Passage Selection: A critical step for quality item development.

Passage Selection:

A critical step for quality item development

Agenda• Passage Selection Considerations

o Standards • Text Characteristics

o Text Complexity

• Resources• Processing & Identifying Quality Text• Beginning Item Development

Examine your Item Map

• What skills will you be testing in order to determine that this(these standards) have been met?

• What standards have you selected which would lend themselves well to using a specific type (genre) of text?

• What standards have you chosen that could be paired to potentially use the same text/passage?

Text Characteristics

Text Complexity

Quantitative Text Complexity

http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

ATOS Bands by Grade

Considerations for Quality

Text

All text should display:• Craft• Significance• Content

• Note: Selected texts need not have all three of these criteria, but the standards demand that some of them are present in selected texts.

Consider Text - Literary

• Significant themes that can support analysis• A developed and clear narrative structure• A clearly discernible point of view

K-5 LiteraryStories Dramas PoetryChildren’s adventure

Stages dialogue Nursery rhymes

Folktales Brief familiar scenes

Narrative poem

Legends Limerick

Fables Free verse

Realistic fiction

Myth

6-8 LiteraryStories Dramas PoetryAdventure One act/Multi-act

Plays - writtenNarrative poem

Historical Fiction One act/Multi-act Plays - film

Lyrical Poems

Mysteries Free verse

Myths Sonnets

Science Fiction Odes

Realistic Fiction Ballads

Allegories epics

Parodies

Satire

Graphic Novels

Consider Text - Informational

• Relevant and accurate content• A clear point of view and/or purpose• A discernible main idea and a developed and

clear organizational structure• Any argumentation in the text should contain

claims supported by evidence in the text

Consider Text - Informational

http://www.engageny.org/sites/default/files/resource/attachments/grade-8-ela-guide_0.pdf

K-5 InformationalLiterary

NonfictionHistorical, Scientific,

TechnicalPoetry

Biographies Technical texts

Autobiographies Directions

Forms

Graphs, charts, maps and digital sources

6-8 InformationalLiterary

NonfictionHistorical, Scientific,

TechnicalPersonal essays Historical, scientific, technical or

economic accounts written for broader audienceSpeeches

Opinion

Essays about art or literature

Biographies

Memoirs

Journalism

Resources for Locating Text

Fair Use – Section 107 1. Purpose and character of use

1. Commercial2. Nonprofit educational uses

2. Nature of copyrighted work3. Substantiality of portion used in relation to

whole4. Effect of use upon potential market or value

If you can search for a level…

Eden’s Resources

Lexile Rule:Grade x 100 +

300

Other Online Resources

Search Tips• Consider text criteria for Literary & Informational

per standardo What type of text are you seeking?

• Search Full-Text articles - .txt or .pdf• Search by Lexile or ATOS (if possible)

Process the Excerpted Text

• At least 100 words of text • Run through quantitative tool:

o www.text-complexity.com • ATOS Analyzer

o Obtain ATOS score (convert to Lexile if necessary)

• Consider qualitative features:o www.ARBookfind.com

• If found, look at Interest Level (IL)• Compare to book level and passage level

• Run through vocabulary analyzer:o http://conc.lextutor.ca/vp/eng/

• Notice colored words – focus on yellow & red for vocabulary questions

Where I Lived, and What I Lived For

At a certain season of our life we are accustomed to consider every spot as the possible site of a house. I have thus surveyed the country on every side within a dozen miles of where I live. In imagination I have bought all the farms in succession, for all were to be bought, and I knew their price. I walked over each farmer's premises, tasted his wild apples, discoursed on husbandry with him, took his farm at his price, at any price, mortgaging it to him in my mind; even put a higher price on it—took everything but a deed of it—took his word for his deed, for I dearly love to talk—cultivated it, and him too to some extent, I trust, and withdrew when I had enjoyed it long enough, leaving him to carry it on. This experience entitled me to be regarded as a sort of real-estate broker by my friends. Wherever I sat, there I might live, and the landscape radiated from me accordingly. What is a house but a sedes, a seat?—better if a country seat. I discovered many a site for a house not likely to be soon improved, which some might have thought too far from the village, but to my eyes the village was too far from it. Well, there I might live, I said; and there I did live, for an hour, a summer and a winter life; saw how I could let the years run off, buffet the winter through, and see the spring come in. The future inhabitants of this region, wherever they may place their houses, may be sure that they have been anticipated. An afternoon sufficed to lay out the land into orchard, wood-lot, and pasture, and to decide what fine oaks or pines should be left to stand before the door, and whence each blasted tree could be seen to the best advantage; and then I let it lie, fallow, perchance, for a man is rich in proportion to the number of things which he can afford to let alone.

o WALDEN and ON THE DUTY OF CIVIL DISOBEDIENCE By Henry David Thoreau o Downloaded from: http://www.gutenberg.org/files/205/205-h/205-h.htm

www.text-complexity.com

• ATOS Analyzer & AR Bookfind

www.calextutor.com/vp

Develop Questions• See item development criteria

o Does the passage allow meet the “quality” criteria?o Does the passage allow for more than one standard/item to be addressed?

Stem Development• Use Standards/Learning Progression handout for

stem development:

Work Time• Pre-selected passages on file folder• Locate, examine and process passages• Ask questions!

• GOALS for work-time:o Have at least 2-3 passages to use for item developmento Begin to create or think around item creation for passages selected

Let’s work!