NECAP Reading Grades 6-8 Supporting the Transition to Common Core State Standards
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Transcript of NECAP Reading Grades 6-8 Supporting the Transition to Common Core State Standards
NECAP READING GRADES 6-8 SUPPORTING THE TRANSITION TO COMMON CORE STATE STANDARDS
Patsy DuntonEnglish Language Arts Specialist
Susan SmithNECAP Coordinator
COMMON CORE STATE STANDARDS (CCSS)
Fundamental understandings about the CCSS initiative include: Strong literacy skills support workplace success Most jobs (70-85%) require specific study or
training beyond high school
A primary CCSS goal is for all students to graduate from high school College and Career Ready (CCR)
COLLEGE AND CAREER READY
For English language arts, this means: Students can read and use information Students can make their thinking process
explicit Students use evidence to support their
conclusions
How do we know if a student college ready? Placed in composition course without remediation Meets conditions outlined in the Framework For
Success in Postsecondary Writing Generally, achieved SAT of 500+ Read and comprehend independently and
consistently text with Lexile of 1300 minimum
HOW DO WE GET TO CCR?
Use evidence to inform your plan: existing data and exemplars
Make thinking explicit: build a reasoned argument to explain your methods
Use information effectively: determine which resources have sufficient quality and usefulness to use
Compose a question you should ask and answer using NECAP (and MEA) data.
WH
AT Y
OU
AR
E D
OIN
G!
This is a grade 8 writing standard from CCSS
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
http://www.maine.gov/education/lres/ela/documents/Reading%206-12%20by%20CCR%20chart.pdf
HOW CAN NECAP DATA INFORM YOUR TRANSITION?
Word Identification and Analysis
Vocabulary—Breadth and Use of Strategies
Literary Reading—Initial Understanding
Informational Reading— Initial Understanding
Literary Reading—Analysis and Interpretation
Informational Reading—Analysis and Interpretation
Items are as nearly balanced as possible between initial understanding and analysis
Items are as nearly balanced as possible between literary and informational text
ASSESSMENT DESIGN—READING
3 Sessions of Reading, utilizing 9 different forms that mix together:
Common (Items and passages taken by all students—used to determine performance toward meeting proficiency)
Equating Matrix (Variety of previously Field Tested items/passages taken by students to insure equitable difficulty across the forms)
Field Test (Newly developed passages and items being tested for future use)
Item Types: Stand Alone items (Multiple Choice) and Passages with items (Multiple Choice and Constructed Response)
Stand alones precede passages Short passages have 4 MCs and 1 CR Long passages have 8 MCs and 2 CRs
DEPTH OF KNOWLEDGE (DOK)/COGNITIVE DEMAND
Many models of cognitive levels, built from Bloom’s Taxonomy
Norm Webb’s four-level model is used for NECAP Level 1—Recall Level 2—Skill/Concept Level 3—Strategic Thinking Level 4—Extended Thinking
SUSAN SMITH
NECAP Data Overview
Public Reports available at: http://www.maine.gov/education/necap/results.html
Confidential Student Reports available at password-protected site: http://iservices.measuredprogress.org/
LET’S EXPLORE THE NECAP READING ASSESSMENT DATA
Once an account has been created for you:
http://iservices.measuredprogress.org/
To view a 37 minute webinar on using this system:
Using the Interactive NECAP Reporting System - recorded webinar located at
http://www.maine.gov/education/necap/presentations.html
11
3 YEARS OF NECAP READING RESULTS
NECAP % Proficientand Above
NECAP Scaled Scores
Grade 2009 2010 2011 % Change
2009 2010 2011 Point Change
3 73 69 72 -1 346 345 346 0
4 67 68 70 +3 444 445 445 +1
5 72 70 68 -4 546 545 545 -1
6 69 72 72 +3 645 646 647 +2
7 68 66 70 +2 745 745 746 +1
8 69 73 77 +8 846 847 848 +2
12
3 YEARS OF NECAP READING RESULTS
NECAP % Proficientand Above
NECAP Scaled Scores
Grade 2009 2010 2011 % Change
2009 2010 2011 Point Change
3 73 69 72 -- 346 345 346 --
4 67 68 70 +1 444 445 445 0
5 72 70 68 -5 546 545 545 -1
6 69 72 72 +5 645 646 647 +3
7 68 66 70 -2 745 745 746 0
8 69 73 77 +8 846 847 848 +3
INITIAL UNDERSTANDING
What is the pattern of performance for your students with IU items?
Basic comprehension includes Summarizing Locating information Knowing/recognizing words DOK of 1 and 2 only
Do your students need support with IU?
VOCABULARY ITEMS NOT IN TEXT
The root graph in the words autograph and biography means
A. to tell.B. to write.C. to change.D. to create.
An antonym for the word detach is
A. mock.B. sting.C. connect.D. produce.
VOCABULARY
http://www.maine.gov/education/lres/ela/professionaldevelopment.html#TeachingELA
Link to webinar about teaching vocabulary
INSTRUCTION: IU
Literary text structure:
Chronological Flashback Cause/effect Effect/cause Explicit character
development
Informational text structure:
o Headings Subheadings Charts, graphs,
other graphics Background/history Methods/instructions Link/navigation bar
IU ITEMS: SELECTED RESPONSE
Kong Rong is different from his older brothers because he is
A. helpful with his father’s work.
B. generous to his younger brother.
C. able to read ancient Chinese writings.
D. able to hide his faults from his father.
Which word best describes the doorman when he opens the door for Kong Rong?
A. hospitableB. annoyedC. curiousD. pitiful
IU ITEMS: CONSTRUCTED RESPONSE
Describe how other characters in the folktale react to what Kong Rong says and does.
Use details from the folktale to support your answer.
WHAT COMPREHENSION ABILITIES DO NECAP READING TASKS ASSESS?
INITIAL UNDERSTANDING Using explicitly stated information to answer
questions Identifying key ideas and details about story elements Obtaining information from text features Summarizing key ideas/event/plot Describing character traits
ANALYSIS AND INTERPRETATION Making logical predictions, inferences, and
conclusions Identifying author’s message or theme Connecting information within or across texts Recognizing generalizations
INSTRUCTION: ANALYSIS AND INTERPRETATION
Most items are DOK 2 but a rare item reaches for DOK 3
Consider The larger purpose of the text as a whole Connecting parts of the text Discussing paired texts Looking for the main idea, the main lesson or
message , or the theme
ANALYZE AND INTERPRET: SELECTED RESPONSE
Kong Rong’s self-confi dence is shown when he
A. gives the pear to his brother.
B. stands up to the envious official.
C. reveals that Confucius is his ancestor.
D. passes the imperial examinations.
What is Kong Rong’s main goal?
A. to get a ride from a farmer
B. to study harder than his brothers
C. to become Master Li’s student
D. to be respectful of everyone
ANALYZE AND INTERPRET: CONSTRUCTED RESPONSE
Explain the theme or message of this folktale. Use details from the folktale to support your answer.
MOVING FROM IU TO AI
Describe how other characters in the folktale react to what Kong Rong says and does. Use details from the folktale to support your answer.
Explain how the ways other characters react to Kong Rong reveal Kong Rong’s character. Use details from the folktale to support your answer.
PREPARING FOR ANALYSIS
Develop a deep relationship with the text before attempting specific questions
Practice reading aloud and modeling analysis as a whole class
Pairing: Read a short informational text relative to the novel in class, then model relating the information to the novel
Annotate a text as you read
ANNOTATING TEXT
Big Ideas Facts and Details vs Opinion Language Use – imagery, uncommon
language, sustained metaphor, repeated ideas or words
Author’s Purpose and Intended Audience Story Elements (lit) Text Features (info) Analysis and Interpretation - author’s craft http://www.maine.gov/education/lres/ela/
guidedreading.doc
ELICITING THE RESPONSE FROM THE STUDENT: IN WRITING AND
SPEAKING Use simplistic text first, then increase difficulty Use annotating strategies to deconstruct the text Model the process/gradually release Teach “language of stimulus” and
deconstructing prompts Teach models for organizing responses without
encouraging formulas: using when, because, so that, etc. (reconstructing text)
Teach strategies for identifying evidence/specific details (from annotations)
Teach students to write their own constructed response questions and scoring guides to determine what to notice in a well-supported response
USING PAIRED OR GROUPED TEXTS
Select texts that have a related topic, theme, or style but are different types of texts. For example:
A poem about bats which emphasizes the speaker’s fear (literature)
An essay about exploring a cave full of bats (narrative nonfiction)
An article about different types of bats and their qualities (informational text)
Ask comprehension questions about each to make sure the student understands
the individual text
USING PAIRED OR GROUPED TEXTS
Ask questions across the texts: Discuss how the speaker in the poem and the
narrator of the essay feel about bats Explain whether the fear of bats is rational or
irrational Compare the images of bats across the three
texts and relate them to cultural perceptions
NECAP AND CCSS
Understanding the trajectory your school is on will help you chart the course
CCSS is more rigorous – although the standards may look familiar, the complexity is defined and progressive
Move your students up the proficiency scale, advancing through analysis and across multiple text types