Transcript PARCC Language Arts Assessments, Grades 6-12

English Language Arts PARCC
Assessments
PARCC: Putting the Pieces Together
Introductions
Dennis M. Fare
Supervisor of English Language Arts
Mahwah Public Schools
Nikki Van Ess
Supervisor of Social Studies
Mahwah Public Schools
Mark Porto
Superintendent of Schools
Hasbrouck Heights Public Schools
Special Thanks:
Dr. Lauren Schoen
Superintendent of Schools
Mahwah Public Schools
Janet Donohue
Assistant Superintendent of Schools
Mahwah Public Schools
PARCC ELA/Literacy Assessments
The pieces (PBAs). . .
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Research Simulation Task (RST)
Speaking/Listening Performance Task (RST)
Narrative Writing Task
Literary Analysis
The Research Simulation Task (RST)
• Students will look at a variety of sources.
• Students will answer questions linked to an
“anchor text.”
• Students will then use these sources to
support their perspectives.
RST ACROSS CONTENT AREAS
• In addition to the variety of written sources
available in social studies, science, we are also
“reading” non-print texts (visuals).
• Maps
• Political Cartoons
• Photographs
• Video - Film
• Art
Speaking/Listening RST
• Look at a variety of sources.
• Construct an argument, putting these pieces
together.
RST, SYNTHESIS, or DBQ?
Steps to take to integrate language and content:
1. Select required documents for each unit.
2. Vertically align documents.
3. Identify common domain-specific terms.
4. Create rubrics for reading historical pieces
(maps, political cartoons, photos, film)
aligned to common core and PARCC.
5. Supplement courses with non-fiction texts
outside of required textbook.
Non-fiction Texts
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Guns, Germs and Steel by Jared Diamond
Narrative of the Life of Frederick Douglass
Flags of Our Fathers by John Bradley
Founding Brothers, The Revolutionary
Generation by Joseph Ellis
Steve Jobs by Walter Isaacson
TIME, Newsweek
New York Times and The Record
American Issues, and Issues in American
History
Document Readers
Websites
Reading Maps
Essential Questions
Overarching Questions
• Is imperialism an effective foreign policy?
• Is imperialism aligned with the tenets of a
democratic government?
Reading Maps
Reading Maps
Political Cartoons
Visuals, Photographs
Social Studies Teachers are, too,
PARCC-aligned …
Speaking/Listening RST in the
Social Studies Classroom
Pedagogical Approach
•Reading speeches
•Listening to speeches
•Watching speeches
•Giving speeches
•Debates
•Small and large class
discussion
•Fishbowl Discussions
Historical Resources
•Gandhi’s Non-violence
speech
•George Washington’s
Farewell Address
•Roosevelt’s Inaugural
Address
•Nixon and Kennedy
Debate
So, let’s work through a prompt:
RST #2: Native American Contributions
85 Minutes
As the first inhabitants of North America, Native American culture is rich in literature, song,
and art. In particular, the Navajo peoples, the largest Native American tribe in the United
States, have made great contributions to American society and culture.
For this writing task, you have reviewed four sources regarding the contributions of Native
Americans, particularly Navajo Indians, to our land called America. These four texts
provide information to begin drafting your own argument.
What is the significance of Navajo contributions to American society and culture? Write an
informative piece that addresses and analyzes the question and supports your position
with evidence from at least three of the four sources. Be sure to acknowledge competing
views. You may give examples from past and current events or issues to illustrate and
clarify your position. You may refer to the sources by their titles (Source A, Source B,
Source C, Source D).
Narrative Writing Task
• Complete the ending of an authentic text.
• Complete a scientific process.
• Complete a historical account.
• Understand literary devices
• Usage of “domain-specific language”
Narratives in Social Studies
• Biographies and Autobiographies
– Ben Franklin, Malcolm X,
• Slave Narratives
– Frederick Douglass
• Letters
– John and Abigail Adams, soldier on the warfront
• Poem
– Langston Hughes Theme for English B
– Rudyard Kipling’s White Man’s Burden
– Emma Lazarus’s The New Colossus
• Speech
• Sojourner Truth, Ain’t I a Woman
• Extended definitions of time periods
• Explanations of themes
Literary Analysis Task
• Look at two texts.
• Refer to flow chart in approaching task.
• Compare/contrast two texts:
– 1.) Approach to content
– 2.) Usage of language in this
approach.
Same Sources, New Domain
Specific Language
Domain Specific Language
• As the Social Studies
Supervisor we now cross
the street and borrow
English Language Arts
terminology
– Syntax, Diction, Tone
– Repetition
– Ethos, Pathos, Logos
Core Content Standards
• Biography/Autobiography
• Speeches
• Acts/Amendments
• Preamble to the
Constitution
• Letters
• Poems
Task for Teachers: Creation of Narrative
Task
• Choose text from Appendix B.
• Utilize one text to create question.
• Create question and task setup.
Task for Teachers: Creation of Literary
Analysis
• Look at Common Core Appendix B.
• Utilize at least one text from this list, and link
it to an excerpt from a core novel.
• Create question and task setup.
Administration:
PARCC-ing the RV
Role: Create Consensus and Capacity
•Support with emotion, resources, PD;
•Cultivate collaboration;
•Reinforce teacher/student conferencing;
•“Build” success with opportunities;
•Foster with time for growth.
Administration:
PARCC-ing the RV
Vision: Expect and Achieve
•Plan with three-to-five year ‘glasses’;
•Think, dream, eat, sleep, READ nonfiction;
•Immerse yourself in PARCC-ing rules;
•Collaborate with open-mindedness;
•Drive defensively!
What we do well…
We are successful when teaching…
•…reading and writing fiction and narratives;
•…reading textbooks and answering questions;
•…comprehending one text at a time;
•…discussing, observing, restating, clarifying;
•…connecting to personal experience;
•…simple persuading with reasons.
What we must teach…
We must become successful at…
•…using multiple texts;
•…interweaving nonfiction articles with texts;
•…reading and writing daily and formatively;
•…modeling reading, writing, speaking, listening;
•…fostering “voice” in speaking and writing;
•…recognizing persuasive techniques;
•…refuting.
Support, Cultivate, Reinforce
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Provide ready access to nonfiction;
Model open-minded collaboration;
Widen ‘classroom management’ with PD;
Set a standard for T/S conferencing;
Assist with infusion of nonfiction;
Model, connect, encourage, reassure.
Build, Expect, Achieve
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Expand your vocabulary and speak well;
Learn your curricula and PARCC;
READ…read…ReAd…rEAd…ReaD…reAD…REAd;
Accept gradual change, but expect change.
What would you have done
in your classroom?
Why Common Core Emphasis on
Nonfiction?
First, the bulk of daily reading for most of us is
nonfiction: Textbooks, cookbooks, manuals,
articles, The Record, journals, legal briefs,
directions, email, texts, tweets, blogs, scientific
and health studies.
(Mark Twain teasingly wrote, “Be careful of
reading health books. You may die of a
misprint.”)
Why Common Core Emphasis on
Nonfiction?
Second, well written nonfiction can be used to
teach higher-order thinking skills that fiction
does not offer to the teacher.
•supporting an opinion with propaganda techniques;
•persuading with evidence from multiple sources;
•connecting seemingly unrelated information;
•refuting an opposing view;
•speculating an outcome from mixed media data.
Why Common Core Emphasis on
Nonfiction?
Third, Nonfiction is interdisciplinary. Nonfiction
cover a variety of information in such a way that
sparks discovery and entices further research.
Cod, Pumpkin, Salt, D-Day, Pets in America, The
Hudson, Guns, Germs, and Steel, Spillover, The
Devil in the White City, Isaac’s Storm, The
Omnivore’s Dilemma, The Origins of Virtue