Welcome to the English

SBAC Parent Information Session

Cutler Middle SchoolFebruary 4, 2014

Andrea Davis, Coordinator of English 6-12 Leslie Forbes, Language Arts teacher,

grade 6 Jennifer Carter, Language Arts substitute

teacher, grade 6 Betzy Farnsworth, Language Arts teacher,

grade 7 Nancy Stankiewicz, Language Arts teacher,

grade7

English Language Arts

Smarter Balanced Assessment Consortium

Designed to measure student achievement of the recently adopted Common Core State Standards for English/language arts and Mathematics.

www.smarterbalanced.org

What is SBAC?

Based on student responses, the computer program adjusts the difficulty of questions throughout the assessment.

These assessments present an individually tailored set of questions to each student

This approach represents a significant improvement over traditional paper-and-pencil assessments used in many states today, providing more accurate scores for all students across the full range of the achievement continuum.

What is “computer adaptive”?

There are six major shifts in the focus of English instruction with the adoption of the Common Core State Standards for College and Career Readiness (CCSS)

What are the big shifts in English with the Common Core State Standards?

Increased text complexity Evidence- based writing ( writing

arguments) Academic vocabulary Reading nonfiction Reading and writing across content areas Text-referenced reading response (close

reading)

The Six Shifts in CCSS for English

Assessments are composed of reading, writing, listening and research. Assessments include a shift in:

•Text complexity across literary and informational texts; greater exposure to informational texts

•Writing for multiple purposes and to different audiences (i.e. narrative, informational/expository, and opinion/argumentative across all grade levels)

•Writing to source materials •English Language Conventions •Performance Tasks (PT)

English Language Arts/Literacy Key Assessment Changes

Two Parts to the SBAC

Day One Day Two

2 Hour non-performance section of test that includes assessment of reading and responding in short and multiple choice answers, as well as listening to podcasts and answering questions about what was listened to. Questions about editing and revising are included.

2.5 Hour Performance Assessment that includes a 30 minute in-class teacher-whole class activity.

Next slides will show sample for grade 7.

Performance tasks measure a student’s ability to integrate knowledge and skills

Depth of understanding, research skills, and complex analysis

Some scored automatically; many will be hand-scored by professionally trained readers.

Sample Performance Task

Napping Argumentative Performance Task

Issue: There has been much debate about the role

of sleep and the role of napping. How many hours of sleep is enough? What is too much sleep? What is too little sleep? How do naps fit into sleep cycles?

Sample Performance Task Grade 7

The issue of “napping” will be one of the topics for an upcoming school debate club. To prepare for this debate, and to decide which side of “napping” you are on, you have been conducting research on the topic. As part of your research, you have found two articles and a newspaper column about sleep.

Performance Task

After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow.

Then, go back and read the sources carefully to gain the information you will need to answer the questions and finalize your debate stance.

Performance Task

In Part 2, you will write an argumentative essay on a topic related to the sources.

Directions for Beginning: You will now examine several sources. You

can re-examine any of the sources as often as you like.

Performance Task

Using SBAC released rubrics to assess student work throughout the school year

Increasing opportunities to read nonfiction texts and practice close reading

Embedding Academic Vocabulary across the disciplines ( as part of the team approach)

Practice with listening and responding Research writing that requires reading

multiple sources

How GPS is Preparing Students for the SBAC

Addressing the Common CoreGeneral Academic Vocabulary

Own the Word Word detectives Word Study graphic

organizers “Owner” of word:

Teach their peers; explain meaning when needed; create posters; encouraged to use in their verbal responses and writing.

CCSS Shift: Speaking & Listening we practice these skills: “Podcasts”listening; note-taking; evaluating an argument

CCSS shift: Students need to: include a paragraph that refutes opposing

viewpoints (Concession paragraph) acknowledge valid points of the opposing

argument show that they thoughtfully considered both

sides of the argument be able to counter by providing evidence

that their claim is stronger

Argumentative Writing

Through skits/role playing By debating an issue in class

(Verbal & listening skills) Working in small groups to practice how to find

supporting evidence and how to counter opposing arguments

Writing an argumentative paper with support from Mrs. Strickland with research skills and how to cite their sources.

Practice typing and note-taking on the computer (Split-screen)

In our classrooms we practice these skills:

“Time for Kids” Magazine Articles related to topics being discussed in

class Classroom centers: Reading various non-

fiction texts that relate to novels being read in class; Researching, reading, collecting information to create various artifacts such as travel brochures

Non-fiction Text

Students use the Media Center once a week .

Co-teach lessons with media specialist on research skills using various sources; citations; typing skills; note-taking on the computer using split-screens

iPads used in class Research paper due in late Spring

CCSS Shift: Research Skills

Increasing Opportunities for Students to Read Nonfiction Texts and Practice Close Reading Close Reading-  careful and purposeful reading  rereading  students focus on what author has to say students attend to author’s purpose                students focus on word meaning  (embedded vocabulary activities)                students attend to text structure                students have opportunities to provide evidence and justification                 Students react and interact with a variety of texts.                 poetry                nonfiction articles (cross curricular)                short stories                chapter books                persuasive materials                advertisements, etc.

Preparing for SBAC:

Using fiction as a springboard to increase opportunities to read nonfiction texts

Teaching research skills through formal debate

Opportunity to practice oral presentation, responding, and listening skills

Research writing that requires reading multiple sources

Speaking and Listening

Research Skills

Students practicing speaking skills while timingthemselves on the iPads in preparation for the debate

Students were listening to their fellow classmates’ debates. Their job, to be listening for details that will help them determine who they feel won the debate. Students took notes during each debate in order to record talking points and facts. They would need this evidence to support their written responses.

While the judges confer, students begin writing their written responses. They must tell who they thought won the debate, justifying their decision with specific evidence from the debate.

Please take a flyer with you

Questions?