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ELA and Writing Assessment: Impact on Transitioning to CCSS

ELA and Writing Assessment: Impact on Transitioning to CCSS. South Carolina Department of Education Office of Assessment Information LECC and LES. What is Common Core?. Aligned with college and work expectations Focused and coherent

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ELA and Writing Assessment: Impact on Transitioning to CCSS

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  1. ELA and Writing Assessment:Impact on Transitioning to CCSS South Carolina Department of Education Office of Assessment Information LECC and LES

  2. What is Common Core? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led

  3. Timeline • Transition Years - 2011-2012 - 2012-2013 • Bridge Year - 2013-2014 • Full Implementation - 2014-2015

  4. Phases • Phase 1- Awareness Stage • Phase 2- Exploration • Phase 3- Infusion & Integration • Phase 4- Progress Monitoring & Evaluation

  5. WHERE ARE WE?...Awareness Stage • Starting conversations about CCSS • Available resources (CCSS video series) on Streamline • District Implementation Team will plan goals on implementing CCSS • Moving into Phase 2- Exploration - Unwrapping the CCSS - Transition Planning

  6. District CCSS Resource Page • District homepage > Staff > Common Core Resource Page • You will find everything WE HAVE FOUND HERE! • Info on Streamline videos, Math and ELA.

  7. Streamline Video Series • Use the video series as a resource based on district needs • Math - Transitioning from Math 2007 Standards to where you need to be • ELA - Looks at area of focus that have shifted, including 21st century learning, writing, etc. • District will give needed feedback or suggestions to SCDOE as needed.

  8. ATTENTION! • The PASS writing assessment will again be administered to grades 3-8 in 2012-13 and 2013-14. • 2012- grades 5 and 8 ONLY

  9. Areas of Concern • Content/development- support (details) • Organization- appropriate transitions • Voice- sentence formation (types) • Conventions- punctuation and capitalization

  10. Content and Development(possible sample questions) • Which sentence would make the best supporting detail? • Which topic sentence would be best to begin the second paragraph? • Which sentence shifts focus by adding an irrelevant detail?

  11. Organization(possible sample questions) • Which transitional word would best introduce sentence 24? • What would be the best way to begin sentence 20? • Which sentence interrupts the logical progression of ideas?

  12. Voice(possible sample questions) • What would be a more precise word to replace __________? • Which revision of the sentence is the most vivid? • What is the best way to combine sentence 7 and 8?

  13. Conventions(possible sample questions) • Which sentence uses capital letters correctly? • Which sentence is punctuated correctly? • What is the correct way to combine sentences 15 and 16? • What corrections should be made to sentence 21?

  14. Area of Concern • Research- multiple choice items - based on mock Web pages (requires close reading) - based on re-created dictionary entries (resemble actual entries) - based mostly on hypothetical situations, not on actual research process

  15. Research- Possible Item Types • Use print resources to access information ~ Which would be the best source to use to access information about….? ~ Dictionary entry- Which definition of the word…is used in the text?

  16. Use the Internet as a source of Information ~ Which Web site would provide the most information about…? ~ Which Web site would have the most accurate information about…?

  17. - Organize information by classifying or sequencing (Grades 3-5)- Use appropriate organizational strategies (Grades 6-8) • The boxes below are in the order of events in the story. Which event belongs in Box 3? • Study the chart. Which phrase best completes the chart? • The information in paragraph 1 best fits under which category?

  18. Clarify and refine a research topic (Grades 4-8) • A student is writing a report about…Which question would lead to the most information about the topic? • Which topic should you research to learn more about…?

  19. Paraphrase Research Information (Grades 3-8) • Which summary of the passage is best? • A student is researching…for an oral report and locates this information on a Web site. Which sentence best paraphrases the information? _______________________________________________ Research is now assessed through multiple choice with the student choosing the best paraphrase or summary. CCSS requires the student to actually paraphrase and summarize.

  20. The Future • Transitioning to CCSS Preparing for richer texts and deeper questions will be key to success.

  21. CCSS Instructional Shifts in ELA/Literacy • Shift 1: PK-5: Balancing Informational and Literary Text • Shift 2: 6-12: Knowledge in the Disciplines • Shift 3: Staircase of Complexity • Shift 4: Text-Based Answers • Shift 5: Writing From Sources • Shift 6: Academic Vocabulary

  22. Reading (CCSS) • Complex text • Informational and literary non fiction • Responding to text • Academic Vocabulary

  23. Complex text (CCSS) • Longer sentences • Higher proportion of less frequent words • Greater number and variety of words with multiple meaning • Text involves higher level of abstraction and wider variety of writing styles (especially at higher grade levels)

  24. CCSS texts • More focus on informational in K-5 • More focus on literary nonfiction in 6-12 Significant change from focus on narrative (characters and story) to more in-depth engagement with informational and argumentation.

  25. Responding to text (CCSS) • Read text and respond in writing (similar to PACT and HSAP) • Responses require more analysis and direct evidence from the text for support

  26. “Academic” vocabulary (CCSS) • Focus on words prevalent in more complex texts of different types in different disciplines (ex. Relative, vary, formulate, specificity, accumulate, significant) • These words may not have context clues and are needed for student’s understanding of a given text.

  27. Writing and Research (CCSS) • Writing in CCSS is about “thinking” and expressing. - constructed responses (PACT and HSAP) - extended responses

  28. Writing and Research (CCSS) • Provide more short “focused” research projects to give students practice in the actual research PROCESS.

  29. CCSS writing • Parallels NAEP - Argumentation - Explain/Inform - Narrative

  30. Reading the Common Core State Standards (CCSS) for English Language Arts/Literacy The CCSS for English Language Arts (ELA)/Literacy are composed of the following: - Standards (what students understand and should be able to do) - College and Career Ready (CCR) Anchor Standards - Strands (ELA K-12; Reading, Writing, Speaking and Listening, and Language; 6-12 Literacy: Reading and Writing)

  31. Standards for ELA and Literacy in History/SS, Science, and Technical Subjects K-5 Strands Speaking/ Listening Language Reading Writing CCR Anchor Standard CCR Anchor Standard CCR Anchor Standard CCR Anchor Standard Literature K-5 Informational Text K-5 Foundational Skills

  32. Questions

  33. Resources State Common Core Resource Page (District Website) Streamline Videos SMART Exchange Website http://exchange.smarttech.com/curriculum/curriculum.html

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