PARCC simulation and item analysis

PDIdea

Experience…a good teacher!

0 Plan for a simulation exercise

0 Choose an appropriate grade level

0 Use the PARCC sample items

0 Allow 30 minutes for the task

0 You will have 30 minutes to complete the task.

0 No talking or sharing during this time.

0 Think about the instructional implications this experience has for you in your role as an administrator, specialist and classroom teacher.

Simulation – Gr. 4 Literacy Analysis Task

0 Follow along in the answer packet as we review and discuss each item.

Plan for Analysis and Discussion

Item #1 - Vocabulary

Item #1 - Vocabulary

Item #4 – Second Reading “Kira-kira”

Item #4

Item #4 – Scoring Points

Item #5

Which sentence from the story provides the best support for the answer in Part A?

Item #5

Item #7 - PCR

Some points that Kathy might include:

Mosquito

• Cricket believes that cousin would avenge him

• Cricket describes as mighty• Tiny• Buzzed into cougar’s ear (not

afraid)• Bit cougar “again & again”

despite cougar trying to shake him loose

• Stopped when cougar promised to leave cricket alone

• Went in Cricket’s lodge to visit

Lynn• Older sister to Katie• Took care of Katie• Kept a diary which Katie treasures• Cares about animals (chased dog

into corn, saved from broken glass)• Loved Katie – taught her to look at

nature; hugged her; told her she was best sister…;

• taught her to look at sky, ocean and people’s eyes

• Saved Katie when the dog attacked even though the dog turned on her instead

Item #7 - Comprehension

Item #7 - Writing

Side by side BCR and PCR comparisons using samples on PARCC & mdk12.org and rubrics

PDIdea

Prose Constructed Responses0 Require questions and responses with enough depth to be

scored for writing.0 PBA scoring:

0 Narrative Writing – Writing only0 Literary Analysis & Research Simulation Tasks – Reading

Comprehension and Writing0 Responses scored for writing using condensed rubric in two

major areas – “Written Expression” and “Knowledge of Language and Conventions”

0 Teach students to use the rubrics to guide revisions and scoring

Read this invitation to a special party. Then answer the question below.Explain how the author makes this invitation interesting to read. In your

response, use information from the invitation that supports your explanation. Write your answer in the box below.

Grade 3 Public Release

PARCC Gr. 3

Sample Item – Part of Research Simulation TaskQuestion: You have read two texts about famous people in American history who solved a problem by working to make a change.

Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America.

0 In your article, be sure to describe in detail why some solutions they tried worked and others did not.

0 Tell how the challenges each one faced were the same and how they were different.

Score 3 MSA Reading Rubric

0 The response demonstrates an understanding of the complexities of text.0 Addresses the

demands of the question.

0 Effectively uses text-relevant information to clarify or extend meaning.

PARCC Reading Rubric

0 The student response provides an accurate analysis of what the text says explicitly and inferentially and references the text explicitly to support the analysis, showing full comprehension of complex ideas expressed in the text(s).

0 Grades 4&5 Rubric

Grade 3 – Written Expression

Grade 3 – Language & Conventions

0 Rubrics –0 download and distribute condensed rubrics0 We used the expanded rubric in EEA this past summer0 The rubrics may change based on field testing

0 White papers:0 PARCC Scoring of Prose Constructed Response Items

(includes suggestions for classroom use)0 Writing Forms for PCR Items (use to stimulate a variety of

writing forms in the classroom

Supports for developing PD

Keys for Transitioning to PCR’s0 Select a small group of related

texts for instruction0 Select a few integrated

standards0 Plan instruction that utilizes

text dependent questions that will scaffold to the PCR

0 Discuss, discuss, discuss!!!!

Writing: Common Core Style – Writing Process & On-demand writing that is source based

PDIdea

CCSS – Writing Standard 1 – MS Grades

Scaffolding the Standard

0 Examine the standard and it’s supporting standards and make a list of the skill related vocabulary that your students would need to understand in order to meet the standard.

Prewriting- Identify a topic or issue that you are knowledgeable about - Take a position and make a claim (make sure you have several reasons

in mind to defend your claim)- List all of your reasons for making the claim- Gather facts, details, statistics, and quotations to provide evidence for

each of the reasons- List alternate or opposing claims that someone might have with your

claims, reasons, or evidence.- Write reasons or evidence that you can use to counter those claims- Eliminate the reasons, evidence, and opposing claims that you can’t

strongly support- Create a logical order for your reasons and evidence (usually based on

importance)

Drafting

• Write an introductory paragraph that gives a limited amount of background information and grabs the attention of the reader. The claim should be expressed in this paragraph.

• Write supporting paragraphs around each reason. Provide evidence. Use explicit vocabulary and make clear transitions between paragraphs and sentences.

• Handle the alternate or opposing claims by addressing within the support paragraphs or write a separate paragraph(s).

• Write a concluding paragraph that restates your claim, sums up your reasons, and refutes the counter claim(s). Leave an impression!

Revising - Develop a Writer’s Checklist

Writer’s Checklist for Grade 6

Do I introduce the claim?

Do I support the claim(s) with:• Clear reasons• Relevant evidence• Credible sources• Demonstrate understanding of topic or text

Do I organize the reasons and evidence clearly?

Do I use words, phrases, and clauses to clarify the relationships among claims(s) and reasons?

Do I establish and maintain a formal style?

Do I provide a concluding statement or section that follows from the argument presented?

• Use your current editing checklist (confirm with grade appropriate CCSS)

• Share with classmates, teachers, or authentic audience

Edit and Publish

On Demand Writing for PARCC

0 Use process writing to teach “how to write”

0 Provide opportunities for “on demand” composition on the computer

0 Write questions that utilize more than one source and can produce an appropriate amount of writing

0 Teach students to read and understand the prompt and the rubrics

Selecting texts – Complexity, assessment vs instruction,scaffolding, digital vs print

PDIdea

PARCC Approx. Min./Max. Passage Length

0Grades 3 – 5 - 200 – 800 words 0Grades 6 – 8 - 400 – 1,000 words 0Grades 9 – 11 - 500 – 1,500 words

Extended =Upper End

Assessment only, students should possess the stamina to read independently and proficiently

A word about text complexity on PARCC

0 Students will encounter text that meets the grade band criteria 0 Readily accessible0 Moderately complex0 Very complex

Scaffolding“Just giving students complex texts doesn’t mean they will read and understand them.”

0 Fisher and Frey

0How much is too much?0When is it not enough?

How can we achieve this?0 For most students we can

teach reading strategies and the standards in grade level text.

0 Use the idea of the complexity bands to achieve a progression of text from readily accessible to more complex text.

0 Expose students to both paper and digital texts. Use the accessibility features of digital texts.

0 Develop stamina.

The teacher is key in making the decisions that will lead to student success. When to push forward when to hold back. How much is good struggle and when is it frustration?

What about our struggling students?

0 Continue to deliver intervention programs that have been selected or designed based on diagnosed needs.

0 Scaffold with text on the lower end of the range

0 Interactive read aloud or shared reading experiences for difficult pieces – structure, problem solving, critical thinking, etc.

0 Chunk text or use short texts for close reading

0 Teach students how to interact with print and digital text (notes, highlighting, glossaries, etc.)

An example of a digital resource: Rewordify.com

My grandfather’s barn is sweet-smelling and dark and cool; leather harnesses hang like painting against old wood; and hay dust floats like cold in the air. Grandfather once lived in the city; and once he lived by the sea; but the barn is the place he loves most. Where else, he says, can the soft sound of cows chewing make all the difference in the world?

-from All the Places to Love by Patricia MacLachlan

An Example of Book Talk

Only function I recommend using: Reverse No Highlighting

Click on settings – scroll down to “Default display settings” – click on “Reverse No Highlighting”

Provides level using their own leveling system

Not Lexile

PARCC Accessibility Features

0 UDL accessibility features available to all students during passage reading:0 Audio amplification

(multimedia)0 Background font/color0 Highlight tool0 Headphones or noise buffers0 Line reader tool0 Magnification/enlargement

device0 Note pad0 Pop-up glossary

Expectations of the Speaking and Listening standards and future assessments

PDIdea

0 Grades K-12 that will be field tested in early 2015 and ready for use in the 2015-16 school year.

0 While available for use in Grades K-12, the Speaking and Listening Assessment is required for use in Grades 3-11, per the PARCC Assessment System design.

Speaking and Listening

Students will engage with two modes of performance over the course of the year focused on speaking and listening skills:

1. Real Time Engagement (MODE 1) performances will entail real time engagement in the speaking and listening process. Students will listen to a pre-recorded speech and/or media production and speak/respond using spontaneous oral responses. Mode 1 performance based tasks will be administered in grades 3, 5, 7, 9, and 11.

2. Advance Preparation (MODE 2) performances will entail advance preparation in the speaking and listening process. Students will perform research using authentic and grade-appropriate topics, share their findings in the form of a formal presentation (speaking) and respond spontaneously to audience questions (listening and speaking); Mode 2 performance based tasks will be administered in grades 4, 6, 8, 10, and 12.

Speaking and Listening Assessment Performance Activities

0 The CCSS are designed to encourage meaningful integration of the Reading, Writing, Speaking, Listening, and Language standards.

Unit planning should include S & L opportunities throughout

Evaluation of units and lessons (teacher made, purchased, on-line, etc.) using the EQuIP Rubrics

PDIdea

0 EQuIP process 2013-140 Submissions of lessons and/or units by member states or

their local school systems0 Must be reviewed first by the submitting organization and

receive an E or E/I rating0 EQuIP jury is trained – a panel of at least 3 jury members

will evaluate each submission independently0 All E and E/I artifacts will be placed on Achieve’s EQuIP

website for member states’ use

EQuIP

http://www.achieve.org/EQuIP

EQuIP Rubric – K-2

0 http://www.achieve.org/EQuIP0 ELA/Literacy

0 Grade 1 – Julius Baby of the World0 Grade 3 - The Fisherman and His Wife0 Grade 6 – The Wolf You Feed0 Grade 7 - Module 1 - A Long Walk to Water0 Grade 7 - Building Evidence-Based Arguments: Doping0 Grade 7 - Development of the Adolescent Brain0 Grade 8 - Finding Home: Refugees 0 Grade 8 - The Story of an Hour0 Grade 8 - Varying Perspectives on World War II0 Grades 9-10 - Researching to Deepen Understanding0 Grades 11-12 - Macbeth

Juried Exemplar Units/Lessons Currently Available:

So What?

Preparing our teachers/ourselves:

0 Know your grade level standards and teach to mastery of the standards

0 Make a long range plan to assure thorough, non-rushed teaching of the standards

0 When adapting units, use the EQuIP rubric to assure quality

0 Choose texts wisely 0 Digital/print0 Gradient of texts

0 Work together as a team

Reading to Literacy

Thank you!Kathy Lauritzen

kathlaurit@yahoo.com