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Preparation for the ALST

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Sarah Yim

on 21 March 2014

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Transcript of Preparation for the ALST

Preparation Guide for the Academic Literacy Skills Test (ALST): Constructed Reponse
Tips on the Test
Prepare Mentally by:
- Pacing yourself: You have 210 minutes to finish both sections of the test, so decide from the start how much time you will spend on the selected reading and constructed responses.
-The test is based on strategy (think about when you took the SATS or ACTS)
-Familiarize yourself with the procedures at the Pearson Professional Testing Centers. The following video is a virtual tour of procedures that are implemented before, during, and after the test:
What is the Academic Literacy Skill Test?
This test consists of selected-response items, followed by focused constructed-response items and an extended writing assignment based on the critical analysis of authentic texts and graphic representations of information addressing the same topic. Each item requires the analysis of complex literary or informational texts (Authorized for Distribution by the New York State Education Department)

Test Design
Rubric for Extended Response

Field 202: Academic Literacy Skills Test (ALST)

NYSTCE Academic Literacy Skills Test (ALST) Preparation Materials

How to Read Your Score Report

Tips for the Constructed Response

-Read the directions CAREFULLY
-Do a 'close' reading of the paragraphs and study the charts/graphs carefully.
-Read carefully from the author's point of view
-Note any identifying or clarifying content before the paragraphs start.
(e.g. The title)

Use the Following Acronym: R.A.C.E
Reword the question
Answer the Question
Cite evidence
Explain your reasoning
Sample Selected Constructed Responses
Directions on How to Write a Constructed Response
Competency 0002-Writing to Sources (www.nystce.nesinc.com/PDFs/NY202_OBJ_DRAFT.pdf‎_ )

Performance Indicators
a. delineates and evaluates the argument and specific claims in a text
b. evaluates the validity of reasoning used to support arguments and specific claims
in a text
c. evaluates the relevance and sufficiency of evidence used to support arguments and specific claims in a text
d. evaluates the credibility, objectivity, and reliability of an author or sources used by an author
e. analyzes how multiple texts address similar themes or topics to compare the approaches the authors take
f. integrates and evaluates content presented in diverse formats and media, including visually and quantitatively
g. introduces a precise, knowledgeable claim
h. uses valid reasoning to support the claim
i. anticipates and addresses a possible counterclaim
j. chooses relevant and sufficient evidence from multiple texts to support the claim and integrates the information while avoiding plagiarism
k. establishes and maintains an appropriate style and tone
l. uses transitional words and phrases and varies syntax to link sections of the text and to clarify relationships between ideas
m. produces a conclusion that follows from and supports the claim
n. chooses precise language for clarity and rhetorical effect
o. uses correct standard English grammar, usage, capitalization, punctuation, and

Performance Expectations
The New York State educator demonstrates the ability to integrate knowledge and ideas from texts to produce clear, cohesive, and coherent writing. The teacher delineates and evaluates the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. The teacher thoroughly analyzes how multiple texts address similar themes or topics to compare the approaches the authors take.
The New York State educator produces writing in which the development, organization, and style are appropriate to a given task, purpose, and audience. The teacher thoroughly develops strong arguments to support claims in a cogent synthesis and thorough analysis of information presented in substantive texts. The teacher uses valid reasoning and relevant evidence to support claims. The teacher organizes arguments by logically sequencing claims, counterclaims, reasons, and evidence. The teacher applies extensive knowledge of language to make effective choices for meaning and style. The teacher develops and strengthens writing by revising, editing, and rewriting as needed and demonstrates thorough command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
How to Answer Constructed Response or Short Answer Questions [Video file]. (n.d.). Retrieved from youtube.com

NYSTCE Preparation Guides. (n.d.). Retrieved from New York State Teacher Certification Examinations
website: http://www.nystce.nesinc.com/NY_viewSG_opener.asp
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