New Jersey Assessment of Skills and Knowledge Grades 3-5 Clara Barton Elementary School NJASK Night April 18, 2012 Jared Peltzman, 5 th grade teacher Violeta Katsikis, Reading Specialist

When will the NJASK take place?  Grade 3 will test on May 7th – 10th  Grade 4 will test on May 7th – 11th  Grade 5 will test on April 30 th – May 3rd

Overview  NJ ASK is not a diagnostic test but a test designed to measure how well students are achieving New Jersey’s Core Curriculum Content Standards (NJCCCS).  Scores on this assessment do not equate with grades but determine instead whether students are achieving the knowledge and skills described in the NJCCCS.  Students’ raw score points are converted to scale scores that fall into one of three bands of performance: partially proficient, proficient, and advanced proficient.  The number of raw score points needed for proficient and advanced proficient scale scores may vary slightly from year to year depending on the level of test difficulty.

But Mr. Peltzman… Why?  NCLB- “No Child Left Behind” –2002  States Must:  Have an annual assessment in reading/language arts and math for grades 3-8 in place by the school year  Assess every student in science by at least once in each of these grade spans:  3-5, 6-9,  Align state assessments with standards  Have all students attain a level of proficiency by the school year

Preparation includes: Practice, format, familiarity, and confidence

How can you help your child prepare?  Get familiar with the test format  Encourage, don’t pressure  Give your child “brain food”  Be sure your child gets enough sleep  Be sure your child arrives to school on time

How can you help your child prepare? Help your child understand these important tips:  Pay attention  Don’t rush  Find the best answer  Aim high  Relax  Be on time

Don’t forget the last tip… BE ON TIME!  AS PER STATE GUIDELINES, STUDENTS MAY NOT TAKE ANY TESTS ON THE DAY(S) THAT THEY ARE LATE TO SCHOOL.  MISSED TESTS WILL HAVE TO BE MADE UP DURING THE SCHEDULED GRADE SPECIFIC MAKE UP WEEKS.

Don’t forget the last tip… BE ON TIME!  STUDENTS WILL MISS INSTRUCTIONAL TIME WHILE MAKING UP TESTS.  IF STUDENTS ARE BROUGHT TO SCHOOL AFTER 9:00 AM, WE WILL RESPECTFULLY ASK YOU TO TAKE THEM HOME UNTIL TESTING IS COMPLETED.

Recent Success for students who attend Clara Barton Spring 2011 Language Arts MathScience Grade 387% P or AP 93% P or AP Grade 479% P or AP 89% P or AP 96% P or AP Grade 576% P or AP 96% P or AP

LAL Tasks, Item Frequency & Scoring NJ ASK TimeTaskItems Reading 30 mins each 3 selections - Includes both literature and informational, or “every day” text Grade 3 – 18 MC & 3 OE Grade 4 – 27 MC & 3 OE Grade 5 – 31 MC & 3 OE Writing 30 mins each 2 prompts (Speculative or Explanatory) 10 points each (5 pt. rubric – score is doubled)

Reading  Working with Text:  Recognition of central idea or theme  Recognition of supporting details  Extrapolation of information/following directions  Paraphrasing/retelling (Vocabulary)  Recognition of text organization  Recognition of a purpose for reading

Reading: Informational/Non-fiction Working With the Text Sample Item Central Idea After reading an article called Why Do Birds Sing?, students may answer questions similar to the one below: Which sentence in the introduction best states the main idea of the article? A.“Keep out or I’ll chase you out!” B. We all hear it, and most of us do not pay any attention. C. It is a long musical sound – a birdsong! D. People who study bird sounds are learning their meanings. NOTE: A question that includes the word best may have several answers that seem true. Select the best answer.

Reading  Analyzing/Critiquing Text :  Questioning, Clarifying, Predicting  Predicting tentative meanings  Forming opinions about texts and Author’s Techniques  Making Judgments, Drawing Conclusions  Interpreting Literary Elements and Textual Conventions

Reading: Narrative/Fiction Analyzing Text Sample Item Drawing Conclusions In the story The Sighting, Mr. McKensie describes the sounds he heard and says that it has to be Bigfoot. Why does he think this? a. He saw what the creature looked like and knows it’s Bigfoot. b. He can’t think of anyone else that could make those sounds. c. He took a picture of the thing that made the noise. d. He knows that Bigfoot lives up by the dam. NOTE: When drawing conclusions, reader need to read between the lines.

Reading: Narrative Open-Ended Sample Item At the end of the story, Dad seems to know what the kids were doing outside. Do you think he knew that they had been searching for Bigfoot and were scared? What evidence from the story helps you draw that conclusion? Use specific information from the story and any additional insight to support your response. NOTE: Be sure to include specific details from the text to support your response.

PointsCriteria 4A 4-point response clearly demonstrates understanding of the task and provides an insightful explanation/opinion that links to or extends aspects of the text. 3A 3-point response demonstrates an understanding of the task and provides some explanation/opinion using situations or ideas from the text as support. 2A 2-point response demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. 1A 1-point response demonstrates minimal understanding of the task and provides only a vague reference to or no use of the text. 0A 0-point response is irrelevant or off-topic. Open-ended Questions Rubric

Reading: Everyday Passage

Reading: Everyday Working with Text Sample Item Extrapolation Which of these objects would be a good source of hidden fingerprints? A. hair B. milk carton  C. door knob D. leather gloves

Reading: Everyday Analyzing Text Sample Item Drawing Conclusions You left your glass of juice in the classroom with Juan and Jenny. One of them drank your juice. What steps would you take to determine which classmate drank the juice? Use information from the article to support your explanation.

Observations about Reading  Many test questions identify a page number as reference to encourage students to turn back to the text and examine the context before responding to the test question.  For multiple-choice questions, students should read all four answer options carefully before responding to the question.

Observations about Reading  For open-ended items, students should make certain they focus on the question asked, respond to all parts of the question, give a complete explanation, and use specific information from the reading to support their explanation.  Open-ended questions provide students with an opportunity to convey their response to the reading. Strong responses include analyses and explanations that are anchored to the text the students have read.

Sample Writing Items

The Horn I Scorn by Jill Esbaum My brother has a slide trombone- He plays it every day. I’d like to dig a great big hole And hide the thing away! His blasts assault my brain cells Until they’re black and blue! My Eardrums cry in agony Long after he is through! As if the horn weren’t bad enough, More racket fills my head – The constant whimpers from our dog Who trembles ‘neath my bed! Someday I’ll play a tune myself; Just wait till my turn comes! I hope that we still share a room WHEN I TAKE UP THE DRUMS! Poem Prompt Explanatory type 1

In “the Horn I Scorn,“ the poet Jill Esbaum writes about a problem that comes from having to share. At one time or another, most of us have to share something with someone else. Write a composition about the difficulties of having to share something you value. In your composition, be sure to:  Describe what it is you have to share  Discuss the problems that come from having to share it  Explain how you solved the problems Poem Prompt Explanatory type 1

Explanatory Prompt - Type 2 Many students enjoy doing something special for their family and friends. For example, they may take care of their younger sibling or help to cook a favorite meal. Write an essay that describes something special that you would like to do for your family or friends. Explain why this would be something special and how your family or friends might react. Be sure to include details and facts to support your explanation. Note: The explanatory prompt, which may draw its topic from a poem, is designed to elicit a sustained piece of writing and therefore asks students to write a composition. This composition should be formatted to include short vivid scenes to illustrate a point.

Speculative Prompt A girl has just gotten an from her pen- pal, who is worried about a problem he is having. Write a story about the boy’s problem and what the girl can do to help him solve it. Note: The speculative prompt gives students a scenario which contains a problem. The students are expected to write a story where the problem is dealt with or solved in a realistic way.

NEW JERSEY REGISTERED HOLISTIC SCORING RUBRIC Score points 3-5 Partial CommandAdequate Command Strong Command Score 345 Content & Organization - may lack opening and/or closing - has opening and closing - usually has a single focus- single focus - sense of unity & coherence - key ideas developed - single focus - unified & coherent - well developed - some flaws in organization - may lack transitions between ideas - ideas loosely connected - transitions evident - logical progression - fluent - attempts compositional risks - repetitious details - unelaborated - uneven development of details - details appropriate & varied Usage- errors/patterns of errors evident - some errors; don’t interfere with meaning - few errors Sentence Construction - little variety in syntax - some errors - some errors; don’t interfere with meaning - few errors Mechanics- patterns of errors evident- some errors; don’t detract from meaning - few errors

Observations about Writing  The prewriting/planning space for each writing task is designed solely for students’ brainstorming and is not scored.  Due to time constraints, students do not have enough time to prepare a first draft and then rewrite or copy over their drafts.

Let’s Try it!

You be the Judge! 1. Four boys are in a tree house. Suddenly, the rope ladder for the tree house tumbles to the ground. Write a story about how the boys solve this problem.

2. Is there anything that you do very well? Whenever you do this thing is seems easy for you, but to others it might seem hard. Write an essay describing something that you do well. Explain what it is, and why it is special to you.  What is it that you do well and why did it come easy to you?  Does any one watch?  Explain why it is special to you and give examples You be the Judge!

3. People enjoy playing games. Some take games they know and change the rules while others invent their own board games, ball games, or other games. Write an essay about a new game you created or might like to create, or an old game for which you changed the rules. Be sure to explain your game by using details and examples to support your explanation.

You be the Judge! 4. Life can be full of pleasant surprises. Identify a time when you experienced a pleasant surprise. Write an essay about a time when you experienced a pleasant surprise. Explain why this surprise was unexpected and how it affected your life in a positive way. Be sure to explain your choice by using details and examples.

5. A girl has just gotten an from her pen-pal, who is worried about a problem he is having. Write a story about the boy’s problem and what the girl can do to help him solve it. You be the Judge!

Plan your writing  PROMPT: A girl has just gotten an from her pen-pal, who is worried about a problem he is having. Write a story about the boy’s problem and what the girl can do to help him solve it.  Use the paper on your tables to plan out your story. Be prepared to share a line.

Mathematics  Multiple choice  computation without calculator  problem solving without calculator  problem solving with calculator Calculator Use Grades 3 & 4 = 25% Grade 5 = 50%

Math Clusters Assessed NNumber Sense and Numerical Operations GGeometry and Measurement PPatterns and Algebra DData Analysis, Probability, and Discrete Math PProblem Solving and Reasoning

Sample Math Tasks

What is the value of the 8 in 68,435? A. eighty B. eight hundred C. eight thousand D. eighty thousand Mathematics Grade 3 Multiple Choice Number Sense

The thermometer shows that the temperature outside is -3°C. What would the temperature be if it were 5 degrees warmer? A. -8°C B. 0°C C. 2°C D. 5°C Mathematics Grade 4 Multiple Choice Number Sense

Mathematics Grade 5 Multiple Choice Number Sense A restaurant has seating for 165 people. The restaurant offers a $15.00 buffet. If the restaurant is full and everyone orders the buffet, how much money will the restaurant earn? A. $990 B. $2,475 C. $2,525 D. $2,575

Find the exact value of 21 x 9. A. 30 B. 126 C. 189 D. 198 Mathematics Grade 3 Multiple Choice Number Operation

Julia and her mother were making red velvet cupcakes. The recipe called for 4 1/5 cups of flour. Which of the following decimals is equivalent to 4 1/5? A B. 4.4 C. 4.2 D Mathematics Grade 5 Multiple Choice Number Operation

Estimate 49 x 12. The product is between what numbers? A. 50 and 100 B. 150 and 250 C. 500 and 900 D and 1500 Mathematics: Grade 4 Multiple Choice Estimation

What is the missing number in this pattern? 2, ___, 18, 54, 162, 486 A. 4 B. 6 C. 7 D. 8 Mathematics Grade 4 Multiple Choice Patterns

Brayden collects box tops for his school. He wants to collect 150 box tops this year. He made a table showing how many he collected each month for the first 3 months. Mathematics: Grade 5 Multiple Choice: Patterns If the pattern shown in the table continues, in which month will he collect his 150 th box top? MonthNumber of Box Tops September46 October39 November32

Tessa and Audrey each had $8.00 to spend at the bookstore. Tessa bought a book that cost $4.50 and Audrey bought a book that cost $5.25. Which of the following correctly compares the amount of money each girl has left? A. $ $4.50 < $ $5.25 B. $ $5.25 > $ $4.50 C. $ $4.50 > $ $5.25 D. $ $5.25 = $ $4.50 Mathematics: Grade 4 Multiple Choice - Procedures

Riley has $30. She wants to buy an ebook for her Kindle that costs d dollars. Which expression shows how much money Riley will have left if she buys the ebook? A. d – 30 B. d + 30 C. 30 – d D. 30 ÷ d Mathematics: Grade 5 Multiple Choice - Modeling

 Grade 5  43 multiple choice questions  5 extended constructed response items  Several tasks to complete  Must show and explain all work  10 short constructed response items  Similar to multiple choice, but no answer options provided.  Grade 3-4  43 multiple choice questions  4 extended constructed response items  Several tasks to complete  Must show and explain all work  8 short constructed response items  Similar to multiple choice, but no answer options provided. Mathematics

Holistic Scoring Guide for Mathematics Open-Ended Items (Generic Rubric) 3 Point Response  Shows complete understanding of the problem’s essential mathematical concepts.  Student executes procedures completely and gives relevant responses to all parts of the task.  The response contains few minor errors, if any.  The response contains a clear, effective explanation detailing how the problem was solved so that the reader does not need to infer how and why decisions were made.

2 Point Response  Shows nearly complete understanding of the problem’s essential mathematical concepts.  The student executes nearly all procedures and gives relevant responses to most parts of the task.  The response may have minor errors.  The explanation detailing how the problem was solved may not be clear, causing the reader to make some inferences.

1 Point Response  Shows limited understanding.  May be incomplete and/or contain major errors.  Incomplete explanation of how problem was solved. 0 Point Response  Shows insufficient understanding.  Contains major errors.  Explanation is missing or not clear enough to understand

Mathematics: Open-ended question Grade 3 Look at the two input-output tables below. Each table has a different rule to change the input numbers to get the output numbers. Table A Table B What is the rule for Table A? What is the rule for Table B? If the number 10 was the input, which table would you use the get the greatest output? Explain your answer. InputOutput InputOutput

Mathematics Open-ended question Grade 4 Francesca earns $2.00 the first time she walks her neighbor’s dog. The walk lasts 5 minutes. On the second day the walk lasts 10 minutes. She earns $4.00 on the second day. If the dog walk increases 5 minutes each day on what day will Francesca walk the dog for ½ hour? If Francesca’s earnings increase according to this pattern, how much will Francesca earn on the day she walks the dog for 30 minutes?

Mathematics: Open-ended question Grade 5 Lexi is training for a 10-kilometer race. The table below shows how many kilometers Lexi has run over the last 4 weeks. What is the rule for this table? If the pattern continues, how many kilometers will Lexi have run after 5 weeks? In what week will Lexi have run 300 kilometers? Explain your answer. Kilometers Lexi Ran Week12345 Total Kilometers Run

For More Information Office of State Assessments New Jersey Core Curriculum Content Standards

THANK YOU for attending the Clara Barton 2012 NJ ASK Night!