Presentation on theme: "PARCC simulation and item analysis PD Idea. Experience…a good teacher! 0 Plan for a simulation exercise 0 Choose an appropriate grade level 0 Use the."— Presentation transcript:
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
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
Side by side BCR and PCR comparisons using samples on PARCC & mdk12.org and rubrics PD Idea
Prose Constructed Responses 0 Require questions and responses with enough depth to be scored for writing. 0 PBA scoring: 0 Narrative Writing – Writing only 0 Literary Analysis & Research Simulation Tasks – Reading Comprehension and Writing 0 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.invitation to a special party Grade 3 Public Release
PARCC Gr. 3 Sample Item – Part of Research Simulation Task Question: 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
0 Rubrics – 0 download and distribute condensed rubrics 0 We used the expanded rubric in EEA this past summer 0 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’s 0 Select a small group of related texts for instruction 0 Select a few integrated standards 0 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 PD Idea
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 PD Idea
PARCC Approx. Min./Max. Passage Length 0 Grades 3 – 5 - 200 – 800 words 0 Grades 6 – 8 - 400 – 1,000 words 0 Grades 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 accessible 0 Moderately complex 0 Very complex
Scaffolding “Just giving students complex texts doesn’t mean they will read and understand them.” 0 Fisher and Frey 0 How much is too much? 0 When 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/color 0 Highlight tool 0 Headphones or noise buffers 0 Line reader tool 0 Magnification/enlargement device 0 Note pad 0 Pop-up glossary
Expectations of the Speaking and Listening standards and future assessments PD Idea
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 PD Idea
0 EQuIP process 2013-14 0 Submissions of lessons and/or units by member states or their local school systems 0 Must be reviewed first by the submitting organization and receive an E or E/I rating 0 EQuIP jury is trained – a panel of at least 3 jury members will evaluate each submission independently 0 All E and E/I artifacts will be placed on Achieve’s EQuIP website for member states’ use EQuIP
0 http://www.achieve.org/EQuIP http://www.achieve.org/EQuIP 0 ELA/Literacy 0 Grade 1 – Julius Baby of the World 0 Grade 3 - The Fisherman and His Wife 0 Grade 6 – The Wolf You Feed 0 Grade 7 - Module 1 - A Long Walk to Water 0 Grade 7 - Building Evidence-Based Arguments: Doping 0 Grade 7 - Development of the Adolescent Brain 0 Grade 8 - Finding Home: Refugees 0 Grade 8 - The Story of an Hour 0 Grade 8 - Varying Perspectives on World War II 0 Grades 9-10 - Researching to Deepen Understanding 0 Grades 11-12 - Macbeth Juried Exemplar Units/Lessons Currently Available:
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/print 0 Gradient of texts 0 Work together as a team