Make and Take Assessments

August 8, 2013

4 Assessment Types

2

Performance Tasks (PT)

• Focus on reading, writing, speaking and listening, and research.

• Measure depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research.

• May take place over time.

Selected-Response Items

(SR)

• Traditionally known as Multiple Choice.

• Include a stimulus and stem followed by three to five options (students select one).

• Students select the best answer.

Constructed-Response Items

(CR)

• Assess targets and claims that are of greater complexity.

• Ask students to develop answers without suggested answer choices.

Technology-enhanced

Items/Tasks (TE)

• Provide evidence that could not be as reliably obtained from traditional SRs and CRs.

• May stand alone or may be used as part of the Performance Task and/or Constructed-Response items.

• Examples- reordering text, selecting and changing text, selecting text, and selecting from drop-down menus.

1. Post-it Notes 2. Guided Highlighted Reading

3. Other examples: CCSS Bookmarks Steps to a Deeper Understanding of Expository Text Profundity in the Margins Close and Critical Reading Article ELA Problem of the Day

Close and Critical Reading Strategies:

The use of questioning routines, such as QAR, questioning the author, or Bloom’s, is effective for developing text-dependent

questions. Regardless of the system used, the questions should be developed in

advance of the lesson to ensure that the discussion regularly guides students back

to the text. ( p 119 Text Complexity by Douglas Fisher)

Independent reading of the text is supported through a series of instructional moves including: setting the purpose, teacher modeling, guided instruction, group work, and independent tasks.

“Post-it Notes”

Set Purpose: To engage 4th grade students in a close reading of an excerpt from an informational book on the history of the development of “Post-it Notes.”◦ Purpose is to discover how a familiar office product

was initially thought to be a failure and to trace its development as a useful item.

Strategy Handout

Post-it Notes

http://goanimate.com/videos/0a-NoWeTg67E?utm_source=emailshare&refuser=0ftuoUzE84H4

Invite students to read it first to themselves

Have them write on a sticky note any words or phrases they do not

know.

Also have students take notes on sticky notes listing major events.

Give extra support to those students you

know will need it during independent reading.

This will need to be modeled the first time

you do it.

First Reading:

After students have finished reading, have

them turn and talk to their partner to describe one surprising fact that they

learned about the invention of Post-it Notes.

To start, use this language frame: “I was amazed to

learn that _________!”

Write your amazing fact on a sticky note to be used in the discussion.

First Discussion

Take notes or record an anchor chart listing the

amazing facts the students share.

Record unfamiliar or unclear words or phrases and

how they attempted to

understand them.

Recorded responses will be used to determine

what will be modeled.

Second Discussion

Explain to students that you will read parts

of the text together, and from time to time, you will explain your

thinking to them.

Start by orienting the students to the correct

part of the text you wish to address:

For example, in Paragraphs 7 and 8:• “Fry used some to

coat his markers.”

After finishing the shared reading,

transition students to a discussion using a

series of text-dependent questions.

Second Reading: Teacher-Led Shared Reading and Think-Aloud

Keep in mind that the purpose of text-dependent questions are to prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension.

Initial questions should be designed to highlight the explicit meaning of the text.

However, do not stop there, but progress toward more challenging questions.

Third Discussion

1. Post-it Notes began as an idea that didn’t work but then became a very useful product. Using evidence from the text, describe the sequence of events that led to this invention?

2. The author tells you twice when Spencer Silver first invented the adhesive that would be used in the Post-it Notes. The first time is in the fourth paragraph, when she tells us it was 1970. Then, she tells us the same information again later in a different way. How did you figure out the answer?

3. Do you believe the author has a positive or a negative view of Post-it Notes and its inventors? What words or phrases lead you to believe that?

4. What were some of the qualities of the inventors that you can infer from this text? What passages helped you draw these conclusions?

Third Discussion Questions:

Students gather their Post-it Notes to use for a journal or essay writing activity.

Prompt: What does it take to be an inventor?

Students will write a short summary of the invention of Post-it Notes.

Students will identify at least two characteristics of inventors, using at least two quotations from the text.

Journal/Essay Writing

Frog and Locust Set Purpose First Reading First Discussion Second Discussion Second Reading – Teacher led read aloud

and think aloud strategies Third Discussion Journal Writing

Repeat Post-it Note Strategy

Set Purpose: To engage 2nd grade students to understand what a folktale is and why people in the Southwest might have a folktale about rain.

Strategy Handout

Post-it Notes Strategy used with Frog and Locust

Invite students to read it first to themselves

Have them write on a sticky note any words or phrases they do not

know.

Also have students take notes on sticky notes listing major events.

Give extra support to those students you

know will need it during independent reading.

This will need to be modeled the first time

you do it.

First Reading:

After students have finished reading, have

them turn and talk to their partner to describe one surprising fact that they learned about the Pueblo

folktale.

To start, use this language frame: “I was amazed to

learn that _________!”

Write your amazing fact on a sticky note to be used in the discussion.

First Discussion

Take notes or record an anchor chart listing the

amazing facts the students share.

Record unfamiliar or unclear words or phrases and

how they attempted to

understand them.

Recorded responses will be used to determine

what will be modeled.

Second Discussion

Explain to students that you will read parts

of the text together, and from time to time, you will explain your

thinking to them.

Start by orienting the students to the correct

part of the text you wish to address:

For example, in Paragraph 3, “The

frog croaked – “ Did the frog really die?

After finishing the shared reading,

transition students to a discussion using a

series of text-dependent questions.

Second Reading: Teacher-Led Shared Reading and Think-Aloud

1. What happened after the frog sang by himself?

2. Describe the setting of the folktale.

3. Do you believe the author has a positive or a negative view about folktales?

4. What were some of the qualities of the folktales that you notice from this text?

Third Discussion Questions:

Students gather their Post-it Notes to use for a journal or essay writing activity.

Prompt: Why would people in the Southwest have a folktale about rain?

Students will write a short summary of Frog and Locust.

Students will use at least two examples from the text providing evidence of what lack of rain will do.

Journal/Essay Writing

https://www.teachingchannel.org/videos/enhance-student-note-taking (5th grade Brewer)

https://www.teachingchannel.org/videos/student-annotated-reading-strategy (9th grade)

Post-its Video

How would you use this strategy in preparation for a performance-task?

(Turn and Talk)

Connection

Is text driven and meaning-based

Focuses students on the context of text

Guides students to read for one reading purpose at a time

Invites and guides students to revisit the text more than once

Guides students to return to the same text for multiple purposes

Targets the acquisition of skills needed for close and critical reading

Builds fluency and stamina in readers

Uses multiple senses: visual, auditory, and kinesthetic

Guided Highlighted Reading:

1. Select Text2. Identify vocabulary

that needs to be taught in advance

3. Determine a context for the information that could frame it for the

students’ prior knowledge

4. Consider what kind of discussion you want

to come from the reading of the text

5. Select the appropriate information to be highlighted based

on the goal for the discussion

6. Map out the text paragraph by paragraph

with prompts to highlight the information

7. Students use a highlighter and follow directions to highlight the text requested by

the prompt

8. Students compare their highlighted text

with one another

Guided Highlighted Reading

Six Elements of Complex Text

1. Select Text

2. Determine

Purpose

3. Number the

paragraphs or lines

4. Write prompts

GHR Checklist:

GHR Link: http://goanimate.com/videos/0i6DNFg55POM?utm_source=emailshare&refuser=0ftuoUzE84H4

1. Read the Preamble of the United States Constitution

2. Highlight as directed (p 74)

3. Review other activities (p 75-81)

4. What discussion of this content

might take place? (turn and talk)

Example of Guided Highlighted Reading

Frog and Locust

In line #1, find and highlight the length of time without rain

In line # 6, find and highlight what was left at the bottom of the canyon

In line #7, find and highlight what happened to the puddles

In line #13, find and highlight what would happened to the frog’s puddle and the frog if it didn’t rain soon

In line #15, find and highlight what the frog did to bring rain

In line #20, find and highlight what lived on the top of the mountain

Second Example of Guided Highlighted Reading

https://www.teachingchannel.org/videos/teaching-about-textual-evidence (Grade 6)

Citing Textual Evidence Video

How would you use this strategy in preparation for a performance-task?

(Turn and Talk)

Connection

Bringing Close Reading and Accountable Talk into an interactive Read Aloud of Gorillas (grades 3-4) -- Lucy Calkins Introduction

http://www.youtube.com/watch?v=nznO1BMtahw

Close Reading Discussion

Other Activities on Your Own:

CCSS Bookmarks

See Handout

Steps to Deeper Understanding

Close and Critical Reading Article

ELA Problem of the Day

Sample Performance Tasks

3rd Grade Tall Tale Narrative: http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf

4th Grade Animal Defenses:http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/animal-performance.pdf

5th Grade Pollution:http://www.youtube.com/watch?v=EIsubVLN9uE

ReadWell Unit of Study:

WriteWell: Socratic Questions/ Performance Tasks

1. Identify materials to be used (reading texts, basal, science books, blogs, videos, etc.)

2. Identify main objective (claim and target) you would like the students to learn about; be sure evidence from the materials can be easily collected to support student learning.

3. Be sure prior knowledge has been supported for students’ ability to take notes, construct essay responses, previous strategies modeled, etc.

4. Develop explicit prompt for student response. 5. Write clear directions. 6. Take Performance Task through ELA Test Blueprint

Creating Performance Tasks

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/item-writing-and-review/ppt/Performance-Tasks-for-English-Language-Arts.pptx

https://sites.google.com/a/pitt.k12.nc.us/performancetaskassessments/create-a-performance-task

Parts of a Performance Task Article

Creating Performance Task Assessments

CCSS ELA Test Blueprint

Depth of Knowledge / Blooms Levels

1. Post-it Notes 2. Frog and Locust 3. Preamble

Look at 3rd Discussions or Journal/Essay Writing – How would you create a performance task? Turn and Talk

Performance Task Example

2nd Grade Frogs Performance Task

PowerPoint Performance Task

Frogs2nd Grade Performance Task

Select one of the following articles to read: http://www.kidzone.ws/lw/frogs/facts.htm

and take notes on the Big Ideas note paper you received.

Read the following and add to your notes:http://www.slideshare.net/Tiz11China/the-story-of-rat-and-frog

Watch the video and look for additional facts to add to your notes:

http://www.youtube.com/watch?v=oMFxQsaT274

Part One (35 minutes)

Frogs 1. 2. 3. 4. 5. 6. 7. 8.

Big Ideas Notes

Using your notes and the information you learned from part one, write an essay responding to the prompt:

Explain what you know about frogs.

Part Two (70 minutes)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain what you know about frogs Essay:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Essay Page 2

Any Questions?

Break

Form grade level groups. Select materials to use. Begin writing assessments. Be sure to use the blueprint. Have Fun!

Begin Assessments