English Language Arts PARCC Assessments

1. English Language Arts PARCC Assessments PARCC: Putting the Pieces Together

2. Introductions Dennis M. Fare Supervisor of English Language Arts Mahwah Public Schools Nikki Van Ess Supervisor of Social Studies Mahwah Public Schools Mark Porto Superintendent of Schools Hasbrouck Heights Public Schools

3. Special Thanks: Dr. Lauren Schoen Superintendent of Schools Mahwah Public Schools Janet Donohue Assistant Superintendent of Schools Mahwah Public Schools

4. PARCC ELA/Literacy Assessments

5. The pieces (PBAs). . . • Research Simulation Task (RST) • Speaking/Listening Performance Task (RST) • Narrative Writing Task • Literary Analysis

6. The Research Simulation Task (RST) • Students will look at a variety of sources. • Students will answer questions linked to an “anchor text.” • Students will then use these sources to support their perspectives.

7. RST ACROSS CONTENT AREAS • In addition to the variety of written sources available in social studies, science, we are also “reading” non-print texts (visuals). • Maps • Political Cartoons • Photographs • Video - Film • Art

8. Speaking/Listening RST • Look at a variety of sources. • Construct an argument, putting these pieces together.

9. RST, SYNTHESIS, or DBQ? Steps to take to integrate language and content: • Select required documents for each unit. • Vertically align documents. • Identify common domain-specific terms. • Create rubrics for reading historical pieces (maps, political cartoons, photos, film) aligned to common core and PARCC. • Supplement courses with non-fiction texts outside of required textbook.

10. Non-fiction Texts • Guns, Germs and Steel by Jared Diamond • Narrative of the Life of Frederick Douglass • Flags of Our Fathers by John Bradley • Founding Brothers, The Revolutionary Generation by Joseph Ellis • Steve Jobs by Walter Isaacson • TIME, Newsweek • New York Times and The Record • American Issues, and Issues in American History

11. Document Readers

12. Websites

13. Reading Maps

14. Essential QuestionsOverarching Questions • Is imperialism an effective foreign policy? • Is imperialism aligned with the tenets of a democratic government?

15. Reading Maps

16. Reading Maps

17. Political Cartoons

19. Visuals, Photographs

20. Social Studies Teachers are, too, PARCC-aligned …

21. Speaking/Listening RST in the Social Studies Classroom Pedagogical Approach • Reading speeches • Listening to speeches • Watching speeches • Giving speeches • Debates • Small and large class discussion • Fishbowl Discussions Historical Resources • Gandhi’s Non-violence speech • George Washington’s Farewell Address • Roosevelt’s Inaugural Address • Nixon and Kennedy Debate

22. So, let’s work through a prompt: RST #2: Native American Contributions 85 Minutes As the first inhabitants of North America, Native American culture is rich in literature, song, and art. In particular, the Navajo peoples, the largest Native American tribe in the United States, have made great contributions to American society and culture. For this writing task, you have reviewed four sources regarding the contributions of Native Americans, particularly Navajo Indians, to our land called America. These four texts provide information to begin drafting your own argument. What is the significance of Navajo contributions to American society and culture? Write an informative piece that addresses and analyzes the question and supports your position with evidence from at least three of the four sources. Be sure to acknowledge competing views. You may give examples from past and current events or issues to illustrate and clarify your position. You may refer to the sources by their titles (Source A, Source B, Source C, Source D).

23. Narrative Writing Task • Complete the ending of an authentic text. • Complete a scientific process. • Complete a historical account. • Understand literary devices • Usage of “domain-specific language”

24. Narratives in Social Studies • Biographies and Autobiographies • Ben Franklin, Malcolm X, • Slave Narratives • Frederick Douglass • Letters • John and Abigail Adams, soldier on the warfront • Poem • Langston Hughes Theme for English B • Rudyard Kipling’s White Man’s Burden • Emma Lazarus’s The New Colossus • Speech • Sojourner Truth, Ain’t I a Woman • Extended definitions of time periods • Explanations of themes • Democracy, freedom, individuality, conflict, compromise

25. Literary Analysis Task • Look at two texts. • Refer to flow chart in approaching task. • Compare/contrast two texts: • 1.) Approach to content • 2.) Usage of language in this approach.

26. Same Sources, New Domain Specific Language Domain Specific Language Core Content Standards Biography/Autobiography Speeches Acts/Amendments Preamble to the Constitution Letters Poems • As the Social Studies Supervisor we now cross the street and borrow English Language Arts terminology • Syntax, Diction, Tone • Repetition • Ethos, Pathos, Logos

27. Task for Teachers: Creation of Narrative Task • Choose text from Appendix B. • Utilize one text to create question. • Create question and task setup.

28. Task for Teachers: Creation of Literary Analysis • Look at Common Core Appendix B. • Utilize at least one text from this list, and link it to an excerpt from a core novel. • Create question and task setup.

29. Administration:PARCC-ing the RV Role: Create Consensus andCapacity • Support with emotion, resources, PD; • Cultivate collaboration; • Reinforce teacher/student conferencing; • “Build” success with opportunities; • Foster with time for growth.

30. Administration:PARCC-ing the RV Vision: Expect and Achieve • Plan with three-to-five year ‘glasses’; • Think, dream, eat, sleep, READ nonfiction; • Immerse yourself in PARCC-ing rules; • Collaborate with open-mindedness; • Drive defensively!

31. What we do well… We are successful when teaching… • …reading and writing fiction and narratives; • …reading textbooks and answering questions; • …comprehending one text at a time; • …discussing, observing, restating, clarifying; • …connecting to personal experience; • …simple persuading with reasons.

32. What we must teach… We must become successful at… • …using multiple texts; • …interweaving nonfiction articles with texts; • …reading and writing daily and formatively; • …modeling reading, writing, speaking, listening; • …fostering “voice” in speaking and writing; • …recognizing persuasive techniques; • …refuting.

33. Support, Cultivate, Reinforce • Provide ready access to nonfiction; • Model open-minded collaboration; • Widen ‘classroom management’ with PD; • Set a standard for T/S conferencing; • Assist with infusion of nonfiction; • Model, connect, encourage, reassure.

34. Build, Expect, Achieve • Expand your vocabulary and speak well; • Learn your curricula and PARCC; • READ…read…ReAd…rEAd…ReaD…reAD…REAd; • Accept gradual change, but expect change. What would you have done in your classroom?

35. Why Common Core Emphasis on Nonfiction? First, the bulk of daily reading for most of us is nonfiction: Textbooks, cookbooks, manuals, articles, The Record, journals, legal briefs, directions, email, texts, tweets, blogs, scientific and health studies. (Mark Twain teasingly wrote, “Be careful of reading health books. You may die of a misprint.”)

36. Why Common Core Emphasis on Nonfiction? Second, well written nonfiction can be used to teach higher-order thinking skills that fiction does not offer to the teacher. • supporting an opinion with propaganda techniques; • persuading with evidence from multiple sources; • connecting seemingly unrelated information; • refuting an opposing view; • speculating an outcome from mixed media data.

37. Why Common Core Emphasis on Nonfiction? Third, Nonfictionis interdisciplinary. Nonfiction cover a variety of information in such a way that sparks discovery and entices further research. Cod, Pumpkin, Salt, D-Day, Pets in America, The Hudson, Guns, Germs, and Steel, Spillover, The Devil in the White City, Isaac’s Storm, The Omnivore’s Dilemma, The Origins of Virtue