Common Formative Assessment

Common Formative Assessment
8: Housekeeping 8: Review and “Something New” 9: Writing the Questions 11:00 Lunch 11:45 Writing Continuum 12:15 Write and Revise Questions 3: End June 23rd, 2014 Quarter 1 Common Formative Assessment Welcome

REVIEW WHAT’S NEW? What Makes a Good Question?
Depth of Knowledge – What is it? WHAT’S NEW? Reading Literature Standards Reading Rubrics Selected Responses with More Than 1 Correct Answer Technology Enhanced Web Links Writing

Reading: Informational
Quarter One Reading: Literature Targets Standards DOK 1 Key Details RL RL.3 1-2 2 Central Ideas RL.2 3 Word Meaning RL.4 L.4 L.5c L.6 4 Reasoning RL.2 RL.3 RL.6 5 Analysis RL.9 2, 4 6 Structures RL RL.7 7 Language RL L.5a Reading: Informational Targets Standards DOK 8 Key Details RI RI.3 1-2 9 Central Ideas RI.2 2 10 Word Meaning RI L L.6 11 Reasoning RI RI RI.9 3,4 12 Analysis RI.9 2,3 13 Structures RI RI.7 14 Language L L.5a L.5b These are the Reading and Writing SBAC Assessment Reporting Targets for each CCS Standard. The targets and standards, highlighted in green, will be on the first quarter CFA. The “something new” are the literary standards and more of a specific focus on writing as part of the writing continuum. We will discuss each of these separately later on. Writing – (Grade 3) Targets Standards DOK 1a Brief Narrative Write W-3a, W-3b, W-3c, W-3d 3 1b Write-Revise Narrative Texts 2 Full Narrative Composition W-3a, W-3b, W-3c, W-3d,W-4, W-5, W-8 4 3a Brief Informational Write W-2a, W-2b, W-2c, W-2d 3b Write-Revise Informational Full Informational Composition W-2a, W-2b, W-2c, W-2d, W-3b, W-4, W-5, W-8 5 Text Features -Informational W-2a 6a Brief Opinion Write W-1a, W-1b, W-1c, W-1d, W-8 6b Write-Revise Opinion 7 Full Opinion Composition W-1a, W-1b, W-1c,W-1d, W-3b,W-4, W-5, W-8 8 Language-Vocabulary Use L-3a, L-6 1-2 9 Edit and Clarify L-1, L-2, L-3b 10 Technology W-6 1

Quarter One ELA CFAssessment Teacher Directions (pages ___ - ___) 3rd Reading: Literature Targets Standards DOK 1 Key Details RL RL.3 1-2 2 Central Ideas RL.2 Reading: Informational Targets Standards DOK 8 Key Details RI RI.3 1-2 9 Central Ideas RI.2 2 This is the new teacher directions cover page for the CFAs. The cover page will have the assessed reporting category targets and standards for each quarter. The assessed targets are the same for all grades K – 6. The standards within each target and the depths of knowledge can vary slightly by grade level. Writing Targets Standards DOK 6a Brief Opinion Write W-1a, W-1b, W-1c, W-1d, W-8 3 6b Write-Revise Opinion 2 7 Full Opinion Composition W-1a, W-1b, W-1c,W-1d, W-3b,W-4, W-5, W-8 4 8 Language-Vocabulary Use L-3a, L-6 1-2 9 Edit and Clarify L-1, L-2, L-3b

WHAT’S NEW? Reading Literature Standards Learning Progressions
A Resource for Standard Intent So let’s talk about the first “something new,” Reading Literature.” This past year all of our CFAs have focused around informational text. Now our focus shifts to both informational and literary text. We are very familiar with informational text, and throughout this year we will become very familiar with literary text. Before we can write assessment questions for literary texts, we need to become familiar with the literary Standards for this quarter, standards 1,2 and 3 and their depths of knowledge. Standard RL.3 like RI.3 is unique because it can move upward in Depths of Knowledge. However, for the 1st quarter we keep It at a DOK of 2 unless the text won’t allow. Leading Text Type: IMPORTANT The first quarter of RL and RI we will be assessing understanding for standards 1, 2 and 3. These are Key Ideas And Details. Of the three standards in RL will “lead” the other standards for stimulus selection as we can’t Have a different stimulus for all three standards. In 4th grade RL.4.2 is specific to a story, drama or poem. Stories, dramas and poems can be used to assess RL.4.1 and RL.4.3, so it will lead our text selection. In standard RI.4.3, the standards is specific to a historical, scientific or technical text. The other two Standards are not specific, but historical, scientific or technical texts can be used to assess RL.4.1 and RL.4.2, so It leads out text selection. You will find this same focus in the pacing guides. A Resource for Depth of Knowledge A Resource for Question Stems

Reading Literary Text Reading Informational Text
Standards that Lead Stimulus Selection for each Quarter Reading Literary Text Key Ideas and Details: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). Reading Informational Text Key Ideas and Details: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. So let’s talk about the first “something new,” Reading Literature.” This past year all of our CFAs have focused around informational text. Now our focus shifts to both informational and literary text. We are very familiar with informational text, and throughout this year we will become very familiar with literary text. Before we can write assessment questions for literary texts, we need to become familiar with the literary Standards for this quarter, standards 1,2 and 3 and their depths of knowledge. Standard RL.3 like RI.3 is unique because it can move upward in Depths of Knowledge. However, for the 1st quarter we keep It at a DOK of 2 unless the text won’t allow. Leading Text Type: IMPORTANT The first quarter of RL and RI we will be assessing understanding for standards 1, 2 and 3. These are Key Ideas And Details. Of the three standards in RL will “lead” the other standards for stimulus selection as we can’t Have a different stimulus for all three standards. In 4th grade RL.4.2 is specific to a story, drama or poem. Stories, dramas and poems can be used to assess RL.4.1 and RL.4.3, so it will lead our text selection. In standard RI.4.3, the standards is specific to a historical, scientific or technical text. The other two Standards are not specific, but historical, scientific or technical texts can be used to assess RL.4.1 and RL.4.2, so It leads out text selection. You will find this same focus in the pacing guides.

Reading Literary Text Key Ideas and Details: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). Look at your reading literature grade level standards for quarter one. As we write questions, we want our questions to be text dependent. This means instead of “what is the main idea of the story,” which could apply to any text, a text dependent question would sound like this: Based on the information in Little Red Riding Hood how does the fact that the wolf appeared to little red riding hood give us a clue about the main idea of the story? After teachers have done: 1. change standard to question, 2. create a generic question, 3. created a text dependent questions (they don’t have a true story), 4. stated the standard goal…. Then………What about DOK? Next page Discuss the goals of each standard listed on the learning progressions document. Create a generic question. Create a text-dependent question using the Delaware question stems on the Learning Progression document. What about the Depth of Knowledge? Change the Standard to a Question.

Describe Annie’s actions when she ____.
Reading Literary Text Key Ideas and Details: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). If the standard is changed to a question without much adjustment, then it should stay true to its DOK. If the intent of the standard is more applicable, than changing the standard to a question, use the DOK chart. Describe Annie’s actions when she ____. Draw on specific details from the text. Each of these standards go to the DOK of “2,” in grade 4, but standard 3 can go from 2-3. What problem did Annie’s actions cause when she _____? Use explicit details to support your answer.

GRADE FIVE 1 2 3 4 5 6 7 DOK 1-recall DOK 2-concepts DOK 3-reasoning
DOK 4-across content Knowledge What is ____? This/That is a ____. Where was ____? Who found ____? When did ___, ____? There are four Depths of Knowledge Pathways. These DOK pathways are development cognitive pathways. Pathway one has two steps. Pathway two has three steps. Pathway three has 6 steps. Pathway four has 7 steps. Find the grade level standard you are teaching. This is the end of its journey along the pathways. What pathway is it in? What number in the pathway? Does it have any previous numbers in the same pathway? Start your questions there. End your questions where the standard is posted. Comprehension What best describes ____? What is the definition of __? Explain how ___, _____. How long did ___, ___ in order to? Where did the ___, __? Where did ____, _____? RL.5.1, RL.5.2 What ___ is/is not an example of ___? Which ___ was not a ____? Why did ____, _____? What information best supports the fact that ____? What is the main idea of ___? What details best summarize ___? RI.5.1, RI.5.2 RL.5.3 The ____ ended/began when _____. When do ___ most/least often occur? Explain why the ___, _____. Was the ___ able to ___? Explain. What problem did ___ and ___ cause? How does the author’s use of __ lead us to believe ___? How did the fact that ___ affect ____? If the results of ____ are always ___ what can we best predict will happen next? Why did ___ recognize the importance of__? How did ___’s discovery of ___ also help __? The results of ____ showed that ___ can be ____. Application What happens if _____? How is ___ used in the example of ___? What type of ____ is ___? What ___ best tells about ____? What is a type of ___? Why did ___ most likely ____? What does ___ reveal about ____? What clues help identify ___? What is/is not an example of ____? What facts support _____? RI.5.4, RI.5.7 Why did so many ____, ___? Explain why not many ___, ____. What contributed to ___? Explain. Which ___ would most likely ____? Would ___ had ____ if ___? What was most surprising about ___? Why? What effect did ___ have on ___ that was not intended? How did ____ also contribute to ____? How was ___ a factor in ___? Analyze Where are ___ and ___ located? Was the ___ found before/after ____? Where is __ found in relationship to ____? What fact(s) about ____ are/is ____? Where are both ___ and ___? What ___ is used to _____? What identifies ____ from _____? What ___ can be used for both ___ and __? How are ___ and ___ the same/different? What part of ___ is _____? RL.5.4 How does the author’s theory of __, __? What ___ led up to ____? What evidence supports You _____? How did ___’s belief affect _____? What ___ explains why ____? RI.5.3, RI.5.8 What two (or more) sources indicate ___? Name __ factors of __ that ____. What information explains why few/many ___ experienced/recognized that ____? How is __’s use of ___ different/same as __? Evaluate GRADE FIVE RL.5.7 Would you have ____ if ___? Would you prefer ___ or ___? What explains what happened to ___? Should ___ have been ____? Which ___ was the best ____ for ____? Would ___ have approved of ___? Did ___ ___ enough on ___ to ___? Was it ____ to ___ since ____? Did ___ improve ____? Should ___ continue to ___ in order to ___? Which of the ___ on ___ explains how ___? Synthesize Based on ___, why did ___? According to ___, when did ____? What was the most likely reason for ___? What evidence best explains why ___? What best explain why ___ did/not ___? What conclusions have most ___ reached based on ____? Explain why. RL.5.5 Considering the options of ___, ___ and ___ which is best for ____? Why? What factors did ___ have in common with ___? How did it influence ____? What options could ___ and ___ have__? What alternative to ___ makes the most sense? Explain. RL.5.6, RL.5.9 Which ___ was the most likely reason for__? What conclusions can you draw from __ and ___ about ____? Because of the information about ___ from __ and ___ what can you conclude about__? What was the result of __ and __ on ___? How has your perspective changed after__? RI.5.5, RI.5.6, RI.5.9 1 2 3 4 5 6 7

Depth of Knowledge Levels for Informational Common Core Standards
Depth of Knowledge Levels for Literary Common Core Standards Standard 1 2 3 4 5 6 7 9 Kindergarten 1-2 2-3 Grade 1 Grade 2 1-2-3 3-4 Grade 3 2-4 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12 If the intent of the standard is more applicable, than changing the standard to a question, use the DOK chart. Depth of Knowledge Levels for Informational Common Core Standards Standard 1 2 3 4 5 6 7 8 9 Kindergarten 1-2 2-3 3-4 Grade 1 Grade 2 Grade 3 Grade 4 1-2-3 Grade 5 2-3-4 Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12 2,3,4

Standard RL.2: 2 Point Reading Constructed Response Rubric
Question (prompt): Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Scoring notes: “Teacher Language” Sufficient Evidence Specific Details Fully Supports with A proficient response: Gives sufficient evidence of the ability to [fill in with key language from the intended target] Includes specific [inferences, opinions, identification, etc.] that make clear reference to the text Adequately supports the [inferences, opinions, identification, etc.] with clearly relevant [details, examples, information] from the text A partial response: Gives limited evidence of the ability to [fill in with key language from the intended target] Includes some [inferences, opinions, identification, etc.] that make reference to the text Supports the [inferences, opinions, identification, etc.] with limited [details, examples, information] from the text A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target], includes no relevant information from the text, or is vague.

Standard RL.3: 3 Point Reading Constructed Response Rubric
Question (prompt): Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Scoring notes: “Teacher Language” Sufficient Evidence Specific Details Fully Supports with Sample Response“ Student Language” A proficient response: Gives sufficient evidence of the ability to [fill in with key language from the intended target] Includes specific [inferences, opinions, identification, etc.] that make clear reference to the text Fully supports the [inferences, opinions, identification, etc.] with clearly relevant [details, examples, information] from the text A partial response: Gives some evidence of the ability to [fill in with key language from the intended target] Includes some specific [inferences, opinions, identification, etc.] that make reference to the text Adequately supports the [inferences, opinions, identification, etc.] with relevant [details, examples, information] from the text A minimal response: Gives limited evidence of the ability to [fill in with key language from the intended target] Includes [inferences, opinions, identifications, etc.] but they are not explicit or make only vague references to the text Supports the [inference, opinion, identification, etc.] with at least one [detail, example] but the relevance of that [detail, example] to the text must be inferred A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target], includes no relevant information from the text, or is vague.

The Writing Continuum Brief Write – Writing one or more paragraphs
Revise – Revising one or more paragraphs Lang./Vocab – Using language and vocabulary Editing – Applying or editing grammar, capitalization, usage, etc..

Three Types of Writing This protocol focuses on the key elements of informative/explanatory writing: introduction (identifies the topic and provides a focus) organization (definition, classification, comparison/contrast, etc.), development (with facts, concrete details, quotations, other information) transitions (linking ideas) precise language and domain‐specific vocabulary conclusion (closure) Conventions of Standard English. This protocol focuses on the key elements of writing opinions: introduction (state opinion), organization development (support with reasons and details) linking words/phrases/clauses, conclusion conventions of standard English. This protocol focuses on the key elements of writing narratives: introduction (narrator and/or setting and characters) organization (event sequence) development (narrative techniques such as dialogue, pacing, description reflection, and multiple plot lines) transitions (to sequence events)

Brief Write Rubric Example
Writing Standard W.1 Target 1a Stimulus Text: Read the paragraph and complete the task that follows it. Children should choose their own bedtime. There are things to do, and most have homework. Some people need more sleep, but children like talking to friends. The time to go to bed should be children’s decision when they are tired they go to bed earlier. There are activities to go to, so children learn to be responsible. Item Prompt: Rewrite the paragraph by organizing it correctly and adding ideas that support the opinion that is given. Scoring Notes: The Response may include, but is not limited to: gives essential elements of a complete interpretation of the prompt addresses many aspects of the task and provides sufficient relevant evidence to support development is focused and organized, consistently addressing the purpose, audience, and task includes sentences of varied length and structure Student Response I think children should be allowed to choose their own bedtime. Children need a way to learn how to be responsible. Picking a bedtime is a good way to become more responsible. Children should think about the activities they have to do and how much homework they have when deciding what time to go to bed. Thinking about these things when deciding on a bedtime shows responsibility. Also, some people need more sleep than others, so this is something children can think about when they choose a bedtime. Making good choices helps children to be more responsible. Children should be allowed to pick a bedtime depending on how much homework and how many activities they have to do. Kids have a lot to do, but they have to learn how to be responsible for themselves. When kids choose their own bedtime, they can decide based on how much sleep they need.. I think children should pick a bedtime depending on how much homework they have. When the kids have no homework, they should be able to stay up as late as they want. That way they can talk to their friends and enjoy activities. I usually go to bed at 9:00, after I watch my favorite shows.

Target 6 Write and Revise Brief Opinion Texts:
Write or revise one or more paragraphs demonstrating ability to state opinions about topics or sources: set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. Standards: W-1a, W-1b, W-1c, W-8, W-d, W-1 DOK 2 Constructed Response A disorganized opinion paragraph about choosing a bedtime. To complete this task, students must write and support an opinion, organize supporting reasons, and provide an appropriate conclusion. Task Students are asked to identify the most appropriate supporting details used within a given text. Item Prompt: Rewrite the paragraph by organizing it correctly and adding ideas that support the opinion that is given. Children should choose their own bedtime. There are things to do, and most have homework. Some people need more sleep, but children like talking to friends. The time to go to bed should be children’s decision when they are tired they go to bed earlier. There are activities to go to, so children learn to be responsible.

Target 8 Language and Vocabulary Use:
Strategically use precise language and vocabulary (including academic words, domain specific vocabulary, and figurative language) and style appropriate to the purpose and audience when revising or composing tests. Standards: W-2d, W-3d, L-3a, L-6 DOK 2 Technology Enhanced (adjectives in red for teacher reference, not shown on student test). Task Students must select text that should be revised to use more precise words. Read the paragraph below and then answer the question that follows. The weather was o.k. on Sunday! Even though it was only early March, it was comfortably warm outside. The cloudless sky and gentle breeze made the day a pleasant one. I even took off the cotton sweater I was wearing over my t-shirt. The brightly shining sun felt nice. I noticed tiny, budding leaves beginning to appear on the bare branches of the elm trees. It was clear that spring would soon be here! Click on the two adjectives that should be replaced by more precise descriptive words.

Target 9 Edit and Clarify:
Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and opinion texts. Standards: L-1, L-2, L-3b DOK 1 Selected Response Task To successfully complete this item, students must use grade appropriate mechanics (possessives) to clarify a message in informational text. Read the paragraph and answer the question that follows it. Animal Homes Animals make their homes in certain places for good reasons. Birds like the safety of living high above the ground in trees. Rabbits dig holes in the ground where they stay warm. Bears claim caves that keep them out of cold, wet weather. Bees make honeycombs that help them do different jobs. All______ homes are chosen for the ways they help the creatures that live in them. Item Stem: Choose the correct word to fill in the blank. Options: A. animal’s B. animals C. animals’ D.animals’s

K-5 Text Types 6- 12 Text Types
Literature Informational Text Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics 6- 12 Text Types Literature Informational Text Stories Dramas Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels Includes one-act and multi-act plays, both in written form and on film Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Common Formative Assessment
8: Housekeeping 8: Quarter 1 – What was Easy/Hard 9: Quarter 2 Performance Tasks 11:00 Lunch 12:00 Writing Full Composition 12:15 Write and Revise Questions 3: End June 24th, 2014 Quarter 2 Common Formative Assessment Welcome

Quarter 1 Quarter 2 Standards: RL.1 RL.2 RL.3 Selected Response
Constructed Response Rubrics Write and Revise Quarter 2 Paired Passages Performance Tasks Standards: RL.5 RL.6 RL.7 Selected Response with More Than 1 Correct Answer Constructed Response Research Rubrics Write and Revise

Quarter One Reading: Literature Targets Standards DOK 1 Key Details RL RL.3 1-2 2 Central Ideas RL.2 3 Word Meaning RL.4 L.4 L.5c L.6 4 Reasoning RL.2 RL.3 RL.6 5 Analysis RL.9 2, 4 6 Structures RL RL.7 7 Language RL L.5a Reading: Informational Targets Standards DOK 8 Key Details RI RI.3 1-2 9 Central Ideas RI.2 2 10 Word Meaning RI L L.6 11 Reasoning RI RI RI.9 3,4 12 Analysis RI.9 2,3 13 Structures RI RI.7 14 Language L L.5a L.5b These are the Reading and Writing SBAC Assessment Reporting Targets for each CCS Standard. The targets and standards, highlighted in green, will be on the first quarter CFA. The “something new” are the literary standards and more of a specific focus on writing as part of the writing continuum. We will discuss each of these separately later on. Writing – (Grade 3) Targets Standards DOK 1a Brief Narrative Write W-3a, W-3b, W-3c, W-3d 3 1b Write-Revise Narrative Texts 2 Full Narrative Composition W-3a, W-3b, W-3c, W-3d,W-4, W-5, W-8 4 3a Brief Informational Write W-2a, W-2b, W-2c, W-2d 3b Write-Revise Informational Full Informational Composition W-2a, W-2b, W-2c, W-2d, W-3b, W-4, W-5, W-8 5 Text Features -Informational W-2a 6a Brief Opinion Write W-1a, W-1b, W-1c, W-1d, W-8 6b Write-Revise Opinion 7 Full Opinion Composition W-1a, W-1b, W-1c,W-1d, W-3b,W-4, W-5, W-8 8 Language-Vocabulary Use L-3a, L-6 1-2 9 Edit and Clarify L-1, L-2, L-3b 10 Technology W-6 1

Quarter Two ELA CFAssessment Teacher Directions (pages ___ - ___) 3rd Reading: Literature Targets Standards DOK 4 Reasoning RL.1 RL RL.6 1-2 6 Structure RL.5 RL.7 2 Reading: Informational Targets Standards DOK 11 Reasoning RI RI.3 RI.6 1-2 13 Structure RI RI.7 2 This is the new teacher directions cover page for the CFAs. The cover page will have the assessed reporting category targets and standards for each quarter. The assessed targets are the same for all grades K – 6. The standards within each target and the depths of knowledge can vary slightly by grade level. Writing Targets Standards DOK 6a Brief Opinion Write W-12a, W-12b, W-2c, W-2d 3 6b Write-Revise Opinion W-2a, W-2b, W-2c, W-2d 2 7 Full Opinion Composition W-2a, W-2b, W-2c, W-2d, W-3b, W-4, W-5, W-8 4 8 Language-Vocabulary Use L-3a, L-6 1-2 9 Edit and Clarify L-1, L-2, L-3b

Informational and Literary Text Standards Requiring Paired Passages
Why do we need our students’ reading paired passages? Informational and Literary Text Standards Requiring Paired Passages Grades K – Standards 3,9 Grades 1 and 2 – Standard 9 Grades 3 and 4 – Standards 7, 9 Grades 4 and 6 – Standards 6, 7, 9 Grades 5 and 6 – Standards 5, 6, 7, 9 Grades 6 and 8 – Standards 7,9 What is a central insight? A central insight is like the “big idea” Ask yourself – after reading both Passages what deep understanding (central insight) will the student gain about ______________________. What are paired passages? Paired passages are any two passages students read that together provide strong similarities and depths of information about a central insight.

Pairing Passages for Performance Tasks Reading Informational Text
Reading Literary Text Key Ideas and Details: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). Reading Informational Text Key Ideas and Details: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. So let’s talk about the first “something new,” Reading Literature.” This past year all of our CFAs have focused around informational text. Now our focus shifts to both informational and literary text. We are very familiar with informational text, and throughout this year we will become very familiar with literary text. Before we can write assessment questions for literary texts, we need to become familiar with the literary Standards for this quarter, standards 1,2 and 3 and their depths of knowledge. Standard RL.3 like RI.3 is unique because it can move upward in Depths of Knowledge. However, for the 1st quarter we keep It at a DOK of 2 unless the text won’t allow. Leading Text Type: IMPORTANT The first quarter of RL and RI we will be assessing understanding for standards 1, 2 and 3. These are Key Ideas And Details. Of the three standards in RL will “lead” the other standards for stimulus selection as we can’t Have a different stimulus for all three standards. In 4th grade RL.4.2 is specific to a story, drama or poem. Stories, dramas and poems can be used to assess RL.4.1 and RL.4.3, so it will lead our text selection. In standard RI.4.3, the standards is specific to a historical, scientific or technical text. The other two Standards are not specific, but historical, scientific or technical texts can be used to assess RL.4.1 and RL.4.2, so It leads out text selection. You will find this same focus in the pacing guides.

Important Please Read Before Starting Assessment
Quarter Three Preparing for Performance Tasks The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below. IMPORTANT – NEW Please make copies of the note-taking form for each student in your class if you choose to use it. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. In first grade the note-taking form can also be used as planning form for writing a full composition. In grades 3 – 6 a more in-depth planning form is included in the assessment. 2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The Research Rubrics assesses research skills students need in order to complete a performance task. Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Part 1 Part 2 Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Plan your essay (brainstorming pre-writing). Write, Revise and Edit W.5 Writing a Full Composition or Speech 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product).

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!

Shared Central Insight The Performance Task Prompt
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

 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. The 3 assessed research targets rubrics for CR. 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.

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.

Common Formative Assessment

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