Assessments - EngageNY · Assessments. February 2014 ... Students will write a multi-paragraph...

February 2014

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Assessments

February 2014


Performance Assessment Standards: Module 10.1

CCS Standards: Reading—Literature

RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

CCS Standards: Reading—Informational Text

RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Rl.9-10.10: By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

CCS Standards: Writing

W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• W.9-10.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• W.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• W.9-10.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.

• W.9-10.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

New York State Common Core

February 2014


trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCS Standards: Speaking and Listening:

SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCS Standards: Language:

L.9-10.1.a-b: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• L.9-10.1.a: Use parallel structure. • L.9-10.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial,

prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

L.9-10.2.a-c: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• L.9-10.2.a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

• L.9-10.2.b: Use a colon to introduce a list or quotation.

L.9-10.2.a-c: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


• L.9-10.2.b: Use a colon to introduce a list or quotation.

• L.9-10.2.c: Spell correctly.

February 2014


Module 10.1 Assessment Map The table below lists the assessments in Module 10.1 in sequential order.

Unit/ Lesson Standard(s) Assessment

10.1.1 L7 RL.9-10.9

W.9-10.2.d

Students will craft a multi-paragraph response to the End-of-Unit Assessment

prompt. The End-of-Unit Assessment should be assessed using the Text

Analysis Rubric.

How does Williams draw upon and transform a central idea established

by Marlowe and Raleigh? Cite evidence to support your response.

10.1.2 L7

RL.9-10.3

W.9-10.2

W.9-10.9

Students will craft a multi-paragraph response to the Mid-Unit Assessment

prompt. Student responses should be assessed using the Text Analysis

Rubric.

How has Hundert developed over the course of this text? Cite evidence

to support your response.

10.1.2 L13 RL.9-10.2

RL.9-10.3

The learning in this lesson will be captured through an End-of-Unit

Assessment. Students will write a multi-paragraph essay responding to the

following prompt:

What central idea does Canin develop in The Palace Thief? In your

analysis, consider how the narrator and his interactions with other

characters develop this idea. Use 3-6 vocabulary words from this unit in

your response.

10.1.3 L9

Mid-Unit

Assessment

RL.9-10.2

W.9-10.2.b

W.9-10.4

SL.9-10.4

Students will prepare and present an analysis of how Amy Tan develops and

refines a central idea in the chapter “Two Kinds.”

Presentation Prompt: How does Tan develop and refine a central idea in

“Two Kinds”? Support your analysis with at least three concrete details

or quotations, and include an objective summary of the text.

Students will be assessed on their presentation, using the Speaking and

Listening Rubric. Additionally, students will be assessed on the written

response outlined on their Presentation Preparation Tool, using the Short

Response Rubric. Students will also be held accountable for the notes they

have taken on other group presentations.


February 2014


Unit/ Lesson Standard(s) Assessment

10.1.3 L14

End-of-Unit

Assessment

RI.9-10.2

RL.9-10.2

W.9-10.2

W.9-10.9

The learning in this unit will be captured through a multi paragraph written

response at the end of the lesson. The End-of-Unit Assessment should be

assessed using the Text Analysis Rubric.

Choose either “Rules of the Game” or “Two Kinds” from The Joy Luck

Club, and compare it to Bissinger’s “Dreaming of Heroes” from Friday

Night Lights. How do the relationships between children and their

parents develop a central idea common to these two texts?

Module

Performance

Assessment

RL.9-10.2

RL.9-10.3

RL.9-10.10

RI.9-10.2

RI.9-10.10

W.9-10.2.a,

b, d, f.

W.9-10.5

W.9-10.9

SL.9-10.1

L.9-10.1.a-b

L.9-10.2.a-c

Over the course of this module, you have read, among other things, Ethan

Canin’s The Palace Thief, two chapters from Amy Tan’s The Joy Luck Club, and

a chapter from H. G. Bissinger’s Friday Night Lights. For this assessment, you

will choose one relationship from within one of these texts in order to

explore how that relationship develops a central idea in the text.

Select a relationship from one of these texts. How does this relationship

develop a central idea over the course of your chosen text?

In order to address the prompt, review your notes and annotations about the

texts in this module, including statements you have made about your chosen

relationship, the characters in it, and central ideas in that text. In your

review, identify interactions and connections and discuss these with a small

group of classmates. Next, gather relevant textual evidence to support a

statement about how your chosen relationship develops a central idea. After

drafting a multi-paragraph response to the prompt, engage in the revision

process, independently or with a classmate, to edit and revise your response.

Remind students that for this assessment they should explore a relationship

that they have not explored previously in other writing assignments

throughout the module.

February 2014


Assessment Alignment Activity

The Standards Work with your group to calibrate your interpretation of what the standards require of students.

1. Individually, read each standard closely and identify the knowledge and skills that each requires

of a student. Make note of these things by listing them under the appropriate headings in the

table.

2. Review the standards once again and think about knowledge or skills students will have to

employ that are assumed or implied by the standards. Make note of these items in the table if

you feel they are vital to a student’s success in demonstrating the standard.

3. Working with your group, discuss the key knowledge and skills you each identified to develop a

shared understanding of what the standards require. Use a piece of chart paper to list the

knoweldge and skills that the group agrees are required by the standards.

The Performance Task Now you will turn your attention to the specific knowledge and skills students will use to complete the

summative assessment task.

1. Individually, read the task carefully and think about what all students will need to know and be

able to do in order to be successful on the task. Make note of these by either placing a star next

to things you identified in the table or adding them to the table.

2. Identify any gaps you feel there are between what the standards are asking for and what the

performance task will require.

3. Work with your group to developed a shared assessment of the alignment of the summative

task to the standards.

Discussion Questions How aligned is the summative task to the standards?

What elements of the degree to which students demonstrate command of the knowledge and skills required by the standards are open to interpretation by the teacher in the final student work? How can we ensure consistent interpretation and use of the assessments in curriculum?

February 2014


Assessment Alignment Tool Standard(s):

CCS Standards: Reading—Literature

• RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

CCS Standards: Reading—Informational Text

• RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• Rl.9-10.10: By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

CCS Standards: Writing

• W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• W.9-10.2.a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.


February 2014


• W.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• W.9-10.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic. • W.9-10.2.f: Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic). • W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

• W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCS Standards: Speaking and Listening:

• SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

CCS Standards: Language:

• L.9-10.1.a-b: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

• L.9-10.1.a: Use parallel structure. • L.9-10.1.b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and

clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

• L.9-10.2.a-c: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


• L.9-10.2.b: Use a colon to introduce a list or quotation. • L.9-10.2.c: Spell correctly.


February 2014


Knowledge Skills

“Students will know…” “Students will be able to…”

Terms

Vocabulary

Names

Phrases

Symbols

Facts

Persons

Events

Data

Operations

Rules & Principles

Relations

Guidelines

Organizational Cues

Process & Procedure

Patterns

Sequences

Order of events or operations

Steps

Translation

Identify

Describe

Distinguish

Compute

Application

Use

Illustrate

Solve

Demonstrate

Analysis & Synthesis

Compare

Contrast

Explain

Infer

Combine

Construct

Integrate


February 2014


Module 10.1 Performance Assessment

Over the course of this module, you have read, among other things, Ethan Canin’s The Palace Thief, two chapters from Amy

Tan’s The Joy Luck Club, and a chapter from H. G. Bissinger’s Friday Night Lights. For this assessment, you will choose one

relationship from within one of these texts in order to explore how that relationship develops a central idea in the text.

Select a relationship from one of these texts. How does this relationship develop a central idea over the course of your

chosen text?

In order to address the prompt, review your notes and annotations about the texts in this module, including statements you

have made about your chosen relationship, the characters in it, and central ideas in that text. In your review, identify

interactions and connections and discuss these with a small group of classmates. Next, gather relevant textual evidence to

support a statement about how your chosen relationship develops a central idea. After drafting a multi-paragraph response to

the prompt, engage in the revision process, independently or with a classmate, to edit and revise your response. Remind

students that for this assessment they should explore a relationship that they have not explored previously in other writing

assignments throughout the module.

10/01/13

Test Blueprint: New York State Regents Examination in English Language Arts (Common Core)

Test Part Suggested Time

Standards Addressed (coverage will vary)

Text Description Student Task

PART 1 READING

COMPREHENSION

60 minutes

RL.1-6, 10 RI.1-6, 8-10 L.3-5

2 – 3 texts Up to approximately 2,600 words total Each test will contain at least one literature and one informational text.

Students will perform a close reading of the texts and answer 24 multiple-choice questions.

PART 2 WRITING FROM

SOURCES

90 minutes

RL.1-6,10-11 RI.1-10 W.1, 4,9 L.1-6

2 – 5 texts Up to approximately 2,600 words total Each test will contain at least two informational texts and, in addition, may contain graphics or one literature text.

Students will perform a close reading of the texts and write a source-based argument, as directed by the task.

PART 3 TEXT ANALYSIS

30 minutes

RL.1-6, 10 RI.1-6, 8-10 W.2,4,9 L.1-6

1 text Up to approximately 1,000 words Each test will contain one literature or one informational text.

Students will perform a close reading of the text and write a two to three paragraph response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea.

Overall, the test requires that students read closely 5-9 texts of up to approximately 6,200 words and that they answer 24 multiple-choice questions, write one source-based argument, and one text-based response that identifies a central idea in the text and analyzes how the author’s use of one writing strategy develops this central idea. The test assesses Common Core Learning Standards in Reading, Writing and Language for the Grade 11-12 span, but, due to the integrative and cumulative nature of the standards, items may also assess standards in earlier grade bands. Exact standard coverage will vary from test to test based on the texts and writing tasks used.

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