BUILDING QUESTION FRAMES ALIGNED TO COMMON CORE STANDARDS & PARCC S ASSESSMENT BLUEPRINT

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1 BUILDING QUESTION FRAMES ALIGNED TO COMMON CORE STANDARDS & PARCC S ASSESSMENT BLUEPRINT Dr. Dea Conrad-Curry Partner in Education dea@partnerinedu.com Follow me on Website:

2 TODAY S GOALS As educators Explain the relationship between the Common Core reading standards and the Common Core Writing Standards Explain PARCC and its importance to teaching & learning Explain why text pairings are important to teaching, learning, and assessment Develop a list of Common Core terms and begin to develop shared vocabulary meaning Begin to write frames for focusing Common Core questions for teaching, learning, and assessment 2013 Partner in Education

3 Organization of the CCSS ELA Standards Reading Literature & Informational Writing STRANDS Speaking/ Listening Language CCR Anchor Standard CCR Anchor Standard CCR Anchor Standard CCR Anchor Standard Key Ideas & Details Craft & Structure Integration of Knowledge & Ideas Text Complexity Text Types & Purpose Production & Distribution of Writing Research to Build Knowledge Range of Writing Comprehension & Collaboration Presentation of Knowledge & Ideas Conventions of Standards - English Knowledge of Language Vocabulary Acquisition & Use Print Concepts Phonological Awareness K-5 FOUNDATIONAL SKILLS Phonics and Word Recognition Fluency Office of Special Chicago Education Public Schools: and Office Supports of Special Education and Supports 3

4 Grade-Band Lexile Levels 4

5 The Situation Illinois has adopted the Common Core State Standards Illinois has become a governing member of PARCC (Partnership for Assessing Readiness for College and Careers) Illinois is obligated to administer the PARCC assessment in Partner in Education

6 The Challenge To marry Common Core grade-level standards to PARCC assessment in order to create a seamless teaching and learning process and to ensure students have full opportunity to learn what is to be tested 2013 Partner in Education

7 The PARCC Assessment Plan 7

8 ELA Model Content Frameworks 2012 Source: PARCC Model Content Frameworks for ELA/Literacy, Grades (2012, November) 8

9 Student summative performance levels will be based on the Performance- Based Component AND End-of-Year component 9

10 Reflect on the Relationship between Standards & Assessment Prototype Writing Standards ANCHOR STANDARDS 1. Write arguments 2. Write informative/explanatory texts.. 3. Write narratives Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions 8. Gather relevant information from multiple print and digital sources and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. PARCC Performance Assessment Literary Analysis Task Narrative Task Research Simulation Task w/summary 2013 Partner in Education

11 PARCC Prototypes 11 Three Types of Student Response Evidence-Based Selected-Response Designed to measure reading Technology-Enhanced Constructed- Response Designed to measure reading Prose Constructed-Response Designed to measure reading and writing

12 Grade 6 Evidence- Based Selected- Response from Narrative Writing Task 12

13 Evidenced-Based Selected Response Specifications Two or three parts serve as a single item Each part w/selected response minimum of 4 choices Part A: respond to question by selecting correct answer among minimum of four choices (Standards 2-9) Part B: locate or connect text details/evidence to explain or justify answer from Part A (Standard 1) Questions may/should be coherently sequenced Actual use of standards language prioritized 13

14 Drag and drop Highlighting the text Annotating the text Other negotiated means Technology-Enhanced Constructed-Response 14

15 Grade 6: Technology- Enhanced Selected- Response Item 15

16 Scoring of EBSR and TECR Full credit = Two points Each item: no longer than 2 minutes for completion EBSR and items combining EBSR and TECR For items w/ one correct response in Part A and Part B Four choices required No partial credit (must have Part A and Part B correct) For items with one or more two correct responses Six choices are required Partial credit: Part A correct & at least one correct response Part B For items with three correct responses (grades 6-11) Seven choices are required 16

17 Grade 10: Prose Constructed Response: Literary Analysis Task 17

18 Literary Analysis Task ELA Task Generation Model Research Simulation Task Writing 1: Summary Writing 2: Analytic Essay Narrative Task Description or Story Prose Constructed Response 18

19 Task Generation Model Narrative Writing Task Partner in Education

20 Students read one literary text (from any discipline) Respond to five EBSR and/or TECR items Respond to one vocabulary item Write a narrative story Continuation of the text From a different P-O-V Adding dialogue & description: make it come alive Understanding the Narrative Writing Task 20

21 Task Generation Model: Research 21

22 Performance Based Specifications: Grade 11 22

23 End of Year Specifications: Grade 5 23

24 Always provides multiple texts Grades 3 and 4: anchor text and one additional Grades 5-11: anchor text and two additional Third text may be multi-media with transcripts Always has two sessions Session 1 writes a summary or analytic regarding anchor text Session 2 writes an analytic synthesis of all texts Always answer one vocabulary item for each text Always answer 2 EBSR and/or TECR items for each text ELA Task Generation Model: Research 24

25 Session 1: Students reading an anchor text Answer one vocabulary question. Answer two EBSR and/or TECR items Then, they write a summary or short analysis of the piece. Understanding the Research Simulation Task 25

26 Grade 7: Technology- Enhanced Constructed- Response Item Research Simulation Task 26 Source: Partnership for the Assessment of Readiness for College and Career and

27 Session 2: Students read second source Answer one vocabulary item Answer two EBSR and/or TECR items Students read third source (may be digitized) Answer one vocabulary item Answer two EBSR and/or TECR items Synthesizing understandings into an analytic essay using textual evidence from several of the sources. Understanding the Research Simulation Task 27

28 Grade 7: Constructed Response Research Simulation Task 28

29 RESEARCH TASK GENERATION MODEL: GRADES 6-11 Task Focus Constructed Response EBSR/TECR Point of View & Purpose Relationship of Ideas Use of Illustrations & other Visuals Analysis of Argument 2013 Partner in Education RI.1, 6, 9 RI.2,3, 5 RH.1, 6, 9 RH.2, 3, 5 RST.1, 6, 9 RST.2, 3, 5 RI.1, 3, 9 RI.2, 3, 5, 6, 9 RH.1, 3, 9 RH.2, 3, 5, 6, 9 RST.1, 3, 9 RST.2, 3, 6, 9 RI.1, 7, 9 RI.3, 5, 6, 7, 8 RH.1, 7, 9 RH.3, 5, 6, 7, 8 RST.1, 7, 9 RST.3, 5, 6, 7, 8 RI.1, 8, 9 RI.2, 3, 5, 6, 8 RH.1, 8, 9 RH.2, 3, 5, 6, 8 RST.1, 8, 9 RST.2, 3, 5, 6, 8

30 Grade 6 ELA: Information Text PARCC Research Task Simulation 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9. Compare and contrast one author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Point-of-view & Purpose Relationship of Ideas Use of Illustrations & Other Visuals Analysis of Argument 6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not Partner in Education 30

31 Grade 7 ELA: Information Text PARCC Research Task Simulation 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Point-of-view & Purpose Relationship of Ideas Use of Illustrations & Other Visuals Analysis of Argument 6. Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). 7. Compare & contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims Partner in Education 31

32 Grade 8 ELA: Information Text PARCC Research Task Simulation 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Point-of-view & Purpose Relationship of Ideas Use of Illustrations & Other Visuals Analysis of Argument 6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or view-points. 3. Analyze how a text makes connections among & distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced Partner in Education 32

33 History / Social Studies PARCC Research Task Simulation 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. Point-of-view & Purpose Relationship of Ideas Use of Illustrations & Other Visuals Analysis of Argument 6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. 3. Identify key steps in a text s description of a process related to history/social studies (e.g. how a bill becomes law, how interest rates are raised or lowered). 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text Partner in Education 33

34 Science & Technical Subjects PARCC Research Task Simulation 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Point-of-view & Purpose Relationship of Ideas Use of Illustrations & Other Visuals Analysis of Argument 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text Partner in Education 34

35 HISTORY / SOCIAL STUDIES GRADES 6-8 PARCC Simulation: Focus on Point of View & Purpose Grades 6-8 Students Grades 9-10 Students Grades Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 9. Analyze the relationship between a primary and secondary source on the same topic Partner in Education 6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. 9. Compare and contrast treatments of the same topic in several primary and secondary sources. 6. Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 35

36 READING STANDARDS FOR SCIENCE & TECHNICAL SUBJECTS GRADES 6-8 Grades 6-8 Students Grades 9-10 Students Grades Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. 9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic Partner in Education 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 36

37 Task Generation Model: Literary Analysis Task 37

38 1. Compare literary elements including theme 2. Compare central ideas, topics in two or more informational texts 3. Compare or analyze different versions of the same text 4. Analyze how ideas are transformed from one text to another (literature or informational) 5. Integrate information for a purpose 6. Compare structures of a text (informational) 7. Analyze supplemental elements 7-Paired Passage Types 38 Image by Terry Border

39 Students read extended literature text Respond to one item measuring vocabulary Respond to two EBSR and/or TECR items Students read additional literature text Respond to one item measuring vocabulary Respond to two EBSR and/or TECR items Students write a literary analysis about the two texts. Understanding the Literary Analysis Task 39

40 Always provides two texts One extended literary text One additional literary text Always six EBSR and/or TECR Minimum/Maximum items Passage One vocab item for each text Length for Literary and Two GRADE Reading BAND Literature items for each Informational text always measuring RL2 and RL3, usually Text/Literary measuring Nonfiction RL5, and oftentimes measuring RL7 Prose Constructed 3-5 Response (PCR) always measures 6-8 RL PCR always measures second Reading Literature Standard ELA Task Generation Model: Literary Analysis 40

41 Performance Based Specifications: Grade 9 41

42 ELA TASK GENERATION MODEL LITERARY ANALYSIS Constructed response always assesses RL Standard #1 and one additional standard marked with X Additional standard measured by constructed response determines EBSR/TECR standards measured RL STNDRD Grade 7 (CR) X X X X X X One in-context item per passage EBSR/TECR 2,3,5 2,3,5 2,3,5 2,3,5 2,3,7 Grade 8 (CR) X X X X X X EBSR/TECR 2,3,5 2,3,5 2,3,5 2,3,7 2,3,5 Grade 9 (CR) X X X X X X EBSR/TECR 2,3,5 2,3,5 2,3,5 2,3,7 2,3,5 Grade 10 (CR) X X X X X X EBSR/TECR 2,3,5 2,3,5 2,3,5 2,3,7 2,3,5 Grade 11 (CR) X X X 1-item per text EBSR/TECR 2,3,5 2,3,5 2,3, Partner in Education 2,3,5 X X

43 Craft & Structure (Reading Standards for Literature) Grade 3 Grade 4 Grade 5 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. 4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations Partner in Education 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 6. Describe how a narrator s or speaker s point of view influences how events are described. 43

44 Key Ideas & Details (Reading Standards for Literature) Grade 6 Grade 7 Grade 8 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision Partner in Education 44

45 Key Ideas & Details (Reading Standards for Literature) Grades 9-10 Grades Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed) Partner in Education 45

46 Based on what you have learned so far, what implications are there for classroom instruction and assessment? 46

47 Text Complexity Range of Accuracy Evidence Quality Performance Level Descriptors: 3 FACTORS 47

48 50 percent of item complexity linked to text complexity Two components determine text complexity Quantitative Reading Maturity Metric Source Rater Lexiles Qualitative Informational Text Complexity Analysis Worksheets Literary Text Complexity Analysis Worksheets Item Complexity Linked to Text Complexity 48

49 Accurate Accurately states both the general ideas and the key and supporting details Complete demonstration of full understanding Mostly accurate Accurately states most of the general ideas and the key and supporting details Response is incomplete or contains minor inaccuracies Demonstrates extensive understanding. Generally accurate (This level of accuracy is used only in grades 6-11) Accurately states the gist of the text(s) Fails to accurately state the key and supporting details or connect details to overarching meaning Demonstrates basic understanding. Minimally accurate Unable to accurately state the gist of the text(s) Minimally state some of key or supporting details with accuracy Does not connect the specific details to overarching meaning(s) of the text Demonstrates minimal understanding Inaccurate Unable to accurately state either the gist of the text or the key and supporting details Range of Accuracy 49

50 Explicit evidence Students show how the explicit words and phrases (details) from the text support statements made about the meaning of the text. Inferential evidence Students show how inferences drawn from the text support statements made about the meaning of the text EBSR and TECR help to make distinctions in student performance when they cannot support PCR using evidence from the text Quality of Evidence 50

51 Compare & Contrast Test Design Conventional Design Evidence Centered Design Step 1: Claims What complex constructs of knowledge, skills, and other attribute should be assessed? Step 2: Tasks What behaviors or performances should reveal those constructs? Step 3: Evidence What student performance or production is elicited in response to tasks or situations? 2013 Partner in Education

52 2013 Partner in Education 52

53 2013 Partner in Education 53

54 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently. Source: Common Core Standards. (2010). National Governors Association Center for Best Practices and Council of Chief State School Officers. p. 18. College & Career Readiness Anchor Standards for Reading 54

55 Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Source: Common Core Standards. (2010). National Governors Association Center for Best Practices and Council of Chief State School Officers. p. 18. College & Career Readiness Anchor Standards for Writing 55