Great Rivers Educational Cooperative PARCC Workshop January 12-13 Presented by Mike Wojcik...

Great Rivers Educational Cooperative

PARCC Workshop

January 12-13

Presented by

Mike Wojcik

[email protected]

Our Agenda TodayWhat PARCC Has Shared So Far

Similarities and Differences of PARCC Assessment and ACTAAP.

Understanding TEXT COMPLEXITY Using PARCC Samples and Wojcik Samples.

Learning How to Write PARCC EBSR and PCR Questions Using Samples Prepared by Wojcik

Breaking down the PBA Rubrics

Our Agenda TodayListening & Note-Taking Exercise plus Listening &

Speaking Activity

Mike’s Top Ten Things You Should You Do After This Workshop To Get Ready for the PARCC Assessment

Understanding the PBA: Narrative, Literacy & Analysis and the RST

Hands On Lesson To Teach Figurative Language Using Song Lyrics

What Has PARCC Told Us So Far????Two PowerPointsSummer 2012Summer 2013Practice Tests

Field Test

EOY

RST

Summative & Non Summative

EBSR PCR

REVISED ELA/Literacy EOY

In Grades 3-5 EOY, the revised test will have two fewer passage sets for students to read and 13 fewer test questions.

In Grades 6-8 EOY, the revised test will have one fewer passage set for student to read and resulting in 4 fewer test questions.

The Narrative Task of the Performance Based Assessment (PBA) will have its own SCORING RUBRIC. It will be separate from the Literacy & Analysis and Research Simulation Task Rubric.

• The high school teacher complains of the teachers in lower grades.

• Each grade teacher above first grade finds fault with the teacher in the grade below.

• The first grade teacher in turn is chagrined at the short comings of the home training.

And Now At The Top Of The List

The college instructor blames the

K-12 teacher !!!

Why We Have Common Core StandardsThe text complexity of K-12 textbooks has

become increasingly “easier” over the last 25 years. Research shows steep declines in average sentence length and vocabulary level in textbooks.

The text demands of college have remained consistent or increased over the same period. College students are expected to read complex text with greater independence than are high school students.

Why We Have Common Core StandardsAs a result, there is a significant gap between

students’ reading abilities and the text demands of their postsecondary choices. This means that high school seniors who can successfully read 12 grade texts may enter college and encounter texts that result in less than 50 % comprehension.

42 % of freshmen at community colleges and 20 % of freshmen at 4 yr. institutions are enrolled in at least one remedial course. Students who are enrolled in a remedial reading course are 41% more likely to drop out of college.

Adelman StudyThe academic intensity of a student’s high

school courses was a better predictor of whether the student would complete a BA degree than Class Rank, Grade Point Average, or test scores.

Enrollment in Carnegie Units in broad subject areas does not necessarily give the full picture. It is necessary to know what is actually taught in particular courses and whether it matches the demands for entry level courses in two and four year colleges.

Adelman StudyHis review of 31 different indicators including

enrollment in college prep English classes & remedial reading/writing classes and math enrollment levels and sequence resulted in a number of conclusions including:

1.Students enrolled in math beyond Algebra II were 50 times more likely to graduate on time from a 4 year college program.

2.Students enrolled in an AP English Courses but DID NOT earn a qualifying score of 3 or better were 25% more likely to earn a B.A. than those who were not enrolled in the class.

PARCC Summative Components

The Writing Section of PARCC called the Performance Based Assessment with focus on analytical writing and narrative writing. It will include the use of electronic media as part of the test administration.

MOVIE TIME

Literary AnalysisTask Narrative Task

Research Simulation

Task

Writing Strategies When Writing The PARCC Narrative

Use Narrative Elements including plot, characters, theme and setting.

Encourage students to use VOICE in their writing. Using VOICE means writing “To the Reader” not “For the Reader”

Compositional Risks hold the attention of the Reader Dialogue

Figurative Language

Writing Strategies For PARCC Narrative

PARCC will provide the student with a Narrative Story.

The student will be required to take the narrative elements from this story and remain faithful to those details while completing an independent story.

This is a delicate balance that needs to be maintained through utilizing the elements presented and using them in a meaningful way throughout the presentation of the student’s own narrative story.

In addition to writing a story, the student may be asked to (1) write an historical account of important figures (2) detail a scientific process or (3) describe an account of events, scenes, or objects.


Research Simulation

Task

PARCC Performance Based AssessmentLiterary Analysis Task

Measures the ability of the student to read complex text and compose an analytical essay.

Students will read two texts that are paired together with a common theme. They will answer several short comprehension and vocabulary questions, and write an essay that requires them to draw evidence from the text(s).

Mike reviews Paper Santa and Patsy’s Paradise passages with audience to determine Readability levels as determine by audience participants. (Hand-Out # 2)

Instructional & Assessment ShiftsThe Big Three

Text Complexity

Reading and Writing Grounded in Evidence from Text

Building Knowledge through Nonfiction Informational Texts

Yes, my son and you have to start reading more complex books. Before you go to bed, you and I will read the manual on how to tune up a car.

The Complexity

of“Text

Complexity”

Quantitative Measures of Text Complexity•Average Characters and Syllables per word•Sentence Length•Total Number of Words in Passage•Word Frequency•Total Number of Words Not on a Particular Grade Level Vocabulary List √

Qualitative Measures of Text Complexity•Illustrations – Do pictures tell the story or explain the vocabulary•Font Size•Considerate Texts: i.e. narrative vs informational

Reader and Task Considerations•Content, Motivation, Knowledge & Experiences of reader•Is it appropriate or familiar to that age group•Purpose and complexity of the task and questions asked

Quantitative Measures of Text Complexity•Average Characters and Syllables per word•Sentence Length•Total Number of Words in Passage•Word Frequency•Total Number of Words Not on a Particular Grade Level Vocabulary List √

Qualitative Measures of Text Complexity•Illustrations – Do pictures tell the story or explain the vocabulary•Font Size•Considerate Texts: i.e. narrative vs informational

Reader and Task Considerations•Content, Motivation, Knowledge & Experiences of reader•Is it appropriate or familiar to that age group•Purpose and complexity of the task and questions asked•Computer-based reading/assessment vs traditional paper/pen √

Readability Levels from the Pros for Patsy’s Paradise and Paper Santa. (Hand-out # 3)

http://www.readabilityformulas.com/new-dale-chall-readability-formula.ph

What are the different types of PARCC

Questions and how will the be scored ???

How Can teachers write PARCC Passages &

PARCC Questions – YES THEY CAN

Evidence-Based Selected Response

EBSR – Type 1A VOCABULARY Evidence Based Selected Response

Question with a Second Question to show evidence from the text that supports the answer given in the 1st Question.

SAMPLE (Part A): 1. [Part A] What is the meaning of the word “constantly” as

the narrator uses it in paragraph 4 of Kira-Kira? A. often

B. all-the-time* C. once in awhile D. sometimes

[Part B] Which detail from Kira-Kira uses a word or phrase that also means constantly?

A. Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, ‘Katie, say 'kira-kira, kirakira.* B. She was dismayed over how un-Japanese we were and vowed to send us to Japan one day. C. The blue of the sky is one of the most special colors in the world because the color is deep but see-through both at the same time. D. The dog burst from the field suddenly, growling and snarling.

ACTAAP Vocabulary QuestionApril 2014 – “Bobby Sings The Blues”

1. What does by the way mean as it is used in paragraph 1?

A. along the road B. in a louder voice C. on a different topic* D. toward this direction

Evidence-Based Selected Response

EBSR – Type 2Evidence Based Selected Response Question

with a Second Question to show evidence from the text that supports the answer given in the 1st Question.

SAMPLE (Part A):

2. What was Johnny Appleseed’s real last name?AppleseedAppleseed ManChapman AppleseedChapman*

SAMPLE (Part B) Find a sentence in the text with details that supports your response to question 1 and drag it into the box below

Most of the settlers never knew that his real last name was Chapman

Drag and drop three details from the story that describe the setting of the story.A. Cougar is the mightiest of the animals in the forest.*B. The next day, when the sun was high, Cougar came back along the same trail.*C. The mosquito began to bit the inner ear of the cougar, and drank from his blood.D. The mosquito bit him again and again.E. The cougar pawed at his ear, and ran around in a circle shaking his head.F. “Cricket, come out ! Let me meet your mighty cousin!”G. Cougar ran off down the trail, and never went that way again.*

Cougar is the mightiest of the animals in the forest.*

The next day, when the sun was high, Cougar came back along the same trail.*

Cougar ran off down the trail, and never went that way again.*

Create a summary of the story using three of the sentences below. Drag the three sentences that describe key ideas from the story into the boxes labeled “Summary.” The sentences should describe key ideas from the story in the order they happen.A. Katie believes that Lynn saves her life, but Lynn believes that Katie saved her.*B. Katie’s mother is disappointed that the girls use Japanese words incorrectly.C. Katie remembers when a dog ran out of a corn field and attacked Lynn and her.*D. Katie keeps Lynn’s diary in a drawer besides her bed.E. Lynn taught young Katie to say “kira-kira,” which was her first word.F. Katie and Lynn spend much of their time together as they grow up.*G. Lynn explains that the sky is special like the ocean or people’s eyes.

A. Katie and Lynn spend much of their time together as they grow up.*

C. Katie remembers when a dog rang out of a corn field and attacked Lynn and her.*

F. Katie believes that Lynn saves her life, but Lynn believes that Katie saved her.*

16. Read the Graphic Organizer

Event

Bobby’s momcalls him tobreakfast

Bobby decides toanswer only to his real name

Bobby sings his family asong

Event Event Event

Which story event belongs in the empty box?

A. Bobby’s family agrees not to call him his nicknames.B. Bobby asks for a dog and a skateboard.C. Bobby’s father calls him “Boychick.”D. Bobby rides his bike to the park. *

PARCC Prose Constructed Response (PCR)-Type 5

Elicits evidence that students have understood a text or two paired texts that they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual Performance Based Assessment.

You have read two stories where one family member saves another. Write an essay describing the mosquito from “Cricket and Cougar” and one of the main characters from “Kira-Kira.” For each character

•Describe how the thoughts, words, and/or actions of the character help you understand what the character is like

•Explain why the character chooses to save his or her family member •Be sure to include specific details from each story to support your ideas.

Lets Write Some PARCC Questions !!! Using Wojcik’s Literary Analysis Model Questions

Mike distributes Model Questions hand-out # 4. Workshop participants will write PARCC questions using Paper Santa & Patsy’s Paradise passages. Also hand-outs 5 & 6 for PARCC Sample


Research Simulation

Task

Student is given three different sources related to a certain topic. The RST mimics the skills that are often utilized to draft a traditional “research paper” except they will be using information from the given sources to support claims in a written essay.

PARCC choices of essay question include(1) An Essay to summarize the sources

(2) An Essay to explain why …

(3) An Argumentative essay

PARCC Performance Based AssessmentResearch Simulation Task


• The RST requires the student to SYNTHESIZE the three sources they are given. In terms of literacy, to synthesize is take two or more sources and treat them as if they were one. In the case of the RST, the students treat the two research articles and the video as if they were one.

• 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 additional supporting text and watch a video. Students answer a few questions about each text/video 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.

Mike Reviews RST Flow Charts

(Hand-outs # 6 & 7)

ANCHORTEXT

SUPPORTING SOURCEVIDEO

SUPPORTING SOURCE

TEXT

ANCHOR TEXT

“Scientists At

Work”

SUPPORTING RESOURCE

“Wilson Bentley” Passage

SUPPORTING RESOURCE

“Mary Anning” Video

ANCHOR TEXT

SUPPORTING RESOURCE

“Emperor Penguin” Passage

SUPPORTING RESOURCE

Video?????????

ANCHOR TEXT“An

Introductionto the

Dilemma”

SUPPORTING RESOURCE

SUPPORTING RESOURCE

Video?????????

Mike’s Top 10 Things to DoNumber

10

Number 9

Number 8

Number 7

Implement more Informational Reading in the classroom

Expose students to paired texts/passages with a similar theme.

Teach students the difference between “Compare” and “Contrast” when told to do so on a PARCC question.

Provide for short and sustained Research Projects beginning in Elementary Grades

Raise you hand if you know

the meaning of the word

**locavore**

USING LATIN ROOTS:LOCAVORE: The suffix "vore" comes from the Latin word vorare (to devour), and is used to form nouns indicating what kind of a diet an animal has.LOCAVORE: The prefix “loc”meaning place, local

Mike from New Jersey was a true locavore. He would never purchase or eat fruits and vegetables grown in a foreign country or even from the west coast of the United States. What is a Locavore?

A locavore is a person interested in eating food that is locally produced.


6

Expand students’ awareness and use of

Tier 2 Vocabulary through the teaching of contextual clues and Latin and Greek Roots beginning in the Elementary Grades

85 to 90 % of English words with more than one syllable are Latin based. Most of the remaining are Greek based. A single Latin root generates 5-20 English words.

Match the word on the left with its origin on the right

ketchuphospitalkindergartengingerdudevanillarobotchocolateimpalaalgebra

ArabicNative AmericansChineseAfricanGermanSlavic(Czech,Polish,Russia

n)IrishFrenchIndianSpanish


5

Number 4

Teachers and students (YES YES !!!) create Performance Based simulated assessments with emphasis on the disciplines of science, social studies and technology.

Teachers and students (YES YES !!!!) prepare EBSR, TECR and PCR questions.

Mike’s Top 10 Things to Do

Number 3

Develop note-taking abilities including the use of listening logs and styles with your students

Listening & Speaking Task Listening & Note Taking Activity

The Listening & Speaking Assessment will be divided into two different assessment types:Real Time Engagement: Students in grades 3, 5, 7, 9 and 11 will listen to a pre-recorded speech and/or media production and provide spontaneous oral responses to related and/or discussion topics (listening and speaking).Advance Preparation: Students in grades 4, 6, 8, 10, & 12 will conduct research using authentic topics, share their findings in a formal presentation (speaking), and respond spontaneously to audience questions (listening and speaking).

Mike’s Top 10 Things to Do

Number 2

Number 1

Be careful about purchasing commercial materials until after the release of the year 1 PARCC Assessment.

Work with students to use “voice,” “compositional,” risks and “figurative language” in their Narrative Writing

Great Rivers Educational Cooperative PARCC Workshop January 12-13 Presented by Mike Wojcik...

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