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ELA and Writing Assessment: Impact on Transitioning to CCSS

Learn about the Common Core State Standards (CCSS) implementation phases, assessment details, sample questions, and research requirements. Find resources for ELA and Math, and understand the future of education under CCSS.

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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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