Preparing for the OSSLT – Ontario Secondary School Literacy Test

March 27, 2014

Tonight’s Goals

Give parents a better understanding of what:

the OSSLT is the school does to

prepare students for the test

parents can do to prepare students to be successful

Definition of LiteracyOfor 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 OSSLTO 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 assessmentO Impartial markers, using rigid standards

HSHS Overall Results (First Time Writers)

2009 2010 2011 2012 201372

74

76

78

80

82

84

86

88

SchoolBoard

Test at a GlanceActivity Allotted Time

Booklet 1(Reading and

Writing)75 minutes

Break 15 minutesBooklet 2

(Reading and Writing)

75 minutes

Questionnaire(Booklet 2) 10 minutes

The Test DayOHeld on March 27th, 2014

OOnly 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 NeedO Practice TestO Look at prior years achievement – Grade 9 marks, Grade 6

EQAO resultsO Input from teachers

O Develop a PlanO Students get feedback/meet with teachers

O Provide SupportsO Literacy across the curriculumO Information sessions and final pep talkO Classroom based projects targeting specific skillsO News report computer practice O Workshops on major skills (Essay, Short Paragraphs, News

Report and Multiple Choice)O After school literacy supportO Individualized support for students with IEP’s

AccommodationsAs outlined on the student’s IEP accommodations are available including:

O Additional timeO Supervised breaksO Verbatim reading of questions and

promptsO ScribingO Use of technologyO Other

Successful Completion

• Marked at a central location

• Results will be released in June 2014 - each student will receive EQAO’s individual student report

• Does not count towards the students final grade in any course but is a requirement for graduation.

Overview of Test Components

O The test includes:O Informational text (real-life narrative): such as

would be found in a Business, History, Physical Education, The Arts, or Social Sciences Class (used to gain knowledge on specific facts)

O Narrative (dialogue) reading: such as would be found in an English Class (example a fictional piece used for interpretation)

O A graphical analysis: such as would be found in a Science, Math, Geography, or Technology Class (example chart, graph, map, blueprints)

O Multi-paragraph writing (essay): such as would be found in any class

O Newspaper report: as taught based on the elementary language curriculum

O 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 information and ideas

• W2: Organizing information and 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 timeO 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 SuggestionsOBe prepared – bring pens (dark blue

or black), pencils, highlightersONo locker accessOEQAO 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)

OLists will be posted showing the classroom where you will be writing

Contents of the Test: Reading Tasks

OStudents will read informational text, narrative text and graphic text OStudents will be asked to respond to

the readings in two ways:OMultiple Choice Questions OParagraph Responses

Reading TipsORead the questions first. This

will help you predict what the reading selection is going to be about

OSkim the selection and then read it closely

OUnderline or highlight important information and ideas as you read

OAs you read, think about what you are reading and ask yourself questions about it

Reading TipsOIf 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

OThere will be two types of questions about what you have read: O Multiple ChoiceO 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” QuestionsO 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 InstructionsO The following appears in the “Test Instructions”

section of the OSSLT:

O Multiple-Choice:O Choose the best or most correct answer for each

questionO 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 InstructionsMultiple-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.

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.

What’s the Best Approach?

Test InstructionsO 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 punctuationO 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 StructureState a main idea of this selection and one detail from this selection that supports it.

O Structure: This is about facts, not opinionO 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 NotesUse 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 topic/

Incorrect

A typical off-topic and incorrect response• provides an incorrect answer based on a

misunderstanding of:• the question

OR• the ideas in the reading selection.

• provides information not in the reading selection.

The Rubric…Code Descriptor

Code 10 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

Annotation:This response provides a correct main idea only (“It is one of the most visited museums in the world.”).

Code 10

Sample Student AnswersCode 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 QuestionOIf 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 NotesUse the space below for rough notes. Nothing you write in this space will be scored.

The Rubric…Code DescriptorBlank Blank: nothing written or drawn in the lined

space provided.Illegibl

eAn illegible response cannot be read.An inappropriate response comments on the task (e.g., I don’t know how to write a summary.).

Off topic/Incorr

ect

A typical off-topic and incorrect response:

• 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 DescriptorCode 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

         

  Code   Use of Conventions  

 

Code 10 �

errors in conventions distract from communication  

        

 

Code 20 �

errors in conventions do not distract from communication  

                 

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.

Sample Student Answers

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.

Code 10

Sample Student Answers

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”).

Code 30

News ReportO Make a rough planO Report must relate to the photoO Answer: Who? What? Where?

When? Why? And How?O Write in the third person (he, she,

they)O Include quotations from

participants, organizers, witnessesO Proofread and correct your workO Use the space provided

Sample Question

Rubric: Topic Development

Rubric: Conventions

Essay Tips

OMake a rough planOProofread and

correct your workO5 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 Business, History, Physical Education, The Arts, or Social Sciences Class (used to gain knowledge on specific facts)

O Narrative (dialogue) reading: such as would be found in an English Class (example a fictional piece used for interpretation)

O A graphical analysis: such as would be found in a Science, Math, Geography, or Technology Class (example chart, graph, map, blueprints)

O Multi-paragraph writing (essay): such as would be found in any class

O Newspaper report: as taught based on the elementary language curriculum

O Short Answer open responses (opinion paragraphs)

How Can I Help My Child Prepare?

O Recognize that studying will not prepare teens for the test

O Students need to be positive and confident when writing the test – encourage them to try their best on the practice test and, when appropriate, participate in the support programs offered at school

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Choose OSSLT @ Henry

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

and informationO read flyers, instructions, pamphlets and maps together O sharing stories and ideas through conversationO discussing current events and encouraging the sharing of

opinions - ask your teen to support their opinions and ideas during your conversations

O practice understanding explicit information by asking your teen: “What’s the main idea?”

O practice making connections (making inferences) by asking your teen: “What does the writer want you to know?”

O practice ‘interpretation’ by asking your teen: “ What does this mean to you?”