You are on page 1of 28

Indiana Academic

Standards (2014)
Text-dependent Instruction in
English/Language Arts
Todays Agenda:

The 3 Big Ideas in the New ELA IAS


Assessment Information
Making Connections
Big Idea #1

Regular practice with complex


1 text and its academic language
Determining Text
Complexity
Scaffolds for Reading Complex
Text

Chunking Recording
Reading and Rereading Preparing struggling
readers to support
Read Aloud
confidence and
Strategic Think Aloud participation
Scaffolding Questions Annotation Strategies
Heterogeneous Small Cornell Note-Taking Method
Groups Language/Sentence
Paraphrasing and Detective
Journaling
Academic Language

KEY COMPONENTS:
More precise than common language; not
typically used in oral language
Found across disciplines in multiple text
types
Have multiple meanings meaning changes
with context
Are relevant to the text selection
Vocabulary Tiers

Tier 1 Vocabulary = Basic Words


Examples: clock, baby, happy, sun, orange

Tier 2 Vocabulary = Academic


Examples: measure, independence, condense,
benevolent
Tier 3 Vocabulary = Domain Specific/Content
Examples: Isotope, asphalt, economics, peninsula
Big Idea #2

2 Using evidence from a text,


excerpt, or passage to support
writing and speaking
Importance of Text Evidence

Evidence is a major emphasis in standards:


Reading, Writing, Speaking and Listening, and
Media Literacy
College and workplace writing requires evidence

Ability to locate and cite evidence are hallmarks of


strong readers and writers
Ability to cite evidence differentiates strong from
weak student performance on NAEP
Close Analytic Reading

Requires prompting Not teacher summarizing


students with text- text, but guiding
dependent questions students through the
to unpack complex text text for information
and gain knowledge By incorporating close
Text-dependent reading strategies, you
are covering multiple
questions require text-
standards
based answers
evidence Builds independent
readers
Text-dependent Questions are
NOT

Literal or recall questions: What is the name


of the lake in Florida where the characters live?
Comprehension strategy questions: Can
you visualize the characters huddling in their
cabin?
Personal responses to the text: Have you
ever felt frightened by a violent storm or some
other act of nature?
Text-dependent Questions ARE

questions that
can only be answered correctly by closely
reading the text
do not depend on information from outside
sources
lead to an understanding that extends beyond
basic facts/information
require students to gather evidence
Big Idea #3

3 Integrating multiple standards


Standards Checklist

9-10.RL.2.1: Cite strong and thorough textual


evidence to support analysis of what a text
says explicitly as well as inferences and
interpretations drawn from the text. 9-10.RN.3.3: Determine an authors
perspective or purpose in a text, and
9-10.RL.2.3: Analyze how dynamic analyze how an author uses rhetoric to
characters (e.g., those with multiple or advance that perspective or purpose.
conflicting motivations) develop over the
course of a text, interact with other characters,
and advance the plot or develop the theme.
Assessment Information for
English/Language Arts

ELA Blueprints
http://
www.doe.in.gov/sites/default/files/assessment/ela-
update-grades-3-8.pdf
(instructional and assessment guidance)

Sample Applied Skills Items/ Rubrics


http://www.doe.in.gov/sites/default/files/assessment
/ela-part-1-sample-items-7-8-final.pdf
(sample applied skills)
Blueprints
Blueprints

Reading: Literature - Questions are based on a range


of grade-level literature and may include analyzing and
making inferences about literary elements and themes
Reading: Nonfiction and Media Literacy - Questions
are based on a range of grade-level nonfiction and may
include analyzing how central ideas are conveyed over
the course of a text
Reading: Vocabulary - Questions are based on
determining or clarifying the literal and nonliteral
meanings of words and phrases and their uses in
literature and nonfiction texts
Blueprints

Writing: Genres, Writing Process,


Research Process - Questions may
include argument, informative, or narrative
writing in response to literature and
nonfiction texts. . .
Applied Skills Items

ISTEP+ Part 1 Applied Skills


Sample Items:
The samples posted at the links below are designed for
use with
teachers, as part of professional development and

students, to familiarize them with items aligned to the


college- and career-ready 2014 Indiana Academic Standards.

http://www.doe.in.gov/standards/breakout-session-elementary-educator
(elementary)
http://www.doe.in.gov/standards/breakout-session-secondary-ela-educator
(secondary)
Applied Skills Items

There will be two types of sessions for


Applied Skills:

A passage with constructed response


questions and an extended response
A passage or passage pairing with a few
multiple choice questions and a writing prompt
Excerpt from The Call of the
Wild
by Jack London

Grade 8 Constructed-Response:
How does Buck change after he is
rescued by John Thornton? Support
your response with details from the
excerpt.
Constructed Response
Rubric

English/ Language Arts


2-point Constructed Response (CR) Rubric

2 points - Proficient
The response fulfills all the requirements of the task. The information given is
text-based and relevant to the task.

1 point - Partially Proficient


The response fulfills some of the requirements of the task, but some of the
information may be too general, too simplistic, or not supported by the text.

0 points - Not Proficient


The response does not fulfill the requirements of the task because it contains
information that is inaccurate, incomplete, and/or missing altogether.
Excerpt from The Call of the
Wild
by Jack London

Grade 8 Extended-Response:
Excerpt from The Call of the Wild
by Jack London
You have just read an excerpt from The Call
of the Wild. How is Buck a reflection of John
Thornton? Using examples from the excerpt,
write an essay that discusses how Bucks
behavior is a result of his interactions with
John Thornton and his dogs. Support your
response with details from the excerpt.
2014 ISTEP+ Writing Prompt
(old)
2015 ISTEP+ Writing Prompt
(new) The Benefits of Homework

Grade 8 Writing Prompt:


You have read the article The Benefits of Homework. The author
makes the claim that homework can positively affect student
performance in school. Think about the evidence the author
provides and consider if it fully supports the claim. Using details
from the article, write an argument analyzing how effectively the
author supports this claim.

Be sure to include:
your position on how well the author supports the claim
details from the article to support your position
an introduction, a body, and a conclusion

http://www.doe.in.gov/assessment/englishlanguage-arts-rubrics (rubrics)
Making Connections

Reflection
How do the standards impact
instruction?
How do standards and instruction
support assessment?
Contacts

Office of Student Assessment (E/LA) Erin Thompson


Telephone: (317) 234-5599
Email: ethompson@doe.in.gov
istep@doe.in.gov
Website: http://www.doe.in.gov/assessment

College and Career Readiness (Literacy) Caitlin Beatson


Telephone: (317) 232-9173
Email: cbeatson@doe.in.gov
standards_support@doe.in.go
Website: http://www.doe.in.gov/standards
(RE)sources

Paired Passage Suggestions http


://learning.blogs.nytimes.com/tag/text-to-text/

Choosing Which Words to Teach (Three Tier Model


of Vocabulary) https://
www.aea267.k12.ia.us/system/assets/uploads/files/7
6/which_words_to_teach.pdf
College- and Career-Ready ELA/Literacy Instruction
and Assessment Tools (achievethecore.org) http://
achievethecore.org/dashboard/300/search/1/1/0/1/2/3
/4/5/6/7/8/9/10/11/12