secondary reading powerpoint

8/9/2019 Secondary Reading Powerpoint

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1Divisionof Public Schools (PreK-12) FloridaDepartmentof Education

Secondary Reading Item Specifications

Presented by

Core Curriculum


Agenda

ItemSpecifications Learning Objectives

A. FCAT Item Specifications Learning Objectives

Test Structure, Content and Item Format

Identify the FCAT Item Assessment Formats

Benchmarks assessed on the Reading FCAT

Identify the primary Target Audience for the FCAT Item Specifications

FCAT Content Focus Reports: Identify the percentage breakdown for the FCAT assessed benchmarks in each

grade level

Vertical alignment of tested benchmarks

B. Higher Order Level Questioning

List the Cognitive Complexity Levels addressed on the FCAT

Blooms Taxonomy

Percentage of Points by Cognitive Complexity Level

Sample Questions

Higher OrderThinking Strategies (H.O.T.S) B looms Taxonomy

Questioning Procedure


Agenda, continued

.

C. Unwrapping the Learning Target Activity

-- Lessons Learned

D. The Explicit and Systematic Model of Instruction

E. FCAT Test Taking Strategies

Multiple Choice

Short and Extended Response Questions

II. General CurriculumInformation

Textbooks

Testing

Grading Formula

Training & Support


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Test Structure and

Item Format


FCATBy Subject, Grade and Item Type

Grade Reading Writing Ma themat ics Science

6 MC MC, GR

7 MC MC, GR

8 MC, SR, ER WP MC, GR, SR, ER MC,GR, SR, ER

9 MC MC, GR

10 MC, SR, ER WP MC,GR, SR, ER MC, GR, SR, ER

Retake MC MC, GR


Number of Reading Items Per Item Type and Total

Test Time by Grade

Grade Multiple-Choice Performance

Tasks

Total MinutesperTest

6 50-55 0 120

7 50-55 0 120

8 45-50 5-7 160

9 50-55 0 120

10 45-50 5-7 160

Retake 55-60 0 160


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Types of Informational Texts Types of Li terary Texts

Subject-area text (e.g., science, history) Short stories

Magazines and newspaper articles Literary essays (e.g., crit iques, personal

narratives)

Diaries Excerpts from novels

Editorials Poems

Informational essays Historical fiction

B io gr ap hi es an d a ut ob io gr ap hi es F ab le s a nd fo lk ta le s

P rima ry so ur ce s ( e. g. , B il l o f R ig ht s P la ys

Consumer materials

How-to articles

Advertisements

Tables and graphic presentations of texts (e.g.,

illustrations, photographs, and captions

Types of Reading Passages


Distribution of FCAT Reading Test Items

By Passage Type and Length

Percentage Distribution ofReading Test Items by PassageType

Number of Words perPassage

Grade Informational Li te ra ry Average Range

6 50% 50% 500 200-1000

7 60% 40% 600 300-1100

8 60% 40% 700 300-1100

9 70% 30% 800 300-1400

10 70% 30% 900 300-1700


Approximate Percentage Distribution of Raw Score

Points Across FCAT Reading Content Clusters By

Grade Level

Grade

Words andPhrases inContext

Main Idea,Plot andPurpose

ComparisonandCause/Effect

Referenceand Research

6-8 15%-20% 30-55% 15-25% 10-30%

9-10 15-20% 20-50% 10-25% 20-40%


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General Specifications Criteria:

Cognitive Classification System (Complexity Levels of

Test Items)

2001 and 2009 FCAT Reading Test Item SpecsCURRENTLY based on Norman Webbs Depth of Knowledge

Levels (3)(beginning in 2004 FCAT administration)

* low complexity, moderate complexity, high complexity *focuses on expectations made of the test item,

not on the ability of the student_______________________________________________________________

FORMERLYbased on B.S. Blooms Taxonomy Levels (6)(prior to 2004 FCAT administration)

* Level I: knowl edge, comprehension, application, andLevel II: application, analysis, synthesis, evaluation *

(discontinued use - difficult to use as it requires inference about the skill,knowled e, and back round of students respondin to test items)


Performance Tasks

Short and Extended Response Performance Tasks

of the FCAT Reading Test Items . . .

will definitely remain in the 2010 FCAT Reading test,

but the Florida Education Commissioner will

reevaluate

their inclusion on future FCAT Reading tests.

12Divisionof Public Schools (PreK-12) FloridaDepartmentof Educationhttp://fcat.fldoe.org/fcatpub2.asp

FCAT Released Publications for Educators


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FCAT ITEM

SPECIFICATIONS


Item Specifications Activity

Cluster 1 Yellow

Cluster 2 Pink

Cluster 3 Orange

Cluster 4 Green


Item Specifications


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- Benchmark

Clarification

- Content Limits

-Item Type

-Passage Attributes


Item Specification Sections (Continuation)

Benchmark Clarification =Explains how the student

will demonstrate the achievement of the benchmark

and what the student will do when responding to the

question types.

Content Limits = Provide content guidance andguidelines that define the scope of content knowledgethat should or should not be assessed for eachgrade level (e.g., specific elements that can be

compared or contrasted). Passage Attributes =The passage attributes define the

kinds of stimulus materials that should be used for theitems, including the appropriate use of graphicmaterials.


- Response

Attributes

-Sample Items


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Item Specification Sections (Continuation)

Response Attributes =This section givesspecific descriptions of the distractors for

multiple-choice items at each grade level. It

also indicates that the short-response and

extended-response tasks will be scored with a

holistic rubric..

Sample Items = Are provided for each type of

question assessed by a particular benchmark.

SR and ER items have a description of a top-

score response, an example of a top-score

response, and a general scoring rubric.


Item Specification Sections

Strand=The category of knowledge assessed.

Standard= A general statement of expected student

achievement within a strand.

Benchmark= Specific statements of expected student

achievement under each reading standard.Test items

are written to assess the benchmarks. In some cases

tow or more related benchmarks are grouped together

because the assessment of one benchmark necessarilyaddresses another benchmark.


Performance Tasks

Short and Extended Response Performance Tasks

of the FCAT Reading Test Items . . .

will definitely remain in the 2010 FCAT Reading test,

but will not be included in the new FCAT Reading

test.


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Reading Performance Tasks By Benchmark

LA.A. 132 (SR) LA.A. 142 (SR)

LA.A. 227 (SR & ER) LA.A. 227 (SR)

LA.A. 231 (SR & ER ) LA. A. 241 (SR & ER)

LA.A. 232, LA.A. 222, &

LA.A. 233 (SR)

LA.A. 242 & LA.A. 245 (SR & ER)

LA.A. 235, LA.A. 236, LA.A. &

237 (SR)

L.A.A. 244 & L.A.A. 246 (SR & ER)

LA.A. 238 (SR)LA.E. 221 (SR)

LA.A. 247 (SR & ER)LA.A. 248 (SR & ER)

LA.E. 231 & (LA.E. 132

(SR & ER

LA.E. 221 (SR)

LA.E. 241 (SR & ER)

8th Grade Performance Tasks

Benchmarks

10th Grade Performance Tasks

Benchmarks


Levels of Complexity


Percentage of Points by Cognitive

Complexity Level

*These grades have a greater percentage of high complexitypoints due to the nature of performance tasks.

Grades Low Level Moderate Level High Level

5-7 15-25 50-70 15-25

8* 10-20 50-70 20-30

9 10-20 50-70 20-30

10* 10-20 45-65 25-35


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FCAT Reading Content

Focus Reports

http://fcat.fldoe.org/fcatpub2.asp


Steps for Unwrapping a Benchmark

1. Identify cognitive levelsfor instruction andassessment

2. Identify prerequisiteskills

3. Identify importantvocabulary

4. Determine

demonstration ofcompetence

5. Identify how learning will

be extended or

accommodated to reach

all levels of learners

6. Determine method for

classroom assessment

7. Identify text support

material

8. Identify technology

resources


Lessons LearnedWhat is it?

A document created by Department of EducationFull of Statistical InformationTesting Trends 2000-2005Colored graphsAnalysis of each Cluster for grades 3-10Break down the skills needed for success for each clusterSample Passages

What is a cluster?

Cluster 1- Words and Phrases in Context

Cluster 2- Main Idea, Plot, and Purpose

Cluster 3- Comparisons and Cause/Effect

Cluster 4- Reference and Research

http://fcat.fldoe.org/fcatpub2.asp


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Explicit and Systematic

Instruction


Explicit Comprehension

Strategy Instruction Direct explanation -Teacher explains to students why the

strategy helps comprehension and when to apply the strategy (studentsneed a purpose for reading and applying strategies).

Modeling -The teacher models, or demonstrates, how to apply thestrategy, usually by thinking aloud while reading the text students areusing.Modeling takes place: Before reading -activating prior knowledge through questioning

During reading -using questions while reading to monitor understanding

After reading -fo llow up questions to determine what was learned and whatelse students want to learn

Guided practice -The teacher guides and assists students asthey learn how and when to apply the strategy. Application -The teacher provides supportas students practice

(scaffolding) using the strategy until they can apply it independently .Cooperative groups is good way to start the process. The goal is tohave this strategy modeled and practiced often so students willinternalize it and begin to use it independently in a variety of settings.

Adapted from Armbruster & Osborn, 2001Adapted from Armbruster & Osborn, 2001


Importance of Explicit Instruction

Explicit instruction is the most important whenstudents lack background knowledge and/orfoundation in the content.

The degree of complexity or abstractnessaffects the need for explicitness.

Gradual release of responsibility allowsstudents to gradually assume control of parts ofthe task until they can do it all independently.

Bottom line provide sufficient practice in avariety of text types to ensure generalizationand maintenance.


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State Rubric Walkthrough ElementsRefer to Handout Curriculum Instructional Review Rubric

Classroom Environment is Conducive toT

eachingandLearning

Materials Support a High Level ofTeaching and

Learning

Higher Order Questioning and Thinking is Evident

Instruction Effectively Engages Students

Reading and WritingActivities are Evident Across the

Curriculum

Data Analysis is Used to Redirect Instructional Focus

and Students Instructional Needs

School and District Leadership and Coaching is Evident


Classroom Look-Fors

Print and text-rich environment representing

many genres and reading levels

Explicit teacher modeling of strategies of expert

readers (before, during, and after)

Daily student practice in authentic texts

Daily small group differentiated instruction

Independent reading practice with teacherprogress monitoring

Teacher read aloud

Text-based instructional conversations


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Characteristics of Instructional Density

ExplicitExplicit-- how instruction is delivered

new skills/concepts introduced in direct manner teacher modeling: I do, we do, you do

During we do instruction is scaffolded to ascertainappropriate level of support

corrective feedback procedures

SystematicSystematic - a feature of time

connected series of lesson plans over time moves from explicit to implicit over time setof instructional routines from simple to complex cumulative review

DifferentiatedDifferentiated - level of supportas needed

students are provided varying levels of s upport based onneed


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Content Area Teachers


How will content area teachers incorporate

reading and literacy instruction?

Students in content area classes MUST receiveinstruction in reading strategies.

Students MUST learn to read and understandexpository text and to gain information from pictures,maps, charts, diagrams, and other texts.

Students MUST be able to recognize text features.

Content area teachers MUST be trained to use and toteach reading strategies.

Reading coaches will model lessons in the classroom todemonstrate the infusion of reading in the contentareas.

Writing will be incorporated across the curriculumthrough CRISS strategies (Reader response logs, two-column notes, framed paragraphs, RAFT, etc..


Instruction in Content-Area Classes

1. Comprehension strategies-Instruction and supporting practicethat improves the use of effective reading strategies before, during,and after reading.

2. Discussion-Opportunities for deeper, more sustained discussionof content from text.

3. High standards-Setting and maintaining high standards for thelevel of text, conversation, questions, and vocabulary reflected indiscussions and in reading and writing assignments. RIGOR

4. Reading-writing connection-Strengthening the reading-writingconnection to improve student opportunities to reflect on themeaning of text and receive feedback on their reflections

5. Motivation and engagement- Text interacti on and Relevance

6. Content learning-Teaching content knowledge.Teachers shoulduse instructional methods, such as graphic organizers or conceptcomparison routines, that deepen understanding and showstudents better ways of learning new content on their own .


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School Wide Reading Focus

Give a copy of the Instructional Focus Calendar at-a-

glance to ALL teachers.

School Wide Vocabulary-prefixes, suf fixes, etc.

Introduce one Reading Strategy in every faculty

meeting and show how it can be used in content

areas.

Have Reading Coaches include content area

teachers in their meetings.

Train content area teachers on responding to short

and extended responses (4th & 5th Grade)

Literacy Team Meetings


Classroom Support: Coaching

Print/InformationRich

Environment

Leveled,

Supported,Independent

ReadingDifferentiated

Instruction

Higher-OrderThinking Skills

Before/

During/After

Practices

Modeling of

Strategies

Content

Area

Teacher


Instruction in Content-Area Classes

1. Comprehension strategies-Instruction and supporting practicethat improves the use of effective reading strategies before, during,and after reading.

2. Discussion-Opportunities for deeper, more sustained discussionof content from text.

3. High standards-Setting and maintaining high standards for thelevel of text, conversation, questions, and vocabulary reflected indiscussions and in reading and writing assignments. RIGOR

4. Reading-writing connection-Strengthening the reading-writingconnection to improve student opportunities to reflect on themeaning of text and receive feedback on their reflections

5. Motivation and engagement- Text interacti on and Relevance

6. Content learning-Teaching content knowledge.Teachers shoulduse instructional methods, such as graphic organizers or conceptcomparison routines, that deepen understanding and showstudents better ways of learning new content on their own .


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General Curriculum Information

A. T

extbooks

B. Testing/Assessments

C. Grading Formula

D.Training and Support

Professional Development as

Collaboration and Partnership


Questions???

secondary reading powerpoint

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