One More Peek at the Smarter Balanced Assessment System

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One More Peek at the Smarter Balanced Assessment System. http://www.smarterbalanced.org /. Ripe Figs. Read through the passage. Then use what you know to answer the questions. Find the others with the same book cover as you and discuss your responses. Text Complexity. - PowerPoint PPT Presentation

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1One More Peek at the Smarter Balanced Assessment System 2http://www.smarterbalanced.org/

Washington is one of 31 state members of the Smarter Balanced Assessment Consortium.

2Ripe FigsRead through the passage. Then use what you know to answer the questions.

Find the others with the same book cover as you and discuss your responses.

Dan

1:00 to 1:15

[HO] Ripe Figs

The purpose of the exercise is to tap into prior knowledge and to emphasize the need for criteria and tools for analyzing text complexity.3Text ComplexityDefining Rigor through Research and the Common Core Standards Dan

Slides 3 thru 5, 1:15 1:20

Audience should have had a general overview of the ELA standards.4Outcomes Define text complexity and describe why it mattersPractice reading complex text and using text-based evidence in discussionEvaluate text complexity of a non-fiction passageIdentify implications for our work as school and district leaders

Dan

By the time you leave today, you will know and be able to

Define text complexity and describe why it mattersPractice reading complex text and using text-based evidence in discussionEvaluate text complexity of a non-fiction passageIdentify implications for our work as school and district leadersDevelop a plan for next steps in your district

5Myths about CCSSMyth #3 The Common Core standards represent a modest change from current practice.

several states conducted analyses that found considerable alignment between them and their current standards. Yet while the content of the two sets of standards is similar, the level of knowledge and skills the Common Core calls for is in many respects quite different from what current standards expect and what schools currently practice.

Five Myths About the Common Core State StandardsBy Robert Rothman

Dan

One of the major shifts represented in the CCSS is that of increased text complexity.

6Protocol part 1Read Appendix A, pages 2, 3 and top half of 4Identify a passage that you feel has implications for your workIdentify a back up passage

Dan

1:30 2:00

The purpose of the next activity we are about to launch is to examine why text complexity matters and to give you a chance to experience using text based evidence in discussions about reading, one of the six major shifts which are called for in the CCSS. Id like for your to read Appendix A, pages 2, 3 and the top half of page four. As you read, select one passage and a back up passage in case someone else in your groups comes up with the same idea, that you think has implications for your work. 7Three Levels of Text ProtocolForm a group of three peopleIdentify a time keeper and a facilitatorOne person has up to three minutes to:Level 1- read aloud the passage they selected Level 2 tell about what he/she thinks about the passageLevel 3 Tell about the implications for their workThe group responds for up to two minutesRepeat steps 3 and 4 until everyone has shared their passage.

Dan

The structure that we will use to help facilitate a discussion based on evidence from the text is the Three Levels of text protocol. Given the short amount of time we have, it will be important to work in groups of three. I have found that this protocol is most successful when there is a time keeper who helps the group work within the suggested timeframe and a facilitator to ensure that everyone has a chance to speak. We will have 15 minutes for this protocol. 3 minutes for each person to talk about their passage, and 2 minutes for group members to respond. So if there are three people in each group, this will take us 15 minutes.

8Hunt Institute Video Segment 1Literary Non-fiction in the ELA Classroom

Turn to an elbow partner and discuss what literary non-fiction in the ELA Classroom might look like at your grade level/at different grade levels.Dan

1:20-1:30

[HO] Introduction to Bearing Witness: Portraits of Americans Dreaming.

Literary non-fiction in the ELA classroom includes providing students opportunities to delve more deeply into more varied texts. Addresses student engagement with many sources: e.g. the Preamble to the Constitution, Lincoln's Gettysburg Address, and King's Letter from a Birmingham Jail.

9Break

http://www.youtube.com/watch?v=Vo0Cazxj_yc

2: 10 2:2010Text ComplexityThe Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life.

Kathleen

Slides 10 thru 17, 2:00 2:10

Page 3 Publishers Criteria11A survey by the National Association of Manufacturers, Anderson, and the Center for Workforce Success (2001) found that 80 percent of businesses had a moderate to serious shortage of qualified candidates, citing poor reading as a key concern.

Another survey, published in 2000, found that 38 percent of job applicants taking employer-administered tests lacked the reading skills needed for the jobs for which they applied; this percentage had doubled in four years, not just because applicants lacked basic skills but also because the reading requirements for these jobs had increased so rapidly (Center for Workforce Prevention, 2002).Career ReadinessKathleen

Why students who are to be considered career ready must be able to read complex texts.12

Based on 2005 ACT-tested high school graduates, it appears that only about half of our nations ACT-tested high school students are ready for college-level reading. Unfortunately, the percentageis substantially smaller in some groups.Since 1999, readiness has declined the current figure of 51 percent is the lowest of the past 12 years.College ReadinessKathleen

From 2006 ACT Report: Reading Between the Lines page 7

Table illustrates the number of students by ethnic and socio economic groups meeting college readiness benchmark for reading.

13All students must be able to comprehend texts of steadily increasing complexity as they progress through school.

What are the current realities in college and career readiness?

ACT, INC. Report (2006)

Key requirement for college and career readiness Kathleen

14

As performance on one level increases, so does the performance on the other and to the same degree.Comprehension LevelKathleen

From 2006 ACT Report: Reading Between the Lines (p. 13)

15

As performance on one level increases, so does the performance on the other and to the same degree.Textual ElementsKathleen

From 2006 ACT Report: Reading Between the Lines (p. 15)

16

Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.Text ComplexityKathleen

From 2006 ACT Report: Reading Between the Lines (p. 15)17Summary of Findings:Literal and inferential questionsNo clear differentiator of readiness for collegeTextual elementsNo clear differentiator of readiness for collegePerformance with complex textClear differentiator of readiness for collegeKathleen

Small groups or partners discuss the implications of this information for instruction at their level.18Hunt Institute Video Segment 2The balance between Informational and Literary Texts in K-5

Turn to your elbow partner and discuss what the implications might be. What new things might be required of students?

Kathleen

2:20 2:30

[HO]Beginners Guide to Text ComplexityArticle: A Discussion of Increasing Text Complexity by Hess & BiggamArticle: A Guide for Working with Difficult Texts by McMillanACT Reading Test Report Summary

19 Overview of Text ComplexityText complexity is defined by:QualitativeQualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.QuantitativeQuantitative measures readability and other scores of text complexity often best measured by computer software.Reader and TaskReader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.Kathleen

Slides 19 thru 29, 2:30 2:40

There are three equally important considerations when measuring text complexity. The qualitative, the quantitative, and the reader and task considerations. We will look at each of these considerations individually20Where do we find texts in the appropriate text complexity band?Choose an excerpt of text from Appendix B:

We could...orUse available resources to determine the text complexity of other materials on our own.

Kathleen

To determine text complexity we might consider the exemplar texts from Appendix B of the standards. Of course, excerpts from Appendix B which of course consider the qualitative and quantitative aspects of the equation but not the reader and task considerations from the equation or alternatively, we might use a few of the tools and make a determination ourselves.

Take a moment to check out Appendix B. Select a grade level that you are familiar with. What texts do you see that you currently use, which texts represent a different level of rigor?

This texts are not an exhaustive list, simply a few examples to give us an understanding of the levels of complexity for the grade level. 21A Four-step Process:

Determining Text Complexity22QuantitativeQualitativeReader and Task

Recommend placement in the appropriate text complexity band.Reflect upon the reader and task consideration