Grade 6 Julie of the Wolves was a winner of the Newbery Medal in This text, about a young Eskimo girl surviving on her own in the tundra by communicating with wolves, offers a story rich with characterization and imagery that will appeal to a diverse student population. Texts Worth Reading: 1

Grade 6, Item #1—Part A Which statement best describes the central idea of the text? a)Miyax is far from home and in need of help. * b)Miyax misses her father and has forgotten the lessons he taught her. c)Miyax is cold and lacks appropriate clothing. d)Miyax is surrounded by a pack of unfriendly wolves.

Grade 6, Item # 1—Part B Which sentence best helps develop the central idea? a)“Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” b)“Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”* c)“The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” d)He had ignored her since she first came upon them, two sleeps ago.”

Grade 6, Item #2—Part A What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? a)It illustrates the theme that human beings should keep the natural would pure and unpolluted. b)It shows how beautiful the setting seems to Miyax. c)It helps develop the theme that nature connects all living things together. d)It emphasizes how the setting of the story creates great challenges for Miyax.*

Grade 6, Item #2—Part B Which other sentence from the story serves a similar purpose? a)“Quietly she put down her cooking pot and crept to the top of a dome-shaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of the Arctic winter.” b)“They were wagging their tails as they awoke and saw each other.” c)“Winds scream across it, and the view in every direction is exactly the same.”* d)“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”

Grade 6, Item #3—Part A (Prototype) What does the word regal mean as it is used in the passage? a)generous b)threatening c)kingly* d)uninterested

Grade 6, Item #3—Part B (Prototype) Which of the phrases from the passage best helps the reader understand the meaning of regal? a)“wagging their tails as they awoke” b)“the wolves, who were shy” c)“their sounds and movements expressed goodwill” d)“with his head high and his chest out”*

Grade 6, Item #4—Part A (Prototype) Based on the passage from Julie of the Wolves, how does Miyax feel about her father? a)She is angry that he left her alone. b)She blames him for her difficult childhood. c)She appreciates his thorough knowledge of nature.* d)She is grateful that he planned out her future.

Grade 6, Item #4—Part B (Prototype) Which sentence from the passage best shows Miyax’s feelings for her father?” a)“She had been lost without food for many sleeps on the North Slope of Alaska.” b) “This could be done she knew, for her father, an Eskimo hunter, had done so.”* c)“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.” d)“And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”

Grade 6, Item #5—Part A (Prototype) Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. a)reckless b)lively c)imaginative* d)observant* e)impatient f)confident

Grade 6, Item #5—Part B (Prototype revised to create sample item) Drag and drop two details from the passage that support your response to Part A into the box labeled “Supporting Details.” Supporting Details

Grade 6, Item #6 (Prototype) In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

Students will be given several passages to read closely. EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts that can also provide models for the regular course of instruction. These tasks will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. Understanding the End-of-Year Assessment 13

The grade 7 example provides two Prose Constructed Response Items and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts. Questions Worth Answering? 14

Grade 7 Analytical Prose Constructed-Response Item #1 15

Final Grade 7 Prose Constructed-Response Item #2 16

Part A: Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.” Part B: Click on two facts within the article that best provide evidence to support the claim selected in Part A. Grade 7 Technology-Enhanced Constructed-Response Item 17 Claims Earhart and Noonan lived as castaways on Nikumaroro Island. Earhart and Noonan’s plane crashed into the Pacific Ocean People don’t really know where Earhart and Noonan died.

PARCC has revised the draft generic rubrics based on results from two research studies completed in spring/summer of The rubrics remain in draft form to allow for results of the upcoming field test to ensure effective rubric design. A white paper sharing ideas on potential means to use the draft generic rubrics is being shared with the release of the revised draft generic rubrics. In addition, PARCC has provided a white paper giving examples of the types of forms that may be elicited with PARCC Prose Constructed Response items. Additional Materials Released Simultaneously with the Sample Items

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Three primary components to the rubrics: A reading assessment component A written expression component (which has several sub-components) A knowledge of language and conventions component. The use of a single rubric—regardless of task purpose Allows for the focus of evaluation of the quality of a written response to be on key traits of quality of reading comprehension (including providing strong evidence from texts) Allows for focus on quality writing rather than on any single, discrete criterion Reinforces student preparation for prose to be written in college and careers, where quality is defined by addressing the demands of a task, rather than on an isolated skill

Proposed Writing Rubrics: Reading Portion 21

Proposed Writing Rubrics Written Expression: Development of Ideas and Organization Portions

Proposed Writing Rubrics: Written Expression: Clarity of Language and Knowledge of Language and Conventions Portions 23

Writing Forms for PCR Items: The PARCC Summative Assessments in Grades 3-11 will measure writing using three prose constructed response (PCR) items. PARCC seeks to create items that elicit writing that is authentic for the students to be assessed. The list represents a sample of the forms which may be elicited from students in response to PARCC Summative Assessment PCRs The list is provided to demonstrate the wealth of forms for writing that may be used to elicit authentic student writing.

In grades 3-5, students may be asked to produce: Adventure stories Autobiography Biography Book reviews Brochures Character Sketches Descriptions Diaries Encyclopedia or Wiki entries Endings Essays Explanations Fables Fantasy stories Fiction How-to-do-it articles Humorous stories Legends Letters Magazine articles Myths News articles Pamphlets Persuasive letters Reports Reviews Scenes (from a play) Short stories Science articles Science fiction stories Sequels Speeches ______________________________

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27 Task Types Type I: Tasks assessing concepts, skills and procedures Type II: Tasks assessing expressing mathematical reasoning Type III: Tasks assessing modeling / applications Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. Type I tasks will be machine scorable and will include innovative, computer-based formats. Type I tasks will appear on the End of Year and Performance Based Assessment components and generate evidence for measuring major, additional, and supporting content with connections to the mathematical practices as indicated in the PARCC Model Content Frameworks for Mathematics.* PARCC Model Content Frameworks for Mathematics Type II tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards. Type II tasks may include a mix of innovative, machine scored and hand scored responses. Type II tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content. Type III tasks call for modeling/application in a real- world context or scenario (MP.4) and can also involve other mathematical practice standards. Type III tasks may include a mix of innovative, machine scored and hand scored responses. Type III tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content. Sample Tasks Grade 6 (Slider Ruler) Prototype Items (You will be taken to the Dana Center site, which recommends the use of Firefox or Internet Explorer 9 to explore prototype items.) Prototype Items Kelvin's 100-Meter Dash (New!) Kelvin's 100-Meter Dash Prototype Items (You will be taken to the Dana Center site, which recommends the use of Firefox or Internet Explorer 9 to explore prototype items. Items on the Dana Center site require Flash Player.) Prototype Items

28 Task Types Type I: Tasks assessing concepts, skills and procedures Type II: Tasks assessing expressing mathematical reasoning Type III: Tasks assessing modeling / applications Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. Type I tasks will be machine scorable and will include innovative, computer-based formats. Type I tasks will appear on the End of Year and Performance Based Assessment components and generate evidence for measuring major, additional, and supporting content with connections to the mathematical practices as indicated in the PARCC Model Content Frameworks for Mathematics.* PARCC Model Content Frameworks for Mathematics Type II tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards. Type II tasks may include a mix of innovative, machine scored and hand scored responses. Type II tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content. Type III tasks call for modeling/application in a real- world context or scenario (MP.4) and can also involve other mathematical practice standards. Type III tasks may include a mix of innovative, machine scored and hand scored responses. Type III tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content. Sample Tasks Speed Prototype Items (You will be taken to the Dana Center site, which recommends the use of Firefox or Internet Explorer 9 to explore prototype items.) Prototype Items Reading Three Books (New!) Reading Three Books Prototype Items (You will be taken to the Dana Center site, which recommends the use of Firefox or Internet Explorer 9 to explore prototype items. Items on the Dana Center site require Flash Player.) Prototype Items Proportional Relationships (New!) Proportional Relationships

29 This item is pending fall release. Task Types Type I: Tasks assessing concepts, skills and procedures Type II: Tasks assessing expressing mathematical reasoning Type III: Tasks assessing modeling / applications Type I tasks include a balance of conceptual understanding, fluency, and application. These tasks can involve any or all mathematical practice standards. Type I tasks will be machine scorable and will include innovative, computer-based formats. Type I tasks will appear on the End of Year and Performance Based Assessment components and generate evidence for measuring major, additional, and supporting content with connections to the mathematical practices as indicated in the PARCC Model Content Frameworks for Mathematics.*PARCC Model Content Frameworks for Mathematics Type II tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements (MP. 3, 6). These tasks can also involve other mathematical practice standards. Type II tasks may include a mix of innovative, machine scored and hand scored responses. Type II tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical reasoning with connections to content. Type III tasks call for modeling/application in a real- world context or scenario (MP.4) and can also involve other mathematical practice standards. Type III tasks may include a mix of innovative, machine scored and hand scored responses. Type III tasks will be included on the Performance Based Assessment component and generate evidence for measuring mathematical modeling/application with connections to content. Sample Tasks Length of Segment AB (New!) Length of Segment AB

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PTA Parents' Guide to Student Success The National Parent Teacher Association (PTA) has created grade-by-grade overviews of the Common Core State Standards in for what students should be learning at each grade in mathematics and English Language Arts/Literacy in order to be prepared for college and careers. The Guide is available in English and Spanish. Achieve the Core Achieve the Core Achieve the Core is a website launched by Student Achievement Partners, an organization founded by authors of the Common Core State Standards, to share free, open-source resources to support Common Core implementation at the classroom, district, and state level. Resources currently available include the most recent edition of the K-2 and 3-12 standards in English language arts (ELA) and literacy for history/social studies, science, and technical subjects) as well as for K-8 mathematics ; K K-8 mathematics resources from the Standards Immersion Institute hosted for district leaders on January 19-20, 2012 in New York; and guides to writing text dependent questions. More materials will be shared in coming months.

Illustrative Mathematics Project Illustrative Mathematics Project The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions. Teaching Channel Common Core videos Teaching Channel Common Core videos The Teacher Channel aims to provide innovative videos and resources to educators to meet its goals of building teacher-driven professional learning, deepening and improving opportunities for teacher learning, and elevating and celebrating teachers in society. The website includes a growing collection of videos that focus on the Common Core State Standards, some of which focus on the background of the Common Core in certain grades/subjects, while others highlight instructional practices aligned to specific standards.

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Over the next year, PARCC will develop five online training modules for teachers, school leaders, and school site testing coordinators – each with a unique purpose. PARCC will produce modules with the following foci: 1. PARCC Common Assessments Overview 2. Introduction to the PARCC Mid-Year Assessment 3. Introduction to the PARCC Diagnostic Assessment 4. Introduction to the PARCC Speaking and Listening Assessment 5. PARCC Accessibility System It is anticipated that the modules will be available in June 2014.

Taking a “snapshot”… Just beginning? Developing practices? Full plan? ELA/Literacy & Math Where is my school, district or classroom in the transition to PARCC?

Thank You!