R Preparing Students for the New English Regents Exam, 2016

R Preparing Students for the New English Regents Exam, 2016
Presenter: Amy Benjamin for Western Suffolk BOCES

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, a 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.

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

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)

Part Max Raw Score Pts. Weighting Factor Max Wght. Score Pts 1 24 2 6
Weights Part Max Raw Score Pts. Weighting Factor Max Wght. Score Pts 1 24 2 6 4 3 8 Total 56 A student’s total points will then be plotted on a matrix to determine the score out of 100%. As in the past, the matrix will vary from exam to exam.

(based on the January 2016 Conversion Chart)
Sample Scores (based on the January 2016 Conversion Chart) Elizabeth: Part I: 12 x 1 = 12 Part II: 3 x 4 = 12 Part III: 2 x 2 = 4 Raw Score: 28 Score: 63 James: Part I: 10 x 1 = 10 Part II: 3 x 4 = 12 Part III: 3 x 2 = 6 Raw Score: 28 Score: 63 Zachary: Part I: 13 x 1 = 13 Part II: 5 x 4 = 20 Part III: 3 x 2 = 6 Raw Score: 39 Score: 84

A Detailed Look at the Three Parts of the New English Regents Exam

“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

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

Revised: (Please adjust your handout)
Passage A: Look over the questions, note the lines in the text: 2 minutes Reading Time: approx 6 minutes (approx. 1,000 words) Write a quick main idea sentence: 1 minute Multiple Choice time: 13 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: 2 minutes Reading time: approx. 6 minutes (approx. 1,000 words) Multiple Choice time: 13 minutes (6 questions) Est. 54 minutes for Part 1, 24 questions (6 minutes to spare)

2016 Passage A: Fiction 4 3 1 2 Reading Standard 5 Reading Standard 3

2016 Passage B: Poem 10. 4 11. 1 12. 2 13. 3 14. 1 Reading Standard 2
Language Standard 5

2016 Passage A: Fiction 15. 1 16. 4 17. 2 18. 1 19. 2 20. 1 21. 4 22. 4 23. 2 24. 1 Reading Standard 4 Reading Standard 3 Reading Standard 2 Reading Standard 6 Reading Standard 5

Review of Passage Selections from Past CC Regents Exams:
June 2014; August 2014; January 2015; June 2015; August 2015; January 2016: Pre- or Early 20C-style: Reading Comp: Text Analysis: Arthur Conan Doyle Bram Stoker Chief of the Seneca Nation Henry David Thoreau Anton Chekhov Mark Twain Edith Wharton Anna Howard Shaw Patrick Henry Jonathan Swift

Sorting the Trees in the Forest by Name

The Spider With six small diamonds for his eyes
He walks upon the summer skies, Drawing from his silken blouse The lacework of his dwelling house. He lays his staircase as he goes Under his eight thoughtful toes And grows with the concentric flower Of his shadowless, thin bower. His back legs are a pair of hands They can spindle out the strands Of a thread that is so small It stops the sunlight not at all. He spins himself to threads of dew Which will harden soon into Lines that cut like slender knives Across the insects’ airy lives. He makes no motion but is right, He spreads out his appetite Into a network, twist on twist, This little ancient scientist. He does not know he is unkind, He has a jewel for a mind. And logic deadly as dry bone, This small son of Euclid’s own. 1. 1. Euclid: An ancient Greek (300 B.C.) scientist and mathematician who is credited with inventing the study of geometry.

from the Anchor Papers:
Citation tendencies: (As written, January 2016) LEVEL 6 An original benefit of GMOs was to create a crop, such as corn or soybeans, that was capable of producing its own pesticide (Text 1, lines 2-4). However, according to a 2009 report, “overall pesticide use dramatically increased…after GM crops were introduced” (Text 2, lines 30-32). Moreover, a vicious and potentially deadly cycle has been produced: GM crops are created that are resistant to even more volatile and dangerous pesticides, including one that mimics Agent Orange (Text 2, lines 36-37).

Citation tendencies: (As written, January 2016) LEVEL 4: People who promote it, mentioned in text 1 and in text 3 argue mostly that the benefits outweigh the little, if nonresistant risks. A major benefit is its usefullness in combating world hunger. In text 1, lines it states, “Some GMO supporters say that both applications are necessary to help feed a growing population especially in poor countries where famine and drought are common.” Although there is some doubt, this seems like a logical solution to an underproduction problem. Also, the risk of the food itself has been reviewed by major organisations like the FDA and the WHO. In text 3, lines 3-4, it is explained, “The FDA generally recognized these foods as safe, and the World Health Org. has said no ill effects have resulted or the international market.”

Citation tendencies: (As written, January 2016) LEVEL 3: In Text 1 lines 41-42, a negative stated about GM produce is that eventually insects could become resistant to the insecticides. If we continue to use similar methods of getting rid of insects they will eventually become immune to all forms of repellents. Then as a direct result crops and produce would fail. Another negative is a human related problem with gmos. GMOS have not been studied enough for it to be ascertained that they pose no health risk. In Text 3 lines 6-7 medical professionals worry that the consumption of gmo modified foods may lead to people being prone to anti-biotic resistant illnesses, or allergies. In animal trials in text 2 lines, , serious gm related problems, accelerated aging, disrupt of insulin and cholesterol regulation, gastro intestinal issues and changes in organs.

Citation tendencies: (As written, January 2016) LEVEL 2: The use of these genetic supplements or sprays are not nessicarly bad. If there being used then our crops are staying fresh and keeps bugs out and away from the crops. Farmers will sell more product because more will be fresh. In text 3, lines 1-2 states that the spray is fine for human consumption. In text 1 it states that animals have it in their food as well. This is not causing any harm to humans or animals so why not use it. On the opposing side it has bacterias and viruses inside of it that can make people or animals sick. The supplement should be changed to be safer and not cause such harm / sickness to humans and animals. (Note: This is the entire response.)

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 60 minutes: Write the essay Total: Approx. 80 minutes (Combined with the 6 minutes left over from Part 1, I now have 16 extra minutes.)

Foundational Values Note: These are overlapping:
Democratic Principles: Personal freedom, 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

Background to the Issue (Introduction)
Acknowledgement of the opposing side (Counterclaim) Quotations and paraphrases (references to authority) Examples Anecdotes (little stories) Comparisons A combination of objective (academic) and subjective (emotional) language If…then statements Working definitions Rhetorical questions Statistics Summaries Cause and effect statements Variety of perspectives (I, we, you, he, she, they)

Scaffolding the Writing Task for
Sentence Frames: Scaffolding the Writing Task for Special Education Students, English Language Learners, and Everyone Else

To write, you need three things:
Something to Say Sentences to Hold the Words The Words to Say It

Why scaffold a writing task with a sentence frame?
Provides models Focuses the writer on content: “training wheels” Allows the writer to be clear and concise Is appropriate differentiation: Frames can be offered in increasing levels of language complexity Forms a mental template that will grow into the writer’s technique Gives reluctant writers access to acceptable forms

A good argument is a response to opposition:

Question: Should the PTA encourage testing opt-outs?
Use these frames at the outset of your argument to establish what others have been saying on this topic: In recent __________, we have been hearing a great deal about __________________________ by ______________________. _______________________ has been in the news recently because ________________________________________.

Should NYS prisons offer college courses?
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 __________________________________________.

Question: Should the smoking age be raised to 21?
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____________________________________________.

Should the NYS curriculum require students to learn Spanish, beginning in K?
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___________________________________________________.

Should physical education classes in NYS be required to include yearly
units in ballroom dancing? Use these frames to establish working definitions of key terms: For the purpose of this discussion, I will define _______________________ as __________________________________________________________. Although you might think of ______________________as being just another_________________________, I define it as_______________________ _________________________________________________________________.

Is this rule fair and reasonable for students and school personnel?
Use these frames to establish or deny a comparison: _______________________ is like ___________________________. They both _______________________________________________. __________________________(s) may say that ___________________ is like _______________________________, but the comparison is false because while _________________________________________ is______________________________, it is not as ________________ as they claim.

Should students be permitted to keep their cell phones on in class?
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 _____________________.

Would your students benefit social media played more of a role in your
classroom? Use these frames to trace the development of your own views on the subject: I’ve always believed that____________________________________ When I was a child, I used to think that______________________________, but/and now I realize that____________________________________________. At the same time that I believe____________________, I also believe__________________________________. After careful consideration and as a result of my experience, I have/have not changed my mind about__________________________________.

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

™ …a framework for preparing students for college-level academic thinking, reading, and writing. Contact:

™ “I know what it is, but I don’t know how to say it.” “I have the content. I don’t have the form.”

™ Claim Evidence Reasons (for the relevance of the evidence)
Counterargument (pre-empting opposing arguments) Audience Appropriateness

What are you trying to prove in your argument? What’s your point?
™ C: Claim: What are you trying to prove in your argument? What’s your point? aka: thesis, thesis statement, assertion, theory, hypothesis …a framework for preparing students for college-level academic thinking, reading, and writing.

C: Claim: Write one sentence that states your claim.
…a framework for preparing students for college-level academic thinking, reading, and writing.

figures? (You need to find evidence from reputable sources, not just
™ E: Evidence: What are your facts and figures? (You need to find evidence from reputable sources, not just your opinion) Suggestion: Use quotes from the text. …a framework for preparing students for college-level academic thinking, reading, and writing.

E: Evidence: Give 3 facts that are evidence supporting your claim (preferably taken from each of three of the texts). 1. Direct quotation 2. Paraphrase 3. Statistic …a framework for preparing students for college-level academic thinking, reading, and writing.

How does your evidence prove your claim?
™ R: Reasons How does your evidence prove your claim? Suggested connective words: because, therefore, this is why, so etc. …a framework for preparing students for college-level academic thinking, reading, and writing.

Show that you understand what it means to connect the evidence to
R: Reasons Show that you understand what it means to connect the evidence to your claim (by writing a sentence that does so). …a framework for preparing students for college-level academic thinking, reading, and writing.

What is at least one alternative point of view?
Counterargument: What is at least one alternative point of view? Why do you think this point of view is not as strong as yours? Suggested connective words: Although, despite, even though, while others might say, I’ve heard that…but… …a framework for preparing students for college-level academic thinking, reading, and writing.

Write two sentences that acknowledge and then
Counterargument: Write two sentences that acknowledge and then pre-empt your opposition. …a framework for preparing students for college-level academic thinking, reading, and writing.

Audience Appropriateness: Are you using words and grammar that your
™ Audience Appropriateness: Are you using words and grammar that your audience will appreciate? …a framework for preparing students for college-level academic thinking, reading, and writing.

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

Part III: Identify central idea and analyze how the author uses one writing strategy (lit. element or technique; rhetorical strategy) Literary Techniques (aka, literary devices) Figurative language: Metaphor Simile Extended metaphor Repetition: Parallel structure Refrain Motifs (repeated pattern) Symbolism Allusion Alliteration Rhythm Rhyme Foil characters Irony Foreshadowing… Rhetorical Strategies (speeches, essays) Appeals: Ethos (credibility) Logos (logic) Pathos (emotion) Sarcasm Hyperbole Allusion Analogy Syllogism (if…then) Propaganda: Bandwagon Testimonials Straw man Ad hominem attack Glittering generalities Anecdotes… Literary Elements: (Necessarily present in all works of fiction) Narrative P.O.V. Character Setting Plot Theme (also): Mood, tone, voice, dialogue/dialect…

Go-To 1: Language use (June 2014): The author uses language that describes government to convey the central idea of women’s rights to vote. (August 2014): The author uses language that describes the Mississippi River to convey the central idea of the beauty of nature. (January 2015): The author uses language that describes the woods to convey the central idea of what if feels like to live in nature. (June 2015): The author uses language that describes the human body to convey the central idea of what if feels like to be physically limited. (August 2015): The author uses language that describes prisons to convey the central idea of how it feels to be afraid and powerless. (January 2016): The author uses language that describes physical hardships to convey the central idea of how it feels to be alone in the wilderness.

Go-To: Repetition Repetition accomplishes three rhetorical purposes: Emphasis Unity Rhythm

Go-To: Rhetorical Questions
Involve the reader/listener Make the answer seem obvious Stir emotion

Go-To: Use of multi-sensory images
Puts the reader/listener in the moment Is memorable Is specific

Go-To: Use of contrast Is dramatic Strengthens the author/speaker’s point Attracts attention Creates interesting variety Makes differences stand out

Go-To: Metaphor and Simile
Allows the reader/listener to relate Clarifies author’s/speaker’s intent Creates an image

R Preparing Students for the New English Regents Exam, 2016

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