2006 Mississippi Language Arts
Framework-Revised
Transitioning to the New
Frameworks
Office of Reading, Early Childhood
and Language Arts
April 2007
Copyright © 2007 Mississippi Department of Education
That’s ME!
April 2007
Copyright © 2007 Mississippi Department of Education
Superintendent’s Goals
• Recruit and retain an experienced, quality team at
MDE to provide state leadership in accelerating
student learning
• Ensure that we have quality teachers in every
classroom
• Ensure that we have quality leaders in every
district and school
• Provide a rigorous high quality curriculum and
assessment program that accelerates student
learning
• Build and enhance a positive perception of public
education in Mississippi
April 2007
Copyright © 2007 Mississippi Department of Education
N a tio n a l A sse ssm e n t o f E d u ca tio n a l P ro g re ss
G ra d e 4 R e a d in g
Av e ra g e
S c a le S c o re
220
217
215
215
212
216
217
N a tio n
213
Gain = 2 points
210
205
205
200
202
203
203
204
M ississip p i
199
Gain = 5 points
Copyright
© 2007 Mississippi
Department of Education
April Copyright
2007
© 2006 Mississippi
Department
of Education
2 0 05
2 0 03
2 0 02
1 9 98
1 9 94
1 9 92
195
N a tio n a l A sse ssm e n t o f E d u ca tio n a l P ro g re ss
G ra d e 8 R e a d in g
Av e ra g e
S c a le S c o re
265
263
261
261
260
N a tio n
260
255
255
255
1 point decrease
251
251
250
M ississip p i
No Gain
245
Copyright
© 2007 Mississippi
Department of Education
April Copyright
2007
© 2006 Mississippi
Department
of Education
2005
2003
2002
1998
240
Overall Reading/ELA Performance
Mississippi Assessment & NAEP
Grades 4 and 8
100%
80%
81%
62%
60%
40%
18%
21%
20%
0%
Fourth Grade
April 2007
Eighth Grade
Copyright © 2007 Mississippi Department of Education
Context for Current Revision
• Results of alignment studies required by
USDE (conducted in 2003 and 2004)
 Some competencies were difficult or inappropriate to assess
on a large-scale assessment.
 Breadth and depth of coverage of competencies and
objectives on the assessment could be improved.
 Cognitive demand (rigor) on the assessments could be
improved.
• This information became input for revision
of the curriculum frameworks and the
assessment.
April 2007
Copyright © 2007 Mississippi Department of Education
MCT: Relationship Between
Curriculum and Assessment
Instructional
Intervention
Supplements
Curriculum
Framework
-Competencies
- Benchmarks
-Objectives
-Suggested
teaching strategies
April 2007
Mississippi
Curriculum
Test
Copyright © 2007 Mississippi Department of Education
Results
reported in
Reporting
Categories
MCT2: Relationship between
Curriculum and Assessment
Transparency and Alignment
Curriculum
Framework
-Competencies
-Objectives/
(Benchmarks)
-Suggested
teaching
strategies
April 2007
Copyright © 2007 Mississippi Department of Education
Mississippi
Curriculum
Test
Results
reported by
competency
Development Process
April 2007
Copyright © 2007 Mississippi Department of Education
Revision Cycle
Implementation
Revision
April 2007
• Six Year Cycle
• 12-24 Month
Process
• K-16 Involvement
• Aligned with
Textbook Adoption
Cycle
Copyright © 2007 Mississippi Department of Education
Framework Committees
• Recommended by District
Superintendents
• Selected based upon knowledge and
experience
• Representative of all areas of the
State
• Inclusive of IHL
April 2007
Copyright © 2007 Mississippi Department of Education
Resources Utilized
• IRA – International
Reading Association
• NCTE – National
Council for Teachers
of English
• NAEP – National
Assessment of
Educational Progress
• Other State
Frameworks
• Scientifically Based
Reading Research
April 2007
Copyright © 2007 Mississippi Department of Education
Language Arts Framework
Organization and Terminology
April 2007
Copyright © 2007 Mississippi Department of Education
Framework Components
• Mission
Statement
• Purpose
• Implementation
Cycle
Information
• Strands
April 2007
•
•
•
•
Competencies
Objectives
Appendix
Glossary
Copyright © 2007 Mississippi Department of Education
Key Terms
Strands- areas of process or content which are
interrelated and found throughout the framework
Competencies – broad guidelines of ongoing instruction
Objectives – serve as a guide, indicating how
competencies can be fulfilled through a progression
of content and concept at each grade level and course
Sequence – suggested progression of coursework from
7th grade through 12th grade in each subject area
April 2007
Copyright © 2007 Mississippi Department of Education
Mission Statement
The primary purpose of the Mississippi Language Arts
Framework 2006 is to promote an understanding of the
principles, concepts, and processes of the language arts
curriculum in Mississippi. The content of the framework is
centered on the areas of reading, writing, listening,
speaking, viewing, research, and inquiry. In teaching each
of these key areas of the language arts curriculum,
teachers should work to ensure students are actively
engaged in meaningful activities that emphasize the
importance of language arts in daily life; enhance students’
confidence in their ability to read, write, speak, listen, view,
and conduct research; and help students learn to
communicate and reason more effectively. The framework
provides teachers with a guide to assist in instructing
students with the essential language arts concepts
students should learn as they pursue a career or continue
their education.
April 2007
Copyright © 2007 Mississippi Department of Education
Key Ideas
• Content is centered
on the areas of
reading, writing,
listening, speaking,
viewing, research and
inquiry
• Actively engaged
• Meaningful activities
• Emphasize the
importance of
language arts in daily
life
April 2007
• Enhance students’
confidence in their
ability to read, write,
speak, listen, view,
and conduct research
• Help students learn to
communicate and
reason more
effectively
Copyright © 2007 Mississippi Department of Education
The framework provides teachers with a
guide to assist in instructing students
with the essential language arts
concepts students should learn as they
pursue a career or continue their
education.
April 2007
Copyright © 2007 Mississippi Department of Education
What are the essential concepts for
language arts?
• Word recognition and
vocabulary
• Comprehension
• Composing process
• Grammar, punctuation, sentence
structure
April 2007
Copyright © 2007 Mississippi Department of Education
How are these concepts defined in the 2006
MS Language Arts Framework-Revised?
•
•
•
•
•
•
•
Strands
Competencies
Objectives
Depth of Knowledge (DOK) levels
Numbered Items
Examples
Text complexity
April 2007
Copyright © 2007 Mississippi Department of Education
Language Arts Strands
•
•
•
•
•
Reading
Writing
Speaking
Listening
Viewing
April 2007
Copyright © 2007 Mississippi Department of Education
Strands are not listed in the MLAF
• Should be integrated and
embedded in daily lessons
• Allow flexibility for teachers in
meeting the individual needs of
students
April 2007
Copyright © 2007 Mississippi Department of Education
Competencies
The competencies are the required
learning standards for all students.
Competencies are intentionally broad
in order to allow school districts and
teachers the flexibility to create a
curriculum that meets the needs of
their individual students.
April 2007
Copyright © 2007 Mississippi Department of Education
Have the competencies been changed in
the new Framework?
Year
Grade 2-3
Grades 4-8
English II
MLAF 2000
11
Competencies
14
Competencies
10
Competencies
MLAF 2006
4
Competencies
(2 Reading and
2 Writing)
4
Competencies
(2 Reading and
2 Writing)
4
Competencies
(2 Reading and
2 Writing)
April 2007
Copyright © 2007 Mississippi Department of Education
Language Arts Competencies K-8
1. The student will use word
recognition and vocabulary (word
meaning) skills to communicate.
(Word Recognition and Vocabulary)
2. The student will apply strategies
and skills to comprehend, respond
to, interpret, or evaluate a variety of
texts of increasing length, difficulty,
and complexity. (Comprehension)
April 2007
Copyright © 2007 Mississippi Department of Education
Language Arts Competencies K-8
3. The student will express,
communicate, or evaluate ideas
effectively. (Composing process)
4. The student will apply standard
English to communicate. (Grammar,
punctuation, sentence structure)
April 2007
Copyright © 2007 Mississippi Department of Education
Where do I find the competencies in the
Mississippi Language Arts Framework?
COMPETENCIES and Objectives
1. The student will use word recognition and vocabulary
(word meaning) skills to communicate.
a.
The student will use syllabication types (e.g., open,
closed, r-controlled, vowel team, vowel-consonant + e,
consonant + le) for decoding words. (DOK 1)
b.
The student will identify roots and affixes (e.g., non-,
trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-,
under-, sub-, –tion, -or, -ion, -ity, -ment, -ic) in words.
(DOK 2)
c.
The student will develop and apply expansive knowledge
of words and word meaning to communicate. (DOK 1)
April 2007
Copyright © 2007 Mississippi Department of Education
Competency Considerations
Language arts is a unique discipline.
What students are expected to do, i.e.,
read, write, speak, listen, enjoy literature,
understand language, etc., remains pretty
much the same from year to year. What
differs is the degree of sophistication
expected and the complexity of the
materials (texts) used.
April 2007
Copyright © 2007 Mississippi Department of Education
Competency Considerations
Still, the public needs to know, and
teachers need to understand, what makes
materials more complex and performance
more sophisticated. These questions are
answered through the use of objectives,
DOK levels, numbered items, and
examples.
Norman L. Webb
April 2007
Copyright © 2007 Mississippi Department of Education
How do I know exactly what I should be
teaching for any given competency?
Every competency in the Framework
is followed by a list of objectives.
These objectives indicate skills that
enable fulfillment of competencies,
describe competencies in further
detail, or show the progression of
concepts throughout the grades.
April 2007
Copyright © 2007 Mississippi Department of Education
Where do I find the objectives in the
Mississippi Language Arts Framework?
COMPETENCIES and Objectives
1. The student will use word recognition and vocabulary
(word meaning) skills to communicate.
a.
The student will apply knowledge of roots and affixes
(e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-,
ex-, il-, mid-, under-, sub-, –tion, -or, -ion, -ity, -ment, -ic, ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en) to
determine the meaning of multi-syllabic words. (DOK 2)
b.
The student will develop and apply expansive knowledge
of words and word meaning to communicate. (DOK 1)
April 2007
Copyright © 2007 Mississippi Department of Education
How can the objectives be utilized
effectively in teaching?
•
Teachers should pay careful
attention to the verbs used in each
objective.
– The student will analyze text to
understand, infer, draw conclusions,
or synthesize information. (DOK 2)
•
When necessary, teachers may use
the vertical alignment documents to
back up to earlier objectives.
April 2007
Copyright © 2007 Mississippi Department of Education
Vertical Alignment Documents
First Grade
Second Grade
Third Grade
The student will begin
to identify and use
roots and affixes (e.g.,
un-, re-, -s, -es, -ed,
-ing) to decode and
understand words.
(DOK 2)
The student will
manipulate and
analyze roots and
affixes (e.g., un-, re-,
mis-, pre-, -s, -es, -ed,
-ing, -y, -ly, -er, -est,
–ful, and -less) to
understand unfamiliar
words. (DOK 2)
The student will
manipulate and
analyze roots and
affixes (e.g., un-, re-,
mis-, pre-, dis-, in-, im, ir-, -s, - es, -ed,- ing,
-y, -ly, -er, -est, –ful,
-less, - able, - ness,
- ish) to analyze
words. (DOK 2)
April 2007
Copyright © 2007 Mississippi Department of Education
Looking Closely at Objectives
• Identify – to recognize
• Use – to employ for a purpose
• Manipulate – to handle, manage
or use with skill; to change to
suit one’s purpose
• Analyze – to separate into
constituent parts
April 2007
Copyright © 2007 Mississippi Department of Education
Looking Closely at Objectives
Identify
• Circle the prefix in the following
word.
–misinform
• Underline the suffix in the following
word.
–information
April 2007
Copyright © 2007 Mississippi Department of Education
Looking Closely at Objectives
Use
• Add a prefix and a suffix to the
following word so the new word
means that someone is not informed
un inform ed
April 2007
Copyright © 2007 Mississippi Department of Education
Looking Closely at Objectives
Analyze
• Look closely at the following word. Circle
the base word.
informative
• What other parts of the word do you see?
-ative
• Based on what you know about the suffix
-ative, what does this word mean?
 Giving instruction
April 2007
Copyright © 2007 Mississippi Department of Education
Looking Closely at Objectives
Manipulate
• How could you change the word “inform”
to mean to communicate knowledge
incorrectly?
–misinform
• How could you change the word
“misinform” to mean to a person who
informs?
–informant
April 2007
Copyright © 2007 Mississippi Department of Education
Where do I find the benchmarks in
the MLAF 2006?
The benchmarks are found within the
objectives and numbered items
following each objective. There is no
longer a list of benchmarks and/or
benchmark items to be covered by
teachers. Teachers should teach the
competencies and the objectives
found within the Framework.
April 2007
Copyright © 2007 Mississippi Department of Education
Is there anything else I should know
about the MLAF 2006?
•
The revised framework contains
information concerning the depth of
knowledge for each objective. The
DOK is listed at the end of each
objective.

April 2007
The student will identify and use
synonyms, antonyms, and homonyms.
(DOK 2)
Copyright © 2007 Mississippi Department of Education
What is DOK?
• DOK stands for “depth of
knowledge.”
• DOK is one way administrators,
teachers, and parents can
understand objectives in terms of the
complexity of what students are
expected to know and do.
• Developed by Norman L. Webb.
April 2007
Copyright © 2007 Mississippi Department of Education
Factors to Be Considered
• Sophistication and complexity.
• Whether or not students have
received prior instruction or
have had an opportunity to learn
the content.
April 2007
Copyright © 2007 Mississippi Department of Education
DOK Levels
• Level 1 – Recall and Reproduction
• Level 2 – Basic Reasoning, Using
Skills and Concepts
• Level 3 – Complex or Strategic
Thinking
• Level 4 – Extended Thinking or
Reasoning
April 2007
Copyright © 2007 Mississippi Department of Education
Level 1 – Recall and Reproduction
• Recall of information such as a fact,
definition, term, or a simple
procedure.
• Requires students to demonstrate a
rote response, use a well-known
formula, or follow a set procedure.
• Common verbs include: describe,
explain, recognize, identify.
April 2007
Copyright © 2007 Mississippi Department of Education
Level 1 – Recall and Reproduction
Example Questions
• Name a word that means the same
thing as little.
• What did the big, bad wolf say to the
first little pig?
• How many syllables do you hear in
the word “family?”
April 2007
Copyright © 2007 Mississippi Department of Education
Level 2 – Basic Reasoning, Using
Skills and Concepts
• Includes the engagement of some
mental processing beyond recalling
or reproducing a response.
• More than one step.
• Common verbs include: explain,
describe, summarize, predict, or
interpret.
April 2007
Copyright © 2007 Mississippi Department of Education
Level 2 – Basic Reasoning, Using Skills
and Concepts Example Questions
• What does the simile “as gentle as a
lamb” mean?
• Which part of a book will help you
find all of the pages in the book
containing information about turtles?
• Retell the story of Charlotte’s Web in
your own words.
April 2007
Copyright © 2007 Mississippi Department of Education
Level 3 – Complex or Strategic
Thinking
• Requires reasoning, planning, and
using evidence.
• Cognitive levels are complex and
abstract.
• May have more than one answer.
• May require students to justify their
response.
April 2007
Copyright © 2007 Mississippi Department of Education
Level 3 – Complex or Strategic
Thinking Example Questions
• Write a description of Charlotte the
spider. Be sure to include specific
details about Charlotte. Use vivid
language in your answer.
• Who was a better friend to Wilbur –
Charlotte or Fern? Justify your
answer with evidence from the story.
April 2007
Copyright © 2007 Mississippi Department of Education
Level 4 – Extended Thinking or
Reasoning
• Have high cognitive demands and
are very complex.
• Requires complex reasoning,
experimental design and planning,
and an extended period of time
April 2007
Copyright © 2007 Mississippi Department of Education
Level 4 – Extended Thinking or
Reasoning Example Questions
Global warming is a controversial
topic in the news. Research this
topic. Write a research paper
presenting information supporting
and opposing the issue. Use a
variety of sources. Document the
facts as presented by individuals
who believe in global warming and
those who do not believe in global
warming.
April 2007
Copyright © 2007 Mississippi Department of Education
Teaching with DOK in Mind
• State assessments will be designed
so that fifty percent (50%) of test
items match the DOK of the
corresponding objectives.
• Instruction may need to be
scaffolded for students in order to
reach the target DOK.
April 2007
Copyright © 2007 Mississippi Department of Education
Numbered Items Continue to
Define Objectives
b. The student will apply knowledge of phonological
and phonemic awareness. (DOK 2)
(Phonological and phonemic awareness skills are
oral skills. Once the skills are paired with print,
they become phonics activities).
1) Identify and produce rhyming words orally that
include consonant blends and digraphs (e.g.,
flat/splat, trap/snap, sing/ring).
2) Identify, blend, and segment syllables within
compound, two, and three syllable spoken
words (e.g., clap the syllables in “bi-cy-cle,” bas
+ ket + ball = basketball, telephone = tel + e +
phone).
April 2007
Copyright © 2007 Mississippi Department of Education
Examples Provided Continue to
Define Objectives
b. The student will apply knowledge of
phonological and phonemic awareness.
(DOK 2)
1) Identify and produce rhyming words orally
that include consonant blends and digraphs
(e.g., flat/splat, trap/snap, sing/ring).
April 2007
Copyright © 2007 Mississippi Department of Education
Identify – Do these words rhyme?
April 2007
Copyright © 2007 Mississippi Department of Education
Produce – Say a word that sounds like…
April 2007
Copyright © 2007 Mississippi Department of Education
Think About This
1) Identify
and produce rhyming
words orally that include consonant
blends and digraphs (e.g., flat/splat,
trap/snap, sing/ring).
April 2007
Copyright © 2007 Mississippi Department of Education
Think About This
1) Identify
and produce rhyming
words orally that include consonant
blends and digraphs (e.g., flat/splat,
trap/snap, sing/ring).
April 2007
Copyright © 2007 Mississippi Department of Education
Is there anything else I should know
about the MLAF 2006?
• Priority objectives are underlined in
grades K-3.
• Newly introduced skills and concepts
are bold-faced throughout the MLAF.
• Suggested teaching strategies are
included.
• The MLAF 2006 is much more
specific than the MLAF 2000.
April 2007
Copyright © 2007 Mississippi Department of Education
Text Complexity
A critical component at each grade level is
text complexity. Text complexity is
indicated by such elements as
sophistication of language, content, and
syntax. As students move from
kindergarten to grade twelve, texts should
require a greater cognitive involvement by
the student in order for the student to
appreciate and comprehend the meaning
and beauty inherent in language. Text
composed by students should also reflect
this increasing complexity.
April 2007
Copyright © 2007 Mississippi Department of Education
Readability
• Independent – 99% or more words read
correctly with 90% or more
comprehension
• Instructional – 95% or more words read
correctly with 75% or more
comprehension
• Frustrational – less than 90% accuracy
and less than 50% comprehension
April 2007
Copyright © 2007 Mississippi Department of Education
Readability
• Students should never be asked to
read texts that are at a frustrational
level.
• The greatest gains in student
learning occur when students read
instructional level texts.
• If students are reading texts that are
difficult for them, teachers should
ensure that tasks are supported or
scaffolded.
April 2007
Copyright © 2007 Mississippi Department of Education
Matching Students to Texts
• Tools for determining readability
include:
 Readability formulas
–Flesch-Kincaid
–Lexile Frameworks
–STAR reading
April 2007
Copyright © 2007 Mississippi Department of Education
Matching Students to Texts
•
•
•
•
Informal reading inventories
Teach students the three-finger rule
Observe students reading
Running records
April 2007
Copyright © 2007 Mississippi Department of Education
Content
• Students’ background
knowledge about a particular
topic is crucial to understanding
a passage.
April 2007
Copyright © 2007 Mississippi Department of Education
Making Decisions About Content
Despite most of a summer of neglect, the plants
were surprisingly tall and full-leaved and wormfree, though weeds grew thick in the rows and the
plants were badly in need of topping and
suckering. She believed the plants had thrived
despite disregard because they must have been
planted in full accordance with the signs. She
calculated that with luck they might get a small
crop and said that if they cured the leaves and
soaked them in sorghum water and twisted them
into plugs, they could trade for seed and salt and
leavening and other items they could not produce
themselves.
April 2007
Copyright © 2007 Mississippi Department of Education
In Considering Content
• Teachers may need to build
background knowledge prior to
reading.
• Teachers may need to preteach
vocabulary.
April 2007
Copyright © 2007 Mississippi Department of Education
Syntax = the rules or patterns
for forming a sentence.
Some texts will have syntax that is
difficult for students to understand.
His yellow skin scarcely covered the
work of muscles and arteries beneath;
his hair was of a lustrous black, and
flowing; his teeth of a pearly
whiteness; but these luxuriances only
formed a more horrid contrast with his
watery eyes, that seemed almost of the
same color as the dun white
sockets in which they were set, his
shriveled complexion and straight
black lips.
April 2007
Copyright © 2007 Mississippi Department of Education
Text Complexity
• The language, content, and syntax
used within a specific text are
important.
• Teachers should pay close attention
to all three of these when selecting
texts to be read in class.
• Teachers should also make plans for
scaffolding instruction when
language, content or syntax may
pose difficulties for students.
April 2007
Copyright © 2007 Mississippi Department of Education
Useful Assessment Documents
• Performance Level Descriptors
or “PLD’s”
• MCT2 Item Specifications
• MCT2 Test Blueprints
April 2007
Copyright © 2007 Mississippi Department of Education
Performance Level Descriptors
Serve a dual purpose:
1) to guide the development of the
assessments, cut score standard setting,
and reporting descriptors and
2) to guide teachers’ instructional efforts to
ensure that students reach proficient
levels of performance on the content
standards.
April 2007
Copyright © 2007 Mississippi Department of Education
Range of PLDs
To be judged to have achieved a
performance level, the student must at
least be able to exhibit performance
described at that level. The student may
be able to do much more, but until the
student is able to perform all that is
described in the next higher level of
performance, the student is assigned the
lower level.
April 2007
Copyright © 2007 Mississippi Department of Education
PLD Development: Proposed Language
• Advanced: Students at the advanced level are
able to perform at a high level of difficulty,
complexity, or fluency as specified by the gradelevel content standards.
• Proficient: Students at the proficient level are able
to perform at the level of difficulty, complexity, or
fluency specified by the grade-level content
standards.
• Basic: Students at the basic level are able to
perform some of the content standards at a low
level of difficulty, complexity, or fluency as
specified by the grade-level content standards.
April 2007
Copyright © 2007 Mississippi Department of Education
Proficient: Student expectations are
defined by the framework
Students performing at the proficient level:
In vocabulary: Identify roots and affixes (non-, trans-, over-, anti-, -tion, -or,
-ion, -ity, -ment, -ic) in words. Apply expansive knowledge of words and
word meanings. Apply knowledge of simple figurative language
(hyperbole) to determine meaning of words and communicate. Use context
clues (definitions, synonyms, or antonyms) to infer meanings. Use
reference materials (dictionary, glossary) to determine syllabication,
synonyms, antonyms, and parts of speech for unknown words.
In reading comprehension: Apply knowledge of text features (boldfaced
print, italics, maps, icons, pull-down menus, key word searches); parts of
a book (appendix, footnotes); text structures (compare/contrast); and
genres to interpret or analyze text. Analyze texts in order to infer or
synthesize information. Generate a summary or paraphrase of events or
ideas in text, citing text-based evidence. Interpret increasingly complex
text to compare and contrast information regarding story elements
(setting, characters, character traits, events, resolution, point of view);
literary devices (imagery, exaggeration, dialogue); sound devices (rhyme,
rhythm, alliteration, onomatopoeia, assonance); and author’s purpose
(inform, entertain, persuade). Identify tools of persuasion (name calling,
endorsement, repetition, air and rebut the other side’s point of view) in
text.
April 2007
Copyright © 2007 Mississippi Department of Education
Basic: Student expectations may include an
objective or portion of an objective
Students performing at the basic level:
In vocabulary: Use syllabication types for decoding words.
Identify and produce synonyms, antonyms, and homonyms. Apply
knowledge of simple figurative language (simile, metaphor,
personification) to determine meaning. Use reference materials
(dictionary, glossary) to determine the meaning and pronunciation
of unknown words.
In reading comprehension: Recognize and identify text features
(boldfaced print, italics, maps, icons, pull-down menus, key word
searches); parts of a book (appendix, footnotes); text structures
(compare/contrast) and genres to understand text. Analyze text to
identify and understand information. Recognize a summary or
paraphrase of the events or ideas in text. Use text to identify story
elements, literary devices, sound devices, and author’s purpose.
Distinguish between fact and opinion.
April 2007
Copyright © 2007 Mississippi Department of Education
Advanced: Student expectations are stated
for high cognitive levels
Students performing at the advanced level:
In vocabulary: Compare the use of figurative
language in multiple texts to justify inferred
meaning of words. Justify the use of context
clues to infer meaning.
In reading comprehension: Evaluate an
inferred outcome or synthesis based on textbased evidence.
April 2007
Copyright © 2007 Mississippi Department of Education
Item Specifications
• Development of items for statewide
assessments requires a thorough
understanding of and familiarity with the
Mississippi curriculum frameworks and
the performance level descriptors.
• The item specifications document is
meant to serve as a guide to item writers
relative to both item content and format.
April 2007
Copyright © 2007 Mississippi Department of Education
Item Specifications As Guides
• The item specifications document can be
used to develop practice items.
• However, the example items provided in
this document are just that—examples.
They are not “released” test items. They
are not meant to be put together to form a
classroom test.
April 2007
Copyright © 2007 Mississippi Department of Education
Purpose of Item Specifications
• The purpose of the sample items is to
provide illustrations of what items of
different content and at different depth-ofknowledge levels look like.
• However, the examples do not provide an
adequate sampling of items for drawing
conclusions about what students know or
can do.
April 2007
Copyright © 2007 Mississippi Department of Education
Item Specifications
Objective B
The student will identify roots and affixes (e.g., non-, trans-,
over-, anti-, -tion, -or, -ion, -ity, -ment, -ic) in words. (DOK 2)
Example Item(s)
1. What is the root word in overeducated?
A. Over
B. Educate *
C. Educated
D. Overeducate
Depth of Knowledge Level: 2
Performance Level: Proficient
April 2007
Copyright © 2007 Mississippi Department of Education
Item Specifications
Objective D
The student will identify and produce grade level
appropriate synonyms, antonyms, and homonyms. (DOK 2)
Example Item(s)
1. Which word is an antonym for splendid?
A. Grand
B. Dreadful*
C. Excellent
D. Wonderful
Depth of Knowledge Level: 1
Performance Level: Basic
April 2007
Copyright © 2007 Mississippi Department of Education
Objective G
The student will use reference materials (e.g., dictionary, glossary,
teacher or peer [as a resource], thesaurus, electronic dictionary) to
determine the meaning, pronunciation, syllabication, synonyms,
antonyms, and parts of speech for unknown words. [Note: These
reference materials are not available during the administration of state
tests.] (DOK 1)
Example Item(s)
1. Read the dictionary entry in the box below
Contest (con’test) n. 1. a struggle; fight; controversy 2. a competitive game
v.t. (ken-test) 1. challenge; dispute
n. contestant; one who competes
In which of the following sentences is the word contest used correctly as a verb?
A. The students looked for a contest in which to enter her drawing.
B. I entered my dog in the contest that our school held for playful pets.
C. She decided to contest my victory in the election for class president. *
D. My brother Jake will contest with my friends when they come to visit me.
April 2007
Copyright © 2007 Mississippi Department of Education
DRAFT Language Arts Blueprint
April 2007
Copyright © 2007 Mississippi Department of Education
Final Thoughts –
In Order to Design Effective Instruction
Teachers Must Understand
•
•
•
•
Strands
Competencies
Objectives
Depth of
Knowledge (DOK)
levels
• Numbered Items
• Examples
• Text complexity
April 2007
• Performance Level
Descriptors or
PLDs
• Item Specifications
• Assessment
Blueprints
Copyright © 2007 Mississippi Department of Education
Descargar

Mississippi Language Arts Framework