Reading What does rigor look like on the new SOL Test?

ReadingWhat does rigor

look like on the new SOL Test?

Grade 3 Blueprint Summary Reporting Category Grade 2

Reading SOLGrade 3

Reading SOLNumber of Items

Use word analysis strategies and word reference materials

2.5c2.6 a-c2.7 a-c. e2.10 a-d

3.3 b3.4 a-d, f-g3.7 a-b

7

Demonstrate comprehension of fictional text

2.8 a, c-i 3.5 c-j, l 17

Demonstrate comprehension of nonfiction texts

2.9 a-b. e-g 3.6 a, c-i 16

Excluded from Testing 2.5 a-b2.6 d2.7 d

2.8 b, j2.9 c-d, h

3.3 a3.4 e3.5 a-b. l. m3.6 b, j-l

Operational Items = 40Field Test Items =

7Total Number =

47

SOL Subsumed Kindergarten and Grade 1 Reading SOLTest may contained paired texts. Some questions will require the student to draw from/ compare information in the two texts.http://www.mcps.org/LangArts/LangArtsCurr/ (New Curriculum/Pacing Documents)

http://www.mcps.org/LangArts/LangArtsCurr/

Grade 3 Blueprint ComparisonNew

Reporting Category2012-13

New Number of Items

Old Number of Items

OldReporting Category

2011-12

Use word analysis strategies and word reference materials.

7 8Use word analysis strategies and information resources

Demonstrate comprehension of fictional texts.

17 27Demonstrates comprehension of printed materials.

Demonstrate comprehension of nonfiction texts.

16

Total Operational Items 40 35

2012 Cut Score = 23 out of 35 items

2011 Cut Score = 25 out of 35 items2013 Cut Score = ? out of 40 items

Grade 4 Blueprint Summary Reporting Category Grade 2 Reading

SOLNumber of Items


4.4 a-c, e 7


4.5 a-e. g-j 17


4.6 a-h 16

Excluded from Testing 4.4 f4.5 f. k-l4.6 i-l

Operational Items =

40Field Test Items =

7Total Number =

47Test may contained paired texts. Some questions will require the student to draw from/ compare information in the two texts.http://www.mcps.org/LangArts/LangArtsCurr/ (New Curriculum/Pacing Documents)


Grade 4 Blueprint Comparison New


New Number of Items

Old Number of Items


2011-12


7 8Use word analysis strategies and information resources.


17 27Demonstrate comprehension of printed materials.


16




Grade 5 Blueprint Summary Reporting Category Grade 2 Reading

SOLNumber of Items


5.4 a-e, g 8


5.5 b-c, e-k 15


5.6 a, c-j 17

Excluded from Testing 5.4 f5.5 a, d, l-m5.6 b, k-m

Operational Items =

40Field Test Items =

10Total Number =

50Test may contained paired texts. Some questions will require the student to draw from/ compare information in the two texts.

http://www.mcps.org/LangArts/LangArtsCurr/ (New Curriculum/Pacing Documents)


Grade 5 Blueprint Comparison New


New Number of Items

Old Number of Items


2011-12


7 10Use word analysis strategies and information resources.


17 30Demonstrate comprehension of printed materials.


16




Key MCPS English/Language Arts DocumentsMCPS English/Language Arts Webpage


Pacing at a Glance for Grade 3-5

This document identifies reading, writing, spelling, and vocabulary concepts by 9-weeks.

SOL Pacing Guide with Framework Detail

This document uses VDOE and MCPS curriculum targets to explicate the reading, word knowledge, and writing grade-level targets.

SOL Vocabulary for Grades 3-5

This document lists essential process skill, genre, content, and text question vocabulary.

Pacing Guide by Houghton Mifflin Theme

No changes have been made to this document which has existed since adoption.

Houghton Mifflin Theme Based Curriculum

This document has existed since adoption. Old standards have been removed. The Pacing at a Glance and SOL Pacing Guides provide SOL alignment .

Traditional Tales Teacher Reference

While traditional tales are a target genre in Grade 3, the document provides information that may be useful to all teachers.

Multiple Choice and Technology Enhanced Items

Higher Order Multiple Choice and Technology Enhanced Items http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdfhttp://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_4_reading.pdfhttp://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_5_reading.pdf

Drag and DropDrag and drop items contain draggers and drop zones• Draggers are answer options that are

moved to drop zones in response to the question.

• Drop zones are areas of an item where draggers will remain once moved there.

A student response by moving one or more draggers from one place on the screen into a drop zone(s) elsewhere on the screen.

The student will click on the dragger and keep the button down while moving the dagger to the desired location where it will remain.

Students can still move the dragger once it has been dropped into the drop zone.

Hot SpotHot spot items contain hot spot zones which represent student answer options.• Hot spot zones are answer options which may be

objects, graphic elements, locations on a number line or coordinate plane, or text labels which are selected in response to a question.

• Unlike a traditional multiple-choice item where only one answer option is correct, hot spot items my require the student to select one or more hot spot zones (answer options) in order to correctly answer the item.

The student selects a hot spot by clicking on it. On a coordinate plane or number line item, a point will appear when the hot spot is selected. When the student makes a selection in other hot spot items, there will be an indication on the screen confirming the option has been selected. For example, after the student clicks on an option, the hot spot zone selected will be highlighted or outlined in a different color, clearly indicating that answer option has been chosen.

http://www.doe.virginia.gov/testing/sol/practice_items/english/reading/guides/gr_3_reading.pdf



Technology Enhanced• Click on the two correct answers in the

gray shaded area.• Light blue box outlines the answer as the student hovers over it.• After the student selects the answer by

clicking on it, the outline color changes to orange.• To remove the selection, students click

on the orange box.

Which word means the same as Suddenly in paragraph 1?A amazinglyB quicklyC curiouslyD excitedly

Which two words from the story have the same meaning?A problems, troublesB late, fastC judges, friendsD gathered, made

Made to HuntA cheetah’s coat is also very useful. The coat is tan with black spots. This coloring allows a cheetah to blend in with the tall, brown grass in Africa. Other animals do not see it hiding, so a cheetah can sneak up on rabbits, birds, and other animals.

Previous MCThe cheetah’s coat is MOST useful because it –A keeps the cheetah cool after a

long runB lets the cheetah move with

great speedC helps the cheetah hide in the

grassD protects the cheetah from the

sun

Drag and Drop• Can change their minds and move

items back and forth.• If only put in one response, will

show as answered on Review Screen.

Signal words are important to pay attention to and to understand how they link ideas—how the ideas are related to each other.

The chart shows some information for the article. Which of these belongs in the empty box?A The number of cheetahs in Africa becomes smaller.B Zookeepers start catching cheetahs.C Ranchers ask wildlife experts for help

to find new land.D People in Africa hunt lions and hyenas.

Grade 5Which sentence contains an underlined word with a root word that means to see?

The standards and their application in SOL testing use “root word” in two different ways. In this example, “root word” is used as “base word,” meaning words that exist on their own as a recognizable word in the English language. For example, "inspect" is the base word of inspection, inspected, inspecting and inspector. So far this is the only way I’ve seen “root” used in Grade 3.

By Grade 5, “root word” takes on a different meaning.Root words are portions of a base word that do not stand alone and have no meaning by themselves in the English language and are usually derived from Greek or Latin. Continuing the previous example, the root word of "inspect" is the Latin word "spec" meaning see.

Higher Order Question

• Requires the student to analyze how the author has crafted a portion of the selection

• Application of knowledge of plot structure

• F & P About the text question

Higher Order

• Requires the student to synthesize information over several paragraphs to make an inference.

• F & P Beyond the Text Question


• Requires interpretation• Application of understanding about character development• F & P Beyond the Text question

Old Format


• Requires the student to analyze how the author has crafted a portion of the selection

• Application of knowledge of plot structure

• F & P About the text question

New Type of Question Format

Technology Enhanced• Click on the two correct answers in the

gray shaded area.• Light blue box outlines the answer as the student hovers over it.• After the student selects the answer by

clicking on it, the outline color changes to orange.• To remove the selection, students click

on the orange box.


• Requires the student to understand the relationship of an idea and supporting details.

Reverse question. Could restructure this format in TEI

Drag and Drop• Can change their minds and move items back and forth.• If only put in one response, will show as answered on Review Screen.