Part A

Transcript Part A

PARCC Summative Assessment with EBSR, TECR, and PCR Items

Summary of Items Released August 2013

• Grade 3 – EBSR, TECR, and PCR items that demonstrate the types of items PARCC will use to measure reading for information, reading vocabulary, written expression, and knowledge of language and conventions claims on a research simulation performance-based assessment task. Research simulation task question samples. • Grade 4 – A sample of a complete literary analysis task.

• Grade 5 – Three sample items to indicate the types of items that will appear on an End of Year Assessment.

• 2 Grade 6 – When combined with the early prototype items released previously, educators can view a complete narrative writing task.

Three Innovative Item Types That Showcase Students

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Command of Evidence with Complex Texts

3 • • • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are three of these items of varying types on each annual performance-based assessment.

Questions Worth Answering:

4 Items demonstrate: – Sequences of questions that draw students into deeper encounters with texts (as in an excellent classroom), rather than sets of random questions of varying quality.

– Opportunities for students to demonstrate what they know, rather than what they don’t know; items allow for partial credit – Purposeful options for student expression of divergent thinking – Use of technology to allow students to construct meaning for machine-scorable items

Understanding the Literary Analysis Task

• • • Students carefully consider two literary texts worthy of close study.

They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. Students write a literary analysis about the two texts.

Understanding the Literary Analysis Task EBSR QUESTION Grade 4

6 Part A Question: What is the meaning of the word avenge as it is used in the story? a. believe b. get even* c. make friends with d. scare Part B Question: Which detail from the story best supports the answer to Part A? a. "’In this forest, I am the chief of the animals!’" b. “’I don't believe you, little insect,’ snarled Cougar.” c. "’Ahrr! Ahrr!’" cried the cougar in pain, "’Get out of my ear!’"* d. "’Cricket, come out! Let me meet

EBSR QUESTION-Grade 4

7 Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? a. They list the many lessons that Lynn taught her younger sister, Katie. b. They explain that Katie’s family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn.* d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. Part B Question: Which sentence from the story provides the best support for the answer in Part A?

4 -TECR QUESTION

Question: Create a summary of the story using three of the sentences listed here. Drag the three sentences that describe key ideas from the story into the boxes titled “Summary.” The sentences should describe key ideas from the story in the order they happen. 1. Katie’s mother is disappointed that the girls use Japanese words incorrectly. 2. Katie remembers when a dog ran out of a corn field and attacked Lynn and her. 3. Katie keeps Lynn’s diary in a drawer beside her bed. 4. Katie and Lynn spend much of their time together as they grow up. 5. Lynn taught young Katie to say “kira-kira,” which was her first word. 6. Katie believes that Lynn saves her life, but Lynn believes Katie saved her. 7. Lynn explains that the sky is special like the ocean or people’s eyes. 8. Lynn sprayed the dog with water so it wouldn’t hurt its tongue on broken glass. 8

Understanding the Research Simulation Task

• • • • Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding.

Students read one (Grade 3) or two additional sources (Grades 5 and 6) and answer a few questions about each text to learn more about the topic, so they are ready to write the final essay and to show their reading comprehension. Finally, students mirror the research process by synthesizing their understandings into a writing that uses textual evidence from the sources.

Grade 3, Item #1—Part A

• • •

The article includes these details about life:

She wrote newspaper articles to tell others about what she saw in Alaska to inform those who had not been there. (paragraph 1) She wrote the first guidebook about Alaska. (paragraph 1) She was the first woman to work at the National Geographic Society, where she wrote many articles and books. (paragraph 11) 10 a) What do these details help show about?

They show that she shared the benefits of her experiences with others.* b) They show she had many important jobs during her lifetime, but becoming a photographer was one of her proudest moments.

c) d) They show that her earlier travels were more exciting than the work she did later in her life.

They show that she had a careful plan for everything she did in her life.

Grade 3, Item #1—Part B

Ideas from paragraphs 1 and 11 were used to help you learn about her. Click on two other paragraphs that include additional support for the answer in Part A. There are more than two paragraphs that include additional support, but you need to only choose two.

Understanding the Narrative Writing Task

Narrative Task (Grade 6):

Jean Craighead George’s Excerpt from Julie of the Wolves • • Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s). Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

Grade 6 Prose Constructed-Response Item

In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.

Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

Grade 6, Item #1—Part A

Which statement best describes the central idea of the text?

a) b) c) d) Miyax is far from home and in need of help. * Miyax misses her father and has forgotten the lessons he taught her.

Miyax is cold and lacks appropriate clothing.

Miyax is surrounded by a pack of unfriendly wolves.

Grade 6, Item # 1—Part B

Which sentence best helps develop the central idea?

15 a) b) c) d) “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”* “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” He had ignored her since she first came upon them, two sleeps ago.”

Grade 6 Evidence-Based Selected Response Item #1

16 Part A What does the word “ regal ” mean as it is used in the passage?

generous threatening c.

kingly* uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “ regal?

” a.

“ wagging their tails as they awoke ” b.

“ the wolves, who were shy ” “ their sounds and movements expressed goodwill ” “ with his head high and his chest out ” *

Grade 6 Technology-Enhanced Selected Response Item

Part A

Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.

reckless B.

lively imaginative* D.

Part B

observant* impatient confident Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Part C

Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.

Grade 6, Item #5—Part B (Prototype revised to create sample item)

Drag and drop two details from the passage that support your response to Part A into the box labeled “Supporting Details.”

Supporting Details

Understanding the End-of-Year Assessment

• • • Students will be given several passages to read closely.

EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts that can also provide models for the regular course of instruction. These tasks will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.

Grade 3 Evidence-Based Selected Response Item #1

End-of-Year Assessment (Grade 3): “ How Animals Live ” 20

Part A

What is one main idea of “ How Animals Live?

” a.

There are many types of animals on the planet.

Animals need water to live.

There are many ways to sort different animals.* Animals begin their life cycles in different forms.

Part B

Which sentence from the article best supports the answer to Part A? a.

“ Animals get oxygen from air or water.

” "Animals can be grouped by their traits.

” * "Worms are invertebrates.

” "All animals grow and change over time.

” "Almost all animals need water, food, oxygen, and shelter to live."

Grade 3 Technology-Enhanced Constructed-Response Item

Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “ How Animals Live.

” Words:

Pupa Adult Egg Larva

Grade 5

The sample items provide students an opportunity to read an article and a corresponding side bar piece on the same topic. 22

Grade 5, Item #1—Part A

What is the meaning of the word dictate as it is used in paragraph 23?

a) b) c) d) hint fix understand decide *

Grade 5, Item #1—Part B

Which phrase helps the reader understand the meaning of dictate?

a) b) c) d) “recreate the tree house” “determine the shape”* “is less expensive to build” “has all the time in the world”

Grade 5, Item # 2

Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.”

Possible Main Ideas Possible Supporting Details Jonathan has his own 1000-yard zipline.

"In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."* 24

Jonathan is an experienced tree house builder.* Jonathan works carefully so that tree houses do not hurt the trees.* Jonathan lived in a tree house when he was in college.

Jonathan advises readers to learn the names of trees.

Jonathan once built a house in a crab apple tree.

“Jonathan’s love of tree-house living began when he was a kid.” "It was the most fun I ever had." "'I build a tree house so it helps the tree,' he says."* "'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'" “One of his favorite names is ‘Ups and Downs.’”

Main Ideas Supporting Details

Grade 5, Item #3—Part A

25 What is the purpose of the braces described in paragraph 6 of the article?

a) b) c) d) They fix broken tree limbs, so a tree house will not fall down.

They lock several trees together, so almost any kind of tree can be used.

They join two trees into one unit, so a tree house looks secure.

They help trees hold up a tree house, so the trees will not break.*

Grade 5, Item #3—Part B

26 Which two details from the article help support the answer to Part A?

a) b) c) d) e) f) “Designing unique tree houses may sound tough, but Jonathan says it's no sweat.” "’Hardwoods such as oak, maple, or hickory make the best trees for houses—but I did once build a wonderful tree house in a crabapple tree.’” “’My tree house is in two trees—an oak and a fir—and has three posts to support the weight.’”* “As a certified arborist, Jonathan tries to never harm the trees.”* "The tree's center of gravity is at the top and the ends of its branches, so I build a house down at the center of the tree. . . ” "The tree grows over the artificial limbs, and they become part of the tree, . . .”

Grade 5, Item #4—Part A

Which idea is found in both the article about Fairoaks and the side bar about Nelson?

a) b) c) d) Each tree house should be special for its owner.* People should climb trees for practice before building a tree house.

Having a tree house is good for people.

Going to a tree house school can be helpful in getting started.

Grade 5, Item #4—Part B

Choose one detail from the article and one detail from the side bar that support the answer to Part A. Drag each of the details into the box labeled "Supporting Details."

Supporting Detail from Article Supporting Detail from Side Bar