PARCC Model Content Frameworks A Review

2 Structure of the Frameworks Examples of key advances from the previous grade; Fluency expectations or examples of culminating standards; Examples of major within-grade dependencies; Examples of opportunities for connections among standards, clusters or domains; Examples of opportunities for in-depth focus; Examples of opportunities for connecting mathematical content and mathematical practices; and Content emphases by clusters.

3 Principles Regarding the CCSS-M Focus and Coherence – Focus – time for emphasis, discussion, interaction – Coherence – arises from mathematical connections Connecting Content and Practices Higher Expectations: Conceptual Understanding, Fluency, and Application Note: PARCC will include several types of tasks. Task types will include shorter items and longer, constructed items.

4 Additional Resources PARCC Resources Progressions Illustrative Mathematics Common Core Tools

5 Description of Components Examples of Key Advances from the Previous Grade – Highlights some of the major grade-to- grade steps in the progression of increasing knowledge and skills detailed in the standards.

6 Description of Components Fluency Expectations or Examples of Culminating Standards – Highlights individual standards that set expectations for fluency or that represent culminating masteries.

7 Description of Components Examples of Major Within-Grade Dependencies – Highlights cases in which a body of content within a given grade depends conceptually or logically upon another body of content within that same grade.

8 Description of Components Examples of Opportunities for Connections among Standards, Clusters or Domains – Highlights opportunities for connecting content in assessments, as well as in curriculum and instruction. Examples of connections are highlighted to stress the need to avoid approaching the standards as merely a checklist.

9 Description of Components Examples of Opportunities for In-Depth Focus – Highlights some individual standards that play an important role in the content at each grade. The indicated mathematics might be given an especially in-depth treatment, as measured, for example, by the type of assessment items; the number of days; the quality of classroom activities to support varied methods, etc.

10 Description of Components Examples of Opportunities for Connecting Mathematics Content and Mathematical Practices – Provides examples of how students may engage in the mathematical practices as they learn the mathematics of the grade. – The following are general comments about connecting content and practices: Happens in the context of working on problems Making sense of problems involves the use of visual representations as tools

11 Description of Components Content Emphases by Cluster – Describes content emphases in the standards at the cluster level for each grade. These are provided because curriculum, instruction and assessment at each grade must reflect the focus and emphasis of the standards. – The Model Content Frameworks designate clusters as Major, Additional, and Supporting for the grade in question.