All Classes
-Please take one of each packet from up front.
(PSSA Packets 5, 6, & 7)
-These will be the last PSSA Packets.
-On the front covers of all three packets, write your name,
class period (pd.___ ), H.R. # , and my name (Migdalias).
-Note for Periods 2, 3, 7, & 8: You will have another day
this Thursday, April 14th (pds.7 & 8) or
next Thursday, April 21st (pds.2 & 3) to finish your
SW short answer response that you started last Friday.
NEW SEATS!
Before we begin, let’s switch
th
seats for the 4 marking period!
Get all of your belongings in
one pile, and be ready to stand
with them in the back of the
room when I tell you to.
Welcome to the ELA PSSA
2016
Grades 7 and 8
Week of April 11th
Pennsylvania System of School Assessment
PSSA Grades 3 - 8
Keystones in Grade 10
SAT Grade 11
Pennsylvania System of School Assessment
Measures growth and mastery of key concepts
and skills
to help you become high school, college, and
career ready.
How will the PSSA assess
ELA in Grades 4-8?
23 Core Passage MC items
18 Core stand-alone MC items
(Grammar)
3 two-point EBSR items
3 three-point EBSR items
1 four pt TDA weighted x4
1 four pt prompt weighted x3
6
23 pts
18 pts
6 pts
9 pts
16 pts
12 pts
41
43
Get a good night’s sleep
Eat a good breakfast
Follow ALL directions
Read each question carefully
(especially multiple choice
questions that ask for the best
answer or more than one answer)
Mark your answers in the right
spots
Keep your eyes on your own test
Answer each item and check your
work
When in doubtcross it out!
(Eliminate answers that you know are
wrong. Get each question down to a
50/50 and then pick the BEST choice)
Students are not permitted to have cell
phones, cameras, or any other
unauthorized electronic device.
Students may not use dictionaries,
thesaurus, calculators, or pre-printed
materials.
Student are not permitted to talk with
others about the test both before,
during, and after testing.
Students
and test proctors
must sign a code of conduct prior to test
distribution.
What to Expect
Reading (Fiction and Non-Fiction)
EBSR (evidence based selected response)
TDA (text dependent analysis writing
responses)
Writing Prompts (argumentative, informative,
and/or narrative)
Section One:
Writing and a Writing
Prompt
Section Three:
Reading, Multiple Choice,
and a TDA
Section Two:
Reading and Multiple Choice
Section Four: Reading,
Multiple Choice, and a TDA
Section 1 – Writing – Multiple Choice
This section includes multiple editing
questions in which you will read a short
paragraph and be asked questions about how
to edit it.
Read the paragraph, as you read annotate the
paragraph for any mistakes that you find
before answering the question
When considering usage, think about subject
and verb agreement, pronoun/antecedent
agreement, verb consistency, etc…
Read the sentence, as you read pay attention to any
part of the sentence or passage that is underlined or
bolded before answering the question. This usually
means that there will be a question about this portion
of the sentence/passage.
When you see the word “rewrite”
think in terms of an editor. What
can be done to the sentence in order
to make it stronger, clearer,
and more concise?
An ellipsis is used to
omit a portion of
the quotation.
Section 1 – Writing Prompt
This section will conclude with a stand alone
writing prompt. This means it is not
connected to a text. It is a basic essay that will
be based on either a narrative,
argumentative, or informative prompt.
Writing Prompt vs. TDA
Writing Prompts (argumentative,
informational/informative, and narrative)
NOT GROUNDED IN THE TEXT
GROUNDED IN YOUR HEAD
AND YOUR EXPERIENCES AND YOUR
OUTSIDE KNOWLEDGE
Narrative Prompt
First paragraph will
give you the gist of
the prompt.
This second paragraph will
tell you exactly what to
include in your writing. It
will have several parts.
Second paragraph is your
command or action to
write.
Have a plan “mapped” out before you begin writing
This can be as simple as a “T” chart
At the top write down the
type of writing you are
doing (narrative,
informative, or
argumentative and what
you chose to write about.
In the left hand
column, make a
bulleted list of
your main
topics/points/
events.
In the right hand
column, write
down the details
and elaboration
that will support
your bulleted
points.
Re-read the
prompt to make
sure you are
including and
writing about all
its parts.
Argumentative Prompt
First paragraph will
give you the gist of
the prompt.
This second paragraph will
tell you exactly what to
include in your writing. It
will have several parts.
Second paragraph is your
command or action to
write.
Have a plan “mapped” out before you begin writing
This can be as simple as a “T” chart
At the top write down the
type of writing you are
doing (narrative,
informative, or
argumentative and what
you chose to write about.
In the left hand
column, make a
bulleted list of
your main
topics/points/
events.
In the right hand
column, write
down the details
and elaboration
that will support
your bulleted
points.
Re-read the
prompt to make
sure you are
including and
writing about all
its parts.
Have a plan “mapped” out before you begin writing
This can be as simple as a “T” chart
For the
argumentative
prompt, make sure
you include a
separate “thought
cloud’ or
“bubble” to
create/develop a
counter claim!
Have a plan “mapped” out before you begin writing
This can be as simple as a “T” chart
The counter claim in
the argumentative
writing prompt is
extremely important.
It helps to give
insights as to how
opponents may think
and helps to
strengthen your own
argument.
Informative Prompt
First paragraph will
give you the gist of
the prompt.
This second paragraph will
tell you exactly what to
include in your writing. It
will have several parts.
Second paragraph is your
command or action to
write.
Have a plan “mapped” out before you begin writing
This can be as simple as a “T” chart
At the top write down the
type of writing you are
doing (narrative,
informative, or
argumentative and what
you chose to write about.
In the left hand
column, make a
bulleted list of
your main
topics/points/
events.
In the right hand
column, write
down the details
and elaboration
that will support
your bulleted
points.
Re-read the
prompt to make
sure you are
including and
writing about all
its parts.
Section 2 – Reading Just Multiple Choice with
EBSR Questions
Annotate the text as you read
Think about what the text says (gist), how the text
works (text structure), and what the text means
(analysis…the how/why behind the authors ideas)
Reading (Literature) Multiple Choice
Question
Notice this question asks for the
best answer by using the word
“MOST”. This means two of the
choices could be correct, but you
have to pick the best one.
Notice this question uses specific
wording from the text. In this case,
you must look back into the
passage to see where this scene
occurred and consider its impact
on the rest of the plot.
Reading (Literature) EBSR
The Evidence Based Selected Response Question
has Two Parts.
Part One will ask you for a single answer about the
text.
Part Two will ask you for proof of the first answer by
selecting one answer or two answers.
Reading (
Selected Response Example
Notice this question asks for the
best answer by using the word
“MOST” this two of the choices
could be correct, but you have to
pick the best one.
Notice this question asks for TWO
of the best answers by using the
word “BEST” this means two of the
choices are correct, and you have
to pick the two best ones..
Selected Response Example
The second sentence in Part Two of
the EBSR will always tell you how
many answers to select. Make sure
you read all the directions prior to
choosing an answer(s).
Section 3 – Reading + TDA
Remember that a Text Dependent Analysis
response requires you to closely read and annotate
the text as you are reading.
Think about what the text says (gist), how the text
works (structure), and what the text means
(analysis).
Section 3 – Reading + TDA
Think about a TDA as if you are making the reader
aware of something that he/she missed the first
time he/she read it. You are making something
invisible (implicit) visible (explicit). Write as if the
reader never read the story at all.
Section 3 – Reading + TDA
Blend your evidence from the text with your own
unique thinking.
Consider blending your evidence by using word
pairings like “this shows…this reveals…this
uncovers…”
Unpacking the TDA
The first sentence will be a statement that places you in a
specific part of the text to consider.
The second sentence will be a command to write an essay
analyzing two different things that somehow fit together
for a will
purpose
and a reason
. evidence from
The third sentence
be a reminder
to use
the passage or passages to support your response.
Organizing the TDA
Make sure you know exactly what you are being asked to
analyze. (Refer to sentences one and two)
Go back to the text and find places in the passage that
would help to support your thinking. Mark these places or
record them on a graphic organizer of your choice.
Make sure you have enough evidence from the passage
or passages to support your response.
Writing the TDA
Make sure you have a clear introduction that offers a brief
“gist” or “summary” of the passage as well as what you are
analyzing in the preceding paragraphs.
Be clear, concise, and purposeful in each of your body paragraphs.
Make sure you are referencing the text with explicit evidence and then
explaining what this evidence shows/reveals.
Your conclusion is your last chance to have the reader walk
away from your paper having learned something new. It
should make the reader want to go back to the passage and
read it again.
Section 4 – Reading + TDA
Just like section 3, but the type of
passages could be different
(fiction vs. non-fiction)
Changes In Testing To Consider
 All choices could be correct
All questions build off one another
More of a reading test than a basic multiple
choice test
All answers are grounded in the text (find
them before you are asked about them)
Additional Notes/Tips
 Read ALL directions FIRST
Read passages closely (close
read)
Mark up the text (look at titles,
subtitles, footnotes, rhetorical
devices, theme, tone, and shifts)
Think like an author not like a
test taker
Read Directions (they are there
for a reason)
Use scoring guidelines (rubric)
Use Writer’s Checklist
Go back to the text every time
Do a close read of the passage first
Read and answer questions second
Use the questions and your answers to respond
to the culminating TDA
Mr. Migdalias
reads the class a
children’s story.
(time
permitting)
All Classes:
‘
-Remember my PSSA Tips and Suggestions.
‘
-For extra PSSA practice:
‘
-Review the example prompts, writing samples, and your
notes from the three PSSA writing packets that you received
today. (Argumentative, Informational/Expository, and Narrative)
‘
-Review any passages and m.c. / s.r. questions that we did
not get to in class (e.g. the poem “Phaethon” in our Section 3
myths/poetry packet.
-Homework: Get a good night’s sleep and eat a decent
breakfast. If you have time, stretch in the morning before
school!
Good luck to you in your PSSA journey!