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NYS ELA Regents Examination (Common Core) Scoring Training

NYS ELA Regents Examination (Common Core) Scoring Training. Denise Pawlewicz Phyllis Litzenberger. Six Shifts in ELA Assessments. Part 1 – Reading Comprehension Scorer Training. Part 1: Reading Comprehension Overview. Suggested completion time is 1 hour Students will . . .

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NYS ELA Regents Examination (Common Core) Scoring Training

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  1. NYS ELA Regents Examination (Common Core) Scoring Training Denise Pawlewicz Phyllis Litzenberger

  2. Six Shifts in ELA Assessments

  3. Part 1– Reading ComprehensionScorer Training

  4. Part 1: Reading ComprehensionOverview • Suggested completion time is 1 hour • Students will . . . • close read three texts—one from literature, one poem, and one informational text—totaling approximately 2,600 words • answer 24 multiple-choice questions

  5. Part 1: Reading ComprehensionMultiple Choice Analysis

  6. Part 2 – Writing From Sources: ArgumentScorer Training

  7. Training Protocol • Analyze Task • Analyze Rubric • Read Texts • Read Anchor Papers Against the Rubric • Discuss the Annotations for Each Anchor Paper • Practice Scoring Sample Papers Using the Rubric • Discuss the Annotations for Each Practice Paper

  8. Materials for Training • Part 2 Teacher’s Packet includes: • Task • Exam Texts • Rubric • Anchor Set Papers with Annotations • Practice Set Papers with Annotations

  9. Part 2: Writing from Sources—ArgumentOverview • Suggested completion time is 90 minutes • Student will . . . • close read four informational texts, which may include graphics, totaling approximately 2,600 words • write a source-based argument

  10. Part 2: Writing from Sources—ArgumentTask Analysis • Read the task for . . . • Student tasks • Topic • Criteria • Guidelines • Texts Please refer to page 2 of your Teacher’s Packet.

  11. Part 2: Writing from Sources—Argument Text Analysis • Read the four texts closely for . . . • evidence to support a for or against argument based on the given topic Please refer to pages 3-9 of your Teacher’s Packet.

  12. Holistic Scoring Overview • evaluate the paper based on its overall quality as specified by the rubric criteria • consider the paper as a total work where the whole is greater than the sum of its parts • do not consider one criteria contributing more weight to the score than another • read the entire response before determining a score, and then promptly assign a score • read supportively, looking for and rewarding those things done well in the paper • do not focus on identification of weakness or errors in the paper but rather focus on overall quality

  13. Part 2: Writing from Sources—Argument Rubric Analysis • Rate argument essays holistically using the six-point scale and the following criteria: • Content and Analysis • Command of Evidence • Coherence, Organization, and Style • Control of Conventions Please refer to page 10 of your Teacher’s Packet.

  14. Part 2: Writing from Sources—Argument Condition Codes • An essay that addresses fewer texts than required by the task can be scored no higher than a 3. • An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. • An essay that is totally copied from the task and/or texts with no original student writing must be scored a 0. • An essay that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.

  15. Part 2: Content and Analysis: Rubric Levels

  16. Part 2: Command of Evidence: Rubric Levels

  17. Part 2: Coherence, Organization, and Style: Rubric Levels

  18. Part 2: Control of Conventions: Rubric Levels

  19. Part 2: Writing from Sources—Argument Anchor and Practice Papers • Review each Anchor Paper, one at a time along with its accompanying annotation • When review of the Anchor Papers is completed, score each of the 5 Practice Papers • Compare your scores with the Practice Paper annotations • Anchor papers are examples of student essays at particular score points. • Practice papers are used to confirm that scorers understand the rubric and scoring rationale. • Annotations are commentaries that explain the holistically assigned score point.

  20. Part 2:Anchor Papers

  21. Anchor Paper – Part 2 – Level 6 – A Please refer to pages 11-13 of your Teacher’s Packet

  22. Anchor Paper – Part 2 – Level 6 – AAnnotation Please refer to page 14 of your Teacher’s Packet.

  23. Anchor Paper – Part 2 – Level 6 – B Please refer to pages 15-17 of your Teacher’s Packet

  24. Anchor Paper – Part 2 – Level 6 – BAnnotation Please refer to page 18 of your Teacher’s Packet.

  25. Anchor Paper – Part 2 – Level 5 – A Please refer to pages 19-20 of your Teacher’s Packet

  26. Anchor Paper – Part 2 – Level 5 – AAnnotation Please refer to page 22 of your Teacher’s Packet.

  27. Anchor Paper – Part 2 – Level 5 – B Please refer to pages 23-25 of your Teacher’s Packet

  28. Anchor Paper – Part 2 – Level 5 – BAnnotation Please refer to page 26 of your Teacher’s Packet.

  29. Anchor Paper – Part 2 – Level 5 – C Please refer to pages 27-28 of your Teacher’s Packet

  30. Anchor Paper – Part 2 – Level 5 – CAnnotation Please refer to page 29 of your Teacher’s Packet.

  31. Anchor Paper – Part 2 – Level 4 – A Please refer to pages 30-31 of your Teacher’s Packet

  32. Anchor Paper – Part 2 – Level 4 – AAnnotation Please refer to page 32 of your Teacher’s Packet.

  33. Anchor Paper – Part 2 – Level 4 – B Please refer to pages 33-34 of your Teacher’s Packet

  34. Anchor Paper – Part 2 – Level 4 – BAnnotation Please refer to page 35 of your Teacher’s Packet.

  35. Anchor Paper – Part 2 – Level 4 – C Please refer to pages 36-37 of your Teacher’s Packet

  36. Anchor Paper – Part 2 – Level 4 – CAnnotation Please refer to page 38 of your Teacher’s Packet.

  37. Anchor Paper – Part 2 – Level 3 – A Please refer to pages 39-40 of your Teacher’s Packet

  38. Anchor Paper – Part 2 – Level 3 – AAnnotation Please refer to page 41 of your Teacher’s Packet.

  39. Anchor Paper – Part 2 – Level 3 – B Please refer to page 42 of your Teacher’s Packet

  40. Anchor Paper – Part 2 – Level 3 – BAnnotation Please refer to page 43 of your Teacher’s Packet.

  41. Anchor Paper – Part 2 – Level 3 – C Please refer to pages 44-45 of your Teacher’s Packet

  42. Anchor Paper – Part 2 – Level 3 – CAnnotation Please refer to page 46 of your Teacher’s Packet.

  43. Anchor Paper – Part 2 – Level 2 – A Please refer to page 47 of your Teacher’s Packet

  44. Anchor Paper – Part 2 – Level 2 – AAnnotation Please refer to page 48 of your Teacher’s Packet.

  45. Anchor Paper – Part 2 – Level 2 – B Please refer to page 49 of your Teacher’s Packet

  46. Anchor Paper – Part 2 – Level 2 – BAnnotation Please refer to page 50 of your Teacher’s Packet.

  47. Anchor Paper – Part 2 – Level 2 – C Please refer to pages 51-52 of your Teacher’s Packet

  48. Anchor Paper – Part 2 – Level 2 – CAnnotation Please refer to page 53 of your Teacher’s Packet.

  49. Anchor Paper – Part 2 – Level 1 – A Please refer to page 54 of your Teacher’s Packet

  50. Anchor Paper – Part 2 – Level 1 – AAnnotation Please refer to page 55 of your Teacher’s Packet.

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