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

Educational Service Center North - LAUSD

Literacy Instruction and the SBAC Claims

Teaching with the End in Mind


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


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)


SBAC: ComponentsComputer 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


SBAC: Organization

HANDOUT 1


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



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.



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.



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.


SBAC Claims: What are they?S

BA

CClaim 1: Reading

Claim 2: Writing

Claim 3: Speaking/Listening

Claim 4: Research

Target 1: Plan/Research

Target 2: Analyze/Integrate

Information

Target 3:

Evaluate Information/Sources

Target 4: Use Evidence

RI-1, RH-1, RST-1

RH-7, RST-7

RH-8, RST-8

RH-9, RST-9

W-1b

W-8, WHST-8

W-9, WHST-9

Target 5: Language/Vocabulary Use

Target 6: Edit

Target 7: Technology

HANDOUT 2


SBAC Claim 1: Reading (Middle School)

Literary Text

• 45% of text-related evidence will come from:• Stories• Poems• Plays/drama• Myths• Mysteries• Science fiction

Informational Text

• 55% of text-related evidence will come from:• Biographies• Science• Social studies• Technical texts/topics

Shared responsibility for students’ literacy development


SBAC Claim 1: Reading (High School)

Literary Text

• 30% of text-related evidence will come from:• Stories• Poems• Drama (comedies/tragedies)• Literary nonfiction• 18th, 19th, early 20th century

works of American literature

Informational Text

• 70% of text-related evidence will come from:• Digital News Sources• Historical US Documents• Science• Technical texts/topics

Shared responsibility for students’ literacy development


SBAC Claim 2: Writing (Middle School)

• Assessment evidence will come from composing, revising, and/or editing narrative writing.30%

• 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.

35%


SBAC Claim 2: Writing (High School)

• Assessment evidence will come from composing, revising, and/or editing narrative writing.20%

• 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.

40%


SBAC Claim 3: Speaking & Listening

Listening

Speaking

Target 1

Language & Vocabulary Use

Target 2

Clarify Message

Target 3

Plan/Speak/Present

Target 4

Listen/Interpret:

Analyze, interpret, and use information delivered orally.


SBAC Claim 4: Research

• Analyze information within and among sources of information (print and non-print texts, data sets, conducting procedures, etc.).

Analyze/ Integrate

Information

• 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.

Evaluate Information/

Sources

• Cite evidence to support analyses, arguments, or critiques.Use Evidence


The Aha! Protocol

✔ I agree…

✗ I disagree…

? I have a question

! Aha!


If traditional test prep won’t prepare our students for the

SBAC, then what will?

ELA Curriculum Maps


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


ELA Curriculum Maps: Focus Standards

HANDOUT 3


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?


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


ELA Curriculum Maps: Text Sets

• Anchor text• Largest focus• Be explicit

• Additional texts• Reflect anchor text

• Varied complexity• 1/3 Complex• 1/3 Moderately Complex• 1/3 Readily Accessible

• Entry point for students

SchoolAutonomy

HANDOUT 4



If…• SBAC questions and

activities are coherently connected to text sets around a single theme or scenario,

Then…• Overarching themes can

help unify each Instructional Window in the ELA Curriculum Maps.

SchoolAutonomy

HANDOUT 4



PoetryExcerpts from Scottsboro

Limited, Four Poems and a Play in Verse

-Langston Hughes

NonfictionThe Strange Story of the

Man Behind “Strange Fruit”-By Elizabeth Blair (NPR)

Online ExhibitSeparate is Not Equal:

Brown v. Board of Education

-Smithsonian

Historical FictionThe Power of One-Bryce Courtenay

www.ccsso.org


ELA Curriculum Maps: A Closer Look

1Lang., POV,

Text Structure: Central Idea Development

2Text Structure:

Theme/ Character

Development

3Text Structure:

Author’s Purpose/POV

4Narrator’s/ Speaker’s

Point of View

5Resiliency Research

Project

Instructional Windows



1Lang., POV,


Anchor Text: Nonfiction

2Text Structure:

Theme/ Character

Development

Anchor Text: Fiction

3Text Structure:




Point of View



Project

N/A




1Lang., POV,



Writing Focus: Inform/Expl.

Narrative

2Text Structure:

Theme/ Character

Development



Narrative

3Text Structure:



Writing Focus: Inform/Expl. Argument


Point of View


Writing Focus: Personal Nar.

Argument


Project

N/A





1Lang., POV,




Narrative

Culminating Task:

Inform/Expl.

2Text Structure:

Theme/ Character

Development



Narrative

Culminating Task:

Inform/Expl.

3Text Structure:



Writing Focus: Inform/Expl. Argument

Culminating Task:

Argument


Point of View


Writing Focus: Personal Nar.

Argument

Culminating Task: Personal

Narrative


Project

N/A


Culminating Task: Project &

Presentation


IA1 IA2


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?


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


Resources

• ESC North Secondary ELA/Literacy Website• achieve.lausd.net/north Instruction—ELA—Secondary

• ELA Curriculum Maps• ELA Curriculum Map One-Pagers


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?

• NewsELA• Informational Text Selections—www.newsela.com • Informational Text Sets—www.pinterest.com/newsela/

• Smithsonian Tween Tribune• www.tweentribune.com


Questions?