1. 4th Quarter CFA Training
Agenda
7:30 – 8:00: Sign-In, Introduction to 4th quarter CFA Goals
8:00 – 9:00: Review and Refining Questions
9:00 – 9:30: Preparing for Performance Tasks (an overview)
9:30: Break
9:45: Begin Work
11:30 – 12:15: Lunch
12:15 – 3:30: Completion of Work
Dayle mention PD training this time, summer’s work, no stress, thank you!
Me – Arcema – mention changes on assessments not personal – they are so busy.

2. Today’s Goal
We will write selected and constructed questions and a performance task prompt.
Our questions will help students build knowledge in order to answer the performance task prompt in order to write a full informational composition.
Dayle mention PD training this time, summer’s work, no stress, thank you!
Me – Arcema – mention changes on assessments not personal – they are so busy.

3. 4th Quarter CFA Training
Welcome
4th Quarter CFA Training
7:30 – 8:00: Sign-In, Introduction to 4th quarter CFA Goals
Teams
All names on template – one contact person
Try to use template in workspace, if not ask and we’ll create you one.
Clean up when you’re done.
Everyone participates equally. Dividing questions per standard can help.
5 questions per standard
1 constructed response per standard
Copying templates too hard – and then sending them to us! ugh

4. Standards for Quarter 4 CFA
4th Quarter CFA Training
7:30 – 8:00: Sign-In, Introduction to 4th quarter CFA Goals
Standards for Quarter 4 CFA
Standard RI.3 – Reasoning
Research Target 3
Standard RI.6 - Points of View
Research Target 2
Pre-Selected Targets
Why these standards?
Mention DOKs on LPs as a guide
Standard RI.9 - Integrating Information Research Target 4
Each of these standards require higher-level reasoning and analysis skills.

5.  SBAC Reading Assessment 2 1 2 1 2 1
Three Assessed Research Targets (Constructed Response Rubrics)
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.
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.
A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.
CRs on PTs are measured by 3 research targets
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.
The response gives no evidence of the ability to cite evidence to support opinions or ideas.

6. CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
CCSS.ELA-Literacy.RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Mention specialties about any grades standards – kinders with author information – focus more on author’s POV if possible.
Grade 3 POV had something? Grade 6 – 2 texts – also point of view – think of purpose - HANDOUT
CCSS.ELA-Literacy.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

7. Constructed Response on Template

8. Creating Text Dependent Questions for Paired Texts
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
Section 3 Major Point Statement
Section 4 Major Point Statement
Section 5 Major Point Statement
As you go through this process, think about each standard and its Depth of Knowledge level.
We use this to make extremely text dependent questions that all support student writing to answer a prompt
As you are writing Major Points Statements and Key Details – you may want to write them as questions.

9. Shared Central Insight Form Review
1. Central Idea
2. Major Point (Key Ideas)
3 Parts – why do we need each one?
3. Key Details

10. Creating Text Dependent Questions for Paired Texts
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
Section 3 Major Point Statement
Section 4 Major Point Statement
Section 5 Major Point Statement
We use this to make extremely text dependent questions that all support student writing to answer a prompt.
Each time we write ANYTHING on this page it is supporting the prompt – giving students enough to write about.
Use this when its time to write your final questions. Its more than just learning about the text. When we use it, we’ve reached an application level of understanding. Talk about prompts – real to life!

11. Shared Central Insight The Performance Task Prompt
4th Quarter CFA Training
8:00 – 9:00: Review and Refining Questions
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 _____________?
Expect the central insight statement to change or be refined. None of your other questions can be like it
But can support it.
What does the Central Insight Statement translate to?
The Performance Task Prompt

12. 1. Central Idea = The Performance Task Prompt
Central Insight: What central insight from all texts contributes most to an understanding of _____________?
Shared Central Insight Statement:

13. Creating Text Dependent Questions for Paired Texts
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
Section 3 Major Point Statement
Section 4 Major Point Statement
Section 5 Major Point Statement
We use this to make extremely text dependent questions that all support student writing to answer a prompt.
Each time we write ANYTHING on this page it is supporting the prompt – giving students enough to write about.
Use this when its time to write your final questions. Its more than just learning about the text. When we use it, we’ve reached an application level of understanding. Talk about prompts – real to life!

14. Major Point Statements Constructed Response Questions
4th Quarter CFA Training
8:00 – 9:00: Review and Refining Questions
Major Point Statements
1. Read both passages.
2. Write a Central Insight Statement.
3. Divide each passage into sections or paragraphs.
Major point statements have more “meat” details and facts that can be explained, and are therefore CRs. They add or contribute to information to support the prompt.
4. Write a Major Point Statement (main idea) for each section or paragraph.
Section 1 Major Point Statement
What do the major point statements translate to?
Constructed Response Questions

15. 1. Central Idea = The Performance Task Prompt
Central Insight: What central insight from all texts contributes most to an understanding of _____________?
Shared Central Insight Statement:
Major Point Statement = Constructed Response Questions
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

16. Creating Text Dependent Questions for Paired Texts
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
Section 3 Major Point Statement
Section 4 Major Point Statement
Section 5 Major Point Statement
We use this to make extremely text dependent questions that all support student writing to answer a prompt.
Each time we write ANYTHING on this page it is supporting the prompt – giving students enough to write about.
Use this when its time to write your final questions. Its more than just learning about the text. When we use it, we’ve reached an application level of understanding. Talk about prompts – real to life!

17. Selected Response Questions
4th Quarter CFA Training
8:00 – 9:00: Review and Refining Questions
Key Details
1. Read both passages.
2. Write a Central Insight Statement.
3. Divide each passage into sections or paragraphs. .
4. Write a Major Point Statement (main idea) for section or paragraph.
5. Write key details to support the Major Point Statement for each section.
Key Details: What key details support the Major Point Statement?
What do the key details translate to?
Selected Response Questions

18. 1. Central Idea = The Performance Task Prompt
Central Insight: What central insight from all texts contributes most to an understanding of _____________?
Shared Central Insight Statement:
Major Point Statement = Constructed Response Questions
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 = Selected Response Questions
Key Details: What key details support the Major Point Statement?

19. 4th Quarter CFA Training
8:00 – 9:00: Review and Refining Questions Summary
Summary
1. Read both passages.
2. Write a Central Insight Statement.
3. Divide each passage into sections or paragraphs.
Once you’ve done this you are ready to think about writing a prompt for a performance task.
4. Write a Major Point Statement (main idea) for each section or paragraph.
5. Write key details to support the Major Point Statement for each section.
6. Rewrite or revise your Central Insight Statement. What deep understanding can students use across content? What real-to-life scenario?

20. 1. Central Idea = The Performance Task Prompt
Central Insight: What central insight from all texts contributes most to an understanding of _____________?
Shared Central Insight Statement:
Samples of PTs on table
SBAC Performance Task Specifications

21. Central Idea = The Performance Task Prompt
Performance Task Prompts are 100% text-dependent.
The structure of the text goes along with the central idea.
The main point is for students to use the text structure to build meaning. The Performance Task Prompt reflects the text structure.
Performance Task Prompts reflect a very specific, real-world task or a scenario-based problem.
A. Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?
A. Write what you learned about turtles.
B. How would you feel if saw a volcano erupt? How did the boy in the story feel?
A. Herman compared the voyage to a lady at sea. However what were the effects of the voyage?
B. What opinion does the author often express about her life after the disaster? Does this surprise you?
C. Write an essay about the advantages and disadvantages of eating locally-grown, in-season foods. Support your answer with evidence from both articles and the video.
B. Develop a timeline showing the events of the Civil War. Be sure to clearly cite evidence from the text for each link in your timeline.
C. “Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?”
Samples of PTs on table
C. In Because of Winn-Dixie Opal tells about her experiences after moving to a new town. Think about a time that you were a newcomer to a place or situation. Now use vivid words to write a memoir about that experience
SBAC Performance Task Specifications

22. Writing Questions – Review and Refine
Think about the standard when writing the question. Think about the research task its is measuring.
Use the language of the standard as much as possible.
The intent of the standard may prelude the language.
The language of each question should be about the same complexity of the text itself.
The language of each question should be vocabulary found within the text itself.
Consistently use the words: passage, article, text, report, etc… throughout the entire assessment.
The language of the questions should reflect in some way the text structure in order to help students navigate the texts.
Questions should be text-dependent. Students should not be able to answer any part of the question without depending on the text.

23. Informational/Explanatory Writing Rubric: Grades 3 - 5
Score
Statement of Purpose and Focus and Organization
Development: Language and Elaboration of Evidence
Conventions
4 Points
The response is fully sustained and consistently and purposefully focused:
1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained.
2. controlling idea or main idea of a topic is introduced and communicated clearly within the context .
The response has a clear and effective organizational structure creating unity and completeness:
1 use of a variety of transitional strategies logical progression of ideas from beginning to end.
2 effective introduction and conclusion for audience and purpose.
The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details:
1 use of evidence from sources is smoothly integrated
comprehensive, and relevant .
2 effective use of a variety of elaborative techniques .
The response clearly and effectively expresses ideas, using precise language:
1 use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose.
The response demonstrates a strong command of conventions:
1 few, if any, errors are present in usage and sentence formation.
2 effective and consistent use of punctuation, capitalization, and spelling.
3 Points
The response is adequately sustained and generally focused:
1. focus is clear and for the most part maintained, though some loosely related material may be present.
2 some context for the controlling idea or main idea of the topic is adequate.
The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:
1 adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end.
2 adequate introduction and conclusion
The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:
1 some evidence from sources is integrated, though citations may be general or imprecise .
2 adequate use of some elaborative techniques .
The response adequately expresses ideas, employing a mix of precise with more general language.
Use of domain-specific vocabulary is generally appropriate for the audience and purpose.
The response demonstrates an adequate command of conventions:
1 some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed.
2 adequate use of punctuation, capitalization, and spelling.
2 Points
The response is somewhat sustained and may have a minor drift in focus:
1 may be clearly focused on the controlling or main idea, but is insufficiently sustained.
2 controlling idea or main idea may be unclear and somewhat unfocused .
The response has an inconsistent organizational structure, and flaws are evident:
1 inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end.
2 conclusion and introduction, if present, are weak.
The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:
1 evidence from sources is weakly integrated, and citations, if present, are uneven.
2 weak or uneven use of elaborative techniques
The response expresses ideas unevenly, using simplistic language:
1 use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose.
The response demonstrates a partial command of conventions:
1 frequent errors in usage may obscure meaning.
2 inconsistent use of punctuation, capitalization, and spelling.
1 Point
The response may be related to the topic but may provide little or no focus:
1 may be very brief may have a major drift focus.
2 may be confusing or ambiguous .
The response has little or no discernible organizational structure:
1 few or no transitional strategies are evident .
2 frequent extraneous ideas may intrude .
The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:
1 use of evidence from the source material is minimal, absent, in error, or irrelevant .
The response expression of ideas is vague, lacks clarity, or is confusing:
1 uses limited language or domain-specific vocabulary.
2 may have little sense of audience and purpose .
The response demonstrates a lack of command of conventions:
1 errors are frequent and severe.
2 meaning is often obscure.
0 Points
A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target.