1. © 2015 The College Board The Redesigned SAT Words in Context Command of Evidence and Essay Susan Wilson-Golab Literacy Consultant, Oakland Schools

2. © 2015 The College Board Score Reporting on the Redesigned SAT 2

3. © 2015 The College Board The Redesigned SAT Suite of Assessments 3

4. © 2015 The College Board SAT Reading Test Content Specifications Use the handouts: 1.Test Specifications- SAT Reading Test 2.Test Specifications- SAT Writing and Language Test SAT READING TEST CONTENT SPECIFICATIONS NUMBERPERCENTAGE OF TEST Time Allotted65 minutes Passage Word Count3,250 words total from 4 single passages and 1 pair; 500–750 words per passage or paired set Total Questions52 questions100% Multiple Choice (4 options)100% Passage Based100% Contribution of Items to Subscores and Scores (Percentages do not add up to 100%) Words in Context (Across Reading and Writing and Language Tests) 10 questions (2 questions per passage/pair)19% Command of Evidence (Across Reading and Writing and Language Tests) 10 questions (2 questions per passage/pair)19% Analysis in History/Social Studies (Across Math, Reading, and Writing and Language Tests) 21 questions(all history/social studies questions) 40% Analysis in Science (Across Math, Reading, and Writing and Language Tests) 21 questions(all science questions)40% Passage Contents U.S. and World Literature1 passage; 10 –11 questions20% History/Social Studies2 passages, or 1 passage and 1 pair; 10– 11 questions each 40% Science2 passages, or 1 passage and 1 pair; 10 –11 questions each 40% Graphics 1–2 graphics in 1 History/Social Studies and in 1 Science passage Text and Graphical Complexity Text ComplexityA specified range from grades 9–10 to postsecondary entry across 4 passages and 1 pair Graphical Data Representations (tables, graphs, charts, etc.) Somewhat challenging to challenging (moderate to moderately high data density, few to several variables, moderately challenging to moderately complex interactions) 4

5. © 2015 The College Board SAT Writing and Language Test Content Specifications In each group, using the assigned section of the Test Specifications: Look for the top 3-5 things everyone needs to know about the Reading Test and Writing and Language Test Specifications. Be prepared to share the most important information with the group. SAT WRITING AND LANGUAGE TEST CONTENT SPECIFICATIONS NUMBERPERCENTAGE OF TEST Time Allotted35 minutes Passage Word Count1700 words total from 4 passages; 400–450 words per passage Total Questions44 questions100% Multiple Choice (4 options)100% Passage Based100% Contribution of Items to Subscores and Scores Expression of Ideas24 questions55% Standard English Conventions20 questions45% Words in Context (Across Reading and Writing and Language Tests) 8 questions (2 questions per passage) 18% Command of Evidence (Across Reading and Writing and Language Tests) 8 questions (2 questions per passage) 18% Analysis in History/Social Studies (Across Math, Reading, and Writing and Language Tests) 6 questions (all Expression of Ideas questions in history/social studies) 14% Analysis in Science (Across Math, Reading, and Writing and Language Tests) 6 questions (all Expression of Ideas questions in science) 14% Passage Contents Careers1 passage; 11 questions25% History/Social Studies1 passage; 11 questions25% Humanities1 passage; 11 questions25% Science1 passage; 11 questions25% 5

6. © 2015 The College Board ► 65 minutes to answer 52 questions ► Reading across 500 – 700 words per passage ► Some questions require the reader to look across two passages (1400 words) ► Majority of texts will be in History, Social Studies, and Science ► Readers will have to read graphs with high data density 6 A Closer Look…

7. © 2015 The College Board Words in Context ►Vocabulary is important in all subjects ►Tier 2 vocabulary on SAT– saunter vs. walk ►Text Complexity– ranges between 9 th - first-year college level 7

8. © 2015 The College Board At your tables, skim the Sample Reading Test Questions packet considering: What type of questions will students encounter? (Hint: look at the Content category descriptor at the bottom of MC). What are possible instructional implications? Discuss with your table notices and possible implications. Add 2 or more additional notices/ideas to your table’s Important things to know chart. 8 First Glance Notices

9. © 2015 The College Board Analyzing word choice author’s choice of words, phrases, and language patterns to influence meaning, tone, and style Analyzing text structure describing how author shapes and organizes a text and how the parts of the passage contribute to the whole text Analyzing point of viewrecognizing point of view and how affects the content and style of the passage Analyzing purposedetermining main rhetorical aim of a passage or a part of passage Analyzing argumentsexamining claims, counterclaims, reasoning, and evidence 9 Rhetorical Question Types

10. © 2015 The College Board Words in Context – Reading Test ►Students will determine the meaning of vocabulary in context ►Students will analyze word choice rhetorically Four score and seven year ago out fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. Lincoln’s Gettysburg Address I 10

11. © 2015 The College Board ► In contrast to vocabulary questions, Analyzing Word Choice questions focus less on definitions and more on the rhetorical impact that particular words, phrases, and language patterns (such as repetition) have on the meaning, style, and tone of a passage. ► No standard phrasing to these types of questions—generally call out certain words, phrases, or sentences and ask you to consider purpose, effect, or impact of this language. 11 Analyze Words Rhetorically?

12. © 2015 The College Board The main rhetorical effect of the series of three phrases in lines 5-6 (the diminution, the subversion, the destruction) is to A) convey with increasing intensity the seriousness of the threat Jordan sees to the Constitution. B) clarify that Jordan believes the Constitution was first weakened, then sabotaged, then broken. C) indicate that Jordan thinks the Constitution is prone to failure in three distinct ways. D) propose a three-part agenda for rescuing the Constitution from the current crisis. 12 Analyzing Words Rhetorically

13. © 2015 The College Board Question type spans from easy to difficult. Two basic forms: Easy: reader is asked to characterize in some way the overall structure of the passage. (e.g. cause-effect, sequence, or problem-solution). Difficult: reader is asked to track how the structure shifts over course of the passage, requiring the answer to be in two or more parts of the passage. 13 Analyzing Text Structure

14. © 2015 The College Board Over the course of the passage, the main focus of the narrative shifts from the A) reservations a character has about a person he has just met to a growing appreciation that character has of the person’s worth. B) ambivalence a character feels about his sensitive nature to the character’s recognition of the advantages of having profound emotions. C) intensity of feeling a character has for another person to the character’s concern that that intensity is not reciprocated D) value a character attaches to the wonders of the natural world to a rejection of that sort of beauty in favor of human artistry. 14 Analyzing Text Structure

15. © 2015 The College Board Question goes beyond just recognizing whether in first or third person omniscient. Includes the idea of stance or perspective of the author, narrator, or speaker (e.g. attitude, bias). Question does NOT just happen with literary passages BUT also informational passages. Question usually has embedded stem such as perspective or point of view. 15 Analyzing Point of View

16. © 2015 The College Board The stance Jordan takes in the passage is best described as that of A) an idealist setting forth principles. B) an advocate seeking a compromise position. C) an observer striving for neutrality. D) a scholar researching a historical controversy. Sample Reading Test, pg. 102 16 Analyzing Point of View

17. © 2015 The College Board Questions focus on text structure asking the reader to think abstractly about the text—NOT just understanding what the text says BUT also what the author is trying to achieve. Consider main purpose/function of the whole passage or of a significant part of the passage (multiple paragraphs). Question stem usually contains “purpose” or “function” and answer choices often begin with rhetorically focused verbs (criticize, support, present, or introduce). 17 Analyzing Purpose

18. © 2015 The College Board Argumentative passages usually including 1 or more claims, use of reasoning, evidence, and stylistic/persuasive elements. Questions are much like questions asking about main idea or theme: have to decide on primary claim (main point) and distinguish that claim from secondary assertions (minor points) and details. Question stems use words and concepts such as: claim, counterclaims, reason, and evidence. 18 Analyzing Arguments

19. © 2015 The College Board Command of Evidence – Reading Test Understand and use evidence in reading, writing, and math in a broad array of contexts Determine the best textual support for the answer to another question For every passage students will have to answer at least 1 question requiring a quote from the text passage that best supports the answer. Some passages will be paired with informational graphics, requiring students to integrate info from both the text passage and graphic in order to answer question. 19

20. © 2015 The College Board Reading Test – Command of Evidence Mattie Silver had lived under Ethan’s roof for a year, and from early morning till they met at supper he had frequent chances of seeing her; but no moments in her company were comparable to those when, her arm in his, and her light step flying to keep time with his long stride, they walked back through the night to the farm. He had taken to the girl from the first day, when he had driven over to the Flats to meet her, and she had smiled and waved to him from the train, crying out, “You must be Ethan!” as she jumped down with her bundles, while he reflected, looking over her slight person: “She don’t look much on housework, but she ain’t a fretter, anyhow.” But it was not only that the coming to his house of a bit of hopeful young life was like the lighting of a fire on a cold hearth. The girl was more than the bright serviceable creature he had thought her. She had an eye to see and an ear to hear: he could show her things and tell her things, and taste the bliss of feeling that all he imparted left long reverberations and echoes he could wake at will. 3. Which choice provides the best evidence for the answer to the previous question? (A) Lines 1-3 (“Mattie... farm”) (B) Lines 3-6 (“He had... anyhow”) (C) Lines 6-7 (“But it... hearth”) (D) Lines 8-10 (“She had... will”) CONTENT: Information and Ideas / Citing Textual Evidence 20

21. © 2015 The College Board Command of Evidence – Writing and Language Test Retain, add, revise, or delete information and ideas in a text Interpret graphics and correct errors in the accompanying passages (possibly across multiple graphics) Selected response questions only – no actual writing 21

22. © 2015 The College Board ► ACT focused mostly on table and graph comprehension whereas SAT demands a deeper comprehension of the scientific concepts represented in the graphs/tables. ► ACT questions focused on showing understanding of what’s literally stated along with some focus on statements with implied meanings. ► ACT is 40 questions/35 minutes vs. SAT 52 questions/65 minutes 22 So what’s different than ACT’s Reading Test?

23. © 2015 The College Board How Do The Tests Impact Instruction in Science, Social Studies, and Career-Related Courses? ►Cross-test scores will include a score for Analysis in Science and Analysis in History/Social Studies -Texts used for analysis on the Reading and Writing and Language Tests may have foundations in content area courses. -At least one text used on the Reading Test for analysis will be a Founding Document or from the great global conversation they inspire. -Tables, graphs, and data may relate to topics in content areas. 23

24. © 2015 The College Board Essay – NOT Optional in Michigan ►The Essay will also require students to demonstrate command of evidence, though it will not contribute to the Subscore. -Analyze a source text to determine how the author builds an argument to persuade an audience through the use of evidence -Write a cogent and clear analysis supported by critical reasoning and evidence drawn from the source. 24

25. Common Prompt As you read the passage below, consider how [the author] uses Evidence, such as facts or examples, to support claims. Reasoning to develop ideas and to connect claims and evidence. Stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. [Source Text Will Appear Here] Write an essay in which you explain how [the author] builds an argument to persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the author] uses one or more of the features listed above 9or features of your own choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure that your analysis focuses on the most relevant aspects of the passage. Your essay should not explain whether you agree with [the author’s] claims, but rather explain how the author builds an argument to persuade [his/her] audience.

26. Taking a Closer Look At your table…  Look across the 2 standardized assessments.  Reflect on what reading work a writer needs to do before crafting a written response for each assessment.  As a table, discuss what you see as big shifts in the reading work leading up to writing.

27. © 2015 The College Board What’s the game changer? Answer: Analysis rubric dimension! Rhetorical comprehension influences both Reading and Analysis rubric dimensions. 27 SAT Essay Rubric

28. Essay Scoring Rubric Score Point ReadingAnalysisWriting 4 Advanced: The response demonstrates thorough comprehension of the source text. The response shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. Advanced: The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well- considered evaluation of the author’s use of evidence, reasoning, and/or feature(s) of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. Advanced: The response is cohesive and demonstrates a highly effective use and command of language. The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of errors.

29. Essay Scoring Rubric Score Point ReadingAnalysisWriting 4 Advanced: The response demonstrates thorough comprehension of the source text. The response shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. Advanced: The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well- considered evaluation of the author’s use of evidence, reasoning, and/or feature(s) of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. Advanced: The response is cohesive and demonstrates a highly effective use and command of language. The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of errors.

30. Revised SAT ⓒ EssayACT ⓒ What do students read? Real-world nonfiction argument that may be in the form of speeches, opinion editorials, or articles that “tend not to be simple pro/con debates on issues but instead strive to convey nuanced views on complex subjects” (Redesigned SAT, 1). A rhetorical analysis prompt. An argumentative prompt that sets up a simple pro/con debate by providing relevant details, often as a bulleted list. Why do they read? To make a claim and marshal evidence about how the author builds a persuasive argument. To make a claim and marshal evidence about a topic. What do they look for? types of evidence reasoning stylistic choice rhetorical purpose or persuasive strategy context keywords two sides evidence counterarguments context What do they write? 5 paragraph essay that analyzes, not summarizes 5 paragraph essay that argues, not summarizes

31. © 2015 The College Board Readers noticing and naming argument traits. ► Claim ► Evidence with reasoning ► Counterargument Reading for Argument Writing Traits

32. © 2015 The College Board Readers recognize moves of argument AND consider WHY the author wrote the text this way. ► To whom is the author making this claim? Who’s the intended audience. ► Where was this article published— who’s the audience? How might that impact what types of evidence and word choice are important? ► Why does the author use phrases like naive belief and cause and effect when addressing naysayers? Rhetorical Reading Requires Going Beyond Basic Argument Trait I.D.

33. Building Rhetorical Reading Skills 33 Readers learn to look for rhetorical purpose by noticing moves writers make with: EVIDENCE facts, statistics, or survey data observed details (something the author saw, heard, tasted, smelled or felt) personal experiences or stories from other people expert testimony or authoritative opinions interviews conducted by the author of the passage scholarly research (studies from academic journals) allusions to fiction, poetry, drama popular sources (newspapers and magazines)

34. Building Rhetorical Reading Skills 34 Readers learn to look for rhetorical purpose by noticing moves writers make with: REASONING define compare contrast divide classify (group) identifies cause and effect uses analogies STYLE word choice and tone (diction) word order and sentence length (syntax) use of rhetorical questions use of headings or sections climactic order of ideas

35. Rhetorical Purposes 35 PERSUAUSIVE STRATEGIES/RHETORICAL GOALS:  building credibility (ethos) so readers believe the author  getting the audience involved emotionally (pathos) with words or images that make them laugh, cry, feel angry, feel connected, etc.  building a strong case for the point (logos)  establishing shared beliefs or knowledge (common ground)  being clear about the assumptions the author is making (warrants)  acknowledging those who would disagree with his/her point (counterarguments) emphasizing a point through repetition

36. Essay Scoring 36 Every SAT Essay will be read by two readers. Each reader will award 1 to 4 points each in reading, analysis, and writing. The readers’ scores will be combined for a total of 2 to 8 points in each of the three categories.

37. Resources Reading and language conventions: Khan Academy Brainstorming instructional strategies: The Redesigned SAT Teacher Implementation Guide (available on College Board website). Building rhetorical reading habits through review and revision: Eli Review SAT Essay Curriculum. Audience-Based Argument Learning