1. PARCC Assessments- What Do The Tasks Require Students To Do?
MSDE College and Career Ready Conference
Summer 2015
Welcome Participants and Introduce yourself
Click to the next slide for the outcomes for the session

2. Outcomes-Today you will learn:
The instructional implications from understanding the composition of PARCC items.
The instructional implications from understanding how PARCC items are scored.
Strategies that will help students become better problem solvers and confident on the PARCC assessment.
Explain the outcomes of this 90 minute session
Today you will learn
some instructional implications for your planning and teaching of mathematics, as we look deeply into the how PARCC items are written.
We will preview available PARCC resources that are used to write the items.
We will also review items from the PARCC Practice test to better understand what we can do instructionally to teach the mathematics so that students do their best effort to demonstrate their mathematical knowledge on the PARCC Assessment.
We are also going to introduce a strategy for students to use to do a better job of reading math word problems to help them understand the tasks and solve them accurately and with precision.

3. MD-CC-Ready Standards- Instructional Shifts
Focus: strongly teach the content focus of the standards using the mathematical progressions
Coherence: think across grades, and link to major topics within each grade.
Rigor: in major topics, pursue with equal intensity
Conceptual Understanding
Procedural Skill and fluency
Applications
To start ,we need to go back to what we have learned about the Shifts in mathematics instruction that the MD College And Career Ready Standards expect.
Quickly review the three major shifts in teaching
Focus- tells us what we need to teach- MDCC-R Standards have narrowed the amount of content to cover so that we may cover the content we have more deeply.
We have been provided information for which standards in our grade are Major, Supporting, and Additional Standards.
Major standards are where we spend the most time, however supporting and additional standards are to be interwoven and connected to the major standards.
Leads to second shift coherence.
Coherence is one of the biggest changes in how we teach the mathematics. Teaching with coherence means we should build new learning on previous learning whether it is purposefully connect the mathematics from the previous grade or with what you taught within the grade. It also means, as previous mentioned that we no longer teach math content in a silo. For example rather than a chapter or unit on multiplication and several weeks later a unit or chapter on measurement. We teach for deep understanding of multiplication and after students have a firm foundation on this operation and show some proficiency with computation, we show them how we use multiplication to teach area.
As we are teaching content the shift of rigor reminds us there are steps we need to take instructionally.
Equal intensity on conceptual understanding, procedural skill and fluency, applications.
This means when we instruct we need to make sure students understand the content before we teach them rules and procedural skills. Those should flow out of the understanding.
Then we give students time to practice the concepts and apply them in many ways.
These shifts help guide our planning and teaching of mathematics content, but we also need to teach and demonstrate the behaviors we want students to do so they behave and think like a mathematician.
These shifts give us insight what and how to teach the content. The Standards for Mathematical Practice give us insight how to develop our own and student behaviors to act like a mathematician.
CLICK

4. Standards of Mathematical Practice
Reasoning and Explaining
2. Reason abstractly and quantitatively
3.Construct viable arguments and critique the reasoning of others
Modeling and Using Tools
4.Model with mathematics
5. Use appropriate tools strategically.
Seeing Structure and Generalizing
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
Overarching Habits of the Mind
1. Make sense of problems and persevere in solving them.
5. Attend to precision.
The SMP can be grouped into four major areas of behavior that students need to do to be proficient mathematicians. When you look at it what are the behaviors students need to demonstrate instructionally.
How will learning the mathematics through these practices, help students demonstrate their mathematical knowledge and understandings on assessments?

5. Shifts in the Math Standards – Heart of PARCC Design
Focus: The PARCC assessment will focus strongly where the Standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency,
and application.
From the PARCC website we used slides from the PARCC organization.
Note PARCC says the instructional shifts we discussed from MD CC-R Standards are at the heart of the PARCC design

6. Applying The Shifts in Assessment
Shift #1 – Focus: The PARCC assessments will focus strongly where the Standards focus
Advance: 70% or more on the major work in grades 3-8.
Focus allows for a variety of problem types to assess a concept in multiple ways.
Students will have more time to master concepts at a deeper level.
From PARCC – we can see that 70% or more focus where the Standards focus.
Advance means implication for PARCC (70% or more of PARCC assessment content will focus on the major work in grades 3-8). What instructional implication does that mean for you?

7. Advances in Assessment Demanded by the Shifts
Shift #2 - Coherence: Think across grades, and link to major topics within grades
Advance: Integrative tasks draw on multiple standards to ensure students are making important connections.
The Standards are not treated
as a checklist.
PARCC items are developed around the shift of coherence.
Task will consider how content grows between grades and how mathematics is connected and applied within a grade.
Integrative tasks include multiple standards as well as SMPs.
What does that mean for your teaching?

8. Advances in assessment demanded by the shifts
Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design.
See slide wording.
Ask- What comparisons do you see between Instructional recommendations and assessment on PARCC?

9. Evidence-Centered Design (ECD)
Claims
Design begins with the inferences (claims) we want to make about students
Evidence
In order to support claims, we must gather evidence
Tasks
Tasks are designed to elicit specific evidence from students in support of claims
PARCC is using Evidence-Centered Design to drive the development of its summative assessments. Using ECD for design and development helps one clearly articulate assessment arguments.
What this means is for the assessment the design of the assessment begins with a claim about what students know and can do in mathematics (standards language)
We claim all third grade students understand the operations of multiplication and division, it’s meaning, its properties, how to fluently compute and find answers, recognize the operation in a real world problem, and apply it to other math concepts and problems
In order to support that claim, students need to provide evidence through tasks (problems) and demonstrate that knowledge.
Tasks are designed to elicit that evidence. To do that we need multiple types of tasks with a range of difficulty.
Confidential - Not for Distribution

10. Claims Driving Design: Mathematics
Students are on-track or ready for college and careers
Sub-Claim A: Students solve problems involving the major content for their grade level with connections to practices
Sub-Claim B: Students solve problems involving the additional and supporting content for their grade level with connections to practices
Sub-Claim C: Students express mathematical reasoning by constructing mathematical arguments and critiques
Sub-Claim D: Students solve real world problems engaging particularly in the modeling practice
Overall claims for mathematics
How do these claims reflect the intent of the standards and curriculum.?

11. Evidence Statements
Describe the knowledge and skills that an assessment item or task elicits from students.
Clarifies what is being assessed
Highlight the advances in the standards, especially coherence
What are evidence statements?
Review slide

12.
The PARCC Website has a wealth of resources ..If possible go to the hyperlinked title and access the website.
One resource we will use today is available to you on this website, Informational Guide.
This guide has information about the assessment as well as the Evidence Statements for each grade.
Turn to page 8 in grade X
You will notice there is a color coding organization to the evidence statements
Some evidence statements will be used for items that are only on the Performance Based Assessment.
Other Evidence Statement will be applicable on only the end of year…
( with the move to one test administration, there will be no need for PBA and EOY)
Reference the binders on the tables and have participants take a look at their own grade
MT these doc are behind the white tab in your binders

13. Types of Evidence Statements
Use the exact language of the statement.
Uses the number of the CCSS
Focuses on specific parts of standard
3.OA.7-1
Be integrative (allows for more than one of the standards)
3.NF.A. Int.1
Evidence Statements describe how we are going to measure the standards,
There are five types of Evidence Statements
Review the five types of evidence statements
You may reference pages 6 and 7 in the Information Guide
This slide refers to the Evidence Statement discussed on page 7
Click to go to the next slide for the Evidence Statements on page 8

14. Types of Evidence Statements
Focus on mathematics reasoning
3.C.2- content scope 3.OA.6
Focus on mathematics modeling
4.D.2 – content scope 3.OA.A, 3.OA.8, 3.NBT, and/or 3.MD
Explain the last two types of Evidence Statements
These are shown on page 8 of the Informational Guides
These statements describe the knowledge and skills the items and tasks will elicit from our students.
Let’s look at the three types of items that will be used to measure the evidence. CLICK

15. Table Talks Divide into four groups
At each table there is a problem that exemplifies each type of task.
Participants should:
Do the problem
Identify which type of task (Task I, II, III)
Instructional Implications
Place one type of problem on four tables
Divide the whole group into four groups.
Have participants go to the first table and complete the task and do the things listed on the slide.
After about 5-6 minutes, participants will take the copy of the problem from that table and move to the next table and problem type.
Repeat the procedure for the next problem
Participants will rotate through each of the four tables until the problems are all discussed
Regroup for a full group discussion.
Use the next set of slides to discuss each problem type and evidence statements.
Also have participants explain their instructional implications
On the PARCC Points slide review additional information about PARCC that participants may not have contributed.

16. Task Type I- Sub Claims A & B
Assesses concepts, skills, and procedures from all grade level content (A-Major Content, B-Supporting and Additional Content)
Measures three parts of rigor and any of the math practices
Machine Scored
After participants have finished solving all the problems, bring them back to the whole group to discuss each question
Problem is an example of a Task Type 1- review the features of a type 1 task as shown on the slide
There are three types of tasks in PARCC
Each type measures the different Sub Claims
Type 1- measure sub claims A & B.
A- is Major Content
B- is Supporting and Additional Content
Measures all parts of Rigor- Conceptual Understanding, Procedural Fluency, and Application
ALL SMPs
Machine Scored

17. Type 1 Task Examples Discuss the first problem which is a Type 1 Task
Some ideas to review:
What does a type 1 task measure? (Type 1 tasks will measure major content of the grade.)
Type 1 tasks can be one part or have a part A and part B
This is a type 1 task that only has one part. This is a drop and drag problem where students select the answers for each box in the answer and drag it to the correct box.
This is evidence statement 4.NF.2-1
What is type of evidence statement is being assessed by this task? (Focusing on one part of the standard)
Use the binders on the table to find the evidence statement, read the statement and then solve the problem.
Click to the next slide to show the answer.

18. Answer Key and Evidence Statement
Answers D, E
Evidence Statement is 5.NBT.3a
Read, write and compare decimals to the thousands.
Read and write decimals to the thousands using base-ten numerals, number names, and expanded form
Clarifications
Tasks have thin context
Tasks assess conceptual understanding, e.g. by including a mixture (both within and between items) of expanded form, number names, and base ten numerals.
Review the answers and evidence statements
This is a one point item. Students must identify both answers to receive the point.
Evidence statement s 5.NBT. 3 a
Which type of Evidence Statement is 5. NBT.3a? (measure part of a standard)
Have participants turn to page 13 in the Informational Guide for grade 5
Have them find and read the Evidence Statement.
Ask- Is this statement being measured in this item? (yes)
What clarifications are given (click to display them on the screen)
Note the first column on the page, What information is given? (type of sub claim)
What is being measured? (Major Content)

19. PARCC Points Teach the Major Standards
Begin with Conceptual Understanding
Teach multiple representations
Use and expect students to use math vocabulary
Note ‘e.g’s’ in Evidence Statements and Standards- include during instruction
Ask participants to the Instructional Implications for Type 1 tasks
Then summarize/share information on the slide.
We just saw one example of a Sub Claim A, Type I task
Let’s look at a few others.

20. Task 1- Two Parts
The Second Problem is also a Type 1 task, but has two parts
Type 1, Sub Claim A- tasks can also be a two part assessment
It is machine scored and is based on any of the content.
The Evidence Statement that this item is based on is what type of task? What is being measured?
Take a few minutes to find the evidence statement in your binder and then solve the problem.
4.NF.A Int.1

21. Answer Key Evidence Statement 4.NF.A.Int.1
Solve one-step word problems requiring integration of knowledge and skills articulated in 4. NF.
Content Scope 4.NF
Clarifications: Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Standard 4.NF.A: Extend understanding of fraction equivalence and ordering
Review the answer and the evidence statement.
What does INT stand for in the number for this evidence statement?
What instructional implications can you share about this type of item?
Click to the next slide which had PARCC Points to share or summarize.

22. PARCC POINTS
Provide tasks with one step problems in two different parts
Teach Major content
Practice the Equation Editor
Encourage Math vocabulary
Encourage mathematical precision

23. Task Type II- Reasoning
Sub Claim C
Hand scored
Assesses expressing mathematical reasoning. Tasks call for written arguments/justifications, critique of reasoning or precision in mathematical statements.
Problem 3 is a Task Type II- Reasoning
Go through the slide
Let’s discuss Problem 3

24. Type II Reasoning Task 4.C.5-5/4.NF.7 Facts about Problem 3-
PARCC online item # 10
Reasoning 4.C.5-5/4.NF.7
What in the evidence statement tells you this is a Type II Reasoning Task ? (C)
Why C- comes from sub claim C assesses reasoning.
Note 4.C.5 tells us the grade 4, integrated task, 5th ES in this grade.
Solve the Parts A and B on you paper, discuss your responses with a partner. As you discuss the two parts you can show slide 25 and then 26. Slide 27 has the answer key for A and Rubric for B.
4.C.5-5/4.NF.7

25. Part b of Problem 3

26. Answer Key- Modeling Task
Review the Rubric for Problem 3
Notice Part A student receives on point for correct computation of 5.
Then in Part B there are 2 possible points for reasoning.
One point for identifying Christys’ incorrect reasoning.
Another point for giving a valid explanation of how to correct the reasoning and provide the correct comparison.
After reading the evidence statements and completing this task and seeing the scoring, what instructional Implications do you want to remember as you plan future mathematics lessons for your students?

27. Type II- Reasoning Task
Evidence Statement-4.C.5-5/4.NF.7 Distinguish correct explanation/reasoning from that which is flawed, and if there is a flaw in the argument-present corrected reasoning. Content Focus- 4.NF.B CCSS 4.NF.B Build fractions from unit fractions by applying and extending previous understandings of operations of whole numbers.
Problem 3
Reasoning 4.C.5-5/4.NF.7
What in the evidence statement tells you this is a Type II Reasoning Task ? (C)
Why C- comes from sub claim C assesses reasoning.
Note 4.C.5 tells us the grade 4, integrated task, 5th ES in this grade.

28. PARCC Points –Type II Provide flawed reasoning tasks
Identify the flawed reasoning- specifically state the error
Explain how to correct the flawed thinking
Show the correct way to solve the problem.
It is important for students to identify what was incorrect in the thinking-specifically state the error
AND show how corrct

29. Type ll A Second Example
This problem was not in the packet but it is another type of reasoning problem to solve.
PARCC Practice Test online Grade 4, PBA #14
Evidence Statement 4.C.4-1/4.NF.1
Grade 4m /Reasoning Task 4-1
Content is from 4. NF.1- Explain why a fraction a/b is equivalent to a fractions (nxa)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Note the second sentence- Explain how you can use the model to show 1/3. Then write a fractions that is equivalent to 1/3.
Not all reasoning problems are about finding incorrect thinking or errors in other student’s work
Reasoning is explain HOW the model is used to show the mathematical concept.
This is different from MSA where the model was used to demonstrate the reasoning. ON PARCC This is requires much deeper thinking.
4.C.4-1/4.NF.1

30. PARCC POINTS Explain how the model helps demonstrate the mathematics
Students need to use models and then connect them from the concrete to the abstract. (Representational Stage) important
Students need practice explaining orally and then in writing with precision
Students should represent the mathematics with the correct equation

31. Precision
Use correct mathematics vocabulary, symbols, and numerals for the problem
Compute with Accuracy
Carefully copy all parts of the solution from scrap paper to the online answer area.
Understand the difference between expressions and equations.
Record thinking algebraically
Specifically write the correct equation or equations for the problem.
Students need to represent their work algebraically.
Equations do not have more than one equal sign.
Run on equations are not correct representations.
Make sure equations or an equation is the correct modeling of the mathematics in the problem.

32. Task Type III- Modeling
Sub Claim D
Hand scored
Assesses modeling/application in real world context or scenario and can also involve other mathematical practice standards.

33. Type III- Modeling/Application
PARCC Practice Item #16
5.D.1/ 5.NBT.5
Grade 5, Modeling/Application, 5th modeling item in grade 5
Content NBT.5
5.D.1/5.NBT.5

34. Task Type III- Modeling

36. Evidence Statement -5. D. 1 Content NBT
Evidence Statement -5.D.1 Content NBT.5 Solve multi-step contextual word problems with degree of difficulty appropriate to Grade 5, requiring application of knowledge and skills articulated in Type 1 Evidence statements located in either PBA only or PBA and EOY sections of this document. Type II Reasoning Evidence Statements will not be used when developing Type III Modeling items.
Evidence Statement- grade 5, modeling, first modeling evidence statement in grade 5. Page 12 of grade 5 Informational Guide
Evidence Statement language
NBT 5
5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

37. Modeling in K-2 Multiple Representations
Represent a problem in multiple ways
Numbers (spoken and/or written)
Words (spoken and/or written)
Drawing Pictures
Using objects
Acting out
Make a chart or list
Writing equations
Connect and explain the representations and connections.
In K-2 Modeling means that students experiment with representing the problem situations in multiple ways.
As concepts are taught and tasks are given students should work through the levels of abstraction, beginning with the concrete (acting out the problem, using objects to represent the problem, then explaining the problem by connecting the objects to the words and numbers in the problem)
Students can also make charts, lists or draw pictures to explain their work.
Students may also write equations and expressions to represent the task.

38. Modeling in Grades 3-5 Use all of the multiple representations K-2
Make connections between the different representations
Be able to explain the connections
Accurately represent the mathematics in the problem with the correct equation or equations
Gr 5- evaluate the utility of models to determine which is most useful.

39. PARCC Points for Type lll Tasks
Teach concepts using the Levels of Abstraction
Demonstrate and have students use multiple representations
Note: Representations should lead students to demonstrate the mathematics using numbers and symbols
Mathematics Vocabulary
Precision

40. Summary- PARCC Points
Download a copy of the Informational Guide for your grade level.
Become familiar with what students need to know and be able to demonstrate.
Incorporate the SMPs into every mathematics lesson.
Review the PARCC Points and then transition to the next slide,

41. PARCC Points
Create or find problems that are Integrative, meet Sub Claims II and III.
Concentrate on the Major Work and infuse supportive standards and additional standards
Stress precision of answers using numbers and words
Others?
Go over the first two bullet points
Ask participants to add any other points they would like to add

42. PARCC Items
 Solve problems involving the Major work of the grade with connections to the practice standards.
Solve problems involving the Additional and Supporting work of the grade with connections to the practice standards.
Express mathematical reasoning by constructing mathematical arguments and critiques.
Solve real-world problems by engaging particularly in the modeling practice.
Demonstrate fluency in the areas set for in the content standards for Grades 3 – 6
This slide shows a summary of the ides we have been discussing. This is from PARCC Framework document. It tells us what students need to do and demonstrate.
What instructional implications stand out for you ?
Solving problems is a challenge for our kids. In fact I hear teacher say (CLICK)

43. The Problem
with Word Problems is
they have Words.

44. Read Plan Solve Check Problem Solving Plan
Many students have learned this 4 step problem solving plan
Where do the students in your room have difficulty?
Students have difficulty understanding what the problem is all about
They have to read it very carefully
In your classrooms, you are teaching students a strategy for reading for details- Close Reading,
We can use this strategy in math as well. (CLCIK)

45. Close Reading in Math Three Read Process/ 5 Steps
Read the problem without stopping
Read For Details
Third Read- Read to Represent (model) the problem.
Represent the problem using numbers and symbols- solve the problem.
Check your work-Go back to the Problem
In Math students can apply what they have learned in ELA to help them solve word problems. We can use a three read process to dig for the details.
Slides included to do an overview of the Three Read Process for using Close reading strategies to read and understand math word problems.
Slides provide an overview of the three read process.
Explain to participants this is an overview to the three read process for math, we will examine each step in more detail and look at some PARCC Points for you to keep in mind for instruction.

46. Teaching the Close Reading Strategy for Math
Scaffold the steps.
Teach one step at a time until students demonstrate proficiency with that step.
Add the next step in the Three Read Process.
Note: There is a ‘teacher guide’ with steps for teaching the Close Reading strategy for Math in CCR section and in your packet of handouts
Explain that students should not be expected to do all the steps in this process at one time.
The steps should be scaffolded .
Begin with problems that students can easily read. Have students only do the first step. Read the problem and give a summary of what the problem is about.
Don’t worry about solving the problem, focus on helping students explain the problem in their own words, what is happening in the problem.
Once students are proficient with step one, then have students do step one and introduce step 2, so on.
Today we will go through this procedure with all the steps and talk about some PARCC Points for each step.
In your handout there is a ‘teacher guide ‘ for you to use when teaching this strategy to your students.
Use what you do in your classroom for close reading in language arts as much as possible. Students should see this an application to the content areas.

47. First Read PARCC Points- SMP
#1-Make sense of a problem and persevere in solving them
#7- Look for and make use of structure
PARCC Points-
Students need to be able to read and understand the task in order to solve it.
Mathematical vocabulary**
MT Prep- Hang the Close Read laminated poster and the laminated graphic organizer. Use the graphic organizer to fill in feedback from the class as each step in the close reading strategy is used.
Explain that copies of the Close Read Poster, Graphic Organizer and TG are found online CCR
Explain the first read is aligned to two SMPs--- See slide
This first read also assist students on PARCC since students need to be able to read and understand the problem in order to solve it.
We also know students need to be familiar with authentic mathematics vocabulary
During instruction use and explain math vocabulary to teach math concepts and expect and guide students to use it as well. l

48. Your Turn Materials: Read the Introduction and Part A of the task.
Close Reading in Math Organizer
Practice Test Item
Read the Introduction and Part A of the task.
In the organizer, use the box for Step 1 to tell, in your own words, what the problem is about.
Provide participant with the:
Close Read graphic organizer
Copy of the problem Jian’s Honey Sales
Note: This problem was selected to demonstrate the steps in the close reading strategy and how to handle 2 part problems.
Provide the materials for each participant , direct the participants to only read the introduction and part A of the task. Have them write use their own words to complete the first box in the graphic organizer to give an over view of what the problem is about.
Provide time for participants to complete that step, then use the sample questions below to guide a discussion. CLICK to the next slide
MT- complete step 1 on the laminated poster to illustrate how to use the organizer.

49. Discuss Think-Pair-Share
Share your ideas with a partner and show where the information was found in the problem.
Sample Questions:
How would you describe the problem in your own words?
How would you describe what you are trying to find out?
Remind participants, this skill will need to be practiced over several days, don’t rush this step or the other steps. Provide times for students to read and tell what the problem is about.
Then transition to the second read by saying something like, “You have been practicing reading math problems and can tell what the problem is about. Now we are going to add a second step. Lets read the problem again, think about what we heard discussed and now dig deeper in the problem (CLICK)
Provide time for partners to share their answers in Step 1. Ask participants to explain where they found the information in the problem.
Sample Questions to ask
How would you describe the problem in your own words?
How would you describe what you are trying to find out?
What information is given in the problem that is tells you how to describe the problem and describe what you are trying to find out?
Then transition to second read by saying something like, After students demonstrate proficiency with this first read, introduce the next step- Re Read the Problem for Details (click)

50. Second Read- Read for Details
* information that is important and will be used to solve the problem
*- Vocabulary, numbers, units
Circle- any information that does not make sense.
PARCC Points- Students will need to be precise in their answers, use numbers, units from problem
Vocabulary- know and understand
For the second Read- Students will now re read the word problem for details
Go over the slide
Stress- PARCC students need to use the numbers from problem, understand the units, be able to read charts and graphs with meaning. Mathematics vocabulary is very important. Know the meaning of the vocabulary and use it correctly in their answers. NO acronyms or short cuts will be used for a perfect score.

51. Your Turn- Second Read Read for Details
Reread the problem and on the organizer in the box for Step 2, write important details for solving the problem.
Don’t solve it yet!
Share your ideas with a partner and show where the information was found in the problem.
Have participants use the same problem and do a second read to read for important details. Have participants use the Close Reading Organizer (Second box, Step 2) to record the details found in the problem.
(click)

52. Think- Pair- Share, Discuss
What problem structure (type) does this problem represent?
What patterns, properties, and structures of an operation are found in the problem?
What do the numbers in the problem represent?
What information did you find in charts or tables, diagrams?
How did these visuals help your find the answer.
What information does not make sense?
What word do you not know or understand?
What information is missing?
After participants have shared with each other, bring them back together as a group and ask participants to share the information they found in the problem. Ask them to show where the information is found in the problem. Use a few of the questions from the slide to lead a discussion to bring out all the important information from the problem.

53. Third Read- Read to Represent (Draw)
SMPs
#4- Model with Mathematics
#5- Use appropriate tools strategically
# 7- Look for and make use of structure
Students who visualize a problem are better able to solve the problem correctly.
Students transfer from pictorial to abstract numbers to represent the problem.
During the third read, students will now use the information from problem to represent the problem
During instruction demonstrate and have students use graphic organizers (part-part- whole mats), ten frames, tape diagrams, etc.. to show the problem. Show them how to draw manipulatives ( for example base ten blocks Represent flat with a square, a long with a straight line and a unit with a small square or large dot.
Click to review PARCC Points
PARCC Points- Students need to v

54. Third Read- Read To Represent (Draw)
PARCC Points-
Multiple representations
Students need to explain how a model helped them solve the problem.
PARCC uses models- number lines, tape diagrams, geometric shapes, etc..
PARCC Points-
Guiding Questions-
What did you use to model the problem?
Explain what the model represents, What is it about the model that helps you solve the problem ?
What expression or equation could be used to represent the model?
Have participants, read the problem a third time

55. Your Turn- Third Read
Read the problem a third time. Use the box for Step 3 to represent the problem with a drawing.
Label the drawing with information you know from the problem. Put a ? For the unknown information.

56. Third Read- Think-Pair-Share
Work with a partner to share your representation.
Explain how your drawing represents the problem using the information was from the problem.
Identify what is the unknown
Have participants follow the procedure outlined on the slide.
Go to the next slide to lead a whole group discussion on this third step

57. Step 4- Solve the Problem
SMP # 1 Solve Problems and Persevere in Solving Them
SMP # 6 Attend to Precision
Return to the same problem and direct participants to use all the information to solve the problem.
Note SMPs on the slide and Review the PARCC Points
All the steps from 1-4 have helped them reach this point where they need to answer and solve the problem.
Students must attend to precision to reach the highest number of score points on open ended items.
They must read the problem carefully and then represent the problem accurately using numbers and symbols,
Record with accuracy and precision (correctness)
Ask the following questions:
What information from the problem did you use to help you solve the problem?
Explain how the solution answers the problem
What mathematical symbols and language did you use to show your solution.

58. Step 4 Represent and Solve the Problem
Use all the information in the problem and in the steps to solve the problem.
Use the section on the organizer to solve the problem.
Remember to be accurate in precise and answer all the parts of the question.

59. Think-Pair-Share--Discuss
Work with a partner
Read each other’s answer (s) think about these questions.
Does the answer make sense and match the problem ?
Is the answer correct and precise?
Is the math vocabulary used correctly?
Other thoughts
Follow the procedure on the slide.
Ask participants to read the other person’s answers. Use the four questions on the screen to review the answer.
Discuss the answers.
Ask, how did using this four step close reading strategy help you be better prepared to solve and answer the problem.?
Remind participants that at first this process may seem complex and cumbersome. But as students learn and use this process daily, they will become more fluid in using the process.

60. Step 5- Check Your Work
Go back and double check your work. Read the problem again and connect your work to the problem

61. PARCC Points- Accurate and precise answers receive the most points
Answers need make sense for others to read
Reasoning questions ask students to identify the error in thinking and how to fix the error.
PARCC Mistake- not all parts of task are answered.

62. Think-Pair-Share
Look at your partner’s answers and then go back to the problem.
Did your partner use information from the problem to correctly solve the problem?
If not discuss the error in thinking or what information is needed.
Have participants use the procedure on the slide to complete the last step- check your work.
Use these opportunities for students to learn from their mistakes. Partners can be gentle tutors, demonstrate and model giving helpful feedback based on the problem and student thinking.

63. How to Teach Close Reading in Math
Step 1- Read to Make Meaning
Step 2- Read for Details
Step 3- Read to Represent (DRAW)
Step 4- Represent and Solve
Step 5- Check Your Work
Point out the guide in the back of the packet.
Explain how this packet provides an outline of what we did today to teach close read.
Today for the WS we did all five steps. When teaching this to students, you will scaffold the steps and only gradually introduce each step.
You will begin with only having students read the problem and complete step 1. You want to begin with a problem that is on an easy reading level for your students. You may need to adjust the problem’s wording to meet the reading levels in your class. That is ok. Students on similar reading levels can work on different reading levels of problems.
Use the organizer and poster as well as connect students’ knowledge of using close reading when reading passages.
Over several days have students practice only solving problems for step 1.
Work with students to become proficient with this step. Model and discuss, use think-pair-share, etc. to discuss responses and how to improve those responses.
Once students are proficient with step one, provide another problem or a problem you used the day before and have them do step 1 and then introduce step 2. Continue to gradually roll out all the steps over weeks or a month . Dependent on where your students are.

64. PARCC Score Reports Reporting Metrics
Sub Scores
Major Content
Additional & Supporting Content
Reasoning
Modeling
Student Growth Percentiles

65. PARCC Score Reports Performance Levels
Students will receive a score of 1,2,3,4 or 5
Level 5- Distinguished Command
Level 4- Strong Command
Level 3- Moderate Command
Level 2- Partial Command
Level 1- Minimal Command

66. What the PLD- Performance Level Descriptors
Download from

67. Outcomes-Today you will learn:
The instructional implications from understanding the composition of PARCC items.
The instructional implications from understanding how PARCC items are scored.
Strategies that will help students become better problem solvers and confident on the PARCC assessment.
Summarize and close the session by asking participants how the session met the three objectives.
Thank everyone for coming and close the session
Remind participants to leave the binders on the table and that all of the information can be downloaded from the conference website.