indiana academic standards (2014) text-dependent instruction in english/language arts
TRANSCRIPT
Indiana Academic Standards (2014)Text-dependent Instruction in English/Language Arts
The “3 Big Ideas” in the New ELA IAS Assessment Information Making Connections
Today’s Agenda:
Big Idea #1
Regular practice with complex text and its academic language1
Determining Text Complexity
Scaffolds for Reading Complex Text
Chunking Reading and Rereading Read Aloud Strategic Think Aloud Scaffolding Questions Heterogeneous Small
Groups Paraphrasing and
Journaling
Recording Preparing struggling
readers to support confidence and participation
Annotation Strategies Cornell Note-Taking
Method “Language/Sentence
Detective”
Academic Language
KEY COMPONENTS: More precise than common language; not
typically used in oral language Found across disciplines in multiple text
types Have multiple meanings – meaning changes
with context Are relevant to the text selection
Tier 1 Vocabulary = Basic Words Examples: clock, baby, happy, sun, orange
Tier 2 Vocabulary = Academic Examples: measure, independence, condense, benevolent
Tier 3 Vocabulary = Domain Specific/Content Examples: Isotope, asphalt, economics, peninsula
Vocabulary Tiers
Big Idea #2
Using evidence from a text, excerpt, or passage to support writing and speaking
2
Importance of Text Evidence
Evidence is a major emphasis in standards: Reading, Writing, Speaking and Listening, and Media Literacy
College and workplace writing requires evidence
Ability to locate and cite evidence are hallmarks of strong readers and writers
Ability to cite evidence differentiates strong from weak student performance on NAEP
Close Analytic Reading
Requires prompting students with text-dependent questions to unpack complex text and gain knowledge
Text-dependent questions require text-based answers – evidence
Not teacher summarizing text, but guiding students through the text for information
By incorporating close reading strategies, you are covering multiple standards
Builds independent readers
Literal or recall questions: What is the name of the lake in Florida where the characters live?
Comprehension strategy questions: Can you visualize the characters huddling in their cabin?
Personal responses to the text: Have you ever felt frightened by a violent storm or some other act of nature?
Text-dependent Questions are NOT…
…questions that…
can only be answered correctly by closely reading the text
do not depend on information from outside sources
lead to an understanding that extends beyond basic facts/information
require students to gather evidence
Text-dependent Questions ARE…
Big Idea #3
Integrating multiple standards3
Standards ≠ Checklist
9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.
9-10.RL.2.3: Analyzehow dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
9-10.RN.3.3: Determine an author’s
perspective or purpose in a text, and
analyze how an author uses rhetoric to
advance that perspective or purpose.
Assessment Information forEnglish/Language Arts
ELA Blueprints http://
www.doe.in.gov/sites/default/files/assessment/ela-update-grades-3-8.pdf (instructional and assessment guidance)
Sample Applied Skills Items/ Rubrics http://www.doe.in.gov/sites/default/files/assessment
/ela-part-1-sample-items-7-8-final.pdf (sample applied skills)
Blueprints
Reading: Literature - Questions are based on a range of grade-level literature and may include analyzing and making inferences about literary elements and themes…
Reading: Nonfiction and Media Literacy - Questions are based on a range of grade-level nonfiction and may include analyzing how central ideas are conveyed over the course of a text…
Reading: Vocabulary - Questions are based on determining or clarifying the literal and nonliteral meanings of words and phrases and their uses in literature and nonfiction texts…
Blueprints
Writing: Genres, Writing Process, Research Process - Questions may include argument, informative, or narrative writing in response to literature and nonfiction texts. . .
Blueprints
ISTEP+ Part 1 – Applied Skills
Sample Items:
The samples posted at the links below are designed for use with – teachers, as part of professional development and
students, to familiarize them with items aligned to the college- and career-ready 2014 Indiana Academic Standards.
http://www.doe.in.gov/standards/breakout-session-elementary-educator (elementary)
http://www.doe.in.gov/standards/breakout-session-secondary-ela-educator (secondary)
Applied Skills Items
Applied Skills Items
There will be two types of sessions for Applied Skills:
A passage with constructed response questions and an extended response
A passage or passage pairing with a few multiple choice questions and a writing prompt
Grade 8 Constructed-Response:
How does Buck change after he is rescued by John Thornton? Support your response with details from the excerpt.
Excerpt from The Call of the Wildby Jack London
Constructed Response Rubric
English/ Language Arts 2-point Constructed Response (CR) Rubric
2 points - Proficient The response fulfills all the requirements of the task. The information given is text-based and relevant to the task.
1 point - Partially Proficient The response fulfills some of the requirements of the task, but some of the information may be too general, too simplistic, or not supported by the text.
0 points - Not Proficient The response does not fulfill the requirements of the task because it contains information that is inaccurate, incomplete, and/or missing altogether.
Grade 8 Extended-Response:
You have just read an excerpt from The Call of the Wild. How is Buck a reflection of John Thornton? Using examples from the excerpt, write an essay that discusses how Buck’s behavior is a result of his interactions with John Thornton and his dogs. Support your response with details from the excerpt.
Excerpt from The Call of the Wildby Jack London
Excerpt from The Call of the Wildby Jack London
2014 ISTEP+ Writing Prompt (old)
Grade 8 Writing Prompt:You have read the article “The Benefits of Homework.” The author makes the claim that homework can positively affect student performance in school. Think about the evidence the author provides and consider if it fully supports the claim. Using details from the article, write an argument analyzing how effectively the author supports this claim.
Be sure to include:• your position on how well the author supports the claim• details from the article to support your position• an introduction, a body, and a conclusion
http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics (rubrics)
2015 ISTEP+ Writing Prompt (new) “The Benefits of Homework”
Making Connections
Reflection How do the standards impact
instruction? How do standards and instruction
support assessment?
• Office of Student Assessment (E/LA) – Erin Thompson Telephone: (317) 234-5599 Email: [email protected]
[email protected] Website: http://www.doe.in.gov/assessment
• College and Career Readiness (Literacy) – Caitlin Beatson Telephone: (317) 232-9173 Email: [email protected]
[email protected] Website: http://www.doe.in.gov/standards
Contacts
(RE)sources
Paired Passage Suggestions http://learning.blogs.nytimes.com/tag/text-to-text/
“Choosing Which Words to Teach” (Three Tier Model of Vocabulary) https://www.aea267.k12.ia.us/system/assets/uploads/files/76/which_words_to_teach.pdf
College- and Career-Ready ELA/Literacy Instruction and Assessment Tools (achievethecore.org) http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12