Directions 4 minutes: Written Plan 30 minutes: Write 3 paragraphs
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Level 4 Response from the Anchor Papers:
State the central idea (You may use an “In literature as in life” frame) State the literary technique or strategy that the author uses to develop the central idea.
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Thematic Statements About Literature
In literature, as in life, people may be troubled by… In literature, as in life, _______ is a common problem. In literature, as in life, ________often causes conflict.
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Thematic Statements About Literature
In literature, as in life, People may be troubled by a lack of … In literature, as in life, Excessive_______ is a common problem. In literature, as in life, A misunderstanding about________often causes conflict.
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