2010 English Standards of Learning Rigor, Resources, and Assessment April 2013

1. 2010English Standards of LearningRigor, Resources, and AssessmentApril 2013

2. Rigor Rigor asks students to • use content to solve complex problems • develop strategies that can be applied to other situations • make connections across content areas • draw conclusions and create solutions on their own Rigor requires students use their knowledge to create meaning through analyzing, synthesizing, interpreting, evaluating, and critiquing. TEI items frequently require more than one response to be correct - no partial credit.

3. Increased Rigor: Word Knowledge 2010 English Standards of Learning Word Analysis, Vocabulary, Word Reference Materials: approximately one-fourth of the questions • Emphasis on Prefixes, Suffixes, and Greek and Latin roots in word study: 6, 7, 8 curriculum documents and Middle School Word Knowledge • Relationship of words: synonyms, antonyms, and analogies

4. Increased Rigor: Word Knowledge 2010 English Standards of Learning • Vocabulary/meaning using authentic texts: applying context clues, understanding connotation, interpreting figurative language, and analyzing author’s word choice • Word reference materials: differentiating among definitions, understanding the etymology (word origins and derivations/forms of word), and interpreting how the word is used

5. Word KnowledgeVDOE Resources • English Enhanced Scope and Sequence (ESS) Sample Lesson Plans help teachers align instruction with the 2010 English Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and Curriculum Framework can be presented to students in the classroom.

6. Word Knowledge Across Grades

8. Word KnowledgeVDOE Vocabulary Sample Lesson Plans

9. Word Knowledge: Context Clues to the meaning of the word are found in the paragraph before and the paragraph after as well as in the identified paragraph.

10. Word Knowledge: Synonyms Need to understand pronoun reference in order to clarify the meaning of anticipation. Need to use context to understand the meaning of anticipation and then need to find two synonyms (words that mean about the same thing).

11. Word Knowledge: Antonyms Sample of stand-alone question

12. Word Knowledge: Prefix Vocabulary is tested in passages and in stand-alone items.

13. Word Knowledge: Affixes Vocabulary is tested in passages and in stand-alone items.

14. Word Knowledge: Root

15. Word Knowledge: Root Seems impossible to predict the root words that will be used. Teach students how roots work so they can generalize. Sample of stand-alone question

16. Word Knowledge: Connotation Sample of stand-alone question

17. Word Knowledge: Connotation

18. Word Knowledge: Figurative Language Does not use like or as.

19. Word Knowledge: Figurative Language Sample of stand-alone question

20. Word Choice: Figurative Language Students are required to apply understanding and synthesize multiple pieces of information and knowledge to infer the answer.

21. Word Knowledge: Analogy Sample of stand-alone question

22. Word Knowledge: Dictionary Entry Word may be used as more than one part of speech and more than one pronunciation, in addition to having multiple meanings.

23. Word Knowledge: Dictionary Entry In a dictionary entry, derivation or etymology (where a word comes from) requires the reader to look within the brackets at the end of the entry.

24. Word Knowledge: Glossary

25. Word Choice: Mood

26. Word Choice: Mood

27. Reading Test Passages • 50% nonfiction: expository and functional • 50% narrative: narrative nonfiction, fiction, poetry • 15% of the TEI will be drag and drop + hot spot • TEI items frequently require more than one response to be correct - no partial credit 3

28. Increased Rigor 2010 English Standards of Learning • Emphasis on nonfiction texts, text structures, and organizational patterns • Making inferences and drawing conclusions based on explicit or implied information in more complex texts • Comparison of texts in fiction and nonfiction

29. Comparison of texts • Grades 6-12 Standards include a comparison of forms and genres including fiction/poetry/narrative nonfiction and nonfiction informational and expository texts with a similar topic or theme. • Pairing passages provides opportunities for students to compare and contrast how two texts treat the same subject. • Compare and Contrast texts for : • Organizational patterns • Information • Genres • Author’s point of view, voice, style, message • Word choice

30. Paired Passages

31. Paired Passages

32. SOL Practice Items Web Page

33. NonfictionText Structures and Patterns of Organization Across Grade Levels

34. Nonfiction Text Structures and Patterns of Organization Across Grade Levels

35. Graphic Organizers Rigor will be applied to using graphic organizers after reading to • synthesize or summarize information within a selection in order to show the relationship and/or development of ideas • show similarities and differences (compare/contrast) in information found in several sources on the same topic (e.g., paired texts)

36. Graphic Organizers Grade 8: Rigor will be applied to using graphic organizers after reading to record clues in the text and inferences or conclusions made by the reader as a result of those clues.

37. Cause/Effect Organizer

38. Chronological/Sequential: Flow Chart

39. Pattern of Organization: Flow Chart

40. Description: Web Organizer

41. Compare/Contrast: Venn Diagram

42. Chart: Comparing a Character’s Feelings

43. Chart: Advantages/Disadvantages

44. Chart: Fact/Opinion

45. Cut Scores While items have increased in rigor, traditional MC items still exist. The two types will be interspersed. Easier and more challenging items are mixed, with the intent that easy items are interspersed between more difficult items.