What’s all of the “fuss” about the ARMT

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Reading ?

Objectives

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To provide an overview of ARMT including item difficulty, new item formats, and sample test questions.

+ Reading, To suggest strategies to improve reading comprehension instruction across the curriculum.

Mission: Career/College Ready Graduates

Believe…..

What every man needs, regardless of his job or the kind of work he is doing, is a vision of what his place is and may be. He needs an objective and a purpose. He needs a feeling and a belief that he has some worthwhile thing to do. What this is no one can tell him. It must be his own creation. Its success will be measured by the nature of his vision, what he has done to equip himself, and how well he has performed along the line of its development. Joseph Morrell Dodge

Blueprints ARMT

Content Standards The Reading section of the ARMT is aligned to the 2007 English Language Arts Course of Study.

Blueprints ARMT

Types of Reading Assessed Literary/recreational stories and poetry Textual/informational subject texts Functional manuals, brochures, etc.

Blueprints ARMT

+ SAME

Item Types ARMT

Multiple Choice Questions

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Stand-alone questions

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Passage-based questions

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Key words underlined (Grade 3)

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Key words italicized (Grades 4-8)

Item Types ARMT

Open-ended Questions

Item Type ARMT

+ SAME

Scoring Guidelines

ARMT Multiple Choice Questions Valued at one point each

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Scoring Guidelines

ARMT Open-ended Responses Open-ended Responses

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Valued at 3 points each

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Score point 3 demonstrates a thorough understanding

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Score point 2 demonstrates a general understanding Score point 1 demonstrates a limited understanding Score point 0- no attempt to address the prompt

Scoring Guidelines ARMT

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Open-ended Responses must…

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Address the question by including details and examples from the passage for support.

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Be legible.

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Stay within the confines of the box.

Scoring Guidelines ARMT

Open-ended Responses

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Scanned to the computer Sent to scorer

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A trained professional

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4 Yr. degree Intensive project specific training Pass a test, qualifies Uses anchor papers for each score point Scores one subject

Scoring Guidelines ARMT

+ SAME

Grade Levels

Cut Scores ARMT

Reading Mathematics

Cut Scores ARMT

+ SAME

Item Format

Item Format ARMT

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Passages may be 1-2 pages in length. All multiple choice questions have four choices.

All open-ended response questions have consistent wording.

RIGOR

What is Rigor?

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“Challenging all students with high expectations”(Gates Foundation Web site) Active, deep, and engaging learning (Small Schools Project) “Academic rigor is based on expectations established for students and staff that ensure that students demonstrate a thorough, in-depth mastery of challenging and complex curricular concepts. In every subject, at every grade level, instruction must include commitment to a knowledge core and the application of that knowledge core to solve complex real world problems.” (North Carolina State Board of Education, 2005) (Edmunds 2006)

Rigor

Evaluation Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering

Rigor

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Increased vocabulary Use of words such as mainly , most likely , probably, and best Answer choices ( words, examples, or excerpts from passages and poems) Comparisons (poem/poem, poem /passage, passage/passage, or chart [table, graph, etc.]/passage) Previously used formats in upper grades may appear in lower grades.

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Rigor

Open-ended Responses Thorough

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Specific

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Multiple examples and support (list, portions of a conversation, line(s) from a poem(s), etc.) All steps provided within a sequence of steps or events General

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Basic

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Few examples and limited support (2 of 4 ideas listed, a word from a line in a poem, etc.) Some steps provided within a sequence of steps or events Limited

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Vague or incomplete

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One incomplete part of a two part question (compare, but does not contrast; a cause with no effect) Random step(s) provided within a sequence of steps or events

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Glimmer No attempt to address the prompt

Provide Opportunities to Write

Everyday is a great day for a writing experience.

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Various audiences Multiple purposes All modes Different forms/types Multiple topics

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Freewriting Journals Notetaking Questions Explanations Summaries Definitions Memos Letters

Types of Writing

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Reviews Editorials Books Stories Poems Reports/ Research papers Essays Plays

Global Skills

Non-exhaustive List

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Drawing conclusions Sequence of events/information Making inferences Fiction/nonfiction Fact/opinion Previewing/predicting Following directions Vocabulary

Grade 3

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Spelling possessives Dictionary use Vocabulary (Standards 2-4) Literary elements and devices- identify characters and similes Text features Genres- stories, trade books, and poems

Grade 3

Text Features Why does the author use bold print?

A. To make the dates easier to read B. To describe the food C. To get the attention of the reader D. To give the history of the fair

Grade 3

ARMT Sample An apple is a A. vegetable.

B. meat.

C. fruit.

D. dairy product.

Grade 3

ARMT + Sample The words brick and yard are put together to make a word that means A. An area where bricks play.

B. A piece of material used for sewing.

C. An area where bricks are made.

D. One who enjoys bricks.

Grade 4

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Vocabulary- Standards 2 and 3 Comparing and Contrasting Genres- novels, short stories, poetry, and trade books Literary elements and devices- identify characters, similes, main idea, and author’s purpose Using text features- titles, headings, glossary, boldface, index, table of contents, and tables Use of bias/recognizing persuasive techniques Notetaking

Grade 4

ARMT

Sample

Grade 4

ARMT

Sample

Grade 4

ARMT + Sample

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Compare and contrast the Sun and the Moon.

Use specific details from the story to support your answer.

Write your answer in the answer document.

Grade 4

ACTIVITY

Grade 5

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Vocabulary- Standards 1, 2, and 4 Literary elements and devices- Recognize setting, character traits, stated purpose, metaphors, personification, and implied purpose(identify) Tables and charts Reference materials

Grade 5

ARMT + Sample Dreams Hold fast to dreams For if dreams die Life is a broken winged bird That cannot fly.

Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.

Langston Hughes

Grade 5

ARMT + Samples Which line from the poem is an example of a metaphor?

A. “Hold fast to dreams” What is the effect of the author’s use of images?

B. “Life is a broken winged bird” C. “For when dreams go” to support your answer.

D. “Frozen with snow.” Write your answer in the answer document.

Grade 5

ARMT + Sample Which sentence shows possession?

A. Johnny can’t reach the box on the top shelf.

B. Jafaar’s books are in the brown backpack.

C. Kenyatta didn’t call me last night.

D. I’ve always combed my hair to one side.

Grade 6

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Vocabulary-Standards 1 and 3 Interpreting character’s behavior Literary elements and devices- Interpret implied main idea, conflict, personification, and climax(identify) Complex predictions Cause-effect relationships

Grade 6

ARMT Sample

Grade 6

ARMT + Sample

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Which of the following reveals the climax of the story?

A. “As the two friends headed for the trees on the far side of the field, they heard Butch barking.” B. “He agreed that the wing was broken.” C. “The bird hopped slowly to the opening and then suddenly flew out.” D. “… I don’t want to let it go too soon and have it not able to live on its own.”

Grade 6

ARMT + Samples

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Sample stems: Who is the intended audience for the passage?

How does the author organize the passage?

Grade 6

ARMT + Sample

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Identify the climax. Explain how the story’s events lead to this climax.

Use details from the story to support your answer.

Write your answer in the answer document.

Grade 7

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Vocabulary- Standards 1 and 4 Literary elements and devices- main idea and supporting details, climax, point of view, imagery, mood(determine), and flashback(recognize) Genres and subgenres- Distinguish among poetry, short stories, novels, plays, biographies, autobiographies, folktales, myths, parables, fables, and science fiction

Grade 7 “The Road Not Taken”

Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black.

Oh, I marked the first for another day!

Yet knowing how way leads on to way I doubted if I should ever come back.

I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference. Robert Frost

Grade 7

ARMT + Sample Which statement is most likely true about the author?

A. The author likes to travel.

B. The author enjoys futuristic stories.

C. The author examines his choices before making decisions.

D. The author cannot read a map.

The mood of “The Road Not Taken” can be best described as A. somber B. cautious C. inviting D. impolite

Grade 8

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Literary elements and devices- Evaluate the impact of setting, mood, and characterization on theme components of plot Poetry- ballads, lyric poems, epics, haiku, and limericks- rhythm and rhyme scheme (identify) Confirming author’s credentials

Grade 8

ARMT + Sample What can the reader infer about Moss’s dedication to African elephant research?

Use details from the passage to support your answer.

Write your answer in the answer document.

Grade 8

Poetry- Langston Hughes A Dream Deferred What happens to a dream deferred?

Does it dry up like a raisin in the sun? Or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over- like a syrupy sweet?

Maybe it just sags like a heavy load.

Or does it explode?

Dreams Hold fast to dreams For if dreams die Life is a broken winged bird That cannot fly.

Hold fast to dreams For when dreams go Life is a barren field Frozen with snow.

Grade 8 Poetry

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Students are responsible for recognizing characteristics of various types of poetry.

Questions related to poetry may be multiple choice questions (stand-alone and/or passage-related) and open-ended response questions.

ACTIVITY Create your own questions Multiple choice- figurative language, mood, theme, etc.

Open-ended response- Persuasive techniques, figurative language, mood, compare/contrast, cause/effect, explain, evaluate, point of view, etc.

True or False I can increase rigor in my classroom by reading longer stories/passages from the textbook, giving more assignments, and giving more homework.

FALSE

If you continue to do what you have always done, you will continue to get the SAME results!

What do high performing schools have in common?

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Teachers regularly observe other teachers.

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Teachers have time to plan and collaborate.

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New teachers receive generous support.

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Teachers take on other leadership roles at the school.(Haycock 2007)

Teacher Parents Student Administrator

Administrator’s Role

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Emphasize to teachers that you know they can succeed.

Expect teachers to keep knowledge fresh.

Guide (learning) communities toward self governance.

Make data accessible.

Teach discussion and decision-making skills.

Show teachers the research.

Take time to build trust.

(Hord 2009)

Provide supports that foster a data driven culture within the school.

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Provide time for collaboration among departments, grade levels, and data team members.

Provide targeted professional development.

Support

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Test prep activities Benchmark or Interim Assessments Use of assessment data to guide instruction Increased instructional time in math and reading(Response to Instruction-RtI) Strategic assignment of teachers

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Instructional pacing Tutoring outside of school Alignment of curriculum with standards Writing across the curriculum Individualized study guides Personal graduation plans Summer school (Center on Education Policy 2007)

Ongoing Cycle

Plan Assess Implement

What does this process look like?

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Review available data.

Analyze various teaching strategies.

Create multiple lessons for a concept.

Review implementing “genius” creations.

Available Data State Assessment Results

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All state test results are available before school starts.

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The more familiar you are with group/student reports, the easier they are to use.

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Remember, data should drive instruction.

Available Data

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Classroom Assessments

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Interim Assessments

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Conferences

Diagnosis

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Put all of what you’ve gathered into perspective.

The purpose of your diagnosis is to know where your students are in order to decide where they need to go.

Share your diagnosis with the student.

Realize that whatever your diagnosis, you have only nine months to work with the student.

Be objective not subjective.

Teach students to examine their own data and set learning goals.

Get organized

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Create organizational tools that chart progress on standards and objectives (AL COS), reading/writing assignments, grades, and etc.

Share these organizational tools with your students on day 1, and allow them to develop their own goals.

Explain your expectations.

Make these organizational tools a part of your grading system.

Prepare to Plan

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Before anything else, preparation is the key to success. Alexander Graham Bell There are no secrets to success. It is the result of preparation, hard work, and learning from failure. Colin Powell

You must do the foot work!

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Make sure that you have a manipulative copy of your Alabama Course(s)of Study on your desktop.

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Create multiple copies of your grade level section of the Alabama Course(s) of Study.

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Create in-depth lesson plans that include notes, activities, and handouts associated with the lesson. At the end of this process you are able to see if you have multiple activities/handouts to address all learning styles.

Walk it out!!!

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Go to ALEX-Alabama Learning Exchange ( http://alex.state.al.us/index.php

professional learning.

) for sample lesson plans, web links, distance learning, and

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Once you have completed your in-depth lesson plan, highlight the standards/objectives that mirror what you plan to teach and attach the highlighted copy to the lesson plan.

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Using your manipulative copy of the Alabama Course(s) of Study, copy and paste applicable standards/objectives on a created document to attach to the lesson plan.

3 Requirements for Every Course

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Making Dramatic Presentations Writing(essays- upper grades, discussion questions-lower grades) Developing vocabulary and critical thinking skills

Making Dramatic Presentations

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Students must participate in a dramatic presentation each grading period.

A dramatic presentation may be done individually, in pairs, or as a group.

Students should be given credit for planned, as well as, impromptu presentations.

Create your grading criteria prior to all presentations.

Provide students with grading criteria.

Expose students to multiple presentation strategies.

Lead by example.

Writing Essays/ Answering Discussion Questions

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Make writing the cornerstone of your classroom.

Live it, breathe it, and expect it!

Require writing weekly.

Read what students write.

Students buy-in with immediate feedback and discussion.

Increase Literacy

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Provide explicit vocabulary instruction.

Provide direct and explicit comprehension strategy instruction.

Provide opportunities for extended discussion of text meaning and interpretation.

Increase student motivation and engagement in literacy learning.

Make available intensive and individualized interventions for struggling readers that can be provided by trained specialist. (Kamil 2008)

Develop Vocabulary and Critical Thinking Skills

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Every lesson should work to improve students’ vocabulary and critical thinking skills.

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Connect the two skills, if possible.

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Use context clues.

Develop Vocabulary and Critical Thinking Skills

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Reflect on multiple meanings.

Require/provide a dictionary and thesaurus for each student.

Prepare good questions/activities ahead of time.

Be quick on your feet and engage students as much as possible.

More Ideas

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Projects Lecture Quizzes (oral, listening, and bag) Recitations Guest Speakers Movie Reviews Debates

Build a Bridge

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Often it is not the “what,” but “how” information is delivered that strikes the interest of students.

Plan, Plan, Plan!

A Teacher…

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The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. William Arthur Ward

References

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Center on Education Policy. (2007). State High School Exams: Working to raise the test scores. Washington, D.C..:Author.

Edmonds, J., Lewis, K., and McColskey, W. (2006) Defining Rigor: What rigor Means at Different Levels of the Educational System.

Hamilton, L., Halverson, R. Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/ .

Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute Haycock, K. (2007) Raising Achievement and Closing Gaps. Education Trust Hord, D. (2009). The Principal’s Role in Supporting Learning Communities. 66(5), 22-23. Retrieved October 28, 2009,from http://www.ascd.org/publications/educational_leadership/feb09/ . Educational Leader ship,

Contact

If there are any questions, contact Kanetra Germany, Assessment and Accountability, State Department of Education, (334) 242-8038.