Educational Service Center North - LAUSD
Literacy Instruction
and the SBAC Claims
Teaching with the End in Mind
Educational Service Center North - LAUSD
Objectives
• Distinguish between the two assessment
components of the Smarter Balance Assessment
(SBAC)
• Define the four SBAC literacy claims and their
role in instructional planning
• Understand how the ELA Curriculum Maps can
be used to plan rigorous standards-based
instruction that will prepare students for SBAC
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SBAC: Summative Assessment
The Smarter Balanced Assessment:
• Assesses the full range of Common Core in ELA and
Math for students in Grades 3-8 and 11.
• Measures current student achievement and growth across
time, showing progress toward college and career
readiness.
• Is administered within the last 12 weeks of the
instructional year.
• Includes two parts:
• Computer Adaptive Test (CAT)
• Performance Task (PT)
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SBAC: Components
Computer Adaptive Test (CAT)
Performance Task (PT)
• Administered electronically
• Program adjusts difficulty of
question
• Correct Answer = More
challenging items
• Incorrect Answer = Less
challenging items
• Administered electronically
• NOT computer adaptive
• Questions/activities coherently
connected to single theme/
scenario
• Apply knowledge/skills to real
world problems
• Measures
• Depth of understanding
• Writing and research skills
• Complex analysis
HANDOUT 1
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SBAC: Organization
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SBAC Claims: What are they?
Broad statements that outline the outcomes
achieved with mastery of the standards within that
claim
• Reflect the broader goals of college and career
readiness
• Derived from the Common Core State Standards
• Basis for the development of SBAC items and tasks
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SBAC Claims: What are they?
Overall Claim for Grades 3-8
Students can demonstrate progress toward college and
career readiness in English language arts and literacy.
Overall Claim for Grade 11
Students can demonstrate college and career readiness in
English language arts and literacy.
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SBAC Claims: What are they?
Claim 1: Reading
Students can read closely and analytically to comprehend a
range of increasingly complex literary and informational texts.
Claim 2: Writing
Students can produce effective and well-grounded writing for a
range of purposes and audiences.
Claim 3: Speaking and Listening
Students can employ effective speaking and listening skills for a
range of purposes and audiences.
Claim 4: Research and Inquiry
Students can engage in research and inquiry to investigate
topics, and to analyze, integrate, and present information.
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SBAC Claims: What are they?
Claims
Outline the outcomes
achieved with mastery
of the standards.
Targets
Detail the evidence
required to support
each claim.
Each claim has a
number of targets.
Standards
Targets focus on skills
and knowledge that
cross a cluster of
standards.
Several standards are
associated with each
target.
HANDOUT 2
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SBAC
SBAC Claims: What are they?
Claim 1: Reading
Target 1: Plan/Research
RI-1, RH-1, RST-1
Claim 2: Writing
Target 2:
Analyze/Integrate
Information
RH-7, RST-7
Claim 3:
Speaking/Listening
Target 3:
Evaluate
Information/Sources
RH-8, RST-8
Claim 4: Research
Target 4: Use Evidence
RH-9, RST-9
Target 5:
Language/Vocabulary Use
W-1b
Target 6: Edit
W-8, WHST-8
Target 7: Technology
W-9, WHST-9
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SBAC Claim 1: Reading (Middle School)
Literary Text
• 45% of text-related
evidence will come from:
Informational Text
• 55% of text-related
evidence will come from:
• Stories
• Biographies
• Poems
• Science
• Plays/drama
• Social studies
• Myths
• Technical texts/topics
• Mysteries
• Science fiction
Shared responsibility for students’ literacy
development
Educational Service Center North - LAUSD
SBAC Claim 1: Reading (High School)
Literary Text
• 30% of text-related
evidence will come from:
Informational Text
• 70% of text-related
evidence will come from:
• Stories
• Digital News Sources
• Poems
• Historical US Documents
• Drama (comedies/tragedies)
• Science
• Literary nonfiction
• Technical texts/topics
• 18th, 19th, early 20th century
works of American literature
Shared responsibility for students’ literacy
development
Educational Service Center North - LAUSD
SBAC Claim 2: Writing (Middle School)
30%
• Assessment evidence will come from
composing, revising, and/or editing
narrative writing.
35%
• Assessment evidence will come from
composing, revising, and/or editing
explanatory/informational writing based
on evidence from given sources.
35%
• Assessment evidence will come fro
composing, revising, and/or editing
argumentative writing based on
evidence from given sources.
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SBAC Claim 2: Writing (High School)
20%
• Assessment evidence will come from
composing, revising, and/or editing
narrative writing.
40%
• Assessment evidence will come from
composing, revising, and/or editing
explanatory/informational writing based
on evidence from given sources.
40%
• Assessment evidence will come fro
composing, revising, and/or editing
argumentative writing based on
evidence from given sources.
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SBAC Claim 3: Speaking & Listening
Target 1
Language & Vocabulary Use
Target 2
Clarify Message
Speaking
Target 3
Plan/Speak/Present
Listening
Target 4
Listen/Interpret:
Analyze, interpret, and use
information delivered orally.
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SBAC Claim 4: Research
Analyze/
Integrate
Information
• Analyze information within and among sources
of information (print and non-print texts, data
sets, conducting procedures, etc.).
Evaluate
Information/
Sources
• Use reasoning, evaluation, and evidence to
assess the credibility and accuracy of each
source in order to gather and select information
to support analysis, reflection and research.
Use Evidence
• Cite evidence to support analyses, arguments,
or critiques.
Educational Service Center North - LAUSD
Educational Service Center North - LAUSD
If traditional test prep won’t
prepare our students for the
SBAC, then what will?
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ELA Curriculum Maps
• 5 Instructional Windows
• Standards bundles to be
taught within each
Instructional Window
• An essential question
and a culminating task
for each Instructional
Window
HANDOUT 3
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ELA Curriculum Maps: Focus Standards
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ELA Curriculum Maps: Focus Standards
• Focus Standards include ALL of the standards
assessed on the SBAC summative assessment.
• CCSS Language Standard 6: Academic Vocabulary
• Ongoing Standards incorporated into all Instructional Windows
• Found in all claims
• Focus Standards are bundled
• Connects skills across domains
• Identifies a dominant literacy skill per Instructional Window
• Encourages thematic teaching
What are the
implications for nonELA classrooms?
HANDOUT 4
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ELA Curriculum Maps: Year-at-a-Glance
Which texts will I
teach?
What academic
vocabulary will I
teach?
What tasks will
students do to
engage with the
content?
How will students
demonstrate
mastery?
HANDOUT 4
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ELA Curriculum Maps: Text Sets
• Anchor text
• Largest focus
• Be explicit
• Additional texts
• Reflect anchor text
• Varied complexity
• 1/3 Complex
• 1/3 Moderately Complex
• 1/3 Readily Accessible
• Entry point for students
HANDOUT 4
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ELA Curriculum Maps: Text Sets
If…
• SBAC questions and
activities are coherently
connected to text sets
around a single theme or
scenario,
Then…
• Overarching themes can
help unify each
Instructional Window in the
ELA Curriculum Maps.
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ELA Curriculum Maps: Text Sets
Poetry
Excerpts from Scottsboro
Limited, Four Poems and a
Play in Verse
-Langston Hughes
Historical Fiction
The Power of One
-Bryce Courtenay
Nonfiction
The Strange Story of the
Man Behind “Strange Fruit”
-By Elizabeth Blair (NPR)
Online Exhibit
Separate is Not Equal:
Brown v. Board of
Education
-Smithsonian
www.ccsso.org
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ELA Curriculum Maps: A Closer Look
Instructional Windows
1
Lang., POV,
Text Structure:
Central Idea
Development
2
Text Structure:
Theme/
Character
Development
3
Text Structure:
Author’s
Purpose/POV
4
Narrator’s/
Speaker’s
Point of View
5
Resiliency
Research
Project
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ELA Curriculum Maps: A Closer Look
Instructional Windows
1
2
3
4
5
Lang., POV,
Text Structure:
Central Idea
Development
Text Structure:
Theme/
Character
Development
Text Structure:
Author’s
Purpose/POV
Narrator’s/
Speaker’s
Point of View
Resiliency
Research
Project
Anchor Text:
Nonfiction
Anchor Text:
Fiction
Anchor Text:
Nonfiction
Anchor Text:
Fiction
N/A
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ELA Curriculum Maps: A Closer Look
Instructional Windows
1
2
3
4
5
Lang., POV,
Text Structure:
Central Idea
Development
Text Structure:
Theme/
Character
Development
Text Structure:
Author’s
Purpose/POV
Narrator’s/
Speaker’s
Point of View
Resiliency
Research
Project
Anchor Text:
Nonfiction
Anchor Text:
Fiction
Anchor Text:
Nonfiction
Anchor Text:
Fiction
N/A
Writing Focus:
Inform/Expl.
Narrative
Writing Focus:
Inform/Expl.
Narrative
Writing Focus:
Inform/Expl.
Argument
Writing Focus:
Personal Nar.
Argument
Writing Focus:
Inform/Expl.
Educational Service Center North - LAUSD
ELA Curriculum Maps: A Closer Look
Instructional Windows
1
2
3
4
5
Lang., POV,
Text Structure:
Central Idea
Development
Text Structure:
Theme/
Character
Development
Text Structure:
Author’s
Purpose/POV
Narrator’s/
Speaker’s
Point of View
Resiliency
Research
Project
Anchor Text:
Nonfiction
Anchor Text:
Fiction
Anchor Text:
Nonfiction
Anchor Text:
Fiction
N/A
Writing Focus:
Inform/Expl.
Narrative
Writing Focus:
Inform/Expl.
Narrative
Writing Focus:
Inform/Expl.
Argument
Writing Focus:
Personal Nar.
Argument
Writing Focus:
Inform/Expl.
Culminating
Task:
Inform/Expl.
Culminating
Task:
Inform/Expl.
Culminating
Task:
Argument
Culminating
Task: Personal
Narrative
Culminating
Task: Project &
Presentation
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What shifts in planning and
instruction must occur in order
to ensure that our students are
able to demonstrate mastery of
the SBAC Claims, Targets, and
Standards?
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Bringing it all Together
As you look at available textbooks and resources:
• What are your anchor text selections?
• What are your supplemental text selections?
Keep in mind:
• Texts should provide multiple opportunities to teach specified
literacy skills for each Instructional Window
• Choices should include a variety of text types
• Texts should be at varying degrees of complexity
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Resources
• ESC North Secondary ELA/Literacy Website
• achieve.lausd.net/north Instruction—ELA—Secondary
• ELA Curriculum Maps
• ELA Curriculum Map One-Pagers
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Resources
• Current Anthologies
• LAUSD Consumables
• New York Times: The Learning Network
• http://learning.blogs.nytimes.com
• How to Use This Blog
• Teaching Topics
• What’s Going on in this Picture?
• NewsELA
• Informational Text Selections—www.newsela.com
• Informational Text Sets—www.pinterest.com/newsela/
• Smithsonian Tween Tribune
• www.tweentribune.com
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Questions?