OSSLT Parent Presentation

Report
Preparing for
the OSSLT –
Ontario
Secondary
School Literacy
Test
March 27, 2014
Definition of Literacy
O for the OSSLT, literacy comprises the
reading and writing skills required to
understand reading selections and to
communicate through a variety of
written forms as expected in the Ontario
Curriculum across all subjects up to the
end of Grade 9.
Purpose of the OSSLT
O A standardized evaluation of literacy comprehension
and writing skills across the entire Ontario curriculum
O The test is designed to collect an overall understanding
of Ontario students’ abilities
O The test is standardized based on:
O Common age (grade 10)
O Common curriculum (grade 7, 8, and 9)
O Standard assessment
O Impartial markers, using rigid standards
HSHS Overall Results (First Time Writers)
88
86
School
Board
84
82
80
78
76
74
72
2009
2010
2011
2012
2013
Test at a Glance
Activity
Booklet 1
(Reading and Writing)
Break
Booklet 2
(Reading and Writing)
Questionnaire
(Booklet 2)
Allotted Time
75 minutes
15 minutes
75 minutes
10 minutes
The Test Day
O Held on March 27th, 2014
O Only students writing the test
attend
Test Day Schedule
(subject to change)
8:55 am
Students proceed to test rooms
9:00 am
Students admitted to test rooms and
instructions are read
9:10 - 10:25 am
Booklet 1 of the OSSLT
10:25 - 10:40 am
Break (refreshments provided)
10:45 - 12:00 pm
Booklet 2 of the OSSLT
12:00 - 12:10 pm
Time for questionnaire
12:10 pm
Dismissal (students with
accommodations have additional
time)
Preparation for the Literacy Test at
Henry Street
O Identify Students Strengths and Areas of Need
O Practice Test
O Look at prior years achievement – Grade 9 marks, Grade 6 EQAO
results
O Input from teachers
O Develop a Plan
O Students get feedback/meet with teachers
O Provide Supports
O Literacy across the curriculum
O Information sessions and final pep talk
O Classroom based projects targeting specific skills
O News report computer practice
O Workshops on major skills (Essay, Short Paragraphs, News Report
and Multiple Choice)
O After school literacy support
O Individualized support for students with IEP’s
Accommodations
As outlined on the student’s IEP accommodations are
available including:
O Additional time
O Supervised breaks
O Verbatim reading of questions and prompts
O Scribing
O Use of technology
O Other
Overview of Test Components
O The test includes:
O Informational text (real-life narrative): such as would be found in a
O
O
O
O
O
Business, History, Physical Education, The Arts, or Social Sciences
Class (used to gain knowledge on specific facts)
Narrative (dialogue) reading: such as would be found in an English
Class (example a fictional piece used for interpretation)
A graphical analysis: such as would be found in a Science, Math,
Geography, or Technology Class (example chart, graph, map,
blueprints)
Multi-paragraph writing (essay): such as would be found in any class
Newspaper report: as taught based on the elementary language
curriculum
Short Answer open responses (opinion paragraphs)
Reading & Writing Target Skills
Target Reading Skills
Target Writing Skills
• R1: Understanding explicit stated
information and ideas
• W1: Developing a main idea with
sufficient supporting details
• R2: Understanding implicitly stated • W2: Organizing information and
information and ideas
ideas in a coherent manner
• R3: Making connections between
information and ideas in a reading
selection and personal experiences
• W3: Using conventions (spelling,
grammar, punctuation) in a
manner that does not distract from
clear communication
Hints and Suggestions
O Be on time
O Manage your time so that you can
complete all sections of the test
O If late – report to the office – no
additional time provided
O Snack available at 8:30 and during
break
O You must go home at the
conclusion of the test
Hints and Suggestions
O Be prepared – bring pens (dark blue or
black), pencils, highlighters
O No locker access
O EQAO Rule: No cell phones, audio or video
recording devices, pagers, digital music
players or email or text messaging devices are
allowed in the test room.
O leave at home or teacher will hold for in bin and
return at the end of the test (not responsible for
lost/stolen items)
O Lists will be posted showing the classroom
where you will be writing
Contents of the Test: Reading Tasks
O Students will read informational text,
narrative text and graphic text
O Students will be asked to respond to the readings
in two ways:
O Multiple Choice Questions
O Paragraph Responses
Reading Tips
O Read the questions first. This will
help you predict what the reading
selection is going to be about
O Skim the selection and then read it
closely
O Underline or highlight important
information and ideas as you read
O As you read, think about what you
are reading and ask yourself
questions about it
Reading Tips
O If you don’t understand a word, read to the end
of the sentence and look for clues to its
meaning. If this doesn’t help try reading the
sentences before and after the sentence to see if
you can find the meaning from the context
O There will be two types of questions about what
you have read:
O Multiple Choice
O Open Response (paragraph)
What’s the Best Approach?
O There are three types of reading questions. If you can
identify what type of question it is, you can answer with
more confidence.
O Identify the TYPE of question:
“Right There” or Explicit Question (R1)
O The answer is actually IN the reading. You could go to the
reading and put your finger right on it.
“Right There” Questions
Examples:
O What happened first?
O According to this selection, what happened to Doug
Gilmour’s Stanley Cup ring?
O What do confectioners do?
O In what year did the events of the story take place?
O Where were the members of the crew of the Milan
taken when they were rescued?
“Detective Question”
O Identify the TYPE of question:
“Detective” or Implicit Question (R2)
O This question asks you to find the answer after
doing several things or reading in several places
and then putting that information together.
“Detective Question:
Examples:
O What does the final sentence suggest about Jon?
O In paragraph 5, Sahid “wrinkled his nose” to
show Jon that he does not…
O Which word has the same meaning as
“congestion” as used in paragraph 2?
O Which word best describes the first
championship rings?
“Partner” Questions
O Identify the TYPE of question:
“Partner” or Connection Question (R3)
O This question asks you to answer the question
using knowledge you already have. You and the
question must partner up to answer the question.
“Partner” Questions
Examples:
O Explain why this project is a good learning
experience for the students involved. Use specific
details from the selection and your own ideas to
support your answer.
O Explain whether or not Jon and Sahid are good
friends. Provide specific evidence from the selection
and your own ideas to support your answer.
O Do you believe the main characters will live happily
ever after? Explain your point of view with specific
details.
Test Instructions
O The following appears in the “Test Instructions” section
of the OSSLT:
O Multiple-Choice:
O Choose the best or most correct answer for each question
O You must record your multiple-choice answers on the
Student Answer Sheet. Multiple-choice answers recorded in
the Test Booklet will not be scored.
O To indicate your answer, fill the circle completely.
O If you wish to change a multiple-choice answer, erase or cross
out your answer and fill in the circle for your new answer.
Ensure that your final answer is clear.
Decoding the Instructions
Multiple-Choice Questions
Instructions:
O Choose the best or most correct answer for each
question.
What does this mean?
O More than one answer may sound good.
O There may be a few answers that seem correct.
O Only the BEST answer will do.
O Only the MOST CORRECT answer will do.
What’s the Best Approach?
1. READ the questions first and then read the leading text.
2. ELIMINATE: Find the answers that are clearly wrong.
•
•
•
Cover up all answer choices but one.
Look at that one answer choice and look for anything that is clearly wrong.
Eliminate that answer.
Uncover each of the other answers and repeat the last step.
3. CHOOSE the best answer.
Find the best answer amongst the “good ones.”
•
Compare the remaining “good” answers and try to see which one is
best
 It is true more often.
 It is stated more completely.
 Look for words like always, sometimes, often, occasionally, never.
 Re-read the question and re-read a section of the text if
appropriate.
Test Instructions
O The following appears in the “Test Instructions”
section of the OSSLT:
O Written Answers:
O Write legibly on the lined space provided in the
Test Booklet.
O Pay attention to clarity, organization, spelling,
grammar and punctuation
O The lined space indicates the approximate length
of the writing expected.
O There is space in the Test Booklet for rough
notes. Nothing you write in these spaces will be
scored.
Strategies for Open-Response
Reading Tasks
O Read and re-read the question carefully.
O Keep your answer within the six lines provided.
O Answer the question using specific and relevant details
and information from the reading selection.
O Make connections between the ideas in the reading
selection and your own experience.
O Re-read your response and correct any errors you notice.
Paragraph Structure
State a main idea of this selection and one
detail from this selection that supports it.
O Structure: This is about facts, not opinion
O Topic Sentence (first sentence)
O Find the main idea where?
O Write the main idea in your own words:
O This selection is about…
O Supporting detail(s) (second sentence)
O Write specific facts that relate to the main idea.
Read the selection below and answer the questions that follow it.
In 2006, the Canadian Museum of Civilization (CMC) celebrated its 150th
birthday as an important centre for the preservation and presentation of
Canadian heritage. It is one of the most visited museums in the world.
Nearly 1.4 million visitors a year marvel at its collection and also at the
building itself. Architect Douglas Cardinal designed the curving shape of
the building to emulate the way Canada’s rocky landscape was carved by
glaciers and rivers. The Grand Hall, which is shaped like a canoe, displays
the world’s largest collection of totem poles as well as six Pacific coast
Aboriginal houses. The forest backdrop, stretching the full length of the
hall, is the world’s largest colour photograph. The museum’s first exhibits
in 1856 were a few glass cases containing rocks, minerals and Aboriginal
artifacts such as stone tools, pipes and pottery collected by geologists and
explorers. Over the years, the collection developed along with the country,
becoming more diverse and modern. Today, the CMC’s collection includes
items from the ancient past to the present day, from gigantic Haida
canoes to a guitar used by rock star Randy Bachman (of the group the
Guess Who). Only a portion of the museum’s acquisitions is on display at
once, but over 50 000 artifacts can be seen online. About 10 million
people around the world log on to the museum’s Web site each year. Real
and virtual visitors to the CMC have found a rewarding way to explore
Canada’s rich and varied history and culture.
Sample Question
Summarize this selection. Include a main idea and one detail
that supports it.
Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.
The Rubric…
Code
Blank
Illegible
Descriptor
Blank: nothing written or drawn in the lined space
provided.
An illegible response cannot be read.
An inappropriate response comments on the task (e.g.,
I don’t know how to write a summary.).
Off
A typical off-topic and incorrect response
topic/
• provides an incorrect answer based on a
Incorrect
misunderstanding of:
• the question
OR
• the ideas in the reading selection.
• provides information not in the reading selection.
The Rubric…
Code
Code 10
Descriptor
Response answers only part of the question. The response provides:
• only a main idea (e.g., The Canadian Museum of Civilization tells a lot
about Canadian history.)
OR
• one or more supporting details only (e.g., The museum contains
aboriginal artifacts.)
OR
• a main idea with an irrelevant or unconnected supporting detail.
Code 20
Response provides a correct main idea, and one or more vague details
from the reading selection to support it.
The response usually requires the reader to make the connection between
the supporting detail and the main idea.
Code 30
Response provides a correct main idea and one or more specific and
relevant details from the reading selection as support for it.
Sample Student Answers
Code 10
Annotation:
This response provides a correct main idea only (“It is one of the most
visited museums in the world.”).
Sample Student Answers
Code 30
Annotation:
This response provides a correct main idea (“It is one of the most visited museums in
the world.”) which is supported by specific and relevant details from the selection
(“1.4 million people visit a year”, “10 million people visit the site”).
Contents of Test: Writing Tasks
O Students will be asked to perform the following
writing tasks:
O Multiple Choice Questions on Grammar and
Organization
O Opinion Paragraphs (in both booklets)
O News Article (perhaps Booklet 1)
O Series of Paragraphs Expressing an Opinion
(essay) (perhaps Booklet 2)
Multiple Choice Grammar
Strategies for Short Opinion
Writing Tasks
O Read and re-read the question carefully.
O Think of links between the topic and your knowledge and
personal experiences.
O Answer the question using specific and relevant details.
O Re-read your response and correct any errors you notice.
Opinion Question Structure
O Structure:
O State your answer: Hint: You can use part of the
question in your answer.
O e.g. “if you could learn how to do something new, what would it
be and why?”
O “If I could learn how to do something new, it would be
how to drive”
O Explain your answer
O Using the word “because” in your answer will help
you include examples
O Conclusion
O ‘Wrap up’ everything you have said
Sample Question
O If you could learn how to do
something new, what would it
be and why?
O QUESTION – base you answer on the key terms in
the question
O LENGTH – fill all the 6 lines, but do not write
more than that.
O EXPLAIN – give the reason(s) for your answer. Be
clear and detailed
Sample Question – You try it!
Explain why it is important to learn about other cultures.
Use specific details to support your answer.
Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.
The Rubric…
Code
Descriptor
Blank
Blank: nothing written or drawn in the lined space provided.
Illegible An illegible response cannot be read.
An inappropriate response comments on the task (e.g., I
don’t know how to write a summary.).
Off
A typical off-topic and incorrect response:
topic/
Incorrect • Does not identify an opinion in relation to the question
OR
• Is not specific to the question
OR
• Comments on the topic of the question.
Code
Descriptor
Code 10
Response provides at least one reason as to why it is important to learn
about other cultures, but:
• does not provide an explanation of the reason
OR
• the explanation of the reason is irrelevant
OR
• the explanation of the reason is not unique to the situation.
Code 20
Response provides at least one reason, but the explanation is vague.
The response usually requires the reader to make the connection between
the main idea and the support.
Code 30
Response clearly explains at least one reason as to why it is important to
learn about other cultures by providing specific and relevant details as
support.
The Second Rubric: Conventions
Scoring Guide for Short Writing Conventions
Writing Prompt: What is the best advice you have ever given to someone? Use specific details to explain your
answer.
Code
Use of Conventions
Code 10 • errors in conventions distract from communication
Code 20 • errors in conventions do not distract from communication
Sample Student Answers
Code 10
Annotation:
This response provides a reason why it is important to learn about other
cultures (“people can better understand other people”) but does not provide an
explanation of the reason.
Sample Student Answers
Code 30
Annotation:
This response provides a reason (“it creates a sense of understanding to the
world”) which is supported by a specific and relevant explanation (“If a
person saw a girl wearing a hijab, they might think it is strange, unless they had
studied Muslim culture, & understood the hijabs purpose”).
News Report
O Make a rough plan
O Report must relate to the photo
O Answer: Who? What? Where? When? Why?
O
O
O
O
And How?
Write in the third person (he, she, they)
Include quotations from participants,
organizers, witnesses
Proofread and correct your work
Use the space provided
Sample Question
Rubric: Topic Development
Rubric: Conventions
Essay Tips
O Make a rough plan
O Proofread and correct
your work
O 5 paragraphs
Sample Question:
Rubric: Topic Development
Rubric: Conventions
Recap: Overview of Test Components
O The test includes:
O Informational text (real-life narrative): such as would be found in a
O
O
O
O
O
Business, History, Physical Education, The Arts, or Social Sciences
Class (used to gain knowledge on specific facts)
Narrative (dialogue) reading: such as would be found in an English
Class (example a fictional piece used for interpretation)
A graphical analysis: such as would be found in a Science, Math,
Geography, or Technology Class (example chart, graph, map,
blueprints)
Multi-paragraph writing (essay): such as would be found in any class
Newspaper report: as taught based on the elementary language
curriculum
Short Answer open responses (opinion paragraphs)
How Can I Help My Child
Prepare?
O Create an environment conducive to reading
O model reading—read a variety of materials, read for fun
O
O
O
O
O
O
and information
read flyers, instructions, pamphlets and maps together
sharing stories and ideas through conversation
discussing current events and encouraging the sharing of
opinions - ask your teen to support their opinions and
ideas during your conversations
practice understanding explicit information by asking
your teen: “What’s the main idea?”
practice making connections (making inferences) by
asking your teen: “What does the writer want you to know?”
practice ‘interpretation’ by asking your teen: “ What does
this mean to you?”

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