1. ELA Instructional Shifts and Higher Order Thinking 1

2. ESSENTIAL QUESTIONS 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? 2

3. OBJECTIVES Describe the types of questions on PARCC. Model the language of evidence based selected responses in questioning. Develop specific action steps for instruction in ELA based upon review of ELA PARCC sample questions. 3

4. AGENDA 1.Objectives and Agenda 2.Overview of PARCC 3.Task 1: Experience PARCC 4.Task 2: A Text Set 5.Task 3: Vocabulary 4

5. SHIFTS IN ELA/ LITERACY 5 Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents 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 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents 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.

6. So What Does PARCC Look Like? It includes 2 parts in English Language Arts and 2 parts in math. Massachusetts Department of Elementary and Secondary Education ● Massachusetts Department of Higher Education 6 English Language Arts Mathematics Part 1 PBA- Performance- Based Assessment (hand-scored) Late March—early April ●Writing effectively ●Analyzing print and video texts ●Solving multi-step problems ●Using abstract reasoning Part 2 EOY- End-of-Year Assessment (computer-scored) May ●Reading comprehension ●Understanding major grade-level appropriate math concepts

7. EVIDENCE-BASED SELECTED RESPONSE (EBSR)— 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. 7

8. TECHNOLOGY-ENHANCED CONSTRUCTED RESPONSE (TECR)— 8 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).

9. 5 TH 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.” Possible Main Ideas Possible Supporting Details Jonathan has his own 1000-yard zipline. "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 builder.* “Jonathan’s love of tree-house living began when he was a kid.” Jonathan works carefully so that tree houses do not hurt the trees.* "It was the most fun I ever had." Jonathan lived in a tree house when he was in college. "'I build a tree house so it helps the tree,' he says."* Jonathan advises readers to learn the names of trees. "'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 apple tree. “One of his favorite names is ‘Ups and Downs.’” 9 Main Ideas Supporting Details

10. PROSE CONSTRUCTED RESPONSE A task that requires students to write in response to a text. It may include a literary analysis, narrative, and research. 10

11. TASK #1: EXPERIENCING PARCC Take the ELA PARCC as a third, fourth, or fifth grade student. Fill out chart. Indicate the following: Question Number Standard Depth of Knowledge of Chart 11

12. DISCUSSION What patterns in the standards did you notice? What patterns in the Depth of Knowledge did you notice? 12 Ponder: What are the take aways for my daily instruction and planning?

13. TEXT SET 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. 13

14. LINKING THE TEXTS IN A SET 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. 14

15. 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. 3.Evaluate texts for inclusion in the set. 15

16. TASK 2: A TEXT SET 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. 16

17. VIDEO #1 https://www.youtube.com/watch?v=OHCRWfV1q5A 17 Instruction Shifts: Balance of informational and literary text Knowledge in the disciplines Staircase of complexity

18. UNDERSTANDING MAIN IDEA AND THEME 18 GradeQuestion K-1The main idea is not stated. How do you know what it is? Use the text to explain. 2-4The main idea is not stated. How do you know what it is? Use the text to explain your answer. 5-8How can you determine the main idea? Use the text to provide evidence. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 1: AXE Video

19. IDENTIFYING THE SETTING GradeQuestion K-1How does the setting affect the text? Give an example. 2-4How does the setting influence the text? Give an example from the text. 5-8What role does the setting play in the text? Include examples from the text to support your answer. 19 Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 1: AXE Video

20. ANALYZING CHARACTERS 20 GradeQuestion K-1How does the woman change her opinion about the bystander? Give examples from the text. 2-4How does the bystander change in the text? Support your answer with specific examples from the text. 5-8How does the woman change during the text? Use the text in your response. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 1: AXE Video

21. IDENTIFYING TONE 21 GradeQuestion K-1What is the tone of the text? What images let you know the tone? 2-4What is the text’s tone? Use the text to show how you know. 5-8What images does the author use to create the tone? Give examples from the text. Instruction Shifts: Text complexity Knowledge in the disciplines Text based Answers Writing from sources Academic vocabulary Text 1: AXE Video

22. VIDEO #2 https://www.youtube.com/watch?v=GsnEkTvq0-c 22 Instruction Shifts: Balance of informational and literary text Knowledge in the disciplines Staircase of complexity

23. IDENTIFYING MAIN IDEA AND THEME 23 GradeQuestion K-1What is the theme? How do you know? 2-4What is the theme of the text? Use details from the text to support your answer. 5-8What is the theme of the text? Give specific examples from the text to support your answer. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 2:Dove Commercial

24. IDENTIFYING POINT OF VIEW 24 GradeQuestion K-1What is the author’s point of view? How do you know? 2-4How 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. 5-8What 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. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 2:Dove Commercial

25. RECOGNIZING FIGURATIVE LANGUAGE 25 GradeQuestion K-1How do the two authors of each text help you see/hear/smell? 2-4What images or words in the two texts tell about the sights/sounds/smells? 5-8How do the authors help the reader experience the sights/sounds/smells? Quote words and phrases from the text. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 2:Dove Commercial

26. TEXT #3 http://www.usnews.com/news/articles/2013/04/18/unilever- faces-criticism-for-real-beauty-ad-campaign 26 Instruction Shifts: Balance of informational and literary text Knowledge in the disciplines Staircase of complexity

27. IDENTIFYING KEY DETAILS 27 GradeQuestion K-1How does this article relate to the two videos we watched? 2-4How do the key details in the videos relate to the key details in this article? Include specific examples from the text. 5-8Identify the key ideas in the videos and the article. How do these relate to each other? Use the text to support your answer. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 3: Informational Article

28. IDENTIFYING KEY DETAILS "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." 28 GradeQuestion K-1How does this quote support the main idea? 2-4Reread the quote above. What details does it have to support the main idea? Use the text to explain. 5-8Reread the paragraph above. Identify the details support the main idea in text. Give specific examples from the text. Instruction Shifts: Text complexity Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary Text 3: Informational Article

29. PROSE CONSTRUCTED RESPONSE 29 GradeQuestion K-1 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. 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. Instruction Shifts: Knowledge in the disciplines Text based answers Writing from sources Academic vocabulary

30. TASK #3: ANALYZING VOCABULARY Highlight vocabulary in the PARCC questions that you’d consider academic vocabulary. Generate a list of these vocabulary terms. 30 Ponder: How might we use this vocabulary in our daily instruction and planning?

31. ESSENTIAL QUESTIONS 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? 31

32. OBJECTIVES Describe the types of questions on PARCC. Model the language of evidence based selected responses in questioning. Develop specific action steps for instruction in ELA based upon review of ELA PARCC sample questions. 32

33. RESOURCES FOR TEXT SETS Primary sources from the Library of Congress, www.loc.govwww.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/ 33