1. Scaled Leadership Data Driven Instruction
Office of Academics and Transformation
Division of Academics
January 2016
Elementary ELA

2. Using data to drive observation/instruction
How do I know that instruction is aligned to assessment and meeting the goals of the standard?
What is the thinking ratio in the classroom?
Complexity of text + rigor of the task = depth and intent of the standard.

3. FSA ELA District-Wide Data:
Cluster 1
Key Ideas and Details
Cluster 2
Craft & Structure
Cluster 3
Language & Editing
Cluster 4
Integration of Knowledge
Cluster 5
Text-Based Writing
Integration of knowledge and ideas is the weakest in all three grades, across the district. Share with principals the standards assessed in the reporting category.
Language and Editing is the STRONGEST reporting category.
RL.3.7/RI Interpret Information (Multi-Media)
RI.3.8 – Argument (& Reasons)
RL.3.9/RI.3.9 – Multi-Text
Look for the trends and instructional implications in your schools with your data.

4. Weekly Briefing # 18631

5. Review the basics of each reporting category.

6. Grade 3 – ELA Item Specifications
3.8 is only assessed with informational text in grades 3-5.

7. Grade 4 – ELA Item Specifications

8. Grade 5 – ELA Item Specifications

9. Instructional Implications:
RI.3.8 – Argument
Grade 3
Item Specs
Grade 4 Item Specs
Grade 5 Item Specs
Sample Questions
Instructional Implications:
Gr.3
Which of the following descriptions explain the relationship between paragraphs __ and __?
Select the sentence in the article that demonstrates a shift between ___ and ___.
Describe connections between sentences & paragraphs (comparison, cause/effect, sequence…)
Select words & phrases to show connection
Reasons & evidence to support points in text
Identify how or why an author uses evidence to support points
Explain how an author uses reasons/evidence to support points
Explain how reasons/evidence support points made by the author
Identify which reasons and evidence support which point
Select words & phrases to support a point
Sort reasons & evidence into a GO based on the point
Gr.4
How does the author of Passage 1 support the point that the _____ found was an important _____? (describes…gives an example… explains…)
Evidence
Gr. 5
Part A: Which sentence gives a point made by the author Passage 1? (about a person)
Part B: Which sentence from Passage 1 provide evidence for the answer in Part A?
Part A: How does the author use similar evidence to support opposing viewpoints in the text?
Part B: Select a sentence from each viewpoint to support your answer.
What information about _____ is included in both Passage 1 and Passage 2?
Evidence sort into a Venn Diagram or Two Column Chart

10. Group assignments Group # 1 RL.3.7 Group #2 RI.3.7 Group #3 RL.3.9
Look in the item specifications for the assessment limits, text types, and task demands.
Note changes across grade levels.

11. Instructional Implications:
RL.3.7
Grade 3
Item Specs
Grade 4 Item Specs
Grade 5 Item Specs
Sample Questions
Instructional Implications:
Gr.3
What is the similarity in the way the pictures are used in both stories?
Select words or phrases from the text that identify the mood of the illustration.
Explain how illustrations contribute to what is conveyed by words
How does illustrations create mood, emphasize aspects of character or setting.
Audio/multi-media files included.
Make connections between text and an oral or visual presentation
Make connections between 2 versions of a story.
SL.1.2. included: paraphrase text
Analyze how visual and multimedia elements contribute to tone/beauty of text
SL.1.2. included: Summarize text
Across 2 or more pieces of text
Gr.4
Part A: How does the picture help the reader understand the story?
Part B: Click on part of the picture that shows this.
Part A: How do the stage directions give more information about the two characters than the passage provides?
Part B: Select a phrase from the script that shows this.
Pacing Guides provide questions and graphic organizers.
Gr. 5
How does the picture of the ___ support the author’s message?
Explain how the image of the ____ helps convey the meaning of the passage.
Part A: What is the tone of the passage?
Part B: How does the picture help convey this tone?

12. Instructional Implications:
RI.3.7
Grade 3
Item Specs
Grade 4 Item Specs
Grade 5 Item Specs
Sample Questions
Instructional Implications:
Gr.3
Explain what information the reader can gain from the illustration in the article.
Why does the author include the illustration in the article
Draw information from multiple print or digital sources
Efficiently locate information quickly to answer a question or solve a problem
Summarize the points and explain how each claim is supported by reasons and evidence.
Use information gain from both illustrations (maps, photos) and texts to demonstrate understanding (when, where, why and how)
Determine what information is gained from both illustrations and text.
2 or more texts and other media
Interpret information presented visually, orally, or quantitatively and explain how information contributes to understanding.
Paraphrase portions of text
Identify reasons and evidence provided to support particular points
Gr.4
Explain what information the reader can gain from the text feature that is not discussed in the article.
Using information from the article and the diagram, which ____ is used to ____?
Pacing Guides provide questions and graphic organizers.
Gr. 5
Which sentence best summarizes the presentation?
Part A: Select the statement that best describes the speaker’s claim.
Part B: Select the evidence that the speaker uses to support the claim.

13. Instructional Implications:
RL.3.9 Compare/Contrast
Grade 3
Item Specs
Grade 4 Item Specs
Grade 5 Item Specs
Sample Questions
Instructional Implications:
Gr.3
How are plots/settings in both stories similar?
Part Al: What theme do the two passages have in common?
Part B: How do the authors use the events in each passage to illustrate the theme?
Compare and contrast stories in the same genre on their approaches to similar themes/topics
2 or more text
Do Not Ask to simply identify common themes/topics
Compare and contrast the themes, settings, and plots – 2 or more texts – same author
Compare and contrast the treatment of similar themes, and topics, patterns of events
2 or more stories, myths, traditional lit/different cultures.
Select words/phrases to show how authors treat theme, topic, pattern of events.
Gr.4
Both passages are about characters experiencing a difficult situation. How do the authors use the events to illustrate how the charters feel?
Part A: What theme do the 2 passages have in common?
Part B: How do the authors use the events in each passage to illustrate this theme?
Pacing Guides provide questions and graphic organizers.
Gr. 5
In both passages, the characters discover places that have a powerful impact on them.
Part A: Select a line from Passage A that demonstrates the impact of _____.
Part B; Select a line from Passage B that demonstrates the impact of ______?

14. Instructional Implications:
RI.3.9 Compare/Contrast
Grade 3
Item Specs
Grade 4 Item Specs
Grade 5 Item Specs
Sample Questions
Instructional Implications:
Gr.3
How is the (person in text) in Article 1 different from (the person in text) in Article 2?
How are Passages 1 and 2 alike?
Which sentences/phrases identify import ant points or key details in Article A and Article B?
Integrate information from several texts on the same topic.
Use information to develop or support inferences drawn from texts.
Compare and contrast most important points and key details presented in 2 texts
Use key details to determine how texts are similar or different.
Integrate information from 2 texts on the same topic.
Understand connections between texts that are implicit or explicit.
Gr.4
Using information from both articles, select two ways that the two authors present their information similarly.
Part A: Select a sentence from Article A that supports the claim___.
Part B: Select a sentence from Article B that shows why this addition would be beneficial.
Pacing Guides provide questions and graphic organizers.
Gr. 5
Based on the information in Article A, should the _____ in Article B offer ____?
Part A: Select a sentence from Article A that supports the claim___.
Part B: Select a sentence from Article B that shows why this addition would be beneficial.

15. Now what? So what? Now What?:
Integration of Knowledge and Ideas is the weakest standard.
Inference is required to know what the author really means.
Assessed using multiple texts (printed, visual, oral)
So What?:
Are you observing a task rigorous enough to reach the depth and intent of the standard?
Who is doing most of the work in the classroom? What is the ratio of thinking? Are students responsible for independent thinking?
Do you see evidence in student journals?