ELA EOG – Preparing for the Marathon April 24, 2014

Desired Outcomes An overview of the components of the Reading EOG A review of the depth of thinking in the Reading EOG A review of the data sources to guide the remaining work A variety of ideas to prepare students for the marathon of the Reading EOG

The Reading EOG 180 minutes 6 – 7 passages (Literary and Informational) 52 items

Reading EOG Reading for Literature 32 – 37% 30 – 34% 36 – 40% Domain Grade 3 Grade 4 Grade 5 Reading for Literature   32 – 37% Standards 1, 2, 3, 4 30 – 34% 36 – 40% Reading for Information 41 – 45% Standards 1, 2, 3, 4, 7, 8 45 – 49% 37 – 41% Reading Foundational Skills NA Writing Speaking and Listening Language Vocabulary Acquisition and Use 22 – 24% Standards 4a, 5a 19 – 21% 21 – 25% Total 100%

Achievement Levels 3 Lowest 2 432 26 44 59% Lowest 3 439 33 75% Grade Achievement Level Scale Score Minimum Number Correct on Form Number of Questions Approximate Percent Correct on Form 3 Lowest 2 432 26 44 59% Lowest 3 439 33 75% Lowest 4 442 36 82% Lowest 5 452 42 95% 4 26 - 27 59 – 61% 445 32 73% 448 34 – 35 77 – 80% 460 41 – 42 93 – 95% 5 443 24 – 25 55 – 57% 450 31 70% 453 34 77% 464 40 – 41 91 – 93%

Webb’s DOK Level 1 Level 2 Level 3 Level 4 Requires only surface understanding of text, often verbatim recall or slight paraphrasing Requires both comprehension and subsequent processing of text. Requires students to go beyond text. Requires students to explain, generalize and connect ideas. Requires extended higher order processing.

Webb’s DOK Level 1 Level 2 Level 3 Level 4 Receive or recite facts Use simple skills or abilities Simple under-standing Requires both comprehen-sion and sub-sequent processing Summarize, interpret, infer, classify, organize Explain, generalize, or connect ideas Support thinking Summarize information from multiple sources Analyze and synthesize information from multiple sources Examine and explain alternative perspectives

http://www. dpi. state. nc http://www.dpi.state.nc.us/docs/accountability/testing/releasedforms/g4elapp.pdf

What did you notice? http://www.dpi.state.nc.us/accountability/testing/releasedforms

How do we prepare?

C-MAPP

Things to Consider Analysis of CASE 21 data Quarter 3 Benchmark more closely aligned to EOG – longer passages and more questions Literary or Informational Text Needs Standards needed to revisit

CCSS Bookmarks

Continue to build stamina Reading marathon days Students read for longer uninterrupted blocks of time (45 – 60 minutes) Teacher uses this time to check in with students Variety of genres in student book boxes (include test-type texts)

RUNNERS Strategy R – Read the title and predict what the text will be about. U – Underline the important words in the questions. N – Notice numbered paragraphs. N – Now read the selection. E – Engage with the text by annotating. R – Reread the questions and eliminate the wrong answer. S – Select the best answer and prove it!

It’s a marathon, not a sprint. The Reading EOG 180 minutes 6 – 7 passages (Literary and Informational) 52 items It’s a marathon, not a sprint.

“Rigor doesn’t reside in the text; rigor is about the energy and attention the reader brings to the text.” Kylene Beers, tweetchat, 9:00PM EST, 1.31.2013

Questions

Reflection Please go to http://tinyurl.com/wcpssapril24