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High School English Language Arts Grade Level Considerations

High School English Language Arts Grade Level Considerations. High School Common Core Standards Grade Bands. Grades 9–10 Grades 11–12. Considerations for High School . Reading Level Vocabulary Contexts Item Difficulty Assessment Targets. Style Guide. Reading Level.

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High School English Language Arts Grade Level Considerations

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  1. High School English Language Arts Grade Level Considerations

  2. High School Common Core StandardsGrade Bands Grades 9–10 Grades 11–12

  3. Considerations for High School • Reading Level • Vocabulary • Contexts • Item Difficulty • Assessment Targets

  4. Style Guide

  5. Reading Level • Increasingly complex text, independence and proficiency • Claim 1 (Reading) and 3 (Speaking and Listening) passages range from being above, at, or below grade level • For claim 2 (Writing) and 4 (Research) the passages one grade below the assessed grade

  6. Vocabulary Use language that is clear and vocabulary that is at or below the assessed grade level Appropriate to high school students Vocabulary measured in context must be at least two levels above grade

  7. High School Context • Appropriate • teenagers • historical figures and events • inventions • school • health • community • Inappropriate • drugs and alcohol • prison • marriage or divorce • children’s games • toys and dolls

  8. Item Difficulty • Items should include a range of difficulty • Anticipated difficulty for sample items

  9. Smarter Balanced English Language Arts Claims and Assessment Targets • Claim 1: Reading • Claim 2: Writing • Claim 3: Speaking & Listening • Claim 4: Research

  10. Claim 1: Reading Students can read closely and analyticallyto comprehend a range of increasingly complex literary and informational texts. 30% Literary texts: stories, poems, plays, myths, or legends 70% Informational texts: science, social studies, and technical texts/topics SelectedResponse, ConstructedResponse, and Technology-Enhanced Items.

  11. Claim 2: Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. SelectedResponse, ConstructedResponse, Technology-Enhanced Items, and Performance Tasks Write, revise or edit text Argumentative and Informational Performance Tasks incorporate research and reading skills to produce narrative, informational and argumentative essays

  12. Claim 3: Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. • SelectedResponse, ConstructedResponse, or Technology-Enhanced Items • Performance Tasks • Plan and deliver presentations

  13. Claim 4: Research Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information. SelectedResponse, ConstructedResponse, and Technology-Enhanced Items Performance Tasks Real world sources and complex topics and issues Multiple sources and evidence

  14. High School English Language ArtsGrade Level Considerations Vocabulary, style, context, and item difficulty Claims and assessment targets from the Smarter Balanced English Language ArtsContent Specifications

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