welcome qtr 3 assessment team february 13, 2015 agenda 8:00 – 15: sign in 8:15 – 30:...

Welcome QTR 3 Assessment Team

February 13, 2015

Agenda

8:00 – 15: Sign In

8:15 – 30: Introduction

8:30 – 9:00: SRs and CRs

9:00 – 9:30: Shared Insight and Performance Tasks

9:30: Directions – Team Work

11:30: Lunch

Continue Team Work

What standards are we writing questions for?

Standard Question 1 Question 2

RL.4

RL.7

RL.9

RL.7 CR

RL.9 CR

RI.4

RI.8

RI.9

RL.8 CR

RL.9 CR

Performance Task

Brief Write

Revise Write

Lang/Vocab

Editing

Question Types

• Selected Response

• Constructed Response

• Performance Task

Selected Response Criteria

• align with the DOK level of the standard and the standard intent.

Our Selected Response question stems will…

• be complete sentences.

• avoid using absolutes such as NOT and ALWAYS.

• be clear and as concise as possible.

• have all plausible answers.

• not have verbal clues to the answer or clues from another question.

• not begin with repetitive words, “You should….”

• follow the logical order of the text.

Our distractors will…

What is New for Selected Responses?

Our Selected Responses can…

• have more than one correct answer.

• have two parts (evidence based).

What are the most likely reasons the author included a description of the character Jack in the passage? Pick the two choices that are correct.

How is this paragraph different from the ones that camebefore and after it in the passage? Pick all that are correct.

Part AChoose the statement that best describes how the relationship between Thomas and Mark develops in paragraphs one and two.

Part BWhich sentences from the passage best illustrate theRelationship made in part A?

Constructed Response Criteria

• align with the DOK level of the standard and the standard intent.

Our Constructed Response Prompts will…

• not be formulaic.

• align with the selected research rubric intent.

• have very explicit “teacher language” examples of student possible answers.

• have student answer examples that are plausible for the grade level.

• measure research skills, not writing proficiency.

• always require or ask for textual evidence.

• have more than one way to answer the prompt.

Our Constructed Response Keys will…

Research Constructed Response Answer KeyConstructed Response Research Rubrics Target 3evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion

Question #7 Prompt: From what point of view is The Miracle Worker and the poem Helen Keller written? What does this tell the reader?

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information that support and answer the prompt. The Miracle Worker has two sections. The first section All About Helen, is written from a third person point of view, but could alternate with parts of it being told by the narrator (much like a 1 st person account). The second section, The Play, is written from a first person point of view. The poem Helen Keller is written from a third person point of view. Students must make this distinction before being able to answer the question, “What does this tell the reader?” Students should in some way explain that 1st person points of view tell the reader that: (1) it is personal and (2) it is a spoken voice. Students should in some way explain that 3 rd person points of view tell the reader that: (1) it is being told by someone else and (2) is a written account.

Student “Language” Response Example

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Student is able to distinguish relevant information about which points of view are represented in each text and what that tells the reader about the text.The Miracle Worker starts off by a student telling that her class will be performing a play about Helen Keller. This is like a 1st person point of view. But then she tells about Helen Keller, which is 3rd person. The reader will know that the person telling about the class play is speaking personally but when she starts talking about Helen she is in the 3rd person because she’s telling “about someone else.” The reader would know that the poem is also a 3rd person account because it’s telling about someone else.

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Student is able to distinguish some relevant information about which points of view are represented in each text but not completely, and is able to tell some of what that tells the reader.There are two different texts. First is The Miracle Worker which tells about Helen Keller. The reader knows it’s about Helen, but not written by Helen. That is third person point of view.

0 Student is not able to distinguish relevant information in order to answer the prompt.When someone writes a story the reader can tell who wrote it.

Target 2Locate, Select, Interpret and

Integrate Information.

RL.4.6Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations

Performance Task Criteria

• focus on one type of a full-compositional writing piece.

Our Performance Task Prompts will…

• be the SBAC rubric for a full composition.

• build on the content of all sources.

• support a shared insight or a “Big Idea,” between all sources.

• be constructed around source evidence.

Our Performance Task Rubric will…

• be a “real-to-life,” scenario.

Creating Text Dependent Questions for Paired TextsText 1 –

Creating Text Dependent Questions for Paired TextsText 2 –

Central Insight: What central insight from all texts contributes most to an understanding of _____________?

Shared Central Insight Statement:Major Points: What major points in each section of the texts (or various stimuli) support the central insight? Number each section of each text.

Section 1 Major Point Statement Section 1 Major Point Statement

Key Details: What key details support the Major Point Statement? Key Details: What key details support the Major Point Statement?









Shared Central Insight

1. Read both passages.

2. Write a Central Insight Statement

Shared Central Insight: What central insight from each text contributes most to a deep understanding of _____________?

The Performance Task Prompt

3. Write a Narrative Performance Task that supports the concept of your Central Insight Statement.

You are going to write a narrative story. This means it has a beginning, middle and an ending sequence that follows a logical order. This is a make believe story. In your story you will write about one or more characters that go whale watching on a boat trip. You will use details to from the passages you have read to help you write your story. Then, you will include in your story the following:

1. Where is the setting? Who are the characters?2. What events happened?3. Describe in details what the characters saw, heard and felt. Use

dialogue.4. What did the characters say? 5. What did the characters learn?

Grade 4 Performance TaskYour class has been learning about being helpful and is now ready to create a display for the upcoming Open House. For your part in the project, you are going to write an informational article describing different ways students can be helpful at your school. Your article will be read by other students, teachers, and parents who visit the Open House.

Using more than one source, develop a main idea about ways students can be helpful. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources.

Grade 3 Performance TaskYour class has been learning about bats and is now ready to make a class book telling all about them to share at the upcoming Open House event at your school. Your assignment is to write an informational article about bats. Your article will be read by other students, teachers, and parents who attend the Open House.

Using more than one source, develop a main idea about bats. Choose the most important information from the sources to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources.

Grade 6 Performance TaskYour computer class is preparing for the technology fair at your school. The technology fair will focus on the impact of the information age. For your part in the fair, you need to help students, parents, and teachers better understand the impact of eBooks.

Using more than one source, develop a thesis/controlling idea to explain the impact of eBooks. Once you have a thesis/controlling idea, select the most relevant information from more than one source to support your thesis/controlling idea. Then, write a multi-paragraph explanatory article explaining your thesis/controlling idea. Clearly organize your article and elaborate on your ideas. Develop your ideas clearly and use your own words, except when quoting directly

Grade 5 Performance TaskYour school’s science club is making a website about different animal traits. For your part of the website, your assignment is to write an informational article about how animals survive in different, and sometimes difficult, places. Your article will be read by other students, teachers, parents, and other people who visit the website.

Using more than one source, develop a main idea about how animals survive in difficult places. Choose the most important information from more than one source to support your main idea. Then, write an informational article several paragraphs long. Clearly organize your article and support your main idea with details from the sources. Use your own words except when quoting directly from the sources. Be sure to give the source title or number when using details from the sources.

Question Resource Support

http://sresource.homestead.com/index.html



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Read the Directions. Sample

Part 1You will read several literary and informational texts about archeology and important finds.As you read, take notes on these sources. Then you will answer several research questions about these sources.

These will help you plan to write a narrative story. You are going to write a narrative story about a characterWho goes on an archeological dig or explores a midden and finds something very special. Use details fromthe texts you have read in your story.

Steps you will be following:In order to help you plan and write your article, you will do all of the following:1. Read the literary and informational texts.2. Answer several questions about the sources.3. Plan your story.

Directions for beginning:You will now read several types of texts. Take notes because you may want to refer to your notes while you plan your narrative story. You can refer to any of the sources as often as you like.

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your narrative story.

Part 2 Your assignment: You are going to write a narrative story about a character who goes on an archeological dig

orexplores a midden and finds something very special. Use details from the texts you have read in your story.

You will:2. Plan your writing. You may use your notes and answers.

3. Write – Revise and Edit your first draft (your teacher will give you paper).

4. Write a final draft of your narrative story.

How you will be scored

Purpose how well you maintain your focus, and establish a setting, narrator and/or characters.

Organization how well the events logically flow from beginning to end using effective transitions and how well you stay on topic throughout the story.

Elaboration:of evidence

how well you elaborate with details, dialogue, and description to advance the story or illustrate the experience.

Elaboration:of language and

vocabularyhow well you effectively express experiences or events using sensory, concrete, and figurative language that is appropriate for your purpose.

Conventions how well you follow the rules of grammar, usage, and mechanics (spelling, punctuation, capitalization, etc.).

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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.4a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.W.4b Use dialogue and description to develop experiences and events or show the responses of characters to situations.W.4c Use a variety of transitional words and phrases to manage the sequence of events.W.4d Use concrete words and phrases and sensory details to convey experiences and events precisely.W.43 Provide a conclusion that follows from the narrated experiences or events.

Narrative Full Composition Performance Task Score “4” Example SBAC Rubric Grades 3 - 8

scoreStatement of Purpose/Focus and Organization Development: Language and Elaboration

of EvidenceConventions

Statement ofPurpose/Focus Organization Elaboration of

EvidenceLanguage and

Vocabulary

4Exemplary

The narrative, real or imagined, is clearly focused and maintained throughout: • effectively establishes

a setting, narrator and/or characters, and point of view*

The narrative, real or imagined, has an effective plot helping create unity and completeness: • effective, consistent use of a

variety of transitional strategies

• logical sequence of events from beginning to end

• effective opening and closure for audience and purpose

The narrative, real or imagined, provides thorough and effective elaboration using details, dialogue, and description: • effective use of a variety of

narrative techniques that advance the story or illustrate the experience

The narrative, real or imagined, clearly and effectively expresses experiences or events: • effective use of sensory,

concrete, and figurative language clearly advance the purpose

The narrative, real or imagined, demonstrates a strong command of conventions: • few, if any, errors in usage

and sentence formation • effective and consistent

use of punctuation, capitalization, and spelling

Student score

explained

The student establishes a setting and character. The focus is clearly maintained throughout the story. The narrator’s point of view (being excited) is clearly expressed.

The student has a beginning, middle and an ending in sequential order that moves forward with transitional words and in a logical order of events. The opening and conclusion create unity.

The student elaborates with details from passages about archeology and uses dialogue effectively. The student uses narrative techniques of dialogue and description to advance the story.

The student’s voice is knowledgeable about the information. The student uses sensory language (excited, mess up, relax, ) and some figurative language – a smile was plastered across her face. Concrete vocabulary make the story effective (archeologist, dig, brush, clay pot, volunteers).

The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade.

Standing behind Sam, the old archaeologist, Jenny could feel her heart thumping because she was so excited. She could hardly stand still! “Just relax,” Sam said. “You’ll have a turn in just a moment.” Jenny nodded. She was a volunteer on a dig. She had been watching and learning along with other volunteers for many weeks now. Jenny had only been allowed to dig in the beginner pits. But, after several weeks, Sam invited her to dig in the same pit he dug in. It meant he trusted her. “I hope I don’t mess up,” she thought. But it was too late to worry about that as Sam asked her to help him brush the dust gently off of a clay pot.

She thought about all of the other volunteers and how lucky she was to be able to help Sam. She was covered in mud and sweat, but very happy. All of the hard work had been worth it. After the dust had been cleared away from the clay pot, Sam told Jenny how to lift it carefully and lay it in a box. “Great job,” he said when she was done. Then with a smile plastered across her face Jenny took the box into a tent and labeled the clay pot

In the introduction, the writer describes a character, what happened first and establishes focus.

To set the scene, the writer includes details about where the story took place.

The writer includes details about what the character saw, heard, smelled or felt and what she was thinking.

The writer includes a detail that shows how he or she felt about this experience in the end.

Dialogue and description are used effectively throughout the story.

When you are done….

assist a grade-level team that is not done.

ask a different grade-level team to review your questions for DOK strength and general grammar, etc…

copy and paste your questions into an assessment blank template.

turn in your team completion form.

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17. A student is writing a story for class about two friends who find something unusual. Read the draft of the story and complete the task that follows.

Write a Brief Text, W.3c Temporal Words, Writing Target 1a

Mike had a new toy sailboat. He wanted to see if it would float. So, one day Mike asked his friend Alberto to help him dig a deep hole and fill it with water. They dug several feet deep. Then, Alberto got the hose and began filling the hole with water. Suddenly, Mike yelled, “Stop Alberto. Look!”

In one or to two paragraphs, write an ending for the story that describes the events and experiences in the story.

18. A student is writing a paragraph about an archaeologist who was on a dig. Read the draft of the paragraph in the box.

Revise a Text, W.3b Dialogue Elaboration, Writing Target 1b

The archaeologist brushed around the object in the sand very carefully. There was always a danger of breaking an old object on a dig. Suddenly he heard a crack.

Which line of dialogue would not fit after the last sentence?

A. “Oh No, I hope nothing was broken!”

B. Then the archaeologist shouted, “What was that?”

C. “I guess it’s time to quit,” he said.

D. “That was not a good sound,” said the archaeologist.

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19. While a student is on vacation he writes his teacher a letter. Read the draft of the letter and answer the question that follows.

Language and Vocabulary, L.3a Audience, Writing Target 8

Today I went to a museum to learn about digs. We had a guide showus around the museum. I learned a lot about what can be found on a dig. First, finding a real treasure is not all that easy. Preparing for a dig is actually very hard work.

The student has decided that the two bold words are too easy for his teacher. Choose the two words that best replace both the bold words.

A. fun, tough

B. neat, demanding

C. challenging, brainy

D. simple, complex

20. Read the words below. Edit and Clarify L.4.1d, adjective order Target 9

smart A young child was playing near the pond

Which sentence shows the adjectives in correct order?

A.A smart, young child was playing near the pond.

B.A child, young and smart, was playing near the pond.

C.Playing near the pond was a young and smart child.

D.A young, smart child was playing near the pond.

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Select “Open With.”Save to Desktop.

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Go to sent link via email.1

Select your grade.2

Open your grade level template.

3

Select Download.

4

When you are done, drag the file from your desktop directly into your grade level file on Google.

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desktop

welcome qtr 3 assessment team february 13, 2015 agenda 8:00 – 15: sign in 8:15 – 30:...

Documents

correct answer

point of view

person points of view

student answer examples

standard intent

person account

parts evidence

dok level