NECAP Reading Grades 6-8 Supporting the Transition to Common Core State Standards

NECAP READING GRADES 6-8 SUPPORTING THE TRANSITION TO COMMON CORE STATE STANDARDS

Patsy DuntonEnglish Language Arts Specialist

[email protected]

Susan SmithNECAP Coordinator

[email protected]

COMMON CORE STATE STANDARDS (CCSS)

Fundamental understandings about the CCSS initiative include: Strong literacy skills support workplace success Most jobs (70-85%) require specific study or

training beyond high school

A primary CCSS goal is for all students to graduate from high school College and Career Ready (CCR)

COLLEGE AND CAREER READY

For English language arts, this means: Students can read and use information Students can make their thinking process

explicit Students use evidence to support their

conclusions

How do we know if a student college ready? Placed in composition course without remediation Meets conditions outlined in the Framework For

Success in Postsecondary Writing Generally, achieved SAT of 500+ Read and comprehend independently and

consistently text with Lexile of 1300 minimum

HOW DO WE GET TO CCR?

Use evidence to inform your plan: existing data and exemplars

Make thinking explicit: build a reasoned argument to explain your methods

Use information effectively: determine which resources have sufficient quality and usefulness to use

Compose a question you should ask and answer using NECAP (and MEA) data.

WH

AT Y

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E D

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This is a grade 8 writing standard from CCSS

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

http://www.maine.gov/education/lres/ela/documents/Reading%206-12%20by%20CCR%20chart.pdf

HOW CAN NECAP DATA INFORM YOUR TRANSITION?

Word Identification and Analysis

Vocabulary—Breadth and Use of Strategies

Literary Reading—Initial Understanding

Informational Reading— Initial Understanding

Literary Reading—Analysis and Interpretation

Informational Reading—Analysis and Interpretation

Items are as nearly balanced as possible between initial understanding and analysis

Items are as nearly balanced as possible between literary and informational text

ASSESSMENT DESIGN—READING

3 Sessions of Reading, utilizing 9 different forms that mix together:

Common (Items and passages taken by all students—used to determine performance toward meeting proficiency)

Equating Matrix (Variety of previously Field Tested items/passages taken by students to insure equitable difficulty across the forms)

Field Test (Newly developed passages and items being tested for future use)

Item Types: Stand Alone items (Multiple Choice) and Passages with items (Multiple Choice and Constructed Response)

Stand alones precede passages Short passages have 4 MCs and 1 CR Long passages have 8 MCs and 2 CRs

DEPTH OF KNOWLEDGE (DOK)/COGNITIVE DEMAND

Many models of cognitive levels, built from Bloom’s Taxonomy

Norm Webb’s four-level model is used for NECAP Level 1—Recall Level 2—Skill/Concept Level 3—Strategic Thinking Level 4—Extended Thinking

SUSAN SMITH

NECAP Data Overview

Public Reports available at: http://www.maine.gov/education/necap/results.html

Confidential Student Reports available at password-protected site: http://iservices.measuredprogress.org/

LET’S EXPLORE THE NECAP READING ASSESSMENT DATA

Once an account has been created for you:

http://iservices.measuredprogress.org/

To view a 37 minute webinar on using this system:

Using the Interactive NECAP Reporting System - recorded webinar located at

http://www.maine.gov/education/necap/presentations.html

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3 YEARS OF NECAP READING RESULTS

NECAP % Proficientand Above

NECAP Scaled Scores

Grade 2009 2010 2011 % Change

2009 2010 2011 Point Change

3 73 69 72 -1 346 345 346 0

4 67 68 70 +3 444 445 445 +1

5 72 70 68 -4 546 545 545 -1

6 69 72 72 +3 645 646 647 +2

7 68 66 70 +2 745 745 746 +1

8 69 73 77 +8 846 847 848 +2

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3 YEARS OF NECAP READING RESULTS

NECAP % Proficientand Above

NECAP Scaled Scores

Grade 2009 2010 2011 % Change

2009 2010 2011 Point Change

3 73 69 72 -- 346 345 346 --

4 67 68 70 +1 444 445 445 0

5 72 70 68 -5 546 545 545 -1

6 69 72 72 +5 645 646 647 +3

7 68 66 70 -2 745 745 746 0

8 69 73 77 +8 846 847 848 +3

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GENDER DIFFERENCES IN READING PERFORMANCENECAP OCTOBER 2011

PATSY DUNTON

Using data to inform everyday instruction and support the transition to CCSS

INSTRUCTIONAL IMPLICATIONS

INITIAL UNDERSTANDING

What is the pattern of performance for your students with IU items?

Basic comprehension includes Summarizing Locating information Knowing/recognizing words DOK of 1 and 2 only

Do your students need support with IU?

VOCABULARY ITEMS NOT IN TEXT

The root graph in the words autograph and biography means

A. to tell.B. to write.C. to change.D. to create.

An antonym for the word detach is

A. mock.B. sting.C. connect.D. produce.

VOCABULARY

http://www.maine.gov/education/lres/ela/professionaldevelopment.html#TeachingELA

Link to webinar about teaching vocabulary

INSTRUCTION: IU

Literary text structure:

Chronological Flashback Cause/effect Effect/cause Explicit character

development

Informational text structure:

o Headings Subheadings Charts, graphs,

other graphics Background/history Methods/instructions Link/navigation bar

IU ITEMS: SELECTED RESPONSE

Kong Rong is different from his older brothers because he is

A. helpful with his father’s work.

B. generous to his younger brother.

C. able to read ancient Chinese writings.

D. able to hide his faults from his father.

Which word best describes the doorman when he opens the door for Kong Rong?

A. hospitableB. annoyedC. curiousD. pitiful

IU ITEMS: CONSTRUCTED RESPONSE

Describe how other characters in the folktale react to what Kong Rong says and does.

Use details from the folktale to support your answer.

WHAT COMPREHENSION ABILITIES DO NECAP READING TASKS ASSESS?

INITIAL UNDERSTANDING Using explicitly stated information to answer

questions Identifying key ideas and details about story elements Obtaining information from text features Summarizing key ideas/event/plot Describing character traits

ANALYSIS AND INTERPRETATION Making logical predictions, inferences, and

conclusions Identifying author’s message or theme Connecting information within or across texts Recognizing generalizations

INSTRUCTION: ANALYSIS AND INTERPRETATION

Most items are DOK 2 but a rare item reaches for DOK 3

Consider The larger purpose of the text as a whole Connecting parts of the text Discussing paired texts Looking for the main idea, the main lesson or

message , or the theme

ANALYZE AND INTERPRET: SELECTED RESPONSE

Kong Rong’s self-confi dence is shown when he

A. gives the pear to his brother.

B. stands up to the envious official.

C. reveals that Confucius is his ancestor.

D. passes the imperial examinations.

What is Kong Rong’s main goal?

A. to get a ride from a farmer

B. to study harder than his brothers

C. to become Master Li’s student

D. to be respectful of everyone

ANALYZE AND INTERPRET: CONSTRUCTED RESPONSE

Explain the theme or message of this folktale. Use details from the folktale to support your answer.

MOVING FROM IU TO AI

Describe how other characters in the folktale react to what Kong Rong says and does. Use details from the folktale to support your answer.

Explain how the ways other characters react to Kong Rong reveal Kong Rong’s character. Use details from the folktale to support your answer.

PREPARING FOR ANALYSIS

Develop a deep relationship with the text before attempting specific questions

Practice reading aloud and modeling analysis as a whole class

Pairing: Read a short informational text relative to the novel in class, then model relating the information to the novel

Annotate a text as you read

ANNOTATING TEXT

Big Ideas Facts and Details vs Opinion Language Use – imagery, uncommon

language, sustained metaphor, repeated ideas or words

Author’s Purpose and Intended Audience Story Elements (lit) Text Features (info) Analysis and Interpretation - author’s craft http://www.maine.gov/education/lres/ela/

guidedreading.doc

RELEASED ITEMS

CLASSROOM PRACTICE

ELICITING THE RESPONSE FROM THE STUDENT: IN WRITING AND

SPEAKING Use simplistic text first, then increase difficulty Use annotating strategies to deconstruct the text Model the process/gradually release Teach “language of stimulus” and

deconstructing prompts Teach models for organizing responses without

encouraging formulas: using when, because, so that, etc. (reconstructing text)

Teach strategies for identifying evidence/specific details (from annotations)

Teach students to write their own constructed response questions and scoring guides to determine what to notice in a well-supported response

USING PAIRED OR GROUPED TEXTS

Select texts that have a related topic, theme, or style but are different types of texts. For example:

A poem about bats which emphasizes the speaker’s fear (literature)

An essay about exploring a cave full of bats (narrative nonfiction)

An article about different types of bats and their qualities (informational text)

Ask comprehension questions about each to make sure the student understands

the individual text

USING PAIRED OR GROUPED TEXTS

Ask questions across the texts: Discuss how the speaker in the poem and the

narrator of the essay feel about bats Explain whether the fear of bats is rational or

irrational Compare the images of bats across the three

texts and relate them to cultural perceptions

NECAP AND CCSS

Understanding the trajectory your school is on will help you chart the course

CCSS is more rigorous – although the standards may look familiar, the complexity is defined and progressive

Move your students up the proficiency scale, advancing through analysis and across multiple text types

RESOURCES AND QUESTIONS

NECAP Resources can be found at: http://www.maine.gov/education/necap/index.html

Common Core State Standards resources for Maine can be found at:

http://www.maine.gov/education/lres/ela/standards.html

Burning Questions?