1. World Languages Department New Haven Professional Development Day October 1, 2007

2. Today’s Focus To become familiar with CAPT Reading for Information (RFI) To examine sample test materials To explore instructional strategies relevant to this assessment To understand how to bring this learning to our classrooms

3. RFI Basics 45-minute session 2 – 3 published non-fiction texts 500 – 1000 word texts 10 th grade readability Multiple choice and open-ended questions 2 dimensions assessed 3-point rubric (0 – 2) 50% of CAPT Reading Across the Disciplines score (Other 50% = Response to Literature)

4. RFI: Text Two or three authentic, published non-fiction texts 500 – 1000 words in length 10 th grade reading level May include related maps, charts, graphs, tables

5. RFI: Text From varied sources: Newspapers Magazines Online articles Journals Speeches Reports Summaries Memos Letters Reviews Government documents Consumer and workplace materials Editorials

6. RFI: Questions Focus on two dimensions Developing interpretation Demonstrating critical stance

7. Developing an interpretation means... Make connections between text and outside experience and knowledge Identify or infer author’s use of structure and organizational patterns Draw conclusions about author’s purpose in including or omitting specific details Use evidence from text to draw and/or support conclusions Use information from the text to make predictions (more...)

8. Demonstrating critical stance means... Analyze author’s craft (i.e. use of literary and rhetorical devices) Evaluate explicit and implicit information and themes Select, synthesize and use relevant information within the text to include in a response to or extension of the text Demonstrate an awareness of values, customs, ethics and beliefs included in the text.

9. Question Stems A1. Make connections between the text, other texts, and outside experiences and knowledge The author does not say, but the reader can tell... The author presumed the reader of this article already knew... The article does not say, but suggests that... Why did the author include...? In paragraph _____, the author includes quotations from _____ to show ____...

10. Question Stems A2. Identify or infer the author’s use of structure and organizational patterns in the text. The bold headings in this article are used to... The purpose of paragraph ___ is to... The structure of this article... Explain what you think is the probable purpose of the chart/graphic. Explain why the author chose quotation X to begin/end the article/paragraph.

11. Question Stems A3. Draw conclusions about author’s purpose, including/omitting specific details. The author included details about ___ in order to ___. The author probably wrote this article in order to... Why did the author include this quotation? Why did the author include this paragraph? Why was the chart about ___ included?

12. Question Stems A4. Use evidence from the text to draw/support conclusions. The reader can tell from the article that ___ deals with ___ in all of the following areas except ___. There is enough evidence in this article to conclude... All of these conclusions can be drawn from the information in this article except.. Explain the impact ___ has had on ___. Explain what might be some of the advantages/disadvantages of ___.

13. Question Stems B1. Use information from the text to make predictions The article suggests ___ will probably continue due to ___. What most likely happened after ___? The article does not say, but suggests that ___. Why do you think ___ will not ___ in the future? What will probably happen as a result of ___?

14. Question Stems B2. Analyze author’s craft Why did the author include this quotation in the article? In the first paragraph, why does the author describe ___? In the last paragraph, why does the author use the phrase...? How was the author able to show...? What arguments did the author use to try to convince the reader that...?

15. Question Stems B3. Evaluate explicit and implicit information and themes. Which term is most important in understanding the key ideas in this article? According to the chart/graph, what becomes the most important factor in...? The author’s main reason for writing paragraph X is to... What are some of the specific actions the article implies readers should take? What arguments did the author use to try to convince the reader that ___ is ___?

16. Question Stems B4. Select, synthesize and/or use relevant information within a text to include in a response to or extension of the text. The author does not say, but the reader can tell... The article does not say, but suggests... What seems to be the best solution to the problem of ___? What are some of the specific actions the article implies the reader should take? What possible effect could ___ have on ___?

17. Question Stems B5. Demonstrate an awareness of values, customs, ethics and beliefs included in the text. The author of this article probably wants the reader to appreciate... The author’s attitude toward ___ can best be described as... Which of the following phrases provides evidence of the author’s bias? The author probably wrote this article to appeal to readers who... With which statement would the author probably agree?

18. RFI When a student responds to any of the open-ended questions, the student is expected to explain his/her thinking, and to support his/her response with specific evidence from the text.

19. RFI Scoring Multiple-choice scored electronically Open-ended responses scored by readers Holistic 3-point scale Evidence of developing interpretation and demonstrating critical stance Fluency and clarity important Grammar, spelling and penmanship?

20. RFI Rubric: Developing an Interpretation Score Point 2 Exploration or development of the ideas presented in the text. Strong, conceptual understanding is indicated by the inclusion of specific and relevant information from the text. Extension of ideas may include extensive and/or insightful inferences, connections between ideas in the text, references to prior knowledge and/or experiences.

21. RFI Rubric: Developing an Interpretation Score Point 1 Some exploration or development of ideas presented in the text. A fundamental understanding is indicated by the inclusion of some relevant information from the text. Extension of ideas lacks depth, although the response may include some inferences, connections between the ideas in the text, or references to prior knowledge and/or experiences.

22. RFI Rubric: Developing an Interpretation Score Point 0 limited or no exploration or development of ideas presented in the text. little, if any, understanding of the text. The response may be illogical, vague or irrelevant. incomplete or limited references, connections between ideas in the text or references to prior knowledge and/or experiences.

23. RFI Rubric: Demonstrating a Critical Stance Score Point 2 thoughtful and thorough examination of the text, uses information to move beyond the boundaries of the text possible consideration of how, why or for whom the text was written ability to evaluate explicit and implicit information and/or makes insightful judgments about the text may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text

24. RFI Rubric: Demonstrating a Critical Stance Score Point 1 sufficient, though limited examination of the text, some attempt to use information to move beyond the boundaries of the text. may include consideration of how, why or for whom the text was written. some ability to evaluate explicit and implicit information and/or make plausible judgments about the text. may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text.

25. RFI Rubric: Demonstrating a Critical Stance Score Point 0 cursory examination of the text, does not move beyond the boundaries of the text little or no consideration of how, why or for whom the text was written little or no ability to evaluate explicit and implicit information and/or superficial judgments about the text, the author’s craft, including literary devices may be simplistic and unsupported, illogical, vague or irrelevant.

26. Theory Into Practice Read (silently) “Shake, Rattle, and Please Buy My Product.” In pairs/threes, answer questions that follow. Get together with another pair/three and compare answers and responses. Try to score each others’ open-ended responses using the 0 – 2 rubric. Whole group discussion/debrief.

27. Try It Again Read “Smart Shopping.” In pairs/threes, respond to the multiple-choice and open-ended questions that follow. Get together with another pair/three and compare answers and responses. Try to score each others’ open-ended responses using the 0 – 2 rubric. Whole group discussion/debrief.

28. Preparing Students for RFI Relevant, effective instructional strategies embedded in high-quality teaching Not “practice RFI” Work with a partner/s to brainstorm ways to embed RFI related skills and strategies into your teaching. And/or, discuss what you’re already doing that supports student learning in this area. Share with group.

29. For more information... http://www.csde.state.ct.us/public/cedar/assessment/ capt/resources.htm http://www.csde.state.ct.us/public/cedar/assessment/ capt/resources.htm http://nces.ed.gov/nationsreportcard/itmrls/ http://ctreports.com

30. Thank You!