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8/9/2019 Secondary Reading Powerpoint
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1Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Secondary Reading Item Specifications
Presented by
Core Curriculum
2Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Agenda
ItemSpecifications Learning Objectives
A. FCAT Item Specifications Learning Objectives
Test Structure, Content and Item Format
Identify the FCAT Item Assessment Formats
Benchmarks assessed on the Reading FCAT
Identify the primary Target Audience for the FCAT Item Specifications
FCAT Content Focus Reports: Identify the percentage breakdown for the FCAT assessed benchmarks in each
grade level
Vertical alignment of tested benchmarks
B. Higher Order Level Questioning
List the Cognitive Complexity Levels addressed on the FCAT
Blooms Taxonomy
Percentage of Points by Cognitive Complexity Level
Sample Questions
Higher OrderThinking Strategies (H.O.T.S) B looms Taxonomy
Questioning Procedure
3Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Agenda, continued
.
C. Unwrapping the Learning Target Activity
-- Lessons Learned
D. The Explicit and Systematic Model of Instruction
E. FCAT Test Taking Strategies
Multiple Choice
Short and Extended Response Questions
II. General CurriculumInformation
Textbooks
Testing
Grading Formula
Training & Support
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4Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Test Structure and
Item Format
5Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
FCATBy Subject, Grade and Item Type
Grade Reading Writing Ma themat ics Science
6 MC MC, GR
7 MC MC, GR
8 MC, SR, ER WP MC, GR, SR, ER MC,GR, SR, ER
9 MC MC, GR
10 MC, SR, ER WP MC,GR, SR, ER MC, GR, SR, ER
Retake MC MC, GR
6Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Number of Reading Items Per Item Type and Total
Test Time by Grade
Grade Multiple-Choice Performance
Tasks
Total MinutesperTest
6 50-55 0 120
7 50-55 0 120
8 45-50 5-7 160
9 50-55 0 120
10 45-50 5-7 160
Retake 55-60 0 160
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7Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Types of Informational Texts Types of Li terary Texts
Subject-area text (e.g., science, history) Short stories
Magazines and newspaper articles Literary essays (e.g., crit iques, personal
narratives)
Diaries Excerpts from novels
Editorials Poems
Informational essays Historical fiction
B io gr ap hi es an d a ut ob io gr ap hi es F ab le s a nd fo lk ta le s
P rima ry so ur ce s ( e. g. , B il l o f R ig ht s P la ys
Consumer materials
How-to articles
Advertisements
Tables and graphic presentations of texts (e.g.,
illustrations, photographs, and captions
Types of Reading Passages
8Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Distribution of FCAT Reading Test Items
By Passage Type and Length
Percentage Distribution ofReading Test Items by PassageType
Number of Words perPassage
Grade Informational Li te ra ry Average Range
6 50% 50% 500 200-1000
7 60% 40% 600 300-1100
8 60% 40% 700 300-1100
9 70% 30% 800 300-1400
10 70% 30% 900 300-1700
9Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Approximate Percentage Distribution of Raw Score
Points Across FCAT Reading Content Clusters By
Grade Level
Grade
Words andPhrases inContext
Main Idea,Plot andPurpose
ComparisonandCause/Effect
Referenceand Research
6-8 15%-20% 30-55% 15-25% 10-30%
9-10 15-20% 20-50% 10-25% 20-40%
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10Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
General Specifications Criteria:
Cognitive Classification System (Complexity Levels of
Test Items)
2001 and 2009 FCAT Reading Test Item SpecsCURRENTLY based on Norman Webbs Depth of Knowledge
Levels (3)(beginning in 2004 FCAT administration)
* low complexity, moderate complexity, high complexity *focuses on expectations made of the test item,
not on the ability of the student_______________________________________________________________
FORMERLYbased on B.S. Blooms Taxonomy Levels (6)(prior to 2004 FCAT administration)
* Level I: knowl edge, comprehension, application, andLevel II: application, analysis, synthesis, evaluation *
(discontinued use - difficult to use as it requires inference about the skill,knowled e, and back round of students respondin to test items)
11Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Performance Tasks
Short and Extended Response Performance Tasks
of the FCAT Reading Test Items . . .
will definitely remain in the 2010 FCAT Reading test,
but the Florida Education Commissioner will
reevaluate
their inclusion on future FCAT Reading tests.
12Divisionof Public Schools (PreK-12) FloridaDepartmentof Educationhttp://fcat.fldoe.org/fcatpub2.asp
FCAT Released Publications for Educators
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13Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
FCAT ITEM
SPECIFICATIONS
14Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Item Specifications Activity
Cluster 1 Yellow
Cluster 2 Pink
Cluster 3 Orange
Cluster 4 Green
15Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Item Specifications
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16Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
- Benchmark
Clarification
- Content Limits
-Item Type
-Passage Attributes
17Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Item Specification Sections (Continuation)
Benchmark Clarification =Explains how the student
will demonstrate the achievement of the benchmark
and what the student will do when responding to the
question types.
Content Limits = Provide content guidance andguidelines that define the scope of content knowledgethat should or should not be assessed for eachgrade level (e.g., specific elements that can be
compared or contrasted). Passage Attributes =The passage attributes define the
kinds of stimulus materials that should be used for theitems, including the appropriate use of graphicmaterials.
18Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
- Response
Attributes
-Sample Items
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19Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Item Specification Sections (Continuation)
Response Attributes =This section givesspecific descriptions of the distractors for
multiple-choice items at each grade level. It
also indicates that the short-response and
extended-response tasks will be scored with a
holistic rubric..
Sample Items = Are provided for each type of
question assessed by a particular benchmark.
SR and ER items have a description of a top-
score response, an example of a top-score
response, and a general scoring rubric.
20Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Item Specification Sections
Strand=The category of knowledge assessed.
Standard= A general statement of expected student
achievement within a strand.
Benchmark= Specific statements of expected student
achievement under each reading standard.Test items
are written to assess the benchmarks. In some cases
tow or more related benchmarks are grouped together
because the assessment of one benchmark necessarilyaddresses another benchmark.
21Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Performance Tasks
Short and Extended Response Performance Tasks
of the FCAT Reading Test Items . . .
will definitely remain in the 2010 FCAT Reading test,
but will not be included in the new FCAT Reading
test.
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22Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Reading Performance Tasks By Benchmark
LA.A. 132 (SR) LA.A. 142 (SR)
LA.A. 227 (SR & ER) LA.A. 227 (SR)
LA.A. 231 (SR & ER ) LA. A. 241 (SR & ER)
LA.A. 232, LA.A. 222, &
LA.A. 233 (SR)
LA.A. 242 & LA.A. 245 (SR & ER)
LA.A. 235, LA.A. 236, LA.A. &
237 (SR)
L.A.A. 244 & L.A.A. 246 (SR & ER)
LA.A. 238 (SR)LA.E. 221 (SR)
LA.A. 247 (SR & ER)LA.A. 248 (SR & ER)
LA.E. 231 & (LA.E. 132
(SR & ER
LA.E. 221 (SR)
LA.E. 241 (SR & ER)
8th Grade Performance Tasks
Benchmarks
10th Grade Performance Tasks
Benchmarks
23Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Levels of Complexity
24Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Percentage of Points by Cognitive
Complexity Level
*These grades have a greater percentage of high complexitypoints due to the nature of performance tasks.
Grades Low Level Moderate Level High Level
5-7 15-25 50-70 15-25
8* 10-20 50-70 20-30
9 10-20 50-70 20-30
10* 10-20 45-65 25-35
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FCAT Reading Content
Focus Reports
http://fcat.fldoe.org/fcatpub2.asp
26Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Steps for Unwrapping a Benchmark
1. Identify cognitive levelsfor instruction andassessment
2. Identify prerequisiteskills
3. Identify importantvocabulary
4. Determine
demonstration ofcompetence
5. Identify how learning will
be extended or
accommodated to reach
all levels of learners
6. Determine method for
classroom assessment
7. Identify text support
material
8. Identify technology
resources
27Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Lessons LearnedWhat is it?
A document created by Department of EducationFull of Statistical InformationTesting Trends 2000-2005Colored graphsAnalysis of each Cluster for grades 3-10Break down the skills needed for success for each clusterSample Passages
What is a cluster?
Cluster 1- Words and Phrases in Context
Cluster 2- Main Idea, Plot, and Purpose
Cluster 3- Comparisons and Cause/Effect
Cluster 4- Reference and Research
http://fcat.fldoe.org/fcatpub2.asp
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Explicit and Systematic
Instruction
29Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Explicit Comprehension
Strategy Instruction Direct explanation -Teacher explains to students why the
strategy helps comprehension and when to apply the strategy (studentsneed a purpose for reading and applying strategies).
Modeling -The teacher models, or demonstrates, how to apply thestrategy, usually by thinking aloud while reading the text students areusing.Modeling takes place: Before reading -activating prior knowledge through questioning
During reading -using questions while reading to monitor understanding
After reading -fo llow up questions to determine what was learned and whatelse students want to learn
Guided practice -The teacher guides and assists students asthey learn how and when to apply the strategy. Application -The teacher provides supportas students practice
(scaffolding) using the strategy until they can apply it independently .Cooperative groups is good way to start the process. The goal is tohave this strategy modeled and practiced often so students willinternalize it and begin to use it independently in a variety of settings.
Adapted from Armbruster & Osborn, 2001Adapted from Armbruster & Osborn, 2001
30Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Importance of Explicit Instruction
Explicit instruction is the most important whenstudents lack background knowledge and/orfoundation in the content.
The degree of complexity or abstractnessaffects the need for explicitness.
Gradual release of responsibility allowsstudents to gradually assume control of parts ofthe task until they can do it all independently.
Bottom line provide sufficient practice in avariety of text types to ensure generalizationand maintenance.
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31Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
State Rubric Walkthrough ElementsRefer to Handout Curriculum Instructional Review Rubric
Classroom Environment is Conducive toT
eachingandLearning
Materials Support a High Level ofTeaching and
Learning
Higher Order Questioning and Thinking is Evident
Instruction Effectively Engages Students
Reading and WritingActivities are Evident Across the
Curriculum
Data Analysis is Used to Redirect Instructional Focus
and Students Instructional Needs
School and District Leadership and Coaching is Evident
32Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Classroom Look-Fors
Print and text-rich environment representing
many genres and reading levels
Explicit teacher modeling of strategies of expert
readers (before, during, and after)
Daily student practice in authentic texts
Daily small group differentiated instruction
Independent reading practice with teacherprogress monitoring
Teacher read aloud
Text-based instructional conversations
33Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
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Characteristics of Instructional Density
ExplicitExplicit-- how instruction is delivered
new skills/concepts introduced in direct manner teacher modeling: I do, we do, you do
During we do instruction is scaffolded to ascertainappropriate level of support
corrective feedback procedures
SystematicSystematic - a feature of time
connected series of lesson plans over time moves from explicit to implicit over time setof instructional routines from simple to complex cumulative review
DifferentiatedDifferentiated - level of supportas needed
students are provided varying levels of s upport based onneed
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Content Area Teachers
35Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
How will content area teachers incorporate
reading and literacy instruction?
Students in content area classes MUST receiveinstruction in reading strategies.
Students MUST learn to read and understandexpository text and to gain information from pictures,maps, charts, diagrams, and other texts.
Students MUST be able to recognize text features.
Content area teachers MUST be trained to use and toteach reading strategies.
Reading coaches will model lessons in the classroom todemonstrate the infusion of reading in the contentareas.
Writing will be incorporated across the curriculumthrough CRISS strategies (Reader response logs, two-column notes, framed paragraphs, RAFT, etc..
36Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Instruction in Content-Area Classes
1. Comprehension strategies-Instruction and supporting practicethat improves the use of effective reading strategies before, during,and after reading.
2. Discussion-Opportunities for deeper, more sustained discussionof content from text.
3. High standards-Setting and maintaining high standards for thelevel of text, conversation, questions, and vocabulary reflected indiscussions and in reading and writing assignments. RIGOR
4. Reading-writing connection-Strengthening the reading-writingconnection to improve student opportunities to reflect on themeaning of text and receive feedback on their reflections
5. Motivation and engagement- Text interacti on and Relevance
6. Content learning-Teaching content knowledge.Teachers shoulduse instructional methods, such as graphic organizers or conceptcomparison routines, that deepen understanding and showstudents better ways of learning new content on their own .
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37Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
School Wide Reading Focus
Give a copy of the Instructional Focus Calendar at-a-
glance to ALL teachers.
School Wide Vocabulary-prefixes, suf fixes, etc.
Introduce one Reading Strategy in every faculty
meeting and show how it can be used in content
areas.
Have Reading Coaches include content area
teachers in their meetings.
Train content area teachers on responding to short
and extended responses (4th & 5th Grade)
Literacy Team Meetings
38Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Classroom Support: Coaching
Print/InformationRich
Environment
Leveled,
Supported,Independent
ReadingDifferentiated
Instruction
Higher-OrderThinking Skills
Before/
During/After
Practices
Modeling of
Strategies
Content
Area
Teacher
39Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Instruction in Content-Area Classes
1. Comprehension strategies-Instruction and supporting practicethat improves the use of effective reading strategies before, during,and after reading.
2. Discussion-Opportunities for deeper, more sustained discussionof content from text.
3. High standards-Setting and maintaining high standards for thelevel of text, conversation, questions, and vocabulary reflected indiscussions and in reading and writing assignments. RIGOR
4. Reading-writing connection-Strengthening the reading-writingconnection to improve student opportunities to reflect on themeaning of text and receive feedback on their reflections
5. Motivation and engagement- Text interacti on and Relevance
6. Content learning-Teaching content knowledge.Teachers shoulduse instructional methods, such as graphic organizers or conceptcomparison routines, that deepen understanding and showstudents better ways of learning new content on their own .
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40Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
General Curriculum Information
A. T
extbooks
B. Testing/Assessments
C. Grading Formula
D.Training and Support
Professional Development as
Collaboration and Partnership
42Divisionof Public Schools (PreK-12) FloridaDepartmentof Education
Questions???