Nys Ela Common Core Regents and Test Read

NYS ELA REGENTS EXAMINATION (COMMON Core) SCORING Training Denise Pawlewicz Phyllis Litzenberger

Six Shifts in ELA Assessments Shift 1: Pre-M-5, Balancing Informational & Literary Texts Passages will be accurate, and will be balanced between advisory and literary texts. Shift ii: 6 -12, Knowledge in the Disciplines Assessments volition contain cognition-based questions about the informational text; students volition not demand outside cognition to respond. Shift three: Staircase of Complexity Passage choice volition be based on text complexity that is advisable to form level per Common Core. Shift iv: Text-based Answers Shift five: Writing from Sources Questions will require students to align testify from the text, including from paired passages. Shift 6: Academic Vocabulary Students will exist tested directly on the meaning of pivotal, mutual terms, the definition of which tin can be discerned from the text. Bookish vocabulary will also be tested indirectly through general comprehension of the text.

Function ane – READING COMPREHENSION SCORER Preparation

Part 1: Reading Comprehension Overview • Suggested completion time is 1 hr • Students volition. . . • close read iii texts—one from literature, one poem, and i advisory text—totaling approximately ii, 600 words • respond 24 multiple-option questions

Function 1: Reading Comprehension Multiple Selection Analysis

Office 2 – WRITING FROM SOURCES: ARGUMENT SCORER TRAINING

Grooming Protocol i. Clarify Task ii. Analyze Rubric 3. Read Texts four. Read Ballast Papers Against the Rubric 5. Discuss the Annotations for Each Ballast Paper vi. Practice Scoring Sample Papers Using the Rubric 7. Discuss the Annotations for Each Exercise Paper

Materials for Training Office 2 Teacher's Bundle includes: • • • Task Test Texts Rubric Anchor Set Papers with Annotations Practice Set Papers with Annotations

Part ii: Writing from Sources—Argument Overview • Suggested completion fourth dimension is ninety minutes • Student will . . . • close read four informational texts, which may include graphics, totaling approximately two, 600 words • write a source-based argument

Function 2: Writing from Sources—Argument Job Analysis • Read the task for. . . • Pupil tasks • Topic • Criteria • Guidelines • Texts Please refer to page two of your Teacher's Packet.

Part 2: Writing from Sources—Argument Text Analysis • Read the four texts closely for. . . • evidence to support a for or against argument based on the given topic Please refer to pages three -nine of your Teacher'due south Parcel. Text i Text 2 • A Word Almost Social Networking • Impact of Social Media on Adolescent Behavioral Health in California Text 3 • The Flying from Conversation Text 4 • Solitude and Leadership

Holistic Scoring Overview • evaluate the paper based on its overall quality as specified by the rubric criteria • consider the paper every bit a total work where the whole is greater than the sum of its parts • do not consider 1 criteria contributing more weight to the score than another • read the entire response before determining a score, and so promptly assign a score • read supportively, looking for and rewarding those things done well in the paper • do non focus on identification of weakness or errors in the paper but rather focus on overall quality

Part two: Writing from Sources—Argument Rubric Analysis • Rate argument • • essays holistically using the half-dozen-point scale and the following criteria: Content and Assay Command of Evidence Coherence, Organization, and Manner Control of Conventions Please refer to page 10 of your Teacher's Packet.

Part ii: Writing from Sources—Argument Condition Codes • An essay that addresses fewer texts than required by the task tin can be scored no higher than a 3. • An essay that is a personal response and makes little or no reference to the task or texts can be scored no higher than a 1. • An essay that is totally copied from the job and/or texts with no original student writing must be scored a 0. • An essay that is totally unrelated to the chore, illegible, incoherent, blank, or unrecognizable as English must exist scored as a 0.

Part 2: Content and Analysis: Rubric Levels Criteria 6 Essays at this Level: Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of the texts - introduce a precise and insightful claim, as directed by the task - demonstrate in-depth and insightful analysis of the texts, every bit necessary to support the claim and to distinguish the claim from alternate or opposing claims 5 Essays at this Level: - introduce a precise and thoughtful claim, as directed by the task - demonstrate thorough analysis of the texts, every bit necessary to support the claim and to distinguish the claim from alternate or opposing claims 4 Essays at this Level: - introduce a precise merits, every bit directed past the job - demonstrate appropriate and accurate analysis of the texts, as necessary to back up the claim and to distinguish the claim from alternate or opposing claims 3 Essays at this Level: - innovate a reasonable claim, as directed by the task - demonstrate some analysis of the texts, only comparatively distinguish the claim from alternate or opposing claims 2 Essays at this Level: 1 Essays at this Level: - introduce a claim - do not introduce a claim - demonstrate confused or unclear assay of the texts, failing to distinguish the claim from alternate or opposing claims - do non demonstrate analysis of the texts

Part 2: Command of Testify: Rubric Levels Criteria Command of Testify: the extent to which the essay presents show from the provided texts to back up assay 6 5 4 Essays at this Level: - present ideas fully and thoughtfully, making highly constructive employ of a wide range of specific and relevant prove to support analysis - demonstrate proper citation of sources to avoid plagiarism when dealing with direct quotes and paraphrased textile - present ideas clearly and accurately, making effective utilize of specific and relevant bear witness to support analysis - demonstrate proper commendation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material three Essays at this Level: two Essays at this Level: i Essays at this Level: - present ideas sufficiently, making adequate use of specific and relevant prove to support analysis - present ideas briefly, making employ of some specific and relevant show to support analysis - present ideas inconsistently and/or inaccurately, in an endeavor to support analysis, making use of some evidence that may be irrelevant - nowadays little or no evidence from the texts - demonstrate proper commendation of sources to avoid plagiarism when dealing with direct quotes and paraphrased material - demonstrate inconsistent citation of sources to avoid plagiarism when dealing with directly quotes and paraphrased material - demonstrate - practice not brand footling utilize of citations to avoid plagiarism when dealing with directly quotes and paraphrased material

Part two: Coherence, Arrangement, and Way: Rubric Levels Criteria Coherence, Organisation, and Style: the extent to which the essay logically organizes complex ideas, concepts, and information using formal way and precise language 6 v 4 3 2 1 Essays at this Essays at this Level: Level: - showroom good organization of ideas and information to create a cohesive and coherent essay - plant and maintain a formal style, using sophisticated linguistic communication and structure - exhibit logical system of ideas and data to create a cohesive and coherent essay - showroom acceptable organization of ideas and information to create a coherent essay - establish and maintain a formal way, using fluent and precise language and sound structure - establish and maintain a formal manner, using precise and advisable language and structure - exhibit some organisation of ideas and data to create a generally coherent essay - exhibit inconsistent organisation of ideas and information, failing to create a coherent essay - institute only - lack a formal fail to maintain style, using a formal style, some language using primarily that is basic linguistic communication inappropriate and structure or imprecise - exhibit little organization of ideas and information - are minimal, making cess unreliable - utilize language that is predominantly incoherent, inappropriate, or copied straight from the task or texts

Part 2: Control of Conventions: Rubric Levels Criteria Control of Conventions: the extent to which the essay demonstrates command of conventions of standard English grammer, usage, capitalization, punctuation, and spelling six five Essays at this Level: - demonstrate control of conventions with essentially no errors, even with sophisticated language - demonstrate control of conventions, exhibiting occasional errors only when using sophisticated language 4 Essays at this Level: three Essays at this Level: - demonstrate partial control, exhibiting occasional errors that practice not hinder comprehension - demonstrate emerging control, exhibiting occasional errors that hinder comprehension 2 Essays at this Level: - demonstrate a lack of command, exhibiting frequent errors that brand comprehension difficult 1 Essays at this Level: - are minimal, making assessment of conventions unreliable

Part 2: Writing from Sources—Argument Ballast and Practice Papers • Review each Anchor Paper, one at a time along with its accompanying notation • When review of the Ballast Papers is completed, score each of the 5 Practice Papers • Compare your scores with the Practice Paper annotations • Ballast papers are examples of student essays at item score points. • Exercise papers are used to confirm that scorers understand the rubric and scoring rationale. • Annotations are commentaries that explicate the holistically assigned score point.

PART 2: ANCHOR PAPERS

Anchor Newspaper – Office 2 – Level half dozen – A Please refer to pages xi -xiii of your Teacher's Packet

Anchor Paper – Part two – Level half-dozen – A Annotation Please refer to page xiv of your Teacher'southward Packet.

Ballast Paper – Function ii – Level 6 – B Please refer to pages xv -17 of your Teacher's Packet

Anchor Paper – Role 2 – Level half dozen – B Annotation Please refer to page 18 of your Teacher'due south Package.

Ballast Paper – Part 2 – Level 5 – A Please refer to pages xix -20 of your Teacher's Packet

Anchor Paper – Part 2 – Level 5 – A Annotation Please refer to page 22 of your Teacher's Packet.

Ballast Paper – Function 2 – Level 5 – B Please refer to pages 23 -25 of your Teacher's Packet

Anchor Newspaper – Part 2 – Level 5 – B Notation Please refer to page 26 of your Teacher's Packet.

Ballast Paper – Part two – Level 5 – C Please refer to pages 27 -28 of your Teacher's Bundle

Anchor Paper – Part two – Level 5 – C Note Please refer to page 29 of your Instructor's Bundle.

Ballast Paper – Function 2 – Level 4 – A Please refer to pages xxx -31 of your Teacher'due south Package

Anchor Newspaper – Part ii – Level 4 – A Annotation Please refer to page 32 of your Teacher'due south Package.

Anchor Paper – Part ii – Level 4 – B Delight refer to pages 33 -34 of your Teacher'south Packet

Anchor Paper – Part two – Level four – B Notation Please refer to page 35 of your Teacher'south Package.

Anchor Paper – Office 2 – Level 4 – C Delight refer to pages 36 -37 of your Teacher'due south Packet

Anchor Paper – Part 2 – Level 4 – C Notation Delight refer to page 38 of your Teacher'due south Packet.

Anchor Newspaper – Role 2 – Level three – A Please refer to pages 39 -forty of your Teacher'south Bundle

Ballast Paper – Part 2 – Level 3 – A Annotation Please refer to folio 41 of your Teacher's Parcel.

Anchor Paper – Part 2 – Level three – B Please refer to folio 42 of your Teacher'southward Packet

Anchor Paper – Part 2 – Level 3 – B Annotation Delight refer to page 43 of your Teacher'south Package.

Anchor Newspaper – Part 2 – Level iii – C Delight refer to pages 44 -45 of your Teacher's Packet

Anchor Paper – Part 2 – Level three – C Annotation Please refer to page 46 of your Instructor's Packet.

Anchor Paper – Office 2 – Level 2 – A Delight refer to page 47 of your Teacher's Packet

Anchor Paper – Role 2 – Level two – A Annotation Please refer to page 48 of your Instructor'due south Parcel.

Anchor Paper – Part ii – Level two – B Please refer to page 49 of your Teacher'south Packet

Anchor Newspaper – Part two – Level 2 – B Annotation Delight refer to page fifty of your Instructor's Packet.

Anchor Paper – Part 2 – Level 2 – C Please refer to pages 51 -52 of your Instructor's Parcel

Anchor Paper – Role two – Level ii – C Annotation Please refer to folio 53 of your Instructor's Packet.

Office two: Exercise PAPERS AND ANNOTATIONS

Function 2: Writing from Sources—Argument Scoring Considerations • Spend time analyzing the task criteria and guidelines • Spend fourth dimension close reading texts and discussions of the prove for both sides of the statement • Double score each argument • Note the differences between a v -4 and a 4 -3 on the rubric • Reiterate holistic grading • Reinforce what the state accepts as quality work is different from what we might expect in our classroom

PART iii – TEXT Analysis: EXPOSITION SCORER TRAINING

Grooming Protocol one. Analyze Task 2. Clarify Rubric 3. Read Texts 4. Read Anchor Papers Against the Rubric 5. Discuss the Annotations for Each Anchor Paper half dozen. Exercise Scoring Sample Papers Using the Rubric 7. Talk over the Annotations for Each Practice Newspaper

Materials for Training Part three Teacher'southward Bundle includes: • • • Task Exam Texts Rubric Anchor Set Papers with Annotations Practice Set Papers with Annotations

Role iii: Text Assay—Exposition Overview • Suggested completion time is 30 minutes • Educatee will. . . • Close read a text, it may be literary or information, totaling approximately 1, 000 • Write a two- to three- paragraph response

Office 3: Text Analysis—Exposition Job Analysis • Read the task for. . . • Student tasks • Topic • Criteria • Guidelines • Texts • Note a response is not an essay—information technology does not crave introduction or determination paragraphs Please refer to page 2 of your Teacher'south Packet.

Function three: Text Analysis—Exposition Text Analysis • Read the text John F. Kennedy Inaugural Address independently • As you read, annotation possible central ideas and writing strategies Please refer to pages 3 -6 of your Instructor'southward Packet.

Part three: Text Analysis—Exposition Rubric Analysis • Rate responses holistically using the four-point scale and the following criteria: • Content and Analysis • Control of Show • Coherence, Organization, and Style • Control of Conventions • . Delight refer to page 7 of your Teacher'south Packet.

Part 3 - Rubric Condition Codes • A response that is a personal response and makes little or no reference to the task or text tin can be scored no higher than a 1. • A response that is totally copied from the text with no original writing must me given a 0. • A response that is totally unrelated to the task, illegible, breathless, blank, or unrecognizable equally English language must be scored equally a 0.

Part 3 - Text Analysis: Exposition Rubric Levels: Content and Assay Criteria Content and Assay: the extent to which the response conveys complex ideas and information conspicuously and accurately in club to respond to the task and support an analysis of the text 4 three 2 ane Responses at this Level: -introduce a wellreasoned primal idea and a writing strategy that clearly establish the criteria for assay -innovate a articulate central idea and a writing strategy that constitute the criteria for assay -introduce a central thought and/or a writing strategy -introduce a confused or incomplete central idea or writing strategy and/or -demonstrate a thoughtful analysis of the author's use of the writing strategy to develop the central idea -demonstrate an advisable analysis of the author'due south use of the writing strategy to develop the central idea -demonstrate a superficial analysis of the author's use of the writing strategy to develop the fundamental thought -demonstrate a minimal analysis of the writer'southward use of the writing strategy to develop the central idea

Function 3 - Text Analysis: Exposition Rubric Levels: Command of Evidence Criteria Command of Evidence: the extend to which the response presents evidence from the provided text to support analysis four 3 ii ane Responses at this Level: -nowadays ideas clearly and consistently, making effective use of specific and relevant evidence to support analysis -present ideas sufficiently, making acceptable utilize of relevant evidence to support analysis -present ideas inconsistently, inadequately, and/or inaccurately in an attempt to support analysis, making use of some evidence that may be irrelevant -nowadays footling or no prove from the text

Part 3 - Text Analysis: Exposition Rubric Levels: Coherence, Organization, and Style Criteria Coherence, Organization, and Style: the extent to which the response logically organizes circuitous ideas, concepts, and information using formal style and precise linguistic communication 4 iii two i Responses at this Level: -exhibit logical organization of ideas and information to create a cohesive and coherent response -showroom acceptable organisation of ideas and information to create a coherent response -establish and maintain a formal style, using appropriate language precise language and construction audio structure -exhibit inconsistent organisation of ideas and information, declining to create a coherent response -showroom little organization of ideas and information -lack a formal style, using linguistic communication that is basic, inappropriate, or imprecise -use language that is predominantly incoherent, inappropriate, or copied directly from the chore or text -are minimal, making assessment unreliable

Part 3 - Text Analysis: Exposition Rubric Levels: Command of Conventions Criteria Control of Conventions: the extent to which the response demonstrates control of conventions of standard English grammar, usage, capitalization, punctuation, and spelling 4 3 ii ane Responses at this Level: -demonstrate command of the conventions with infrequent errors -demonstrate partial control of conventions with occasional errors that do not hinder comprehension -demonstrate emerging control of conventions with some errors that hinder comprehension -demonstrate a lack of control of conventions with frequent errors that make comprehension difficult -are minimal, making assessment of conventions unreliable

Directions for Reviewing Ballast and Practice Papers • Review each Ballast Paper i at a fourth dimension along with its accompanying annotation • When review of the Ballast Papers is completed, score each of the 5 Practice Papers • Compare your scores with the Practise Paper Annotations • Anchor papers are examples of student responses at particular score points. • Practice papers are used to ostend that scorers understand the rubric and scoring rationale. • Annotations are commentaries that explain the holistically assigned score point.

Part 3: ANCHOR PAPERS Delight refer to page 8 of your Teacher's Package

Office 3: Practice PAPERS AND ANNOTATIONS

Weighting of Test Parts • Each part has a raw score, which is converted into a weighted score credit using weighting factors • These weighting factors are based on anticipated time on task, content coverage, and psychometric backdrop of the examination and given a weighting factor. Test Part Maximum Raw Weighting Weighted Score Credits Factor Credits 1 24 2 6 4 24 3 4 2 8 TOTA Fifty 56

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