New Jersey ASK Language Arts Grades 6-8 2014

1. New Jersey ASK Language ArtsGrades 6-82014

2. Three Fundamental Beliefs About Preparing Students for Testing: (An authentic and meaningful way to prepare students for standardized testing) • Successful test takers must first be smart readers and writers (Standardized reading and writing tests are not a mystery: students can succeed if they apply general and genre specific reading and writing strategies.) • Successful test takers must be able to translate the unique language of the test (In order to understand the directions, we must teach students the “specific vocabulary” of the test.) 3. Learning to be a successful test taker can be fun! (Students need to be actively engaged in the test-preparation process…we must make learning a multi-sensory, engaging process.)

3. Everything You Wanted to Know About NJ ASK 2014 But Were Afraid to Ask!!!!

4. WHAT IS THE ASK? The “ASK” stands for Assessment of Skills and Knowledge. Let’s break that down a bit. When teachers give an assessment, they evaluate the students’ work. So the ASK evaluates whether or not you have the necessary skills to succeed in the future!

5. WHY? NCLB-“No Child Left Behind” –2002 Every state must have an assessment for annual tests in reading/language arts and math in grades 3-8 in place by the 2005-06 school year. Assess every student in science by 2007- 08 at least once in each of these grade spans: 3-5, 6-9, 10-12. However, the New Jersey ASK is being phased/transitioned to the “new” PARCC Assessment as part of the Common Core State Standards (CCSS) Initiative.

6. WHO? • All students enrolled in New Jersey public schools must be tested. • English Language Learner students and special education students are included.

7. WHAT? • LANGUAGE ARTS ASSESSMENT • Writing: - Persuasive/Argument Task-45 minutes - Informative/Explanatory Task-30 minutes OR Narrative Task -30 minutes • 4 Reading Passages - Literature Texts-30 minutes each - Informational Texts-30 minutes each with open-ended questions and multiple choice questions *Each multiple choice question is worth 1 point and each open-ended question is worth up to 4 points.

8. WHEN? • GRADE 7 April 28- May 1, 2014 • Day 1 - Mon. April 28 - Language Arts • Day 2 - Tues. April 29 - Language Arts • Day 3 - Wed. April 30 - Math (7th-8th Day1) • Day 4 - Wed. May 1- Math (7th Day 2) • Day 4 - Thurs. May 1 - Science (8th Day 1)

9. How is the test data utilized by the school and district? • To compare data from similar districts • To analyze and compare data over the years to identify areas of strengths and weaknesses • To examine test scores to identify areas of strengths and weaknesses on a grade level and for individual students. • To analyze data to direct instruction • To plan instruction based on student needs • To intervene for student improvement • To integrate test taking strategies across the curriculum

10. How to Interpret Test Scores • ISR- Individual Student Reports Identifies areas of proficiency in LA, Math and Science (grade 4 and 8, only) Advanced Proficient = 250 - 300 Proficient = 200 - 249 Partially Proficient = 100 - 199

11. What is the New Jersey ASK actually testing? The ASK evaluates three major skills: • A student’s critical reading skills. • A student’s ability to write clearly and maturely. • A student’s potential to be an independent thinker. All three of these skills are essential not only in high school, not only in college, but also in LIFE!

12. The Language Arts Literacy (LAL) Section of the NJ ASK is divided into two cluster areas.Each of these clusters reflects knowledge and skills specified in New Jersey’s Core Curriculum Content Standards.

13. CLUSTER 1: WRITING Grades 6-8 • Persuasive or Argument Task: 45 minutes (12 points) • Informative/Explanatory or Narrative Prompt: 30 minutes (6 points)

14. CLUSTER 2: CRITICAL READING Critical reading is a process. When we read, we often have difficulty staying focused on what we are reading, even if it is something really good. When we read critically, we read actively. That means we read with a pen, pencil, or highlighter in hand. Sometimes we take notes on the text itself if we are given permission or, otherwise, on a separate piece of scratch paper.

15. CLUSTER 2: READING PASSAGES Grades 6-8: There will be 4 Reading Passages on the Grades 6-8 Reading Section of the NJ ASK. Students will be asked to read both literature and informational texts in the reading sections. Each reading passage will require the students to spend 30 minutes on task. • The purpose for reading nonfiction text is to provide the reader with information about a specific topic. An example of informational text would be your science textbook. • The literature text on the NJ ASK will tell a story and will usually be fictional, but a biography is also considered a literature text. • It is helpful for students to understand what type of passage they are reading and use strategies to help them comprehend text.

16. CLUSTER 2: READING PASSAGES (Continued) Students will have 30 minutes on each reading passage to do the following tasks: • Read the passage • Answer 10 multiple-choice questions • Answer 2 open-ended questions

17. “FIVE GOLDEN THOUGHTS FOR GUARANTEED SUCCESS ON THE ELA NJASK TEST” • Remember, pay attention to the amount of time you have for each section. Do not leave out any multiple choice questions or open-ended questions. • A Rule of Thumb: “Quantity is important when writing an essay: The more you write, the better!” • However, quality is also important. If you do not proofread and your essays have a lot of grammatical/mechanical mistakes, your grade will be lowered. • “Proofread your writing out loud in your head!” • Finally, have confidence in taking the ELA NJASK test. You have been prepared better than any other students in New Jersey! Relax and go with what you have been taught.

18. CLUSTER 1 THE WRITING SECTION

19. What do our students need to know about the NJASK Writing Section? • First, students must first understand the importance of the NJASK Writing Test -All they have learned about writing comes together for this two day test when they are asked to write about a prompt. -They know that they must consider the TAP (Task: What you are trying to explain; Audience: Who will be reading this?; Purpose: Why are you writing this?) of the given prompt. -They know that the audience wants to know what the writer knows about complete thoughts, main ideas and supportive details, and other grammatical skills.

20. What do our students need to know about the NJASK Writing Section? (Continued) • Second, students must understand that there are times when we expect them to write on a given, “on-demand” topic in a timed situation. -In order for them to do their best on this type of writing, there is a “model” (a template) that they can follow to succeed when writing their essay. -They also need to understand that their essay will be scored using the NJASK scoring rubric, and they must understand the criteria used to score their essays.

21. A Checklist of Questions Students Should Be Thinking About As They Think About and Write Their Essay • What am I being asked to write about? • What form should this take? • Who will be reading this? • How should I plan my writing? • Is there anything in particular I have to include in my writing? • How much time should I spend on planning? • Am I ready to write my draft? • Do I think I’ve written enough? • Have I addressed the prompt? • Can I improve some of my word choices? • Is there variety in my sentences and paragraphs? • Have I checked my work?

22. WRITING PART 1:The Persuasive Task

23. Writing Task: • The persuasive writing tasks elicit the student’s point of view or opinion regarding a given controversy. • Students will write in response to a current controversyrelated to an interpersonal, school/community, or societal issue. • This piece of writing may be required to be in the form of a letter, a formal essay, an editorial, or a speech.

24. Types of Persuasive Writing Prompts: • Interpersonal controversies- when two or more individuals disagree about choices, decisions, behaviors, or ideas. Example: You and a friend are arguing about whether or not to attend a party this weekend. • School/Community controversies- when two or more groups of people disagree about rules, behaviors, procedures, conditions, or ideas. Example: Proposition of including an ASK Class as a requirement for all students. • Societal controversies- when people disagree about laws, conditions, and ideas. Example: Mandatory curfew for teenagers.

25. A Well Written Persuasive Essay is Well Focused; Well Organized; and Well Explained: • Well focused: Stick to one-topic and write a persuasive essay in which your point of view is crystal clear. (Are you for/against the topic?) • Well organized: You must write a clear opening and closing to your essay. You must develop a logical progression of ideas in the body that are connected with appropriate transition words. • Well explained: The scorers want to read paragraphs in which the ideas and details are well developed, well detailed, and explicitly explained. (Ideas include facts, opinions, reasons, comparisons, and anecdotes.)

26. SAMPLE PERSUASIVE WRITING PROMPT GRADES 6-8 WRITING SITUATION Your state is considering whether to charge a $2 fee for each person to enter and use parks and community playgrounds. The money would be used to maintain and improve buildings, fields, courts, and playground equipment. The proposal is controversial, and many citizens have strong opinions about the idea. You decide to write an editorial for the local newspaper expressing your opinion about whether to charge a $2 fee for each person to enter and use parks and community playgrounds. WRITING TASK Write an editorial for the local newspaper expressing your opinion about whether to charge a $2 fee for each person to enter and use parks and community playgrounds. Be sure to include reasons, facts, examples, and/or other evidence to support your position.

27. Prewriting is the Key! • The key to writing a persuasive/argument essay that is well focused, well organized, and well explained is to set aside time to prewrite and to utilize the space provided for prewriting. • Unfortunately, many students do not take time to properly prewrite. • Students who just jump right in and start writing their essay can’t possible have planned out their essays. • On the NJ ASK, you will be given a whole page of prewriting space. This is your space to use and plan. It is not graded; however, using the space wisely will lead to writing a strong essay.

28. Persuasive Essay Prewriting Plan: • Read the “Directions For Writing” and figure out what MODE (format- for example, a letter) you should be writing in. Then decide on a position- you should choose whichever will be easier to write about, even if you do not necessarily agree with it. • Complete a T-chart. (Think about both sides of the issue. But you will only write about one side of the issue in your essay.) • Complete a TAP Chart: My Writing Task: I need to write a (task) to (audience) which will state (purpose). T=Type of writing needed? (essay; letter; speech) A=Audience P=Purpose (Why are you writing the essay? State the pro [for] and con [against] sides of the issue.) Example: I need to write a letter to my principal which will state whether or not I support the practice of randomly spot-checking backpacks and lockers. • Write your introduction. • Write three body paragraphs. • Write your conclusion.

29. Practice Persuasive Essay Topic Recently, a student in your school was suspended for carrying a knife in his backpack. The knife was discovered when he left the back pocket open during class and a teacher saw it sticking out of the bag. As a result of the event, your school’s administration is considering doing spot checks of backpacks and lockers periodically. They believe that these spot checks will ensure school safety. Write a letter to your principal explaining why you do or do not support the practice of randomly spot-checking backpacks and lockers. Give clear reasons for your support or criticism of this possible school policy. Make sure to develop each of your reasons fully and completely. You have 45 minutes to complete this essay.

30. “BUILDING” YOUR ESSAY

31. Brainstorm ideas and examples for your essay

32. PROS- for random spot- checking CONS- against random spot- checking • Invasion of privacy • can find dangerous objects • will make everyone in the school feel safer • Causes profiling • No benefit of the doubt • will help administration and teachers to have better control of the school

33. NOW, CHOOSE THE STRONGER SIDE OF THE Argument BASED ON THE PROS AND CONS THAT YOU GENERATED. THEN, CHOOSE THE THREE BEST REASONS. EACH REASON WILL BE A BODY PARAGRAPH FOR YOUR ESSAY. NOW, YOU ARE READY TO PLAN YOUR ESSAY

34. PLANNING AND ORGANIZING YOUR ESSAY

35. CONCLUSION 1. Rephrase thesis 2. Review three reasons Reason 1 Reason 2 Reason 3 (“best” one) (okay one) (weakest one) Topic sentence Supporting details/examples Topic sentence Supporting details/examples Topic sentence Supporting details/examples 3 BODY PARAGRAPHS INTRODUCTION Give background (paraphrase the writing prompt); State the issue; State your thesis. (Optional: preview three main examples)

36. HERE IS A SAMPLE PLANNING HOUSE BASED ON RANDOM SPOT-CHECKING OF BACKPACKS AND LOCKERS:

37. CONCLUSION 2. Review three body paragraphs • Random checking of backpacks is an invasion of privacy “Best” Example Okay Example Weakest Example Invasion of privacy Will cause profiling Does not give students the benefit of the doubt 3 BODY PARAGRAPHS 1. Give background: Present problems regarding the policy on random spot- checking backpacks. 2. State theissue: Requiring students to have their back packs randomly searched. 3. State your thesis: North Bergen should not require all of its students to have their backpacks searched randomly. 3. Preview: invasion of privacy; causes profiling; no benefit of the doubt.

38. Writing Your Introduction

39. GIVE BACKGROUND INFORMATION Would you please open up your purse and show me everything that’s inside it? I’d like to see if there’s anything in there that might make me suspect that you are a criminal. How did it make you feel to be asked that question?

40. STATE THE ISSUE You can definitely imagine how it makes me feel knowing that I could come to school every day and have my personal things rifled through by someone I really don’t know. This would be the case if the new school policy allowing random spot-checks of backpacks and lockers is instituted in our school.

41. THESIS STATEMENTS Your Thesis states the main point of your paper. It lets the reader know what point you are trying to make. Sample Thesis Statements: Random spot-checking of backpacks and lockers in the North Bergen School District is a good idea. The North Bergen School District should not allow random spot-checking of backpacks and lockers.

42. PREVIEWING YOUR THREE MAIN POINTS 2.Will cause profiling 3. No benefit of the doubt 1. Invasion of privacy Reasons: The random spot-checking of backpacks and lockers is an invasion of privacy, will cause profiling, and does not give the student the benefit of the doubt. (In one sentence) The random spot-checking of backpacks and lockers is an invasion of privacy. In addition, the policy will also cause profiling in the school. Lastly, the policy does not give the student the benefit of the doubt. (In three, separate sentences)

43. INTRODUCTORY PARAGRAPH MODEL Dear Principal, Would you please open up your purse and show me everything that’s inside it? I’d like to see if there’s anything in there that might make me suspect that you are a criminal. How did it make you feel to be asked that question? You can definitely imagine how it makes me feel knowing that I could come to school every day and have my personal things rifled through by someone I really don’t know. This would be the case if the new school policy allowing random spot-checks of backpacks and lockers is instituted in our school. The North Bergen School District should not allow random spot-checks of backpacks and lockers. This proposed policy would be an invasion of privacy. In addition, the policy will also cause profiling in the school. Lastly, the policy does not give the student the benefit of the doubt.

44. BODY PARAGRAPHS THE “ROOMS” OF YOUR HOUSE

45. START EACH BODY PARAGRAPH WITH A TOPIC SENTENCE This policy is an invasion of privacy. (Now, take 4-5 sentences to explain how this policy is an invasion of privacy…) At home, my parents trust me to finish my homework, remember my lunch, and do a lot of other things that don’t require their constant supervision. I follow their rules because I respect them as my parents. In the same way, I follow your rules because I respect you as my principal. If you do a good job, then you shouldn’t have to worry about me breaking the rules.

46. NOW, PUT YOUR TOPIC SENTENCE AND YOUR 4-5 SENTENCES OF EXPLANATION TOGETHER AND YOU HAVE A….. BODY PARAGRAPH! This policy is an invasion of privacy. At home, my parents trust me to finish my homework, remember my lunch, and do a lot of other things that don’t require their constant supervision. I follow their rules because I respect them as my parents. In the same way, I follow your rules because I respect you as my principal. If you do a good job, then you shouldn’t have to worry about me breaking the rules. .

47. WRITING YOUR CONCLUSION “PUTTING ON THE ROOF!”

48. WRITING YOUR CONCLUSION STEP ONE: REPHRASE YOUR THESIS The North Bergen School District should not allow random spot-checks of backpacks and lockers. becomes…. Allowing random spot-checking of backpacks and lockers in the North Bergen School District would be a very bad policy.

49. STEP TWO: REVIEW YOUR 3 MAIN POINTS The random spot-checking of backpacks and lockers is an invasion of privacy. In addition, the policy will also cause profiling in the school. Lastly, the policy does not give the student the benefit of the doubt. Rephrase into new sentences: Random spot-checking of backpacks and lockers will be an invasion of our students’ privacy, cause profiling, and take away the trust that exists in our school system.

50. STEP THREE: ADD A THEME/MESSAGE AND CLOSING REMARK Allowing random spot-checking of backpacks and lockers in the North Bergen School District would be a very bad policy. Random spot-checking of backpacks and lockers will be an invasion of our students’ privacy, cause profiling, and take away the trust that exists in our school system. As a final reflection, I will offer you this thought. Teachers are always telling us not to “judge a book by its cover.” If you allow this policy to be in effect, this will be the very practice that you promote. Thank you for taking the time to read my letter, and I hope that you will definitely consider my point of view. Sincerely, John Q. Student