1. Signal words and writing prompts Facilitating higher level thinking skills

2. Signal words  Analyze - break apart, examine methodically  Reader’s voice as well as author’s  Analyze - break apart, examine methodically  Reader’s voice as well as author’s

3. Cite evidence  Mention in support (of a thesis statement); refer to as an example  Specifics using quotes or paraphrasing essential details  Mention in support (of a thesis statement); refer to as an example  Specifics using quotes or paraphrasing essential details

4. Compare/contrast  When asked to evaluate two related passages

5. evaluate  Make a judgment after weighing specific evidence  Judgment is reader’s evaluation of what author writes  Specific evidence (in text) should correlate/support judgment  Make a judgment after weighing specific evidence  Judgment is reader’s evaluation of what author writes  Specific evidence (in text) should correlate/support judgment

6. Generalize  Draw conclusions based upon presented information  Correlation/support with essential specific details (in text)  Draw conclusions based upon presented information  Correlation/support with essential specific details (in text)

7. Interpret  Provide meaning: make it clear  Readers should use own language  Provide meaning: make it clear  Readers should use own language

8. Sentence starters Using language of PSSA Anchors, PA Reading Standards

9. “interpret and/or analyze the effect of..”  Include the impact/effect upon the reader

10. Need both reader and author input when:  Analyzing  Interpreting  Evaluating  generalizing  Analyzing  Interpreting  Evaluating  generalizing

11. Writing prompts

12. Things to consider  Reading passages  Shorter in length  Higher in rigor  Lend themselves to analysis, evaluation, interpretation, etc.  Reading passages  Shorter in length  Higher in rigor  Lend themselves to analysis, evaluation, interpretation, etc.

13. Target passage types  Fiction  Story  Poem  Non-Fiction  Informational  Biography (auto) OR practical/how-to/advertisement  Essay/editorial  Fiction  Story  Poem  Non-Fiction  Informational  Biography (auto) OR practical/how-to/advertisement  Essay/editorial

14. Prompt  Related to a PA reading standard/anchor  Incorporate language of the standard/anchor  Ask for supporting details/examples from passage  Related to a PA reading standard/anchor  Incorporate language of the standard/anchor  Ask for supporting details/examples from passage

15. Writing prompt response  Requirements  Need to respond directly in first sentence or two  Incorporate key words/phrases from prompt  Cite evidence from text to support  Should support with more than one essential detail  Requirements  Need to respond directly in first sentence or two  Incorporate key words/phrases from prompt  Cite evidence from text to support  Should support with more than one essential detail

16. consider Student response should be brief and to the point: 5 or 6 sentences max Student response should be brief and to the point: 5 or 6 sentences max

17. PSSA rubric for open ended reading items  Included in handout  Familiarize students with the language  let students evaluate other responses using the rubric  Included in handout  Familiarize students with the language  let students evaluate other responses using the rubric