© 2015 The College Board The Redesigned SAT – Expression of Ideas Standard English Conventions Susan Wilson-Golab Literacy Consultant, Oakland Schools

© 2015 The College Board Score Reporting on the Redesigned SAT 2

© 2015 The College Board The Redesigned SAT Suite of Assessments 3

© 2015 The College Board SAT Writing and Language Test

© 2015 The College Board Writing and Language Test Content Specifications 1.Use the Test Specifications- SAT Writing and Language Test. 2.Discuss: What are the top 3-5 things everyone needs to know in the Writing and Language Test Specifications? 3.Be prepared to share findings with the group. SAT WRITING AND LANGUAGE TEST CONTENT SPECIFICATIONS NUMBERPERCENTAGE OF TEST Time Allotted35 minutes Passage Word Count1700 words total from 4 passages; 400–450 words per passage Total Questions44 questions100% Multiple Choice (4 options)100% Passage Based100% Contribution of Items to Subscores and Scores Expression of Ideas24 questions55% Standard English Conventions20 questions45% Words in Context (Across Reading and Writing and Language Tests) 8 questions (2 questions per passage) 18% Command of Evidence (Across Reading and Writing and Language Tests) 8 questions (2 questions per passage) 18% Analysis in History/Social Studies (Across Math, Reading, and Writing and Language Tests) 6 questions (all Expression of Ideas questions in history/social studies) 14% Analysis in Science (Across Math, Reading, and Writing and Language Tests) 6 questions (all Expression of Ideas questions in science) 14% Passage Contents Careers1 passage; 11 questions25% History/Social Studies1 passage; 11 questions25% Humanities1 passage; 11 questions25% Science1 passage; 11 questions25% 5

© 2015 The College Board How Do The Tests Impact Instruction in Science, Social Studies, and Career-Related Courses? ►Cross-test scores will include a score for Analysis in Science and Analysis in History/Social Studies - Texts used for analysis on the Writing and Language Test will have foundations in content area courses - Tables, graphs, and data used on all tests will relate to topics in content areas.Tables, graphs, and data may relate to topics in content areas ►Some Expression of Ideas questions will contribute to Analysis in History/Social Studies and Analysis in Science Cross-Test Scores 6

© 2015 The College Board What Do Students Need to Know for Post-High School Success? The College Board has identified a critical set of knowledge, skills, and understandings that predict student success in college and workforce training programs: ► Comprehend challenging literary and informational texts ► Revise and edit extended texts ► Show command of math, especially algebra and data analysis ► Use evidence in reading and writing ► Analyze data ► Use and understand words in context 7

© 2015 The College Board Expression of Ideas and Standard English Conventions 8 Student will be asked to: Make corrections in passages Correct a description/explanation of a graph or table Read multi-paragraph passages requiring reader to engage in complex, real-world revision and editing tasks Have a good understanding of 1 or more paragraphs, or even entire passage

© 2015 The College Board ► Punctuation ► Grammar and usage ► Sentence structure ► Rhetorical skills (how well develop given topic by choosing expressions appropriate to an essay’s audience and purpose) ► Organization ► Style (selecting precise and appropriate words and images, maintain level of style and tone in an essay…) ► Grammar, usage, punctuation conventions ► Topic development ► accuracy (consistency between text and graphic[s]) ► Logic ► Cohesion ► rhetorically effective use of language. ► Text passages based in humanities, science, social studies/history 9 SAT vs. ACT

© 2015 The College Board Standard English Conventions Sample Question Please read Dong Kingman: Painter of Cities to answer the following question: A crowd of admiring spectators [ 1 ] watched as Kingman squeezes dollops of paint from several tubes into a tin watercolor box, from just a few primary colors, 1.A)NO CHANGE B)had watched C)would watch D)watches CONTENT: Standard English Conventions: Sentence Structure/Inappropriate Shifts in Construction/Verb tense, mood, and voice 10

© 2015 The College Board Expression of Ideas Sample Question Please read Dong Kingman: Painter of Cities to answer the following question: His broader brush strokes and sponge-painted shapes create majestic city skylines, with skyscrapers towering in the background, bridges connecting neighborhoods on either side of a river, and [ 3 ] delicately painted creatures, such as a tiny, barely visible cat prowling in the bushes of a park. 3.The writer wants to complete the sentence with a third example of a detail Kingman uses to create his majestic city skylines. Which choice best accomplishes this goal? A) NO CHANGE B) exquisitely lettered street and storefront signs. C) other city details that help define Kingman’s urban landscapes. D) enormous ships maneuvering out of a busy harbor. CONTENT: Expression of Ideas: Development/Support 11

© 2015 The College Board Expression of Ideas Sample Question Please read Dong Kingman: Painter of Cities to answer the following question: His broader brush strokes and sponge-painted shapes create majestic city skylines, with skyscrapers towering in the background, bridges connecting neighborhoods on either side of a river, and [ 3 ] delicately painted creatures, such as a tiny, barely visible cat prowling in the bushes of a park. 3.The writer wants to complete the sentence with a third example of a detail Kingman uses to create his majestic city skylines. Which choice best accomplishes this goal? A) NO CHANGE B) exquisitely lettered street and storefront signs. C) other city details that help define Kingman’s urban landscapes. D) enormous ships maneuvering out of a busy harbor. CONTENT: Expression of Ideas: Development/Support 12

© 2015 The College Board Expression of Ideas Sample Question In 1936, a critic described one of Kingman’s solo exhibits as “twenty of the freshest, most satisfying watercolors that have been seen hereabouts in many a day.” [ 4 ] 4.The writer wants to conclude the passage with a sentence that emphasizes an enduring legacy of Kingman’s work. Which choice would best accomplish this goal? A)Although Kingman’s work might not be as famous as that of some other watercolor painters, such as Georgia O’Keeffe and Edward Hopper, it is well regarded by many people. B)Since Kingman’s death in 2000, museums across the United States and in China have continued to ensure that his now-iconic landscapes remain available for the public to enjoy. C)The urban landscapes depicted in Kingman’s body of work are a testament to aptness of the name chosen for Kingman when he was just a boy. D)Kingman’s work was but one example of a long-lasting tradition refreshed by an innovative artist with a new perspective CONTENT: Expression of Ideas: Organization/Introductions, Conclusions, and Transitions 13

© 2015 The College Board Expression of Ideas Sample Question In 1936, a critic described one of Kingman’s solo exhibits as “twenty of the freshest, most satisfying watercolors that have been seen hereabouts in many a day.” [ 4 ] 4.The writer wants to conclude the passage with a sentence that emphasizes an enduring legacy of Kingman’s work. Which choice would best accomplish this goal? A)Although Kingman’s work might not be as famous as that of some other watercolor painters, such as Georgia O’Keeffe and Edward Hopper, it is well regarded by many people. B) Since Kingman’s death in 2000, museums across the United States and in China have continued to ensure that his now- iconic landscapes remain available for the public to enjoy. C)The urban landscapes depicted in Kingman’s body of work are a testament to aptness of the name chosen for Kingman when he was just a boy. D)Kingman’s work was but one example of a long-lasting tradition refreshed by an innovative artist with a new perspective CONTENT: Expression of Ideas: Organization/Introductions, Conclusions, and Transitions 14

© 2015 The College Board Expression of Ideas and Rhetorical Effectiveness Please read Dong Kingman: Painter of Cities to answer the following question: His broader brush strokes and sponge-painted shapes create majestic city skylines, with skyscrapers towering in the background, bridges connecting neighborhoods on either side of a river, and [ 3 ] delicately painted creatures, such as a tiny, barely visible cat prowling in the bushes of a park. 3.The writer wants to complete the sentence with a third example of a detail Kingman uses to create his majestic city skylines. Which choice best accomplishes this goal? A) NO CHANGE B) exquisitely lettered street and storefront signs. C) other city details that help define Kingman’s urban landscapes. D) enormous ships maneuvering out of a busy harbor. CONTENT: Expression of Ideas: Development/Support 15

© 2015 The College Board Passage: Climbing Mt. Fuji “Our pace slowed. Progressing along the trail, we reached the summit just five minutes before dawn.” 23. Which choice emphasizes the slowness of the ascent and supports the idea that the narrator’s group of friends did not set their own pace? A) NO CHANGE B) Able to advance only a few steps at a time, C) Moving forward with each step, D) Climbing higher in altitude,. 16 ACT: Rhetorical Skill

© 2015 The College Board ► Taking a second look at Test Specifications pg. 35 ► Expression of Ideas24 questions55% ► Standard English Conventions 20 questions45% ► Words in Context8 questions18% ► Command of Evidence8 questions18% ► *Analysis in History/Social Studies6 questions14% ► *Analysis in Science6 questions14% ► *Questions are all Expression of Ideas in that particular content area. 17 # Items Contributing to Scores and Subscores

© 2015 The College Board With your table group: ► Compare layout, text complexity, and types of questions. ► What is similar and what is different? ► What are 2-3 important take-aways from this comparison study? 18 Comparison Study

© 2015 The College Board What instructional strategies may be useful to incorporate across my course/class? At your tables, create a list of instructional strategies you would suggest to colleagues. (i.e. skill building, content knowledge, activities, resources, etc.) 19 Brainstorming Instructional Strategies

© 2015 The College Board Expression of Ideas – Instructional Strategies ►Practice writing and language analysis skills to develop student analyses of social studies, science, and career-related passages. Ask them to focus on: -effective language use -expression of ideas -properly utilizing standard English conventions ►Using the informational graphics in a textbook or periodical, provide students with inaccurate interpretations of data and ask them to correct the error(s). Have them explicitly describe the data they used to make each correction. ►Revisit and edit previous writing assignments. 20

© 2015 The College Board Standard English Conventions – Instructional Strategies ►Practice revising and editing during class by asking students to refine their own work, as well as the work of their peers. Consider: ­ grammatical conventions ­ word choice ­ sentence structure in extended contexts ►Give students the opportunity to correct mistakes, both in your carefully constructed errors and in their own work. Focus on: ­ word choice ­ conventions of usage and punctuation ­ organization ­ analysis of graphical data ►Ask students to review text messages and make corrections based on standard English conventions. Discuss how this impacts the tone and meaning of the messages. 21

© 2015 The College Board Places to check out on Khan’s website: 1. Video examples Video examples 2. Bottom links: Coaching resources 1. Coach Reports 2. Coach Resources 3. Case Studies 4. Common Core 22 Khan Academy

© 2015 The College Board Redesigned SAT Teacher Implementation Guide See the whole guide at collegereadiness.collegeboard.org 23

© 2015 The College Board What’s in the Redesigned SAT Teacher Implementation Guide? ►Information and strategies for teachers in all subject areas ►Overview of SAT content and structure ►Test highlights ►General Instructional Strategies ►Sample test questions and annotations -Skill-Building Strategies for your classroom -Keys to the SAT (information pertaining to the redesigned SAT structure and format) -Rubrics and sample essays ►Scores and reporting ►Advice to share with students 24

© 2015 The College Board Self Assessment/Reflection ►What can you do in your classroom immediately to help students understand what they’ll see on the redesigned SAT? ►What long-term adjustments can you make to support students in developing their mastery of Expression of Ideas and Standard English Conventions? ►What additional resources do you need to gather in order to support students? ►How can you help students keep track of their own progress? 25