Richard Soash
“...84% of what American adults actually read is
nonfiction. And most high-stakes standardized tests contain predominantly
nonfiction reading passages—as much as 80% on many of the big-name exams.”
-Harvey Daniels, Steven Zemelman,
Subjects Matter: Every Teacher’s Guide to Content Area
Reading
First report– Grades K-3
Reading Next
report (click on the graphic of the report to download) – Grades 4-12
The
Fifteen Elements of Effective Adolescent Literacy Programs
1
Direct, explicit comprehension instruction, which is instruction in
the strategies and processes that proficient readers use to understand what
they read, including summarizing, keeping track of one’s own understanding, and
a host of other practices
2
Effective instructional principles embedded in content, including language arts
teachers using content-area texts and content-area teachers providing
instruction and practice in reading and writing skills specific to their
subject area
3
Motivation and self-directed learning, which includes building
motivation to read and learn and providing students with the instruction and
supports needed for independent learning tasks they will face after graduation
4
Text-based collaborative learning, which involves students
interacting with one another around a variety of texts
5
Strategic tutoring, which provides students with intense individualized reading,
writing, and content instruction as needed
6
Diverse texts, which are texts at a variety of difficulty levels and on a
variety of topics
7
Intensive writing, including instruction connected to the kinds of writing tasks
students will have to perform well in high school and beyond
8
A technology component, which includes technology as a tool for and
a topic of literacy instruction
9
Ongoing formative assessment of students, which is informal, often
daily assessment of how students are progressing under current instructional
practices
10
Extended time for literacy, which includes approximately two to four
hours of literacy
instruction
and practice that takes place in language arts and content-area classes
11
Professional development that is both long term and ongoing
12
Ongoing summative assessment of students and programs, which is more formal and
provides data that are reported for accountability and research purposes
13
Teacher teams, which are
interdisciplinary teams that meet regularly to discuss students and align
instruction
14
Leadership, which can come from
principals and teachers who have a solid understanding of how to teach reading
and writing to the full array of students present in schools
15
A comprehensive and
coordinated literacy program, which is interdisciplinary and
interdepartmental and may even coordinate with out-of-school organizations and
the
local community
Scope & Sequence - http://www.ksde.org/outcomes/rwstds782003.html#scope
Assessable Indicators with notes http://www.ksde.org/outcomes/readindicators52405.doc
Overview
Ø
Multiple choice
with one correct answer, not multiple mark
Ø
Three 45
minute sessions
Ø
No
immediate results this year because new cut scores are being set
Ø
Results
will be given by grade level and by individual student
Ø
Teachers
cannot provide any graphic organizers; students may create their own
Ø
Grades
3-8 and HS (11th Grade 2006 and then 2007
Ø
If the
delta is at the start of the indicator, the entire indicator can be tested; if
there are small deltas in the indicator, only the delta items will be tested. Although non-deltaed
items in a list will not be tested, they can be used as distracters
Ø
Up to 15
indicators on the assessment per grade level, with 4-8 questions per indicator
Ø
No “All
of the above” questions
Ø
Not all
questions will be based on a reading passage (e.g. vocabulary – PB & NPB)
Ø
Use the
same terminology as the indicators (e.g. passage - see glossary - http://www.ksde.org/outcomes/readingglossary.doc)
Ø
“Reading
Across the Curriculum”
Ø
Indicators
assessed
Standard 1:
Benchmark
3: Vocabulary (2-3 ▲’s)
5 Context clues (3-HS)
5 definitions, restatements, examples,
descriptions, comparison-contrast, clue words, cause-effect
5 Structural analysis (3-HS)
5 Roots, prefixes, suffixes
5 Figurative Language (6-HS)
5 similes, metaphors, analogies, hyperbole,
onomatopoeia, personification, idioms, imagery, and symbolism
Benchmark 4: Comprehension (9-10 ▲’s)
5
Text features
5
Make inferences and draw conclusions
5
Text Structure
5
Compare and contrast
5
Explain cause-effect relationships
5
Summarize information
5
Identify topic, main idea(s), supporting
details, and theme(s)
5
Author’s style and purpose for writing
5
Fact & opinion, propaganda, bias
Persuasive text only:
5
Author’s position & persuasive techniques
Literature/Narrative text only:
5
Major & minor characters, character
analysis
5
Setting
5
Elements of plot
Standard 2: Literature
Benchmark 1: Literary Concepts & Interpretation (2-3 ▲’s)
Ø
|
Reading Testable Indicators List (x = grade
level) |
|
|
R.X.1.3.1 |
Vocabulary in
Context |
|
R.X.1.3.4 |
Structural analysis |
|
|
Figurative
language: simile, metaphor, analogy, hyperbole, |
|
|
onomatopoeia,
personification, idiom, imagery |
|
R.X.1.4.2 |
Text features |
|
R.X.1.4.5 |
Inferences/conclusions |
|
R.X.1.4.6 |
Text structure |
|
R.X.1.4.7 |
Compare/Contrast |
|
R.X.1.4.8 |
Cause/effect |
|
R.X.1.4.9 |
Paraphrase and
summary (5th grade – retell) |
|
R.X.1.4.10 |
Topic, main idea,
supporting details, theme |
|
R.X.1.4.11 |
Author’s purpose
(persuade, entertain, inform) |
|
|
Author’s use of literary devices
(foreshadowing, flashback, irony) |
|
R.X.1.4.14 |
Persuasive text
(bandwagon, glittering generalities, testimonials, |
|
|
citing statistics) |
|
R.X.1.4.15 |
Fact/opinion,
recognizes propaganda, bias, & stereotypes |
|
R.X.2.1.1 |
Characters
(narrative) |
|
R.X.2.1.2 |
Setting (narrative) |
|
R.X.2.1.3 |
Plot (narrative) |
KSDE Formative Test Builder
http://kportal.learningstation.com
It now has both the option to create
and print assessments or create, assign assessments and give results.
Flip Charts - http://www.ksde.org/outcomes/readflipchtsa2005.html
|
Flip Chart Abbreviations |
|
|
CA= Correct Answer |
MC = Multiple
Choice |
|
PB= Passage –based |
AC=answer choice |
|
NPB=Non
Passage-based |
CR=constructed-response
|
|
Passage Types Tested & Percentage by Grade Level |
|||||||
|
Grade Level |
3rd |
4th |
5th |
6th |
7th |
8th |
HS |
|
Passage Types |
N (50%) E (50%) |
N (40-45%) E (40-45%) T (10-20%) |
N (30%) E (30%) T (20%) P (20%) |
N (30%) E (30%) T (20%) P (20%) |
N (25%) E (25%) T (25%) P (25%) |
N (20%) E (30%) T (20%) P (30%) |
N (20%) E (30%) T (20%) P (30%) |
|
|
50% Fiction 50% Non-fiction |
40% Fiction 60% Non-fiction |
30% Fiction 70% Non-fiction |
30% Fiction 70% Non-fiction |
25% Fiction 75% Non-fiction |
20% Fiction 80% Non-fiction |
20% Fiction 80% Non-fiction |
|
Number of Possible Indicators Tested per Grade Level by Passage Type |
||||
|
Grade Level |
Narrative |
Expository |
Technical |
Persuasive |
|
3rd |
11 |
9 |
NA |
NA |
|
4th |
12 |
11 |
10 |
NA |
|
5th |
12 |
11 |
11 |
10 |
|
6th |
13 |
12 |
12 |
13 |
|
7th |
12 |
11 |
11 |
12 |
|
8th |
13 |
12 |
11 |
13 |
|
HS |
13 |
12 |
11 |
13 |
And what inferences
can we draw about what types of passages should be presented in classrooms
based on the above charts?
A.
We
should focus on narrative.
B.
We
should not teach persuasive because it is too hard and we can’t find good
examples.
C.
We
need to be teaching a lot less narrative and a lot more persuasive, technical
and expository.
D.
Technical
is fun.
Key Skills For the Assessments
Ø Reading Comprehension
Ø Vocabulary
Ø Text Types
Ø Text Structures