ELA COE: Claim 1 Reading Information

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ELA COE: Claim 1 Reading Information Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License ELA COE: Claim 1 Reading Information Lesley Klenk, ELA COE Specialist August 2016

ELA COE Claim 1 Requirements 4 Tasks: 1 Literary 1 Literary/Informational pair 1 Informational 1 1 Informational 2 Each consists of: 4 questions per task 2 points possible per question 16 questions total OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

Readability The ELA Smarter Balanced Assessment requires passages to be at 10th-11th grade reading level ELA COE passages range from 8th -11th grade reading level Because students/educators can choose reading tasks, the entire inclusion bank is averaged Depth of knowledge (DOK) is a way to think about content complexity, not content difficulty—ELA SBA has DOK 2-3 on most of its items ELA COE DOK varies with the complexity of the passages—for lower reading level passages the DOK is higher and for higher level reading passages the DOK is lower OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

Items (Questions) There are 7 literary targets and 7 informational targets Item stems are written to each target Questions come from item stems They are now designed with a pre-determined answer (in the form of pre-selected details) as opposed to former reading COE questions which were open-ended There are four questions per task 2-point responses are meant to be brief: student answer + explanation + text evidence = full credit response OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

Task-specific rubrics Teachers developed every item and task-specific rubric. They selected specific key details that students will use to support their answers. There are 3 levels on the rubrics that are consistent across all of the targets. 2 points full credit—answer to question that provides complete explanation and/or analysis and makes connections with key details for support. 1 point partial credit—answer to question provides minimal explanation with details for support. 0 points no credit—answer to question is vague and/or too broad without supporting details OR supporting details without an answer. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

Content Coverage and Pacing Suggestions Teach all informational targets 8-14 and practice answering classroom informational items Have students complete the two informational tasks Teach all literary targets 1-7 and practice answering classroom literary items Have students complete the literary task Teach/Review all literary/informational targets and practice answering classroom items Have students complete the literary/informational task Pay attention to the stem questions that ask for key details from “both” passages If there is not evidence from both passages, it scores a zero OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

Instruction: Reading Skills and Passages Remember—task bank passages are for student independent work They are NOT to be used for instruction Start with the Moodle tasks or tasks you have created on your own. Read the questions first. Read the passage. Locate the key details that will support their answer to the question. Students should develop an answer to the question using their own words and then add the key details around the answer. Compare the student answer with the task-specific rubric. Revise with focused instruction on areas in need of more development. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

What Does a Full-Credit Answer Look Like? It does more than restate the question. It answers the question in the student’s own words. It clearly selects key details and uses them to support the answer. It is short—no need to write a long answer. To earn full credit, there must be clear explanations/analysis and a “connection” between the text, the answer, and the key details. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

How Should I Pick Segment 1 Tasks? For all students and especially ELL students, pick short and high interest passages. Look for vocabulary and context that students may have to reach but they can get there. For on-demand, pick the shortest possible passage. They need to spend their time on developing their answers. Choose an informational task that does not have a multitude of details. Too many details can cause a good answer to get lost. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016

COE Contacts Lesley Klenk ELA COE Specialist (360)725-6033 Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License COE Contacts Lesley Klenk ELA COE Specialist (360)725-6033 coe@k12.wa.us Lindsey Bullough Graduation Alternatives Assessment Specialist (360) 725-6223 Cindy Jouper, ESD 113 COE Program Director (360)464-6708 Fax: (360)943-0944 coe@esd113.org Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 8/31/2016