ela istep+ support framework grade 7 2015 2016 7... · ela istep+ support framework grade 7 2015...

ELA ISTEP+ Support Framework Grade 7 2015 – 2016

QUARTER 3 (January 4-March 18, 2016)

Dates: Topic: Curriculum & Instruction Responsibilities:

Week 9/10

Feb. 29- March

11

Target Standard:

+ 7.RV.2.1: Use context to determine or clarify the meaning of words and phrases. Target Skill within standard: Analyze context provided when encountering unfamiliar words

*This week’s framework is an optional, supplemental component to be used sometime over the ISTEP+ Part 1 window, when students are not taking the ELA portion of the test.*

Instructional Suggestions:

This standard requires students to apply multiple skills to a piece of literature or nonfiction they are reading. Students must have prerequisite knowledge of what context clues are, as well as the purpose they serve in a text. This standard also requires prerequisite knowledge of making inferences about information presented in text (RL.2.1/RN.2.1).

To determine the meanings of unfamiliar words, students must identify unfamiliar words and search the surrounding words, sentences, and paragraphs to determine a likely meaning for the word.

This skills requires students to keep track of the events and information presented in a text to make a logical inference about the word’s meaning based on this information.

This means students will need to stop at unfamiliar words they come across to think through the other information presented in the surrounding text to make an inference. This requires students to make connections between different portions of a text.

When guiding students to use context clues, have them look: within the sentence, the previous sentence, following sentence, and in the paragraph.

By acquiring the ability to use context clues to determine the meanings of unfamiliar words, students are better able to comprehend the entire text and focus on the details and events as a whole.

It is very important that students are asked to not only make an inference about the word’s meaning, but also to locate the specific context clues that support the inferred meaning.

Words and phrases that are useful in the instruction of this standard and/or may appear on ISTEP+ in relation to standard:

o context, surrounding, infer, support, evidence, meaning, similar o What words do you not understand in this chunk of text? o How well do you know the word on a scale of 1-4? o Does it remind you of any other words? o Are there are clues in the sentence that demonstrate whether the word is positive or negative? o What words support your inference about the word’s meaning?

Continue to revisit this standard as you integrate the additional ‘RL’ standards from your weekly pacing. *This week’s standard reflects questions that may be asked on Part 2 of the ISTEP+, specifically they are more likely to be asked as a multiple-choice question or technology-enhanced item.

Question Stem(s):

The following questions stems reflect possible assessment questions to use with this text and standard:

What is the meaning of _______________ in paragraph __?

Which words help the reader understand the meaning of ____________ in paragraph __?

Based on the context, what does the word _____________ MOST LIKELY mean?

What is meant by the phrase, “___________” in paragraph __?

Without changing the meaning of the sentence, what word can BEST be used to replace the underlined part?

ISTEP+ Practice Writing Prompt:

*As this ISTEP+ framework should be used after the administration of ISTEP+ Part 1, the skills will switch to a focus on

multiple-choice items. For that reason, this section of the framework will not be used for the remainder of ISTEP+

preparation; next week, this section will be eliminated from the framework.*


Test-Taking Strategy:

Introduction to Technology-Enhanced Items and Multiple-Choice Questions

Resources have been provided to help students gain a deeper understanding of the various types of questions they will see on Part 2 of the ISTEP+.

The first page provides of the test-taking strategy section provides an overview of each question type, which can be given to students.

Additionally, there are a couple of helpful links to websites that help teachers prepare students for these question types. One of the links will redirect to the PARCC online tutorial for technology-enhanced items. This resource could be used as a class for students to read about each type and navigate these items as well.

The next few pages demonstrate examples of each question type listed on the first page. The source is provided as well, so the site can be visited if you would like students to actually complete the question.

The purpose of including the questions without their accompanying passages is to truly focus on the components and complexities of each question type.

These examples can be used as an instructional activity, with students identifying what is required of them by each question type and what challenges each question type may present.

*Resources included in the final pages of this document*

Resources: Rigorous Read- from “The Monkey’s Paw” by W.W. Jacobs (This text should be used to provide students’ exposure to texts that are at or above the higher end of your grade-level Lexile band. Additionally, the purpose of this text is to reinforce the skill of the week.) *This could also be used in Reader’s Theater format, which can be accessed via the following link. http://www.theaterfunscripts.com/scripts/monkeyspaw.html * Online practice and resources:

http://www.englishworksheetsland.com/grade8/language/7/2clueme.pdf

https://www.ixl.com/ela/grade-7/use-context-to-identify-the-meaning-of-a-word

Graphic Organizer included (after text)- Analyze context clues for meaning of unfamiliar words

Biweekly Assessment

To be administered Friday, March 18th Assessment to gauge student performance on the target skills for weeks 9/10 and 11-

9/10 (Optional)- Context Clues

11- Citing evidence to support inferences

Spiral review of previously taught standards

http://www.theaterfunscripts.com/scripts/monkeyspaw.html

http://www.englishworksheetsland.com/grade8/language/7/2clueme.pdf

https://www.ixl.com/ela/grade-7/use-context-to-identify-the-meaning-of-a-word


Rigorous Read-Grade 7 Quarter 3, Week 9-10: February 29-March 11 In the excerpt below, an old friend of Mr. White’s, Sergeant-Major Morris, has come to visit the White family and shares tales from his travels. One of his travels led him to an encounter with a monkey’s paw that seems to carry dark magic.

from “The Monkey’s Paw”

by W.W. Jacobs The sergeant-major shook hands, and taking the [offered] seat by the fire, watched contentedly while his host got out whiskey and tumblers and stood a small copper kettle on the fire. At the third glass his eyes got brighter, and he began to talk, the little family circle regarding with eager interest this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of wild scenes and doughty deeds1; of wars and plagues and strange peoples. "Twenty-one years of it," said Mr. White, nodding at his wife and son. "When he went away he was a slip of a youth in the warehouse. Now look at him." "He don't look to have taken much harm," said Mrs. White, politely. "I'd like to go to India myself," said the old man, "just to look round a bit, you know." "Better where you are," said the sergeant-major, shaking his head. He put down the empty glass, and sighing softly, shook it again. "I should like to see those old temples and fakirs2 and jugglers," said the old man. "What was that you started telling me the other day about a monkey's paw or something, Morris?" "Nothing," said the soldier, hastily. "Leastways nothing worth hearing." "Monkey's paw?" said Mrs. White, curiously. "Well, it's just a bit of what you might call magic, perhaps," said the sergeant-major, offhandedly. His three listeners leaned forward eagerly. The visitor absent-mindedly put his empty glass to his lips and then set it down again. His host filled it for him. "To look at," said the sergeant-major, fumbling in his pocket, "it's just an ordinary little paw, dried to a mummy." He took something out of his pocket and proffered it. Mrs. White drew back with a grimace, but her son, taking it, examined it curiously. "And what is there special about it?" inquired Mr. White as he took it from his son, and having examined it, placed it upon the table. "It had a spell put on it by an old fakir," said the sergeant-major, "a very holy man. He wanted to show that fate ruled people's lives, and that those who interfered with it did so to their sorrow. He put a spell on it so that three separate


men could each have three wishes from it." His manner was so impressive that his hearers were conscious that their light laughter jarred somewhat. "Well, why don't you have three, sir?" said Herbert White, cleverly. The soldier regarded him in the way that middle age is inclined to regard [arrogant] youth. "I have," he said, quietly, and his blotchy face whitened. "And did you really have the three wishes granted?" asked Mrs. White. "I did," said the sergeant-major, and his glass tapped against his strong teeth. "And has anybody else wished?" persisted the old lady. "The first man had his three wishes. Yes," was the reply; "I don't know what the first two were, but the third was for death. That's how I got the paw." His tones were so grave that a hush fell upon the group. "If you've had your three wishes, it's no good to you now, then, Morris," said the old man at last. "What do you keep it for?" The soldier shook his head. "Fancy, I suppose," he said, slowly. "I did have some idea of selling it, but I don't think I will. It has caused enough mischief already. Besides, people won't buy. They think it's a fairy tale; some of them, and those who do think anything of it want to try it first and pay me afterward." "If you could have another three wishes," said the old man, eyeing him keenly, "would you have them?" "I don't know," said the other. "I don't know." He took the paw, and dangling it between his forefinger and thumb, suddenly threw it upon the fire. White, with a slight cry, stooped down and snatched it off. "Better let it burn," said the soldier, solemnly. "If you don't want it, Morris," said the other, "give it to me." "I won't," said his friend, [determinedly]. "I threw it on the fire. If you keep it, don't blame me for what happens. Pitch it on the fire again like a sensible man." The other shook his head and examined his new possession closely. "How do you do it?" he inquired. "Hold it up in your right hand and wish aloud," said the sergeant-major, "but I warn you of the consequences." "Sounds like the Arabian Nights," said Mrs. White, as she rose and began to set the supper. "Don't you think you might wish for four pairs of hands for me?" Her husband drew the talisman from pocket, and then all three burst into laughter as the sergeant-major, with a look of alarm on his face, caught him by the arm.


"If you must wish," he said, gruffly, "wish for something sensible." Mr. White dropped it back in his pocket, and placing chairs, motioned his friend to the table. In the business of supper the talisman was partly forgotten, and afterward the three sat listening in an enthralled fashion to a second installment of the soldier's adventures in India. "If the tale about the monkey's paw is not more truthful than those he has been telling us," said Herbert, as the door closed behind their guest, just in time for him to catch the last train, "we sha'nt make much out of it." "Did you give him anything for it, father?" inquired Mrs. White, regarding her husband closely. "A trifle," said he, coloring slightly. "He didn't want it, but I made him take it. And he pressed me again to throw it away." "Likely," said Herbert, with pretended horror. "Why, we're going to be rich, and famous and happy. Wish to be an emperor, father, to begin with; then you can't be henpecked." He darted round the table, pursued by the [concerned] Mrs. White armed with an antimacassar3. Mr. White took the paw from his pocket and eyed it dubiously. "I don't know what to wish for, and that's a fact," he said, slowly. "It seems to me I've got all I want." "If you only cleared the house, you'd be quite happy, wouldn't you?" said Herbert, with his hand on his shoulder. "Well, wish for two hundred pounds, then; that’ll just do it." His father, smiling shamefacedly at his own credulity4, held up the talisman, as his son, with a solemn face, somewhat marred by a wink at his mother, sat down at the piano and struck a few impressive chords. "I wish for two hundred pounds," said the old man distinctly. A fine crash from the piano greeted the words, interrupted by a shuddering cry from the old man. His wife and son ran toward him. "It moved," he cried, with a glance of disgust at the object as it lay on the floor. "As I wished, it twisted in my hand like a snake." "Well, I don't see the money," said his son as he picked it up and placed it on the table, "and I bet I never shall." "It must have been your fancy, father," said his wife, regarding him anxiously. He shook his head. "Never mind, though; there's no harm done, but it gave me a shock all the same." They sat down by the fire again while the two men finished their pipes. Outside, the wind was higher than ever, and the old man started nervously at the sound of a door banging upstairs. A silence unusual and depressing settled upon all three, which lasted until the old couple rose to retire for the night. "I expect you'll find the cash tied up in a big bag in the middle of your bed," said Herbert, as he bade them good-night, "and something horrible squatting up on top of the wardrobe watching you as you pocket your ill-gotten gains.


He sat alone in the darkness, gazing at the dying fire, and seeing faces in it. The last face was so horrible and so simian5 that he gazed at it in amazement. It got so vivid that, with a little uneasy laugh, he felt on the table for a glass containing a little water to throw over it. His hand grasped the monkey's paw, and with a little shiver he wiped his hand on his coat and went up to bed. Footnotes: 1doughty deeds- courageous acts 2fakirs- a Muslim religious monk, thought of as a sorcerer or magician 3antimacassar- a small cloth meant to place on sofa or chairs to protect from dirt 4credulity- readiness to believe something with little evidence 5simian- resembling the appearance of a monkey


RV.2.1- Analyze context clues Name: _________________________________

Unfamiliar Word

and Rating of Familiarity

(1-none to 4-very familiar)

Inference about meaning (“I think the word means…”)

Strategy I used: 1- Within the sentence 2- Previous sentence 3- Following sentence 4- In the paragraph

Context Clues to support my inference

(“The clue that supports my thinking is…”


Test-Taking Strategies: Part 2 Question Types Quarter 3, Week 9-10: February 29-March 11

ISTEP+ Part 2 Question Types

Question Type Description of Question Type

Multiple Choice The traditional format for most standardized assessment questions. Students are provided with a question and multiple possible answer choices, with only one correct answer.

Drag and Drop This item type does exactly what the name implies. Students need to drag an item from one part of the screen to another. In ELA, the “tiles” that need to be dragged into a box represent information from the text. Only tiles that correctly answer the question should be dragged into the appropriate box.

Multiple Correct Response This item type is most similar to a traditional standardized test format. It is a multiple choice question, but instead of just one correct answer, there are many, and students must choose all of them to get the question correct.

Multiple Part Question This item is not a new item type; rather it is a new way of organizing items. The Multiple Part Question asks related, tiered questions using a combination of other enhanced item types.

Text Selection/Highlighting This item type requires students to click on words, phrases, or entire sentences within the text as a way to answer questions about specific parts of a text.

Drop Down Menus This item type includes a menu that expands when clicked on. From the expanded menu, students can see possible answer choices. They click on the word or idea that completes the answer, based on context. Can be used for grammar questions.

Source: “7 Tech Enhanced Item Types on Common Core Tests” http://www.edudemic.com/7-tech-enhanced-items-on-common-core-tests/

Teacher Notes:

Additional tools for student exploration of technology-enhanced items:

PARCC Tutorial for Online Tests- Provides students with an overview of each item type, as well as examples

Edcite.com- A free site that allows teachers to create their own technology-enhanced items and access items created by other teachers.

http://www.edudemic.com/7-tech-enhanced-items-on-common-core-tests/

http://www.edudemic.com/7-tech-enhanced-items-on-common-core-tests/


Technology-Enhanced Items: Multiple Correct Response

Source: IDOE ISTEP+ Experience Online- http://in.testnav.com/client/index.html?username=istep78&password=practice78

http://in.testnav.com/client/index.html?username=istep78&password=practice78


Technology-Enhanced Items: Multiple Correct Response- Different Version




Technology-Enhanced Items: Multiple Part Question

Source: PARCC Online Practice Test- http://epat-parcc.testnav.com/client/index.html#login?username=PT07E&password=Practice

http://epat-parcc.testnav.com/client/index.html#login?username=PT07E&password=Practice



Technology-Enhanced Items: Multiple Part Question and Multiple Correct Response

Source: PARCC Online Tutorial- http://epat-parcc.testnav.com/client/index.html#login?username=ELA_6-8_ST&password=Practice

http://epat-parcc.testnav.com/client/index.html#login?username=ELA_6-8_ST&password=Practice

http://epat-parcc.testnav.com/client/index.html#login?username=ELA_6-8_ST&password=Practice


Technology-Enhanced Items: Drag and Drop





Technology-Enhanced Items: Drop Down List


Technology-Enhanced Question: Text Selection/Highlighting

Source: PARCC Online Tutorial-



Technology-Enhanced Items: Text Selection/Highlighting




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