World Languages DepartmentNew Haven Professional Development

DayOctober 1, 2007

Today’s FocusTo become familiar with CAPT Reading for

Information (RFI) To examine sample test materialsTo explore instructional strategies relevant to

this assessmentTo understand how to bring this learning to

our classrooms

RFI Basics45-minute session2 – 3 published non-fiction texts500 – 1000 word texts10th grade readabilityMultiple choice and open-ended questions2 dimensions assessed3-point rubric (0 – 2)50% of CAPT Reading Across the Disciplines

score (Other 50% = Response to Literature)

RFI: TextTwo or three authentic, published non-fiction

texts

500 – 1000 words in length

10th grade reading level

May include related maps, charts, graphs, tables

RFI: Text

RFI: QuestionsFocus on two dimensions

Developing interpretation

Demonstrating critical stance

Developing an interpretation means . . .

Demonstrating critical stance means . . .Analyze author’s craft (i.e. use of literary and

rhetorical devices)Evaluate explicit and implicit information and

themesSelect, synthesize and use relevant

information within the text to include in a response to or extension of the text

Demonstrate an awareness of values, customs, ethics and beliefs included in the text.

Question StemsA1. Make connections between the text, other

texts, and outside experiences and knowledge

The author does not say, but the reader can tell . . .

The author presumed the reader of this article already knew . . .

The article does not say, but suggests that . . .Why did the author include . . .?In paragraph _____, the author includes

quotations from _____ to show ____ . . .

Question StemsA2. Identify or infer the author’s use of structure

and organizational patterns in the text.

The bold headings in this article are used to . . .The purpose of paragraph ___ is to . . .The structure of this article . . .Explain what you think is the probable purpose of

the chart/graphic.Explain why the author chose quotation X to

begin/end the article/paragraph.

Question StemsA3. Draw conclusions about author’s purpose,

including/omitting specific details.

The author included details about ___ in order to ___.

The author probably wrote this article in order to . . .

Why did the author include this quotation?Why did the author include this paragraph?Why was the chart about ___ included?

Question StemsA4. Use evidence from the text to draw/support

conclusions.

The reader can tell from the article that ___ deals with ___ in all of the following areas except ___.

There is enough evidence in this article to conclude . . .

All of these conclusions can be drawn from the information in this article except . .

Explain the impact ___ has had on ___.Explain what might be some of the

advantages/disadvantages of ___.

Question StemsB1. Use information from the text to make

predictions

The article suggests ___ will probably continue due to ___.

What most likely happened after ___?The article does not say, but suggests that ___.Why do you think ___ will not ___ in the future?What will probably happen as a result of ___?

Question StemsB2. Analyze author’s craft

Why did the author include this quotation in the article?

In the first paragraph, why does the author describe ___?

In the last paragraph, why does the author use the phrase . . .?

How was the author able to show . . .?What arguments did the author use to try to

convince the reader that . . .?

Question StemsB3. Evaluate explicit and implicit information and

themes.Which term is most important in understanding the

key ideas in this article?According to the chart/graph, what becomes the most

important factor in . . .?The author’s main reason for writing paragraph X is

to . . .What are some of the specific actions the article

implies readers should take?What arguments did the author use to try to convince

the reader that ___ is ___?

Question StemsB4. Select, synthesize and/or use relevant

information within a text to include in a response to or extension of the text.The author does not say, but the reader can tell . .

.The article does not say, but suggests . . .What seems to be the best solution to the problem

of ___?What are some of the specific actions the article

implies the reader should take?What possible effect could ___ have on ___?

Question StemsB5. Demonstrate an awareness of values,

customs, ethics and beliefs included in the text.The author of this article probably wants the

reader to appreciate . . .The author’s attitude toward ___ can best be

described as . . .Which of the following phrases provides

evidence of the author’s bias?The author probably wrote this article to appeal

to readers who . . .With which statement would the author probably

agree?

RFIWhen a student responds to any of the open-ended questions, the student is expected to explain his/her thinking, and to support his/her response with specific evidence from the text.

RFI ScoringMultiple-choice scored electronically

Open-ended responses scored by readersHolistic3-point scaleEvidence of developing interpretation and

demonstrating critical stanceFluency and clarity importantGrammar, spelling and penmanship?

RFI Rubric: Developing an InterpretationScore Point 2

Exploration or development of the ideas presented in the text.

Strong, conceptual understanding is indicated by the inclusion of specific and relevant information from the text.

Extension of ideas may include extensive and/or insightful inferences, connections between ideas in the text, references to prior knowledge and/or experiences.

RFI Rubric: Developing an InterpretationScore Point 1

Some exploration or development of ideas presented in the text.

A fundamental understanding is indicated by the inclusion of some relevant information from the text.

Extension of ideas lacks depth, although the response may include some inferences, connections between the ideas in the text, or references to prior knowledge and/or experiences.

RFI Rubric: Developing an InterpretationScore Point 0

limited or no exploration or development of ideas presented in the text.

little, if any, understanding of the text. The response may be illogical, vague or irrelevant.

incomplete or limited references, connections between ideas in the text or references to prior knowledge and/or experiences.

RFI Rubric: Demonstrating a Critical StanceScore Point 2

thoughtful and thorough examination of the text, uses information to move beyond the boundaries of the text

possible consideration of how, why or for whom the text was written

ability to evaluate explicit and implicit information and/or makes insightful judgments about the text

may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text

RFI Rubric: Demonstrating a Critical StanceScore Point 1

sufficient, though limited examination of the text, some attempt to use information to move beyond the boundaries of the text.

may include consideration of how, why or for whom the text was written.

some ability to evaluate explicit and implicit information and/or make plausible judgments about the text.

may include evaluation of the author’s craft, including literary devices, and/or a projection of the implications raised by the text.

RFI Rubric: Demonstrating a Critical StanceScore Point 0

cursory examination of the text, does not move beyond the boundaries of the text

little or no consideration of how, why or for whom the text was written

little or no ability to evaluate explicit and implicit information and/or superficial judgments about the text, the author’s craft, including literary devices

may be simplistic and unsupported, illogical, vague or irrelevant.

Theory Into PracticeRead (silently) “Shake, Rattle, and Please Buy

My Product.”In pairs/threes, answer questions that follow.Get together with another pair/three and

compare answers and responses.Try to score each others’ open-ended

responses using the 0 – 2 rubric.Whole group discussion/debrief.

Try It AgainRead “Smart Shopping.”In pairs/threes, respond to the multiple-

choice and open-ended questions that follow.Get together with another pair/three and

compare answers and responses.Try to score each others’ open-ended

responses using the 0 – 2 rubric.Whole group discussion/debrief.

Preparing Students for RFIRelevant, effective instructional strategies

embedded in high-quality teaching

Not “practice RFI”

Work with a partner/s to brainstorm ways to embed RFI related skills and strategies into your teaching. And/or, discuss what you’re already doing that supports student learning in this area.

Share with group.

For more information . . .http://www.csde.state.ct.us/public/cedar/asse

ssment/capt/resources.htm

http://nces.ed.gov/nationsreportcard/itmrls/

http://ctreports.com

Thank You!