Transcript PARCC Overview & Practice Test Sessions

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ELA Instructional
Shifts and Higher
Order Thinking
ESSENTIAL
QUESTIONS
2
• To what extent does our curriculum reflect higher
order thinking?
• To what extent does our curriculum engage a
diversity of learners in a culturally proficient
learning community?
OBJECTIVES
• Describe the types of questions on PARCC.
• Model the language of evidence based selected
responses in questioning.
3
• Develop specific action steps for instruction in
ELA based upon review of ELA PARCC sample
questions.
AGENDA
1. Objectives and Agenda
2. Overview of PARCC
3. Task 1: Experience PARCC
4. Task 2: A Text Set
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5. Task 3: Vocabulary
SHIFTS IN ELA/ LITERACY
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Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
So What Does PARCC Look Like?
It includes 2 parts in English Language Arts
and 2 parts in math.
English
Language Arts
Part PBA- Performance1 Based Assessment
(hand-scored)
● Writing effectively
● Analyzing print
and video texts
● Solving multi-step
problems
● Using abstract
reasoning
● Reading
comprehension
● Understanding
major grade-level
appropriate math
concepts
Late March—early April
Part EOY2 End-of-Year Assessment
(computer-scored)
6
May
Mathematics
Massachusetts Department of Elementary and Secondary Education ● Massachusetts Department of Higher Education
•
First question requires students
to select one of at least four
responses based on information
from the test.
•
The next question requires
students to choose evidence from
the text to support the selected
answer to the first question.
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EVIDENCE-BASED SELECTED
RESPONSE (EBSR)—
TECHNOLOGY-ENHANCED
CONSTRUCTED RESPONSE (TECR)—
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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).
5TH GRADE - 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.”
Jonathan has his own 1000-yard zipline.
Possible Supporting Details
"In fact, as a tree house architect,
Jonathan has built more than 380 custom
tree houses across the United States."*
Jonathan is an experienced tree house
“Jonathan’s love of tree-house living
builder.*
began when he was a kid.”
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.
Main
Ideas
Supporting
Details
"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.'"
Jonathan once built a house in a crab
“One of his favorite names is ‘Ups and
apple tree.
Downs.’”
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Possible Main Ideas
PROSE CONSTRUCTED
RESPONSE
• A task that requires students to write in response to a text.
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• It may include a literary analysis, narrative, and research.
TASK #1: EXPERIENCING
PARCC
• Take the ELA PARCC as a third, fourth, or fifth grade
student.
• Fill out chart. Indicate the following:
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• Question Number
• Standard
• Depth of Knowledge of Chart
DISCUSSION
• What patterns in the standards did you notice?
• What patterns in the Depth of Knowledge did you notice?
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Ponder: What are the take
aways for my daily instruction
and planning?
TEXT SET
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• A text set is a collection of related texts
organized around a topic or line of inquiry.
• The line of inquiry of a given set is
determined by an anchor text-rich, complex
grade-level text.
• The anchor text is the focus of a close
reading with instructional supports in the
classroom.
LINKING THE TEXTS
IN A SET
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• What is important is that the texts in the set
are connected meaningfully to each other to
deepen student understanding of the
anchor text.
• In a sense, the texts “talk to one another” so
that in reading the set, students build a
coherent body of knowledge around a topic.
STEPS TO CREATING
TEXT SETS
1. Identify the anchor text and formulate a line of
inquiry for the set.
2. Use databases to research texts around the
topic.
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3. Evaluate texts for inclusion in the set.
TASK 2: A TEXT SET
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• We’ll read three texts.
• We’ll analyze the texts closely and answer
text based questions that ask us to use
evidence.
• We’ll consider how the texts are connected.
VIDEO #1
https://www.youtube.com/watch?v=OHCRWfV1q5A
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Instruction Shifts:
• Balance of informational and literary
text
• Knowledge in the disciplines
• Staircase of complexity
Grade
Question
K-1
The main idea is not stated. How do you know
what it is? Use the text to explain.
2-4
The main idea is not stated. How do you know
what it is? Use the text to explain your answer.
5-8
How can you determine the main idea? Use
the text to provide evidence.
Text 1: AXE Video
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UNDERSTANDING MAIN
IDEA AND THEME
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
IDENTIFYING THE
SETTING
2-4
5-8
Question
How does the setting affect the text? Give
an example.
How does the setting influence the text?
Give an example from the text.
What role does the setting play in the text?
Include examples from the text to support
your answer.
Text 1: AXE Video
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Grade
K-1
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
ANALYZING
CHARACTERS
2-4
5-8
Question
How does the woman change her opinion
about the bystander? Give examples from
the text.
How does the bystander change in the text?
Support your answer with specific examples
from the text.
How does the woman change during the
text? Use the text in your response.
Text 1: AXE Video
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Grade
K-1
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
Grade
Question
K-1
What is the tone of the text? What images let
you know the tone?
2-4
What is the text’s tone? Use the text to show
how you know.
5-8
What images does the author use to create
the tone? Give examples from the text.
Text 1: AXE Video
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IDENTIFYING
TONE
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based Answers
• Writing from sources
• Academic vocabulary
VIDEO #2
https://www.youtube.com/watch?v=GsnEkTvq0-c
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Instruction Shifts:
• Balance of informational and
literary text
• Knowledge in the disciplines
• Staircase of complexity
Grade
Question
K-1
What is the theme? How do you know?
2-4
What is the theme of the text? Use details from
the text to support your answer.
5-8
What is the theme of the text? Give specific
examples from the text to support your answer.
Text 2:Dove Commercial
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IDENTIFYING MAIN
IDEA AND THEME
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
IDENTIFYING
POINT OF VIEW
2-4
5-8
Question
What is the author’s point of view? How do
you know?
How does the author’s point of view in text
2 differ from the author’s point of view in
text 1? Support your answer with examples
from the text.
What is the point of view of the authors of
text 1 and 2? Use specific words, phrases,
actions, or images from the text to support
your answer.
Text 2:Dove Commercial
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Grade
K-1
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
Grade
Question
K-1
How do the two authors of each text help you
see/hear/smell?
2-4
What images or words in the two texts tell
about the sights/sounds/smells?
5-8
How do the authors help the reader experience
the sights/sounds/smells? Quote words and
phrases from the text.
Text 2:Dove Commercial
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RECOGNIZING
FIGURATIVE LANGUAGE
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
TEXT #3
http://www.usnews.com/news/articles/2013/04/18/unileverfaces-criticism-for-real-beauty-ad-campaign
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Instruction Shifts:
• Balance of informational and
literary text
• Knowledge in the disciplines
• Staircase of complexity
IDENTIFYING KEY
DETAILS
2-4
5-8
Question
How does this article relate to the two
videos we watched?
How do the key details in the videos relate
to the key details in this article? Include
specific examples from the text.
Identify the key ideas in the videos and the
article. How do these relate to each other?
Use the text to support your answer.
Text 3: Informational Article
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Grade
K-1
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
IDENTIFYING KEY
DETAILS
Instruction Shifts:
• Text complexity
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
Grade
Question
K-1
2-4
How does this quote support the main idea?
Reread the quote above. What details does
it have to support the main idea? Use the
text to explain.
5-8
Reread the paragraph above. Identify the
details support the main idea in text. Give
specific examples from the text.
Text 3: Informational Article
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"Unilever is famously a house of brands and not a branded
house," says Barbara Kahn, a professor at Wharton Business
School and author of Global Brand Power. "It's costly to do that,
because you have to build up each brand name independently."
PROSE CONSTRUCTED
RESPONSE
Instruction Shifts:
• Knowledge in the disciplines
• Text based answers
• Writing from sources
• Academic vocabulary
Grade
K-1
Question
2-4
After reading and listening to the texts, write a letter to
the Board of Directors of Unilever in which you
identify the controversy and state your opinion.
Support your opinion with evidence from the text/s.
5-8
After reading and listening to the texts, write a letter to
the Board of Directors of Unilever in which you
identify the role of branding in advertisement and
state your position. Support your opinion with evidence
from the text/s.
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After reading and listening to the texts, write a letter to
Unilever in which you identify your opinion about
Dove’s campaign. Support your opinion with evidence from
the text/s.
TASK #3: ANALYZING
VOCABULARY
• Highlight vocabulary in the PARCC questions that you’d
consider academic vocabulary.
• Generate a list of these vocabulary terms.
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Ponder: How might we use
this vocabulary in our daily
instruction and planning?
ESSENTIAL
QUESTIONS
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•To what extent does our curriculum
reflect higher order thinking?
• To what extent does our curriculum
engage a diversity of learners in a
culturally proficient learning
community?
OBJECTIVES
• Describe the types of questions on PARCC.
• Model the language of evidence based selected
responses in questioning.
32
• Develop specific action steps for instruction in
ELA based upon review of ELA PARCC sample
questions.
RESOURCES FOR
TEXT SETS
Primary sources from the Library of Congress, www.loc.gov
Look at the children’s magazines in the public library
http://newsela.com
http://readingandwritingproject.org/resources/text-sets
https://student.societyforscience.org/sciencenews-students
http://www.readworks.org/
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