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New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring

Introduction. New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring . Instructional Shifts. Shift 1. Balancing Informational & Literary Text. Instructional Shifts. Shift 1. Balancing Informational & Literary Text. Shift 2. Knowledge in the Disciplines. Instructional Shifts.

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New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring

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  1. Introduction New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring

  2. Instructional Shifts Shift 1 Balancing Informational & Literary Text

  3. Instructional Shifts Shift 1 Balancing Informational & Literary Text Shift 2 Knowledge in the Disciplines

  4. Instructional Shifts Shift 1 Balancing Informational & Literary Text Shift 2 Knowledge in the Disciplines Shift 3 Staircase of Complexity

  5. Instructional Shifts Shift 1 Balancing Informational & Literary Text Shift 2 Knowledge in the Disciplines Shift 3 Staircase of Complexity Shift 4 & 5 Text-based Answers and Writing from Sources

  6. Instructional Shifts Shift 1 Balancing Informational & Literary Text Shift 2 Knowledge in the Disciplines Shift 3 Staircase of Complexity Shift 4 & 5 Text-based Answers and Writing from Sources Shift 6 Academic Vocabulary

  7. In the past, students were asked to do things like: • Characterize the text.

  8. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character.

  9. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text.

  10. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary.

  11. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary. • Answer without a deep analysis of text.

  12. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary. • Answer without a deep analysis of text. • Look beyond text for stimuli.

  13. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary. • Answer without a deep analysis of text. • Look beyond text for stimuli. • Answer by recalling text details.

  14. In the past, students were asked to do things like: • Characterize the text. • Exhibit a cursory understanding of the lead character. • Comprehend one sentence from the entire text. • Understand basic, non-consequential vocabulary. • Answer without a deep analysis of text. • Look beyond text for stimuli. • Answer by recalling text details. • Answer without complete sentences being required.

  15. Now, students will be asked to: • Comprehend complex, grade-level texts.

  16. Now, students will be asked to: • Comprehend complex, grade-level texts. • Identify central themes and key text elements.

  17. Now, students will be asked to: • Comprehend complex, grade-level texts. • Identify central themes and key text elements. • Consider the entire text.

  18. Now, students will be asked to: • Comprehend complex, grade-level texts. • Identify central themes and key text elements. • Consider the entire text. • Place aspects of the text in context of the entire text.

  19. …and move beyond basic recall of text details to: • Make an inference as to how specific portions of text relate to the structure of the whole text

  20. …and move beyond basic recall of text details to: • Make an inference as to how specific portions of text relate to the structure of the whole text • Wrestle with meaningful, real-world questions

  21. …and move beyond basic recall of text details to: • Make an inference as to how specific portions of text relate to the structure of the whole text • Wrestle with meaningful, real-world questions • Make and support text-based analyses

  22. …and move beyond basic recall of text details to: • Make an inference as to how specific portions of text relate to the structure of the whole text • Wrestle with meaningful, real-world questions • Make and support text-based analyses • Support their text-based analyses with key details

  23. …and move beyond basic recall of text details to: • Make an inference as to how specific portions of text relate to the structure of the whole text • Wrestle with meaningful, real-world questions • Make and support text-based analyses • Support their text-based analyses with key details • Carry an analysis beyond one text, relating details to overarching messages of both entire texts.

  24. Test Structure Day 2 Day 3 Day 1 Book 1 Book 2 Book 4 Book 3

  25. Test Structure Day 2 Day 3 Day 1 Book 1 Book 2 Book 4 M/C Book 3 M/C

  26. Test Structure Book 4 5 C/R 1 E/R 3 C/R 1 E/R Book 3

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