Part II
Transitions to ELA COE
LESLEY KLENK, ELA COE
JUNE 3, 2015
A Discussion of the New ELA COE and SBAC
Connections & Scoring
Topics to cover today:
Smarter Balanced and ELA COE shared passage criteria and item
types for Claim 1 targets with example items
Claim 2 brief write development with an example brief write
Claim 2/Claim 4 Performance Task development with an example
performance task prompt
Common Core Shifts for
English Language Arts / Literacy
Building knowledge through content - rich nonfiction
Reading, writing and speaking grounded in evidence from
text, both literary and informational
Regular practice with complex text and its academic
language
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Passage Criteria for the ELA COE
Readability and Text Complexity Qualitative Criteria for Claim 1 stimuli was important to
maintain a High School reading level and content that required interpretation and close
reading.
◦ The Smarter Balanced ELA assessment requires a single stimuli to
meet specific readability and qualitative measures for each stimuli
while the ELA COE’s adherence to the criteria is “averaged” across
the tasks making up a complete submission (i.e., some stimuli may
have a lower reading level {none below grade 9} while others may
be higher {none above grade 11}).
ELA COE
Claim 1
Claim 2
Claim 4
Reading
Writing
Research
Segment
1
Segment
2
Claim 1
Claim 2
Claim 2
Claim 4
4 Tasks
4 Short Responses
1 Brief Writes per Task
2 Tasks
2 Full Writes
2 Research Short Responses
per Task
The Item Specifications for the SBAC ELA assessment was used as a template for all
ELA COE item types.
◦ Claim 1: a selected set of multiple choice stems were re-worked to create
constructed-response reading items. Rubrics are under development, but will
be refined during range-finding
◦ Claim 2: brief writes use the same preamble and stimuli templates, stems, and
rubrics as the Smarter Balanced assessment
◦ Claim 4: constructed response items use the same item specifications for the
stems. Rubrics are under development but will be refined during rangefinding.
Claim 1 Assessment Targets
Students can read closely and analytically to comprehend a
range of increasingly complex literary and informational text.
Targets 1-7: Literary Text
Targets 1 and 8:
Targets 2 and 9:
KEY DETAILS
CENTRAL IDEAS
Targets 8-14: Informational Text
Targets 3 and
10:
Targets 4 and
11:
WORD
MEANINGS
REASONING
and EVIDENCE
Targets 5 and
12:
ANALYSIS
WITHIN AND
ACROSS TEXTS
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Targets 6 and
13:
TEXT
STRUCTURES
AND
FEATURES
Targets 7 and
14:
LANGUAGE
USE
ELA COE Test Blueprint
Segment 1
Claim 1/Claim 2
Task
# of Qs
Item Type
Claim1 Literary
Points
Task 1
1
SR
X
2
SR
X
3
SR
X
4
SR
X
5
BW
1
SR
X
2
SR
X
3
SR
X
4
SR
5
BW
1
SR
X
2
SR
X
3
SR
X
4
SR
X
5
BW
1
SR
X
2
SR
X
3
SR
X
4
SR
X
5
BW
20
16 SR
4 BW
Literary
Task 2
Literary/Informational
Pair
Task 3
Informational
Task 4
Informational
Total
Claim1 Informational
Points
Claim 2 Points
Total Points
Claim 1
8 points
Claim 2
2 points
X
Claim 1
8 points
Claim 2
2 points
X
X
Claim 1
8 points
Claim 2
2 points
X
Claim 1
8 points
Claim 2
2 points
X
14
18
8
40
Examples of a New ELA
COE Claim 1 Task
AMY
A former COE passage:
After Twenty Years
By O.Henry
Former COE questions
ELA COE Items – Target 1
Claim 1: Target 1 – Key Details
The reader can conclude that Bob is a criminal. Use evidence from the text to
support this conclusion and explain how the text evidence supports the
conclusion.
Score Point 2 Exemplar: The police officer concluded that the man in the doorway was a
criminal. He recognized his features from a criminal report that he saw from Chicago Police
Department. The man’s square-jawed face, keen eyes, and the little white scar near his right
eyebrow gave him away. He also seems wealthier than he should have been. His scarf pin had a
diamond and the lid of his watch was set with small diamonds.
ELA COE Rubric
2 points—the student selects details/evidence that directly support the
inference/conclusion/idea. The student explains how the details/evidence best
support the inference/conclusion/idea by drawing a connection between the
inference/conclusion and the key details/evidence from the text.
1 point—the student selects details/evidence that minimally supports the
inference/conclusion/idea. The student states how the details/evidence
supports the inference but does not draw a connection between the
inference/conclusion and the key details/evidence from the text.
0 points—the student states key details/text evidence from the text but does
not explain how it connects to the inference/conclusion.
Claim 2 Assessment Targets
Students can produce effective
writing for a range of purposes and
audiences.
Target 1a,
3a, 6a:
WRITE
BRIEF
TEXTS
Target 1b,
3b, 6b:
REVISE
BRIEF
TEXTS
Target 8:
LANGUAGE
AND
VOCABULARY
USE
Target 9:
EDITING
Example of a new ELA COE brief write
Preamble:
A student is writing a research paper about Bethany Hamilton, a professional surfer who overcame
losing her left arm in a shark attack. Read the draft of the paper and complete the task that follows:
Stimulus:
She is called the "soul surfer" and her story is nothing short of amazing. Imagine being on top of the
world, having it all--athletic prowess and surfing skills far beyond others who ride the wild waves.
Then, imagine it all comes crashing down in a horrifying moment. That is exactly what happened to
young Bethany Hamilton, a phenomenal surfer, who by the age of 13 was on the rise as a young
surfing star.
Yet, despite devastating adversity, Bethany has risen from the ashes to soar high once again.
On October 31, 2003, Bethany Hamilton struck out for an early morning surf with her best friend, her
friend's father and her brother. After an exhilarating few hours of riding the waves, Bethany was
resting on her surfboard, left arm dangling over the side. Seconds later, a 14-foot tiger shark attacked
and severed her arm just below the left shoulder. Just like that, Bethany's life changed.
Student Notes for the Elaboration
The Rescue
Winning Again
Bethany almost died
Entered competition in 2004
Lost 60% of her blood
Came in 5th
Rescued by a doctor who lived nearby
Took first place in 2005 competitions
Overcoming the odds
Beyond Surfing
Surgery saved her life
Guest on many TV shows
Spent a week in recovery
Starred in her own movie "Soul Surfer"
Returned to surfing 3 weeks after the attack
Wrote a book about her life
Use custom-made board
Contestant on game show and won 25,000 dollars
Longer and slightly thicker surfboard
Plays herself in movie Dolphin Tale 2
Handle for right arm--easier to paddle
Married Adam Dirks in 2013
Learned to kick more
Prompt and exemplar for the brief write
Prompt:
Write two to three paragraphs following the underlined sentence that provides the teacher additional
information about Bethany Hamilton's life providing evidence from the student’s notes.
Exemplar:
Bethany could have died from the shark attack, but due to her rescue by a nearby doctor, Bethany was saved.
Although she had surgery to remove her arm, she was able to go back to surfing a few weeks later.
Her surf board was modified to help improve her balance. Bethany gained her confidence by improving her kick
using a special handle on the side of the board.
Bethany made not only an amazing recovery, but she gained back her competitive spirit and excellent skills. She
began entering competitions, starred in movies, and even wrote a book about her life. One of her greastest
accomplishments was marrying her best friend, Adam Dirks.
Bethany’s story shows the power of the spirit to overcome obstacles. Everything she did from the shark attack on
showed her strength ad resilience.
ELA COE Test Blueprint
Segment 2
Claim 2/Claim 4
Task
# of Qs
Item Type
Claim 2
Argumentation
Points
Task 5
1
FW
X
2
SR
X
3
SR
X
1
FW
2
SR
X
3
SR
X
Claim 4
4 points
6
2 FW
4 SR
8
28
Argumentation
Task 6
Explanatory
Total
Claim 2
Explanatory
Points
Claim 4
Research
Points
X
10
10
Total
Points
Claim 2
10 points
Claim 4
4 points
Claim 2
10 points
Performance Task Development
The Performance Task development process and
components was used to create the tasks for the ELA COE
◦Teachers developed the performance tasks using all
Smarter Balanced assessment models
◦Use of copyright materials for research sources but a
limited pool due to constraints on gaining permissions
◦The ELA COE design (extended time) makes access to the
PT different than the PT access on the regular assessment
Classroom Activity
Introduction of topic and class discussion led by educator
Students ask clarifying questions
Students read prompt—either argumentative or explanatory
Students review research sources— that, individually or combined, will include the following:
◦
◦
◦
◦
◦
An editorial
An informational article
A “pro” source
A “con” source
A personal narrative/article/essay
Students use the sources and their notes to answer two research items. The items are developed from the Claim
4 research targets.
Students draft, edit, revise an essay aligned to the task and the sources and submit it.
Content Coverage
 Content coverage and percentage of points possible follows
Smarter Balanced test map
o Claim 1—4 tasks, 4 questions per task, 2 points per question =
32 points
o Claim 2—4 brief writes, 2 points per brief write= 8 points
o Claim 2—2 full writes, 10 points each full write=20 points
o Claim 4—4 research questions, 2 points per question=8 points
Contact information
Lesley Klenk, ELA COE Specialist
Lesley.Klenk@k12.wa.us
360-725-6330