1. PART III
“Supporting Student Success: Understanding PARCC Expectations for Student Writing”
Lynn Vasquez
Director of Assessment
NMPED
Sheryl White
Webinar Facilitator
PARCC ELA OWG

2. Session Objectives
Understand the 3 PARCC written tasks or Prose Constructed Responses (PCRs)
Understand the PARCC Scoring Rubrics and scoring implications for the PCRs
Acquire general classroom strategies to support the elements in the PARCC rubric
Be informed about resources available for writing instruction
Q & A

3. 3 PARCC Written Tasks Unit 1: Literary Analysis Task (LAT)
Unit 2: Research Simulation Task (RST)
Unit 3: Narrative Writing Task (NWT)*

4. PARCC Data: From Evidence Statement Analysis Report
Written Expression: 75%-80% of score
Writing Knowledge: 25%-20% of score
Narrative highest statewide*
Students can achieve on PCRs!
Grade 6
Low, low income
Native American
ELL
Over 50 students

5. Literary Analysis Task
This task will ask students to carefully consider literature worthy of close study and compose an analytic essay.
There will always be 2 literature-based texts (stimuli) in this tasks and will follow a series of questions around both texts
The topic or focus for the analytic essay is driven from one or more Reading Literature standards and based on the Task Model for the unit

6. LAT Task Model Example-4th

7. Research Simulation Task
In this task, students will analyze an informational topic presented through articles or multimedia, the first text being an anchor text that introduces the topic. Students will engage with the texts by answering a series of questions and synthesizing information from multiple sources in order to write an analytic essay.

8. Research Simulation Task
The topic or focus for the analytic essay is driven from one or more Reading Informational standards and based on the Task Model for the unit
3rd Grade: will “read” and write from two texts
4th Grade: will “read” three and write from two
5th-11th Grade: will “read” three and most often write from all three

9. RST Task Model Example-6th

10. Intent of PARCC Writing Tasks
Allow students to elicit evidence demonstrating that they have understood a text or texts read
Allow students to demonstrate that they can communicate that understanding well both in terms of written expression and knowledge of language and conventions
Allow teachers the opportunity to provide feedback on how individual pieces of writing meet or do not meet the criteria for quality writing*
Written tasks should require writing to sources rather than to a decontextualized or generalized prompt

11. What is an Essay?
An essay is a piece of writing that focuses on one subject and a particular purpose. In learning institutions, it is assigned to students to develop and test their writing skills, comprehension, and creativity. An essay will direct you to:
Information about the content that you are supposed to cover. For example: point of view
One or more verbs, or direction words, that tell you what to do with that content. For example: analyze it, explain it, discuss it, or describe it.

12. PARCC Blueprints to Explain

13. PARCC Blueprints to Explain

14. PARCC Blueprints to Explain

15. PARCC Scoring Rubrics 2 sections for the LAT/RST Rubric
Reading Comprehension and Written Expression (RC/WE)
Knowledge of Language and Conventions
2 sections for the NWT Rubric
Written Expression (WE)

16. LAT/RST Scoring Rubric
Grade 3: 0-3 possible points for both sections
Reading Comprehension and Written Expression (RC/WE)
Knowledge of Language and Conventions
Grades 4-11:
0-4 points possible for Reading Comprehension/ Written Expression (RC/WE)
0-3 points possible for Knowledge of Language and Conventions
Points from Reading Comprehension and Written Expression contribute to the reading score*

17. 5 Rubric Elements RC/WE LAT & RST

18. 5 Rubric Elements in RC/WE
comprehension of text and accurate analysis
addresses prompt and development is effective and appropriate to task
clear reasoning supported by relevant, text-based evidence
effectively organized with clear and coherent writing
uses/maintains/establishes language effectively (formal)

19. Rubric: Comprehension of Text- Accurate Analysis*
In the LAT & RST reading comprehension is part of what is assessed in the rubric.
Can the student retell, restate, describe key ideas and details and infer messages from text read?
Lower comprehension = misconceptions about text and flaws ability to complete the task
Engaging with complex text is critical!
Grade 3 asks for description, explanation or comparison

20. Pitfalls with Comprehension and Analysis in Tasks
Lack of close and careful reading
Can retell, but not retain deep comprehension or infer from reading
May lack exposure to complex text
Analysis
Students often retell or provide a summary of text, but lack analysis
Analysis lacks depth
Analysis lacks focus

21. A Few Comprehension & Analysis Prep Strategies
Reading complex text with exposure to Tier 2 and Tier 3 vocabulary
Chunking text
Close Reading w Annotating
Discussing Text
Exit cards and questioning to assess comprehension
Short, daily routine writing tasks

22. Close Reading
“A significant body of research links the close reading of complex text – regardless if the student is a struggling reader or advanced – to significant gains in reading proficiency, and finds close reading to be a key component of college and career readiness.”
Is an an analytical classroom routine used to unpack the meaning of complex text.

23. Close Reading: Comprehension Questions Driven from Standards
General Understanding/Key Ideas/Details
Standards RL./RI. 1-3
2nd
Craft and Structure
Standards RL./RI. 4-6
3rd
Integration of Knowledge and Ideas
Standards RL./RI. 7-9
Followed by written task
Fisher and Frey Close Reading Progression

24. Read, Note, and Discuss
Although students cannot engage in partner talk during the assessment, build the habit of having students chunk out their understanding of the text from part to whole.
Follow by posing a series of text-dependent questions that analysis, rereading and require students to locate textual evidence.
Design a writing prompt.

25. Accurate Analysis Start small and increase complexity over time
With one text, then add additional text
Increase complexity of text(s) over time
Increase to more than one text
Use a single reading standard to to create a daily/weekly reading question that students can respond to in writing and provide text evidence
Have them regularly engage in and practice responding to questions and prompts based on a standard!

26. Single Text Routine Writing Prompts to Support Analysis*
Text: “Life in a Deep Freeze”
Text: “The Horses of Assateague”
Text: “The Amazing Penguin Rescue”
What is the main idea of the article? Provide least 2 details that support the main idea. (RI.3.2)
What explanation is there for how the horses have survived on the barrier island for so long? (RI.4.1)
Describe the process of cleaning the penguins. Was it a simple or difficult task? Use evidence to support your response. (RI.5.3)

27. Rubric: Addresses Prompt & Effective Development
Writing to the prompt is essential
Students should acquire strategies to understand how to unpack the prompt and understand what they are expected to write about
Development should in in the form of an extended response
The response should contain key points in response to the prompt; with comprehensive explanation, detail and support of the topic
Unpack

28. Pitfalls with Addressing the Prompt & Effective Development
Lower scores sometimes indicate that the student missed the mark when responding
Retelling and summaries are given instead of analysis
Response is not appropriate to task
i.e., persuasive essay
Effective Development
Lower scores of often a result of minimal amount of written response. 1 or 2 sentences is not adequate to demonstrate elements in the rubric.
Redundant, repetitive statements
Off topic writing

29. Which Can Be Adequately Scored?
Not a 5 paragraph essay, but strong score! 1
Grade 6 RST
1= limited comprehension, some incorrect info, no text references, no reasoning, general language 3
Grade 6 RST

30. Addressing the Prompt Reinforce need to read directions:
Purpose Setting Statement (PSS)
Read prompt in advance of reading texts…sets purpose
Unpacking prompt w/ graphic organizer
Turning prompt into a series of questions
Practice unpacking the prompt in class all the time!

31. Read the Directions: They Set Purpose for Writing
In the directions for each unit, there is a Purpose Setting Statement (PSS). That statement gives students a focus for their writing in advance.

32. Age Old Strategy: Read Prompt First

33. Research Simulation Task-Grade 7
Today you will research electricity and consider some of the methods used in science texts and videos to support different purposes. First you will read a passage that explains some general principles of electricity. Next, you will watch a video about fun ways to learn about electricity circuits. Finally, you will read an article that explains how different materials conduct electricity. As you review these sources, think about the purpose of each and the role that explanations, demonstrations, and/or descriptions of experiments play in communicating that purpose. At the end of the task, you will be asked to write an essay….
PROMPT: You have learned about electricity by reading two articles, “Energy Story” and  “Conducting Solutions,” and viewing a video clip titled “Hands-on Science with Squishy Circuits.”

34. In an essay, compare the purposes of the three sources
In an essay, compare the purposes of the three sources. Then analyze how each source uses explanations, demonstrations, or descriptions of experiments to help accomplish its purpose. Be sure to discuss important differences and similarities between the information gained from the video and the information provided in the articles. Support your response with evidence from each source.
UNPACKED:
In these three sources about electricity, what purpose does each source serve? What message does each convey? How does each source use explanations, demonstrations, or descriptions of experiments to convey its message?   Write an essay, providing evidence from each source to support your comparison.

36. Simple Triangle Graphic to Unpack the Prompt
Where the Red Fern Grows “The Lighthouse Lamp”
TEXT(S)
Essay
TASK
What type of writing?
Have students jot down on their scratch paper. Teach them to do that in class before they write. Do partner work…..
Impact of point of view on events.
Use both texts
Include events w POV
QUESTION
What is the writing about?
What needs to be included in my writing?

37. Effective Development
Planning/Pre-writing Activities (W.5)
Listing
Conserves mental bandwidth, easy, fast
Mapping
Provides visual picture, can help with organization
Note-taking
Can be done on platform or scratch paper, is a simple tool to ensure inclusion of important info
Outlining (scratch)
Topic statements, reasons, support, and conclusion. Supports organization, simple and fast

38. Four Square Note-taking

39. Rubric: Clear Reasoning & Relevant, Text-Based Evidence
In a nutshell, students must:
explain their thinking
why they think that way; and
how they are going to support it (facts, data, or observations and more!)
Elaboration on why and how greatly enhances their writing.
Students should not be repetitive or be evidence heavy!

40. Pitfalls for Reasoning & Relevant, Textual Evidence
Absence of lack of reasoning is included in student response
Clarity in what student is trying to communicate
Reasoning and evidence provided are not connected
Student loads up writing with textual evidence with no explanation
There is no original writing as it is directly copied from text.

41. Grade 4 RST Score 2 RC/WE

42. Reasoning and Evidence
Excellent organizer to take student through the process of defining their reasoning and relevant evidence.
Reasoning is used to explain to the reader why the claim is true or untrue. Reasoning should be logical, or make sense to the reader.
Evidence
But, reasoning is not enough to prove your argument.
You also need evidence that supports your reasoning. Your need to make sure you have enough evidence and that the evidence is related to what you’re talking about.
Your evidence can be any combination of facts, data, or observations.
Is It Relevant?
Relevant evidence is related to the argument. The easiest way to determine if evidence is relevant is to ask yourself, “Does this evidence support the main idea and does it make sense?” 

43. Organizer for Reasons and Evidence

44. What Do I Think? Why Do I Think It? How Can I Support It?
Claim/Point: What do I think?
Reason: Why do I think it?
Evidence (Relevant): How can I support what I think? Is it connected to the claim and reason?
What do I think?
Why do I think it?
How can I support it?

45. Prove It!
Follow up by writing an essay.
Modified from Solution Tree

46. Claim-Evidence-Reasoning-Elaboration
Explain, Analyze, & Add to the EVIDENCE to show HOW the evidence supports your CLAIM!
In the excerpt from My Home is Far Away, the main character, Marcia, differs from the generally accepted beliefs of how children should act. The narrator states, "She had read and written almost as soon as she walked and talked." This is different from most children, who learn to read and write during their first years in school. Also, Marcia had an exceptionally good memory, which set her apart from the rest of the children. She could memorize pieces long before her older sister, even though it was not her assignment. Both Marcia and Thea differed from the stereotypes of how children should act, and they faced difficulty because of it
Claim
Evidence
Reason
Elaboration

47. Ways to Cite Evidence
Text Evidence is another way of saying“evidence from the text.” This may be done by:

48. Use in Answering a Series of Questions
Repetition in supporting reasoning and evidence can negatively impact score for clarity, coherence and style. Train students to use a range of responses stems.

49. Dealing with Evidence Teach students to:
find one strong piece of evidence for each paragraph in their writing. Searching for specific ideas to support a claim or counterclaim is easier than collecting ideas in general. 

use quotes if a specific piece of language supports the key ideas in a single paragraph. “Pop” the quote in. Smooth out language later. 

paraphrase ideas when the evidence is spread out over multiple paragraphs. “Pop the paraphrased idea in. Smooth out language later. 


50. Rubric: Effectively Organized & Clear and Coherent
Easy to follow, a flow to the writing
Can tell the structure students chose to create essay
Thoughts are grouped together
Organization supports the writer’s message
Graphic organizers
Grouping of like thoughts
Use of transitions to show shift
Organized note taking

51. Pitfalls to Clear, Coherent & Organized Writing
Disconnected ideas
Thoughts not grouped together(claim, reasoning, evidence)
Lacks developed introduction, body paragraphs, and conclusion
Lack of transitions
Repetition
Organization is random and impedes reader’s ability to follow thoughts and ideas

52. F.Y.I. A 5 paragraph essay is not required
High scores can be achieved without 5 paragraphs and a formulaic approach
R.A.C.E. is a good prep for students but not always appropriate to the task!

53. Coherence
The flow of writing. The overall unity of a passage that has traits of a particular genre. “Understandability” of the writer’s ideas.
Ideas are organized in a structure that is clear, they are grouped together, and they are focused.
Without coherence, writing has no discernable meaning.

54. Coherence
Students need to know the organizational structures in texts.
What will the relationships be between paragraphs (main ideas of each paragraph)? This will lead to their choice of linking words.
Using a structure that makes sense will give the writing clarity.
You can give them multiple choices before they draft, this can be used to differentiate.

55. Cohesion Standards W1-W3 all address the idea of cohesion. link ideas
use a variety of transitional words and phrases to manage sequence, convey order, etc.
use words, phrases and clauses to create cohesion and clarify the relationship among ideas and concepts, claims and reasons, etc.
There are many resources online that list transitional words and phrases that are grade level appropriate. They include words and phrases that signal: time, place, order of importance, comparisons and contrasts, conclusions and summations, cause and effect. Adding these types of words/phrases help the reader follow the writer’s ideas and concepts more easily. As you work with students on improving cohesion in their writing, bring these words/phrases to their attention in what they are reading

56. Transition List & Bookmarks
time
place
order of importance
comparison and contrast
conclusions and summaries
cause and effect
link opinion to reasons or evidence
link ideas within or across categories
sequence of events/order
spatial or temporal relationships
signal addition

57. Cohesion These linking words need to be chosen on purpose.
How are the linking words building understanding in the writing?
These words can change the meaning of the writing.
Students should know the categories of these words and then build a collection in each category.
Have students sort the transition words and phrases and label a category.

58. Effectively Organized, Clear and Coherent Tools
Graphic organizers and activities
Add mailing labels with linking words written on them to your graphic organizer. Put the stickers where they will go in the paragraph.

59. Note-taking

60. Rubric: Uses Language Effectively & Effective Style
In the LAT and RST tasks, students should use formal language and avoid the following:
eliminate slang
abbreviations
texting language (LOL, BFF, etc.)
Specificity in language vs. general language
precise and descriptive
“the guy vs. Joseph”
Reduce repetitious language
Varied sentence structures
Use language from sources (from the text)

61. Pitfalls General language use
Repetition of beginning of sentences and sentence length
Lack of clarity
Lack of complexity in language usage, over-simplified

62. Sample Annotation
Repetitive and non-specific language (her missing things, taking her things,, doesn’t think she would take her things, feels something needs to be done, he faked his injury and Danny faked the injury because, think of all the good stuff), combined with minimal variation in sentence structures, contribute to a style that is only limited in its effectiveness. Grade 8 LAT Score 1

63. Classroom Supports for Language
Delete overuse of pronouns
Use the “2 highlighter method” after mini-lesson and modeling from teacher.
Green color used to highlight specific language; signals continuation of specific language, Tier 2 words
Pink color used to highlight generalities, overuse of pronouns, vague use of language that should be changed

64. 43 Words to Cut from Your Writing

65. Rubric: Writing Knowledge
Command of conventions and standard English at an appropriate level of complexity
Review grade level conventions Language Standards L.1, L.2, and L.3
Students should apply the grammar and conventions outlined in their grade level expectations, as appropriate.
Spelling errors* (their/there, our/hour)
Show language continuum
Revising
Editing
On level
Grace for students

66. Rubric: Knowledge of Language and Conventions
mechanics
grammar
usage

67. Rubric: Writing Knowledge
Students should engage in:
Short, mini-lessons on conventions and grammar
Many opportunities to apply learning though writing
Revising and peer editing own and other’s writing.

68. Narrative Writing Task
Narrative writing broadens the way in which students may use this type of writing. In this task, students may be asked to write a story (or the next part of a story).
Narrative prompt can be in seeral forms:
Letter
Diary or Journal entry
Extension of text (what happens after or what happened before)

69. Narrative Task Model 3rd-11th

70. Different Rubric for Narrative Writing
Written Expression
No Written Comprehension
Grades 3-5: 3 points
Grades 6-11: 4 points
Writing Knowledge
Grades 3-11: 3 points
Based on CCSS Standard W.3

71. Effective Development Organized Clear and coherent Effective language
Per the CCSS W.3, narrative elements include:
3-5:
establishing a situation
organizing a logical event sequence
describing scenes, objects or people
developing characters’ personalities, and
using dialogue as appropriate
6-8: in addition to 3-5
establishing a context
situating events in a time and place
developing a point of view
developing characters' motives
9-11: in addition to 3-8
outlining step-by-step procedures*
creating one or more points of view
constructing event models of what happened
Effective Development
Organized
Clear and coherent
Effective language

72. Pitfalls in NWT Doesn’t address the prompt Minimal development
Retells vs. continues or pre-empts text
Does not connect to passage read
Lacks many literary elements
Provides no closure

73. Narrative Task Tools

74. Ongoing Strategies Use PARCC Released Student Responses
Have students unpack well-written response
Compare a high and low scoring paper
Read annotations when provided
Highlight and model successful writing elements
Have students practice unpacking prompts
Highlight transitions
Identify how writing was organized
Provide suggestions for editing and revisions on lower scoring papers
Score student writing samples

75. Ongoing Strategies: Integrate On-Demand Writing into Your Curriculum
On-demand writing to standards-aligned prompts
Use text passages that are worthy or reading and writing about
Select a Reading Literature or Reading Informational standard that lends itself to the text being read
Compose a prompt that students can complete in one sitting that requires

76. PLC Scoring Calibration Work: Practice Papers
Score practice papers as a PLC and then visit the assigned scores. When annotations are available , read to solidify understanding of score.

77. ELL/SD Strategies Chunk text and unpack complex ideas
Sentence starters
Teach note taking strategies
model development of ideas
organize structure
show use of transitions

78. Resources http://www.illinoisliteracyinaction.org/
Click Grade Level and Go To Writing Resources

79. Resources

80. Resources

81. Sheryl White sherylwhite54@gmail.com

82. Next Webinar
Part IV: “Supporting Student Success: Creating Practice On-Demand Writing Prompts” November 1, :30-4:30

83. “My Reason, Your Evidence” Partner Work
Students work in partners to identify a reason and find relevant, supporting evidence.
Step 1: Teacher reads prompt from texts/passages students have read.
Step 2: Student A selects a reason they would include in writing and shares with Student B.
Step 3: Student B locates the relevant evidence.
Step 4: Students discuss together and determine if they should keep the provided reason and evidence. If evidence found or is not relevant, throw it out. Revisit reason.
Step 4: Change roles. Continue. Chart responses.