Understanding and Using the PARCC Model Content Frameworks for English Language Arts/Literacy AFT & NEA Item Review Boot Camp Dorothy S. Strickland, Ph.D. Professor of Education, Emerita Rutgers, The Graduate School of Education 1

Overview What is the purpose of the PARCC Model Content Frameworks? How are the English Language Arts Frameworks structured? How might they be used to improve classroom instruction, student learning, and student performance on the PARCC assessments? 2

PARCC Model Content Frameworks: Purpose The MCFs provide a bridge between the CCSS & PARCC Inform the development of PARCC Provide a frame for the PARCC Assessments Support the implementation of CCSS Curriculum development and instruction A Voluntary Resource developed with feedback from - Educator Leader Cadres (ELCs) - groups of 24 educators from each PARCC state 3

PARCC Model Content Frameworks: Structure For each grade level Narrative Summary of the ELA Standards* Model Content Framework Chart* Key Terms and Concepts for the Model Content Framework Chart* Writing and Speaking and Listening Standards Progression Charts *(Also included in K-2) 4

Section 1 Narrative Summary of the ELA Standards The Narrative Summary introduces the Model Content Frameworks and highlights the crucial and distinct insights from the ELA/Literacy standards at each grade level. 5

Narrative Summary of English Language Arts/Standards Example: - Kindergarten (excerpt) Kindergarten is viewed as a critical time for establishing the goals set forth in the Standards for Reading Literature and Informational Texts. This pivotal year, between pre-school and grade 1, provides the foundation upon which children learn, retain, and further develop skills and understandings upon which they build mastery throughout the grades. At the kindergarten level, children actively engage in group and individual reading activities with purpose and understanding (RL/RI.K-10). With prompting and support, they ask and answer questions about key details in a text ( RL/RI.K-1). They retell familiar stories; identify characters, settings, and major events in a story. They identify basic similarities and differences between two texts on the same topic. The Standards for Reading Literature RL.K.1-9) and Standards for Reading Informational Text (RI.K1-9) offer detailed expectations for Kindergarten. 6

Section 2 Model Content Framework Chart The Model Content Framework Chart presents a visual overview of the standards in a particular grade level, noting crucial reading demands and writing emphases for instructional planning. 7

8 Model Content Framework Chart for Grade 3

Section 3 Key Terms and Concepts for the Model Content Framework Chart This section explains the elements that appear within the Model Content Framework Chart. These elements not only play a key role within the standards but also reflect critical emphases that will be addressed within the PARCC Assessment System. 9

Example of Key Terms and Concepts for Grade 3 10

Section 4 Progression Charts Standards Progression Charts are included f or: Writing and Speaking and Listening The charts trace (in side-by-side fashion the changes to the standards between the previous and current grade levels. Each row of the chart is devoted to highlighting the shifts in a single standard. 11

12 Writing Standards Progression from Grade 8 to Grades 9–10 Grade 8, Standard 1 (W.8.1)Grades 9–10, Standard 1 (W.9–10.1) Write arguments to support claims with clear reasons and relevant evidence. a.Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d.Establish and maintain a formal style. e.Provide a concluding statement or section that follows from and supports the argument presented. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. c.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e.Provide a concluding statement or section that follows from and supports the argument presented. Writing Standards Progression from Grade 8 to Grades 9–10

Making Use of the Model Content Frameworks for Professional Development (a model prepared by Dorothy S. Strickland) The Goals - (1) Strengthen teacher knowledge and implementation of the Standards and their understanding of the Assessments that link to them (2) Provide information that helps guide instructional planning and implementation that truly integrates instruction and assessment for long term student learning 13

Making Use of the Model Content Frameworks for Professional Development The Goals cont. (3) Encourage a move away from “mindless” test taking practice to purposeful application of standards-based skills and strategies along with opportunities for on-going assessment structures that are modeled after the PARCC assessments and embedded in instruction (4) Foster collaboration among educators to improve practice and support student learning. 14

Making Use of the Model Content Frameworks for Professional Development Effective Professional Development -- promotes a shared vision - district/school/classroom is long term is embedded in practice - both teaching & learning focuses on - whole school & individual teacher needs involves collaboration - across & within grade levels 15

Fostering a Shared Vision Whole School Level Presentations and discussions of the CCSS and PARCC with an examination of curricular adjustments already made & possibilities for additional change Resources: Focus group levels - Long term, planned program of meetings (1) Self contained classrooms - same & contiguous levels (2) Departmental settings - ELA & Content Areas collaborate/share responsibility 16

The Process: in a Nutshell Plan long-term schedule of meetings; Learn all you can about the CCSS & PARCC Use what you know to plan/adjust curriculum Learn all you can about what your students know and are able to do relative to CCSS & PARCC Use what you learn to Scaffold and Differentiate instruction Focus on underlying tasks required to successfully meet standards and assessment Select strategies to try out; meet/share/discuss results; reflect & adjust practice; continue with new strategies/attempts at implementation 17

Departmental Settings Select & Focus on specific instructional strategies Meet, select & discuss strategies selected for special attention; address concurrently Address strategies one at a time throughout the year(s), consistently adding to repertoire ELA/L teachers - integrate strategies into ELA instruction, using both literary and informational texts Content Area teachers - integrate strategies into content areas under study meet/share/discuss results/review/revise 18

19 Effective Instructional Strategies ALL levels - ELA & Content Areas Use terminology associated with CCSS & PARCC as routine part of daily instruction (ex. analyze, summarize, explain, argument, main idea) Treat vocabulary as concepts; attend to word meanings/use as demonstrated in a passage Integrate/simulate “types” of tasks (PARCC prototype items) as instructional strategies applied to content under study

The CCSS and PARCC foster Learning How to Learn Teach to specific needs through a meaningful CCSS- based curriculum Avoid mindless practice on simulated PARCC or other assessment tasks in isolation of meaningful content under study. Mindless practice does not encourage the thinking and ownership of the processes needed for transfer to new situations. Effective Teaching and Learning IS Responsible Test Preparation 20