1. February 18, 2014
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccreas.org

2. Types of
Assessments
Close and
Critical Reading
Strategies
Practice
Create
Assessments

3. Performance Tasks
(PT)
Selected-Response
Items (SR)
ConstructedResponse Items (CR)
•Focus on reading,
writing, speaking
and listening, and
research.
•Measure depth of
understanding,
interpretive and
analytical ability,
basic recall,
synthesis, and
research.
•May take place over
time.
•Traditionally known
as Multiple Choice.
•Include a stimulus
and stem followed
by three to five
options (students
select one).
•Students select the
best answer.
•Assess targets and
claims that are of
greater complexity.
•Ask students to
develop answers
without suggested
answer choices.
Technologyenhanced
Items/Tasks (TE)
•Provide evidence
that could not be as
reliably obtained
from traditional SRs
and CRs.
•May stand alone or
may be used as part
of the Performance
Task and/or
ConstructedResponse items.
•Examplesreordering text,
selecting and
changing text,
selecting text, and
selecting from dropdown menus.
3

4. Determine
topic
Select
text(s) to
read
Identify
close
reading
strategy to
use
Identify
discussion
model to
use
Create
assessment
• Constructed
Response
• Performance
Task

5. •Take a moment to determine
what close reading means to
you.
•Discuss with a partner.

6. See strategies
handout
We will be
focusing on
“Mark up the
text”

7. 1. Post-it Notes (Text
Complexity Raising Rigor in
Reading by Douglas Fisher,
Nancy Frey, and Diane
Lapp)
2. Guided Highlighted
Reading (Guided
3. Other Close
Reading Strategies
Highlighted Reading
by Elaine M. Weber,
Barbara A. Nelson and
Cynthia Lynn
Schofield)

8. Independent reading of the text is
supported through a series of
instructional moves including:
setting the purpose, teacher
modeling, guided instruction, group
work, and independent tasks.

9. 
Set Purpose: To engage students in a close
reading of an excerpt from an informational
book on the history of the development of
“Post-it Notes.”
◦ Purpose is to discover how a familiar office product
was initially thought to be a failure and to trace its
development as a useful item.

Strategy Handout

10. Invite students to read it first to
themselves
Have them write on a
sticky note any words
or phrases they do not
know.
Also have students take
notes on sticky notes
listing major events.
Give extra support to
those students you
know will need it during
independent reading.
This will need to be
modeled the first time
you do it.

11. After students have
finished reading, have
them turn and talk to their
partner to describe one
surprising fact that they
learned about the invention
of Post-it Notes.
Write your amazing fact on
a sticky note to be used in
the discussion.
To start, use this language
frame: “I was amazed to
learn that _________!”

12. Take notes or record an
anchor chart listing the
amazing facts the
students share.
Recorded
responses will be
used to determine
what will be
modeled.
Record unfamiliar
or unclear words or
phrases and how
they attempted to
understand them.

13. Explain to students
that you will read
parts of the text
together, and from
time to time, you will
explain your thinking
to them.
Start by orienting the
students to the correct
part of the text you
wish to address:
For example, in
Paragraphs 7 and 8:
• “Fry used some to
coat his markers.”
After finishing the
shared reading,
transition students to
a discussion using a
series of textdependent questions.

14. Keep in mind that the purpose of textdependent questions are to prompt
rereading, encourage the use of textual
evidence to support answers, and deepen
comprehension.
Initial questions should be designed to
highlight the explicit meaning of the text.
However, do not stop there, but progress
toward more challenging questions.

15. 1. Post-it Notes began as an idea that didn’t work but then became a very useful
product. Using evidence from the text, describe the sequence of events that led to
this invention?
2. The author tells you twice when Spencer Silver first invented the adhesive that
would be used in the Post-it Notes. The first time is in the fourth paragraph, when
she tells us it was 1970. Then, she tells us the same information again later in a
different way. How did you figure out the answer?
3. Do you believe the author has a positive or a negative view of Post-it Notes and
its inventors? What words or phrases lead you to believe that?
4. What were some of the qualities of the inventors that you can infer from this text?
What passages helped you draw these conclusions?

16. 



Students gather their Post-it Notes to use for
a journal or essay writing activity.
Prompt: What does it take to be an inventor?
Students will write a short summary of the
invention of Post-it Notes.
Students will identify at least two
characteristics of inventors, using at least two
quotations from the text.

17. 
What were some of the qualities of inventors?

18. 

https://www.teachingchannel.org/videos/enh
ance-student-note-taking (5th grade Brewer)
https://www.teachingchannel.org/videos/stu
dent-annotated-reading-strategy (9th grade)

19. 






Integrate knowledge and skills
Measure understanding, research skills,
analysis, and the ability to provide relevant
evidence
Require student to plan, write, revise, and
edit
Reflect a real-world task
Demonstrate knowledge and skills
Allow for multiple points of view
Feasible for classroom environment

20. Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.
Emphasis on stimuli related to science, history, and social studies.

Components of a Performance Task

Stimulus
Readings

Video clips

Audio clips

Graphs, charts,
other visuals


Research
topic/issue/
problem

Information
Processing
Research
questions
Product/Performance
 Essay, report,
story, script


Comprehension
questions

Simulated Internet
search

etc.

etc.

Speech
with/without
graphics, other
media
Responses to
embedded
constructed
response
questions.
etc.

21. 

Part 1: Student reads research sources
and responds to prompts (Claim 1 or 4)
Part 2: Student plans, writes, and revises
his or her full essay (Claim 2) or plans and
delivers a speech (Claim 3)

22. 
Maximum Time Requirements for Performance
Tasks
– Grade 3–8:
• 105 minutes total
Part 1: 35 min.
Part 2: 70 min.
– High School:
• 120 minutes total
Part 1: 35-45 min.
Part 2: 75-85 min.

26. 
How your essay will be scored:
The people scoring your essay will be assigning scores for:
◦ Statement of purpose/focus—how well you clearly state your claim on the
topic, maintain your focus, and address the alternate and opposing claims
◦ Organization—how well your ideas logically flow from the introduction to
conclusion using effective transitions, and how well you stay on topic
throughout the essay
◦ Elaboration of evidence—how well you provide evidence from sources
about your opinions and elaborate with specific information
◦ Language and Vocabulary—how well you effectively express ideas using
precise language that is appropriate for your audience and purpose
◦ Conventions—how well you follow the rules of usage, punctuation,
capitalization, and spelling

27. 
Constructed Response Items
◦ Address assessment targets and claims that
are of greater complexity
◦ Require more analytical thinking and reasoning

28. The Shepherd’s Boy and the Wolf
The Shepherd’s Boy and the Wolf flock near a village, and thought it
A Shepherd's Boy was tending his
would be great fun to trick the villagers by pretending that a Wolf
A Shepherd's Boy was tending his flock near a village, andand when
was attacking the sheep: so he shouted out, "Wolf! Wolf!"
thought it would be great up he laughed at them because they
the people came running fun to trick the villagers by pretending
that a Wolf was attacking more than once, and every time the
believed him. He did this the sheep: so he shouted out, "Wolf!
Wolf!" and whenthey people came running there was no Wolfthem At
villagers found the had been tricked, for up he laughed at at all.
because they believed him. He did this more than once, and every
last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud
time the villagersthe people were so used to hearing him was no
as he could: but found they had been tricked, for there call that
Wolf at all.no notice Wolf really did come,And so no one came to help
they took At last a of his cries for help. and the Boy cried,
"Wolf! Wolf!" as loud as he could: but the people were so used to
the boy, and the Wolf attacked the sheep.
hearing him call that they took no notice of his cries for help.
And so no one came to help the boy, and the Wolf attacked the
In a few sentences, explain what lesson the reader can learn from
sheep.
the shepherd’s boy. Use details from the story to support your
response.
In a few sentences, explain what lesson the reader can learn from
the shepherd’s boy. Use details from the story to support your
response.
STIMULUS
STEM

29. Grade: 7
Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex
literary and informational texts.
Target 7. LANGUAGE USE: Interpret impact or intent of figurative language use (e.g., alliteration,
onomatopoeia, imagery), literary devices (e.g., flashback, foreshadowing), or connotative
meanings of words and phrases used in context and their impact on reader interpretation
DOK: 2
The Fox and the Goat
DOES NOT
ALIGN
NOT COMPLEX
A Fox fell into a well, and though it was not very deep, he found that he
could not get out again. After he had been in the well a long time, a thirsty
Goat came by. The Goat thought the Fox had gone down to drink, so he
asked if the water was good.
"The finest in the whole country," said the crafty Fox, "jump in and try it.
There is more than enough for both of us."
TOO EASY
The thirsty Goat immediately jumped in and began to drink. The Fox just as
quickly jumped on the Goat's back. Then he leaped from the tip of the Goat's
horns out of the well.
The foolish Goat now saw what he had gotten into. He begged the Fox to
help him out.
What does the word crafty suggest about the Fox?
POOR CR
WORDING

30. Grade: 7
Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex
literary and informational texts.
Target 11. REASONING & EVIDENCE: Use supporting evidence to justify interpretations of
information presented or how it is integrated (author’s reasoning; interactions among events,
concepts, people, or development of ideas)
DOK: 3
What is Mold?
PROPER
ALIGNMENT
APPROPRIATE
COMPLEXITY
Mold is the common name for many kinds of tiny organisms called fungi. There
are thousands of types of molds that can be found indoors and outdoors.
Different molds grow in colonies. They live on dead organisms such as decaying
plants and animals. They can also live on wood, brick, stone, food, fabric and
books. Some molds even thrive on living organisms as parasites!
Spores from mold growth can pose health risks. Some people are very sensitive to
mold. Molds may cause a runny nose or itchy, watery eyes. Or mold may cause
major concerns such as difficulty breathing, asthma attacks, infections, fever and
major skin irritations. The best way to reduce and prevent mold growth is to
control moisture. It is important to keep humidity levels low. It is important to
reduce excess moisture that molds need to grow. People should repair leaks,
completely remove any existing mold growth, and ventilate rooms that are prone
to damp conditions. Outside, molds may grow in damp, shaded areas. People
who are sensitive to molds should avoid such places.
Explain why people who live in moist climates work harder to prevent mold than
people
who live in dry climates. Include details from the passage about how they prevent
mold.
PROPER CR
WORDING

31. 
Benefits
◦ Answered quickly
◦ Assess a large range
of content on one
test
◦ Inexpensive to score
◦ Results collected
quickly

Limitations
◦ Limited ability to
reveal
a student’s reasoning
process
◦ Difficult to assess
higher-order
thinking skills

32. 

With a partner, use “The Road Not Taken” as a
reading resource to develop a Constructed
Response or Performance task from.
Remember the process:
Determine
topic
Select
text(s) to
read
Identify
close
reading
strategy to
use
Identify
discussion
model to
use
Create
assessment
• Constructed
Response
• Performance
Task

33. Is text driven and meaning-based
Focuses students on the context of text
Guides students to read for one reading purpose at a time
Invites and guides students to revisit the text more than once
Guides students to return to the same text for multiple purposes
Targets the acquisition of skills needed for close and critical reading
Builds fluency and stamina in readers
Uses multiple senses: visual, auditory, and kinesthetic

35. 1. Select
Text
2.
Determine
Purpose
3. Number
the
paragraphs
or lines
4. Write
prompts

36. 1. Read the
Preamble of the
United States
Constitution
2. Highlight as
directed (p 74)
3. Review other
activities (p 7581)
4. What
discussion of this
content might
take place? (turn
and talk)

37. 
With a partner, create a Constructed
Response or Performance Task Question for
The Preamble of the United States Constitution
Text

38. Citing Textual
Evidence
(Video)
CCSS
Bookmarks
(Handout)
Cognitive Reading
Strategies (Mosaic of
Thought)
Three Ways to
Discuss Text
(Article)
Jigsaw (video)

39. 
https://www.teachingchannel.org/videos/tea
ching-about-textual-evidence (Grade 6)

40. 

http://www.criticalreading.com/ways_to_read
.htm#linka article
https://www.teachingchannel.org/videos/jigs
aw-method (8th grade jigsaw activity 2 min.)

43. 
ReadWell Unit of Study:

44. 
http://sccresa.org/downloads/writewell_gr6/
writing_pre-test_20130809_140027_74.pdf

45. http://dese.mo.gov/divimprove/assess/docum
ents/asmt-sbac-ela-gr7-sample-items.pdf

46. 1. Identify materials to be used (reading texts, basal, science books, blogs,
videos, etc.)
2. Identify main objective (claim and target) you would like the students to learn
about; be sure evidence from the materials can be easily collected to support
student learning.
3. Be sure prior knowledge has been supported for students’ ability to take notes,
construct essay responses, previous strategies modeled, etc.
4. Develop explicit prompt for student response.
5. Write clear directions.
6. Take Performance Task through ELA Test Blueprint

47. 
At your group, select a picture book on the
table to practice creating a constructed
response or performance task using the
template:

52. 





Form grade level groups.
Select materials to use.
Begin writing assessments.
Be sure to use the blueprint.
Share final assessments with me to post for
all: evans.jennifer@sccresa.org
Have Fun!