6. 6 Take a few minutes and share with a partner: What skills do you think your students need to master before they take NJ ASK? When you have identified a specific skill, please enter it in the chat area or type it below.
7. Overview of the New Jersey Assessment of Skills and Knowledge (NJ ASK) Assesses skills in 4 content clusters: • Writing • Reading • Working with Text [Interpreting Text] • Analyzing/Critiquing Text ASSESSMENT CLUSTER TASK TIME 1. Writing: persuasive 25 minutes 2. Reading: narrative MC, OE1 questions 50 minutes 3. Listening/reading: poem 4. Writing: explain (poem-linked prompt) composition 25 minutes 5. Reading: everyday text MC, OE questions 25 minutes 7 6
8. Two text types: narrative and everyday followed by multiple-choice and open-ended questions based on skills readers use to understand, analyze, and evaluate texts for content, meaning, and organization Students will: • recognize a theme or central idea. • recognize details that develop or support the main idea. • extrapolate information and/or follow directions. • paraphrase, retell, or interpret words, phrases, or sentences from the text. • recognize the organizational structure of the text. • recognize a purpose for reading. • use reading strategies (e.g., questioning, clarifying, predicting). • make tentative predictions of meaning. • make judgments, form opinions, and draw conclusions from the text. • interpret textual conventions and literary elements. 8 7
9. More reading passages More diverse content Shorter reading passage lengths New types of writing prompts More test items overall More score points overall 9
10. questions target skills in two clusters: Working with Text and Analyzing/Critiquing Text PASSAGE TYPE Grade 3 Questions /Grade 4 Questions TIME Reading: narrative or story 6 MC, 1 OE 5 MC, 2 OE 50minutes Reading: everyday text 6 MC, 1 OE 25 minutes 10 8
11. Text types/StrandReading MCOE Writing Tasks Total Points Time Persuasive Prompt 1 12 45 Expository Prompt 1 625 Narrative Reading 2 204 36 80 AT* per passage 4-6 WT* per passage 4-6 Informational Text 2 162 2460 AT* per passage 3-5 WT* per passage 3-5 Total Items3662 Total Points by Item Type3624 1878 Total LAL Testing Time 2 days, 2 hrs. per day (with field test) NJ ASK 5-8 Language Arts Literacy *AT: Analyzing Text; WT: Working with Text 11
12. Working with Text Questions Recognizing a central idea or theme - stated or implied- clues in text Examples : Imagination helps us to solve problems. Ordinary objects can be used to create unusual art. Recognizing supporting details- contribute to the development of a character or plot, or that develop essential ideas Extrapolating information - ideas and information implied by, but not explicit in text Students use clues from the text to identify how a character feels. 9
13. Paraphrasing, Vocabulary- the meaning of words and students’ strategies to determine ,always in context page numbers provided to encourage students to turn back to the text Recognizing text organization- narratives-questions on setting, character, and plot everyday texts-questions on subtopics, charts, and illustrations and text organization (sequence, comparison-contrast, or cause-effect) Recognizing a purpose for reading- the reader’s purpose 13 10
19. Analyzing Text Questions Questioning, Clarifying, Predicting- use of reading strategies to construct meaning provide a focus and a context for responding (e.g., asking a question of the author or a character) analyze ideas and information from text to develop a response almost always open-ended items Predicting tentative meaning- ambiguity ideas are not fully explained or language has multiple interpretations use language and contextto analyze the meaning of a statement. Forming opinions- students respond to the text a focus (e.g., whether the main character would make a good friend) use ideas and information from text to develop response always open-ended items 15 12
20. Analyzing Text Questions Making judgments, Drawing conclusions- based on knowledge fromideas and information in the text. For example, students might be asked to analyze how the setting (e.g., the season of the year) affects the sequence of events within a story, or to analyze the effect of skipping a step in a certain procedure. Literary elements and textual conventions- focus on devices used by the author. Students might be asked what a specific metaphor conveys about a character in the story, or why an author uses italics for certain phrases. 16 13
21. Making judgments, Drawing conclusions- based ideas and information in text analyze how the setting (e.g., the season of the year) affects the sequence of events within a story, or to analyze the effect of skipping a step in a certain procedure. Literary elements and textual conventions- devices used by the author what a specific metaphor conveys about a character in the story why an author uses italics for certain phrases. 17 14
22. Narrative Text written totell a story establishes or develops a conflict addresses themes of human existence Narrative 500 - 1,000 words in length strong thematic focus traditional narrative structure containing: • age- and grade-level appropriate themes • a clearly identifiable problem/conflict and resolution • a well-organized plot with clearly developed events • well-developed characters • settings essential to the plot • literary elements i.e. imagery and foreshadowing • a range of vocabulary in adequate context 18 15
23. Sample Questions Released by NJ What does Sam’s father do at the bird-calling contest that most embarrasses Sam? A. He makes funny faces. B. He waves to the crowd. C. He always wins first prize. D. He does the call incorrectly. The purpose of this story is to A. entertain readers with an amusing tale. B. teach readers about different types of birds. C. persuade readers to try bird calling as a hobby. D. inform readers of the different events at the fair. 19 16
24. How would you model analyzing these questions for your students? 1 When the author says, “When Tiger walked openly through the jungle, he was Fear,” he is A. appealing to our senses. B. using figurative language. C. exaggerating Tiger’s feelings. D. comparing Tiger to the other animals. 2 Why does Tiger hunt Fox? A. to meet the challenge set by Fox B. to overcome his boredom with his food C. to prove he is the only king of the animals D. to surprise the first animal he sees while hunting 3 Paragraphs 2 and 5 are similar because they contrast A. when a monkey swings from trees and from branches. B. how frogs and turtles hide from each other. C. when Tiger is hunting and is out in the open. D. how oxen and boar close in on Tiger. 4 Why do the animals hide when Foxwalks by? A. Fox tells the animals to hide. B. Fox is the king of all animals. C. The animals think Tiger is afraid. D. The animals are hiding from Tiger. 20 17
25. 7 When the author writes that “Stories told of how difficult this creature was to catch, but Tiger welcomed the challenge,” he means that Tiger was A. uncertain if he could catch this new animal. B. pleased to have another animal act as king. C. eager to hunt an animal that is difficult to catch. D. interested in how to hunt by watching the other animals. 8 Which theme best fits this story? A. Pride can lead to jealousy. B. Good things rarely last forever. C. New people bring fresh ideas with them. D. A strong mind is as valuable as a strong body. 5 In paragraph 14, the word indignation means A. fear. B. insult. C. happiness. D. admiration. 6 Why do the animals walk right by Tiger when he is hunting? A. They do not see Tiger. B. They are not afraid of Tiger. C. They know Tiger will not eat them. D. Tiger tells them to play at that time. 21 18
26. In paragraph 20, what does Ida mean when she says, “I left that classroom and went into the story”? A. She went to the library and found another book to read. B. She forgot she was nervous and started to enjoy the story. C. She became tired of the story, so she made one up instead. D. She felt the room was too loud, so she went someplace quiet. What lesson does Ida learn in the chapter? A. Always help adults when they are feeling ill. B. Try new things, even when they are challenging. C. Always practice reading to yourself before you read to others. D. Keep trying to get things right, even when people laugh at you. 22 20
27. Which best describes how Inez feels about her father’s work after their trip to the salt mine? She has a greater respect for his work. She hopes to have the same kind of experience again. She thinks he should not keep his job. She decides it is not as appealing as she imagined. Which sentence best supports the idea that Inez is excited about her father’s surprise? She didn’t know what to expect, but she knew she would love being with her father. When she had agreed to go with her father on his newspaper assignment, she had pictured an adventure, not hard labor. She could taste the salt in her mouth, smell it in the air, and feel it on her skin. Apparently her father’s experience in the salt mine was different from hers. 23 22
29. NJ Samples Think about how Sam changed on the last Fourth of July when his cousin Rob visited. • Explain how Sam’s attitude toward the bird-calling contest changed throughout that day. • Predict how Sam will react to the unique interests of others now. Use specific information from the story and any additional insight to support your response. The story is told completely from Sam’s point of view. Think about how the story would be different if it were told from Sam’s father’s point of view. • Why would Sam’s father agree to go to the restaurant instead of going to the bird-calling contest? Explain. • How would Sam’s father feel about Sam changing his mind? Explain. Use specific information from the story and any additional insight to support your response. 25 24
30. 26 How would you teach students to approach these questions? 11 Near the end of the story, the author says, “Something smelled of trickery.” • As used in this story, what does this phrase mean? • Explain why Fox was able to outsmart Tiger. Use specific information from the story and any additional insight to support your response. 12 Tiger is surprised by Fox’s reaction to him. • Is Fox afraid of Tiger? Explain. • Do you think the other animals should fear Tiger? Why or why not? Use specific information from the story and any additional insight to support your response. 25
31. Supporting Comprehension After reading a story, students make a collage or draw a particular character based on the author’s description. They then share their artwork with the class and explain key features of their art on the basis of the text. (E) Students prepare to read Ezra Jack Keats’ The Snowy Day by first sharing their experiences with snowy weather. Then they read the story and compare how the main character’s experiences are similar to or different from experiences they have had. (E) After reading Eve Bunting’s book Wednesday’s Surprise to a second-grade class, the teacher discusses the value of literacy with the children. They share any knowledge they have on this topic and talk about feelings they would have in a situation like the one depicted in the book. The lesson might end with a discussion of the question, “Why is literacy important to most people?” 27 26
32. (E) In a discussion following a read-aloud, students comment on the adequacy of a character’s response to a problem. They are asked to identify the part of the text that directly supports their comments. (E) Students research the question, “What kind of pet is best for a city dweller to own?” They know they will be required to defend their point of view by citing examples from stories they have read as well as information they have heard on television shows and from nonfiction materials they have consulted, such as children’s encyclopedias and magazines. Each child has an opportunity to present his or her point of view and to cite evidence that supports it. (E) As part of an illustrator study, the teacher invites the children to select their favorite illustrator of children’s books. Each child selects a favorite illustrator and defends the selection by sharing one illustration with the class and explaining how it conveys the related information or feelings in the book. 28 27
33. (E) After reading Ezra Jack Keats’ Peter’s Chair, students identify Peter’s situation (a new baby in the family). The teacher writes the situation in the middle of chart paper and puts herringbone organization around it. The class dictates the causes and effects that occur throughout the story. (E) Students adopt pupae and house them in a glass terrarium with appropriate plants. They chart the development of the pupae into caterpillars and butterflies in their learning logs. Then they read Carle’s The Very Hungry Caterpillar and create a Venn diagram to show the similarities and differences between the ideas found in their factual logs and Carle’s fictional account of the butterfly’s development. ( E ) Students read Hansel and Gretel and chart the plot as a sequence of problems and solutions ( E ) After completing a unit on folktales, the teacher asks students to draw a picture of one setting that was important in their favorite folktale and to include the character and action that occurred in that setting. Students share their pictures and explain why they selected the settings. ( E ) Students listen to a read-aloud of a story, such as Little Red Riding Hood. They then retell the story but omit mention of an important character, such as the hunter or woodsman. Afterwards, students talk about the effect this omission has on the events in the story. (E) Students rewrite a tale, such as Snow White, using a contemporary setting. 29 28
34. Resources The Department of Education offers four sources of informtion about the NJ ASK. • Web site: http://www.state.nj.us/education • Web site: http://www.ets.org/njask • Web site: http://www.njpep.org/assessment • Office of State Assessments 609-341-3456 Mailing address: New Jersey Department of Education P.O. Box 500 Trenton, New Jersey 08625-0500 http://www.neaq.org/scilearn/kids/babypeng.html http://www.doe.mass.edu/mcas/2009/release/ http://www.doe.virginia.gov/VDOE/Assessment/Release2008/index.html http://www.nj.gov/education/njpep/assessment/3_4/grade3_4.html http://ritter.tea.state.tx.us/student.assessment/resources/online/2009/taks_g04_read/4reading.htm 30 29
