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Common Core SBAC Assessment Claims, Targets, and Standards Relationships for 11th Grade

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Mark Raffler

on 20 April 2012

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Transcript of Common Core SBAC Assessment Claims, Targets, and Standards Relationships for 11th Grade

SBAC Claims
Making Sense of the Common Core SBAC
Students can read closely and critically to comprehend a range of increasingly complex literary and informational texts.
Students can employ effective speaking and listening skills for a range of purposes and audiences.
Students can produce effective writing for a range of purposes and audiences.
ELA Literacy Claim 1
ELA Literacy Claim 3
ELA Literacy Claim 2
Cognitively Complex Skills of the CCSS
1. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
2. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
3. Read and comprehend complex literary and informational texts independently and proficiently.
4. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
5. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
6. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Students can engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information.
ELA Literacy Claim 4
SBAC Targets for Claim 1 - Literary Text
KEY DETAILS: Cite explicit textual evidence to support inferences made or conclusions drawn about texts
Claim 1 Target 1
CENTRAL IDEAS: Summarize central
ideas/key events using key relevant details
Claim 1 Target 3
WORD MEANINGS: Determine intended, precise, or nuanced meanings of words, including distinguishing connotation denotation and words with multiple meanings (academic/tier 2 words), based on context, word patterns, word relationships, etymology, or use of specialized resources (e.g.,
dictionary, thesaurus, digital tools)
Claim 1 Target 2
Claim 1 Target 4
REASONING & EVALUATION: Apply reasoning and a range of textual evidence to justify inferences or judgments made (development of universal themes, characters; impact of point of view or discourse style (e.g., dramatic irony, humor, satire,
understatement) on plot/subplot development)
Claim 1 Target 5
ANALYSIS WITHIN OR ACROSS TEXTS: Analyze interrelationships among literary elements within a text, or how different texts address topics, themes, or use of source material
Claim 1 Target 6
TEXT STRUCTURES/FEATURES: Analyze text structures, genre-specific features, or formats (visual/graphic/auditory effects) of texts and the impact of those choices on meaning or presentation
Claim 1 Target 7
LANGUAGE USE: Determine or analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox), or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone
SBAC Targets for Claim 1 - Informational Text
KEY DETAILS: Cite explicit text evidence to support inferences made or conclusions drawn about texts
Claim 1 Target 8
CENTRAL IDEAS: Summarize central ideas, topics/subtopics, key events, or procedures using supporting ideas and relevant details
Claim 1 Target 9
Claim 1 Target 10
WORD MEANINGS: Determine intended or precise meanings of words, including domain-specific/technical (tier 3) terms, distinguishing connotation-denotation, and words with multiple meanings (academic/tier 2 words), based on context, word patterns, relationships, etymology, or use of specialized resources (e.g., dictionary, glossary, digital tools)
Claim 1 Target 11
REASONING & EVALUATION: Apply reasoning and a range of textual evidence to or justify analyses of author’s presentation of information (author’s line of reasoning, point of view/purpose; relevance of evidence or elaboration to support claims; development or connections among complex concepts ideas)
Claim 1 Target 12
ANALYSIS WITHIN OR ACROSS TEXTS: Analyze texts to determine how connections are made in development of complex ideas or events; or in development of topics, themes, rhetorical features
Claim 1 Target 13
TEXT STRUCTURES/FEATURES: Relate knowledge of text structures or formats, or genre features (e.g., graphic/visual information) to integrate information or analyze the impact on meaning or presentation
Claim 1 Target 14
LANGUAGE USE: Analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox), or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone
SBAC Targets for Claim 2 - Narrative Writing
SBAC Targets for Claim 2 - Informational Writing
SBAC Targets for Claim 2 - Argumentative Writing
Claim 2 Target 2
COMPOSE FULL TEXTS: The CC places low instructional emphasis (20%) on narrative writing at high school. Developing full narrative compositions will not be required in the SBAC summative assessment; however the use of narrative strategies may be included as a scoring criterion when evaluating writing for other purposes in high school.
Claim 2 Target 3
WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of informational texts: organizing ideas by stating a thesis and maintaining a focus, developing a complex topic/subtopics, including relevant supporting evidence (from texts when appropriate) and elaboration, or providing a conclusion appropriate to purpose and audience
Claim 2 Target 1
WRITE/REVISE BRIEF TEXTS: Apply narrative strategies (e.g.,dialogue, description) and appropriate text structures and transitions when writing or revising one or more paragraphs of narrative text (e.g., introduce narrator point of view, use dialogue to advance the action)
Claim 2 Target 5
USE TEXT FEATURES:
Employ text features and visual components appropriate to purpose and style
Claim 2 Target 8
LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts
Claim 2 Target 9
EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/argument texts
Claim 2 Target 7
COMPOSE FULL TEXTS: Write full persuasive
pieces/arguments about topics or texts, attending to purpose and audience: establishing and supporting a claim, organizing
and citing supporting evidence (from texts when appropriate) from credible sources, and
providing a conclusion appropriate to purpose and audience
Claim 2 Target 4
COMPOSE FULL TEXTS: Write full informational/ explanatory texts,attending to purpose and audience: organizing ideas by stating a thesis and maintaining a focus, developing a complex topic/subtopics, including relevant supporting evidence (from
texts when appropriate) and elaboration with appropriate transitions for coherence, and providing a conclusion appropriate to purpose and audience
Claim 2 Target 6
WRITE/REVISE BRIEF TEXTS: Apply a variety of strategies when writing or revising one or more paragraphs of text that express arguments about topics or texts: establishing a precise claim, organizing and citing supporting
evidence (from texts when appropriate) and counter claims using credible sources, or providing a conclusion (e.g., articulating implications or stating significance of the problem) appropriate to purpose and audience
Claim 2 Target 8
LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts
Claim 2 Target 8
LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary and figurative language) and style appropriate to the purpose and audience when revising or composing texts
Claim 2 Target 9
EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/argument texts
Claim 2 Target 9
EDIT/CLARIFY: Apply or edit grade-appropriate grammar usage and mechanics to clarify a message and edit narrative, informational, and persuasive/argument texts
Claim 2 Target 10
TECHNOLOGY: Use tools of technology to gather information, make revisions, or to produce texts
Claim 2 Target 10
TECHNOLOGY: Use tools of technology to gather information, make revisions, or to produce texts
Claim 2 Target 10
TECHNOLOGY: Use tools of technology to gather information, make revisions, or to produce texts
SBAC Targets for Claim 3
Claim 3 Target 1
LANGUAGE & VOCABULARY USE: Strategically use precise language (including academic and domainspecific vocabulary), figurative language, syntax, and discourse appropriate to the intent, purpose, and audience when speaking
Claim 3 Target 2
PLAN/SPEAK/PRESENT: Compose (gather and organize) and orally deliver short (e.g., summaries) and longer (presentations) for different purposes and audiences, drawing from a range of digital media to enhance
the message or intent
Claim 3 Target 4
CLARIFY MESSAGE: Use grade-appropriate grammar and mechanics to clarify a message appropriate to the purpose and audience
Claim 3 Target 3
LISTEN/INTERPRET: Analyze, interpret, and use information delivered orally or visually
Claim 4 Target 1
PLAN/RESEARCH: Devise an approach and conduct short focused research projects to explore a topic, issue or problem, analyzing interrelationships among concepts or perspectives
SBAC Targets for Claim 4
Claim 4 Target 7
TECHNOLOGY: Use tools of technology to gather information, make revisions, or to produce texts/presentations
Claim 4 Target 2
ANALYZE/INTEGRATE INFORMATION: Gather, analyze, and integrate multiple sources of information/evidence to support a presentation on a topic
Claim 4 Target 3
EVALUATE INFORMATION/SOURCES: Evaluate relevancy, accuracy, and completeness of information from multiple sources
Claim 4 Target 4
USE EVIDENCE: Cite evidence to support arguments or conjectures
Claim 4 Target 5
LANGUAGE & VOCABULARY USE: Strategically use precise language and vocabulary (including academic and domain-specific vocabulary), figurative language, and syntax appropriate to the purpose and
audience
Claim 4 Target 6
EDIT/CLARIFY: Apply grade-appropriate grammar usage and mechanics to clarify a message (narrative, informational, and persuasive texts)
Standards: RL-1, RL-3
Standards: RL-2
Standards: RL-4; L-4, L-5b, L-6
Standards: RL-2, RL-3, RL-6
Standards: RL-3, RL-7, RL-9
Standards: RL-5, RL-7
Standards: RL-4; L-5a (gr 9-10), L-5a (gr 11-12)
Standards: RI-1, RH-1, RST-1, RI-3, RH-3
Standards: RI-2, RH-2, RST-2
Standards: RI-4, RH-4, RST-4; L-4, L-5b, L-6
Standards: RI-6, RH-6, RST-6, RI-8, RH-8, RST-8
Standards: RI-3, RI-9
Standards: RI-5, RH-5, RST-5, RI-7, RH-7, RST-7
Standards: RI-4; RH-4; L-5a (gr 9-10), L-5a, (gr 11-12)
Standards: W-3a, W-3b, W-3d, and/or W-3e
Standards: W-2d, W-3d, L-3a, L-6
Standards: W-2d, W-3d, L-3a, L-6
Standards: W-2d, W-3d, L-3a, L-6
Standards: W-2a, W-2b, W-2c, W-2d, W-2e, and/or W-2f
Standards: W-2a through W-2f, W-4, W-5, W-8, W-9
Standards: W-2a
Standards: W-1a, W-1b, W-1c, W-1d, and/or W-1e
Standards: W-1a thru W1-e, W-4, W-8, W-9
Standards: L-1, L-2
Standards: L-1, L-2, L-3b
Standards: L-1, L-2, L-3b
Standards: L-3a, L-6
Standards: L-1, SL-6
Standards: SL-211, SL-4, SL-5, SL-6
Standards: SL-1, SL-2, SL-3
Standards: SL-2, SL-4, SL-5; W-6 W-7; WLit-7
Standards: RLiteracy (History; Science/Tech)-1-3 and 7, 8, 9; SL-2; W-8, W-9; WLiteracy-8, WLiteracy-9
Standards: W-8; WLit-8
Standards: L-1, L-2
Standards: W-6; WLiteracy-6
Standards: L-1, L-2
Standards: L-1, L-2
Standards: L-3a, L-6
Standards: SL-2, SL-4, SL-5, SL-6
Standards: SL-1, SL-2, SL-3
Standards: SL-2, SL-4, SL-5; W-6 W-7; WLit-7
Standards: RLiteracy (History; Science/Tech)-1-3 and 7, 8, 9; SL-2; W-8, W-9; WLiteracy-8, WLiteracy-9
Standards: W-8; WLit-8
Standards: RLiteracy-1-3 and 7-9; W-8, W-9; WLiteracy-8, WLiteracy-9
Standards: W-2d, W-3d; L-6
Standards: L-1, L-2
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