Educational Service Center North LAUSD Literacy Instruction and

Educational Service Center North - LAUSD Literacy Instruction and the SBAC Claims Teaching with the End in Mind

Educational Service Center North - LAUSD Objectives • Distinguish between the two assessment components of the Smarter Balance Assessment (SBAC) • Define the four SBAC literacy claims and their role in instructional planning • Understand how the ELA Curriculum Maps can be used to plan rigorous standards-based instruction that will prepare students for SBAC

Educational Service Center North - LAUSD SBAC: Summative Assessment The Smarter Balanced Assessment: • Assesses the full range of Common Core in ELA and Math for students in Grades 3 -8 and 11. • Measures current student achievement and growth across time, showing progress toward college and career readiness. • Is administered within the last 12 weeks of the instructional year. • Includes two parts: • Computer Adaptive Test (CAT) • Performance Task (PT)

Educational Service Center North - LAUSD SBAC: Components Computer Adaptive Test (CAT) Performance Task (PT) • Administered electronically • Program adjusts difficulty of question • Correct Answer = More challenging items • Incorrect Answer = Less challenging items • Administered electronically • NOT computer adaptive • Questions/activities coherently connected to single theme/ scenario • Apply knowledge/skills to real world problems • Measures • Depth of understanding • Writing and research skills • Complex analysis

HANDOUT 1 Educational Service Center North - LAUSD SBAC: Organization

Educational Service Center North - LAUSD SBAC Claims: What are they? Broad statements that outline the outcomes achieved with mastery of the standards within that claim • Reflect the broader goals of college and career readiness • Derived from the Common Core State Standards • Basis for the development of SBAC items and tasks

Educational Service Center North - LAUSD SBAC Claims: What are they? Overall Claim for Grades 3 -8 Students can demonstrate progress toward college and career readiness in English language arts and literacy. Overall Claim for Grade 11 Students can demonstrate college and career readiness in English language arts and literacy.

Educational Service Center North - LAUSD SBAC Claims: What are they? Claim 1: Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 2: Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Claim 3: Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim 4: Research and Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

Educational Service Center North - LAUSD SBAC Claims: What are they? Claims Outline the outcomes achieved with mastery of the standards. Targets Detail the evidence required to support each claim. Each claim has a number of targets. Standards Targets focus on skills and knowledge that cross a cluster of standards. Several standards are associated with each target.

HANDOUT 2 Educational Service Center North - LAUSD SBAC Claims: What are they? Claim 1: Reading Target 1: Plan/Research RI-1, RH-1, RST-1 Claim 2: Writing Target 2: Analyze/Integrate Information RH-7, RST-7 Claim 3: Speaking/Listening Claim 4: Research Target 3: Evaluate Information/Sources RH-8, RST-8 Target 4: Use Evidence RH-9, RST-9 Target 5: Language/Vocabulary Use W-1 b Target 6: Edit W-8, WHST-8 Target 7: Technology W-9, WHST-9

Educational Service Center North - LAUSD SBAC Claim 1: Reading (Middle School) Literary Text • 45% of text-related evidence will come from: Informational Text • 55% of text-related evidence will come from: • Stories • Biographies • Poems • Science • Plays/drama • Social studies • Myths • Technical texts/topics • Mysteries • Science fiction Shared responsibility for students’ literacy development

Educational Service Center North - LAUSD SBAC Claim 1: Reading (High School) Literary Text • 30% of text-related evidence will come from: Informational Text • 70% of text-related evidence will come from: • Stories • Digital News Sources • Poems • Historical US Documents • Drama (comedies/tragedies) • Science • Literary nonfiction • Technical texts/topics • 18 th, 19 th, early 20 th century works of American literature Shared responsibility for students’ literacy development

Educational Service Center North - LAUSD SBAC Claim 2: Writing (Middle School) 30% • Assessment evidence will come from composing, revising, and/or editing narrative writing. 35% • Assessment evidence will come from composing, revising, and/or editing explanatory/informational writing based on evidence from given sources. 35% • Assessment evidence will come fro composing, revising, and/or editing argumentative writing based on evidence from given sources.

Educational Service Center North - LAUSD SBAC Claim 2: Writing (High School) 20% • Assessment evidence will come from composing, revising, and/or editing narrative writing. 40% • Assessment evidence will come from composing, revising, and/or editing explanatory/informational writing based on evidence from given sources. 40% • Assessment evidence will come fro composing, revising, and/or editing argumentative writing based on evidence from given sources.

Educational Service Center North - LAUSD SBAC Claim 3: Speaking & Listening Target 1 Language & Vocabulary Use Target 2 Clarify Message Speaking Target 3 Plan/Speak/Present Listening Target 4 Listen/Interpret: Analyze, interpret, and use information delivered orally.

Educational Service Center North - LAUSD SBAC Claim 4: Research Analyze/ Integrate Information • Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc. ). Evaluate Information/ Sources • Use reasoning, evaluation, and evidence to assess the credibility and accuracy of each source in order to gather and select information to support analysis, reflection and research. Use Evidence • Cite evidence to support analyses, arguments, or critiques.

Educational Service Center North - LAUSD The Aha! Protocol ✔ I agree… ✗ I disagree… tion s e u q a e v a h I ? ! Aha!

Educational Service Center North - LAUSD If traditional test prep won’t prepare our students for the SBAC, then what will? ELA Curriculum Maps

Educational Service Center North - LAUSD ELA Curriculum Maps • 5 Instructional Windows • Standards bundles to be taught within each Instructional Window • An essential question and a culminating task for each Instructional Window

HANDOUT 3 Educational Service Center North - LAUSD ELA Curriculum Maps: Focus Standards

Educational Service Center North - LAUSD ELA Curriculum Maps: Focus Standards • Focus Standards include ALL of the standards assessed on the SBAC summative assessment. • CCSS Language Standard 6: Academic Vocabulary • Ongoing Standards incorporated into all Instructional Windows • Found in all claims • Focus Standards are bundled • Connects skills across domains • Identifies a dominant literacy skill per Instructional Window • Encourages thematic teaching What are the implications for non. ELA classrooms?

HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Year-at-a-Glance Which texts will I teach? What academic vocabulary will I teach? What tasks will students do to engage with the content? How will students demonstrate mastery?

HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets • Anchor text • Largest focus • Be explicit • Additional texts • Reflect anchor text School Autonomy • Varied complexity • 1/3 Complex • 1/3 Moderately Complex • 1/3 Readily Accessible • Entry point for students

HANDOUT 4 Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets If… • SBAC questions and activities are coherently connected to text sets around a single theme or scenario, Then… School Autonomy • Overarching themes can help unify each Instructional Window in the ELA Curriculum Maps.

Educational Service Center North - LAUSD ELA Curriculum Maps: Text Sets Poetry Excerpts from Scottsboro Limited, Four Poems and a Play in Verse -Langston Hughes Historical Fiction The Power of One -Bryce Courtenay Nonfiction The Strange Story of the Man Behind “Strange Fruit” -By Elizabeth Blair (NPR) Online Exhibit Separate is Not Equal: Brown v. Board of Education -Smithsonian www. ccsso. org

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 Lang. , POV, Text Structure: Central Idea Development 2 Text Structure: Theme/ Character Development 3 Text Structure: Author’s Purpose/POV 4 Narrator’s/ Speaker’s Point of View 5 Resiliency Research Project

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 2 3 4 5 Lang. , POV, Text Structure: Central Idea Development Text Structure: Theme/ Character Development Text Structure: Author’s Purpose/POV Narrator’s/ Speaker’s Point of View Resiliency Research Project Anchor Text: Nonfiction Anchor Text: Fiction N/A

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 2 3 4 5 Lang. , POV, Text Structure: Central Idea Development Text Structure: Theme/ Character Development Text Structure: Author’s Purpose/POV Narrator’s/ Speaker’s Point of View Resiliency Research Project Anchor Text: Nonfiction Anchor Text: Fiction N/A Writing Focus: Inform/Expl. Narrative Writing Focus: Inform/Expl. Argument Writing Focus: Personal Nar. Argument Writing Focus: Inform/Expl.

Educational Service Center North - LAUSD ELA Curriculum Maps: A Closer Look Instructional Windows 1 2 3 4 5 Lang. , POV, Text Structure: Central Idea Development Text Structure: Theme/ Character Development Text Structure: Author’s Purpose/POV Narrator’s/ Speaker’s Point of View Resiliency Research Project Anchor Text: Nonfiction Anchor Text: Fiction N/A Writing Focus: Inform/Expl. Narrative Writing Focus: Inform/Expl. Argument Writing Focus: Personal Nar. Argument Writing Focus: Inform/Expl. Culminating Task: Argument Culminating Task: Personal Narrative Culminating Task: Project & Presentation IA 1 IA 2

Educational Service Center North - LAUSD What shifts in planning and instruction must occur in order to ensure that our students are able to demonstrate mastery of the SBAC Claims, Targets, and Standards?

Educational Service Center North - LAUSD Bringing it all Together As you look at available textbooks and resources: • What are your anchor text selections? • What are your supplemental text selections? Keep in mind: • Texts should provide multiple opportunities to teach specified literacy skills for each Instructional Window • Choices should include a variety of text types • Texts should be at varying degrees of complexity

Educational Service Center North - LAUSD Resources • ESC North Secondary ELA/Literacy Website • achieve. lausd. net/north Instruction—ELA—Secondary • ELA Curriculum Maps • ELA Curriculum Map One-Pagers

Educational Service Center North - LAUSD Resources • Current Anthologies • LAUSD Consumables • New York Times: The Learning Network • http: //learning. blogs. nytimes. com • How to Use This Blog • Teaching Topics • What’s Going on in this Picture? • News. ELA • Informational Text Selections—www. newsela. com • Informational Text Sets—www. pinterest. com/newsela/ • Smithsonian Tween Tribune • www. tweentribune. com

Educational Service Center North - LAUSD Questions?