1. Session Objectives In this session, we will consider: 1. the language demands of the practice standards from the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) by reading a graphic 2. the language functions that students will have to use to successfully complete the Smarter Balance Assessment Consortium (SBAC) assessments by examining sample tasks

2. Classroom Interaction Structures  Alone think time or individual task  Partner work with peer of different proficiency or skill level  Small group (4-6) discussion or task  Large group discussion or share out

3. Reading Graphics One can "read” a graphic and make meaning of it in different ways; from different entry points.  What entry point did you select and why?  What are the potential relationships you understand from reading the graphic?  In your estimation what did the "author" intend?

4. CCSS Standards for Mathematical Practice Source: Tools for the Common Core Standards

5. Reading Graphics

6. One can "read" the graphic and make meaning of it in different ways; from different entry points.  Where did you start and why?  What relationships did you understand from reading the graphic?  In your estimation what did the "author" intend?

7. Practices Relationships and Convergences

8. Reading Graphics  What is the name of this type of graphic ?  Where did your attention go to first?  What is the significance of each of the seven areas in the graphic?  What does this graphic tell you about relationships and convergences among the mathematics, science, and English language arts standards?

9. Language Function Language function refers to the purpose for which language is being used. Language functions are what the students do with language to accomplish the content tasks.

10. Language Function Some examples of language functions include:  Describing nouns, places, procedures  Categorizing  Comparing and Contrasting  Summarizing  Sequencing  Giving and following directions  Hypothesizing  Predicting  Explaining cause and effect 

11. Language Function Partner Task 1.Circle all the language functions you and your partner identify in the graphic. 2. Write one sentence about what a student is being asked to do by the CCSS and NGSS practices.

12. Language Function Table Task 1. Read your sentence so that the others at your table can hear it. 2.Discuss all the sentences and decide on one idea you want to share with the whole group.

13. Language Demands  Language demands of a learning task include any of the language skills (listening, reading, speaking, writing) student need to access and successfully complete the task.  O’Hara, Pritchard, and Zwiers (2012) believe that identifying specific language demands requires an analysis of the text, tasks, and tests to be used in a lesson.

14. Language Demands Language demands in mathematics include  academic language  content-specific vocabulary  symbol notation  visual displays, such as graphs  grammatical features, including complex noun phrases  language functions

15. Language Demands Partner Task 1.Look at the sample items and identify language demands and language functions that are embedded in the task. 2.Discuss instructional strategies that will help students succeed with this type of assessment tasks.

16. Smarter Balance Assessment Consortium http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

17. Smarter Balance Assessment Consortium http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

18. Smarter Balance Assessment Consortium http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

19. Smarter Balance Assessment Consortium http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

20. Sample Items http://www.smarterbalanced.org/sample-items-and- performance-tasks/ http://www.parcconline.org/samples/item-task- prototypes http://www.ccsstoolbox.com/parcc/PARCCPrototype_ma in.html http://www.illustrativemathematics.org/illustrations http://sbac.portal.airast.org/practice-test/