Transcript Adapted from: PARCC Model Content Frameworks English Language Arts/Literacy October 2011

Adapted from:
PARCC Model Content Frameworks
English Language Arts/Literacy
October 2011
“to serve as a bridge between the Common Core State
Standards [CCCS] and the PARCC assessments”

Voluntary resource

Designed to aid Curriculum Developers and
Educators in implementing the CCSS

Illustrate “one of a number of ways” the CCSS may
be organized over the course of a school year

Intended to be dynamic and evolve

PARCC encourages educators to use the Frameworks

Feedback solicited for revisions

Support implementation of the CCSS

Inform development of PARCC item specifications
and blueprints (Grades 3-11)
The PARCC assessments will allow us to make important
claims about students’ knowledge and skills.
Whether students…
◦ Can Read and Comprehend Complex Literary and Informational Text
◦ Can Write Effectively When Analyzing Text
◦ Have Attained Overall Proficiency in ELA/literacy
Adapted from: PARCC Overview Presentation,
January 2012
“…Designed to measure knowledge, skills and
understandings essential to achieving college and
career readiness.”

Includes following areas, per CCSS:
◦
◦
◦
◦
◦
Reading complex texts
Writing effectively when using and/or analyzing sources
Conducting and reporting on research
Speaking and listening
Language use for reading, writing and speaking
Adapted from: PARCC Overview Presentation,
January 2012
Adapted from: PARCC Overview Presentation,
January 2012
Four sections:
1. Narrative Summary of the ELA Standards
2. The Model Content Framework Chart
3. Key Terms and Concepts for the Model Content
Framework Chart
4. Writing and Speaking & Listening Standards Progressions
Charts

Provides overview

Highlights critical and distinctive characteristics and
insights articulated within:
◦ Grs. 3-5 ELA/Literacy CCSS
◦ Grs. 6-11 ELA CCSS

Frameworks reflect CCSS vision:
Reading, Writing, Speaking, Listening and
Language is a shared responsibility within schools

Provide foundational ideas for incorporating
disciplinary literacy skills and practice into
instructional programming

Illustrates overview of standards for each grade
level

Provides a model of how the standards could be
organized into 4 instructional modules
◦ Could easily be reorganized based on semester, trimesters,
quarters, etc.

Illustrates and provides context for the standards; it
does not replace the standards themselves
The “foundation” of chart
includes both:
Arrows provided to help illustrate •Foundational Skills
the connectedness of the elements; in Reading for
Each module SUGGESTS
the
Highlighting
the integrated nature students in Grades
NUMBER and TEXT TYPES
3-5; and,
of reading, writing and research
that students read and analyze
•the fundamental
skill set for students
in Grades 3-11.
SAMPLE MODEL
FRAMEWORKS CHART
Students then write about
these texts either
to express an opinion/
make an argument
or
to inform/explain
Research and Narrative
Writing tasks appear
in each module

Provides educators flexibility to order the modules
and content within modules reflecting needs.

Knowledge & skills embedded across 4 modules
address ALL the standards for each grade level;
therefore, order of the 4 modules is not critical.
What changes throughout the modules?
◦ Focus on types of texts read and written
◦ Emphasis on types of texts read and written
What remains constant throughout the modules?
◦ Cultivation of students literacy skills in preparation for
college and career readiness and PARCC assessments

Provides explanation of elements within Framework
Chart

Elements play a key role within CCSS

Elements reflect critical emphasis within PARCC
Assessment System
“NOT intended to limit the types of texts
educators may use”

Highlight the changes between the previous grade
and current grade
PARCC Model Content Framework Conversations:
Build Awareness:
◦ Share Power Point with educator colleagues
Build Understanding:
◦ Gather educators to discuss grade level Model Content
Framework
 Utilize RIDE’s PARCC Model Content Framework for
ELA/Literacy Guide document to facilitate discussion
 Review Curriculum & possible implications
CCSS Resources visit:
http://www.ride.ri.gov/Division-EEIE/transition.aspx
PARCC Resources visit:
http://www.ride.ri.gov/assessment/PARCC.aspx
OR
www.parcconline.org