The PARCC Model Content Frameworks English Language Arts/Literacy Grades 3-11 Version 2.0—August 2012. Common Core State Standards for ELA/Literacy. Introduction College and Career Readiness Anchor Standards Reading Writing Speaking and Listening Language Grade-Specific Standards
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What capacities should literate college- and career-ready students exhibit by the time they graduate from high school?
CCSS, Introduction, p. 7
Teach isolated texts
Test over the text
Connected lessons for deep learning on a topic
Use texts to gain deep understanding
Communicate understanding about topics orally and in writing
Note: The Frameworks are NOT a complete guide for curriculum.
CCSS Key Shifts
PARCC Major Claims
Read and comprehend a range of sufficiently complex texts independently
Write effectively when using and/or analyzing sources
Build and present knowledge through research and the integration, comparison, and synthesis of ideas
Common Core State Standards
Model Content Frameworks
Model Instructional Lessons/Units
PARCC Assessment System
Grade-Level Frameworks divided into four sections
Provides explanation of elements within Framework Chart
NOT intended to limit the types of texts
educators may use
* Apply a text complexity tool to determine complexity
Creates a vivid impression of a person, phenomenon, event, or procedure
In history/social studies, might include descriptions about individuals and events
In sciences, might include descriptions of step-by-step procedures of investigations so others can replicate and test results
Knowledge and Skills
Connections to Standards
Explanation of the knowledge and skills that connect and support the standards related to reading, writing, and research
Critical to building content knowledge
Instruction and Assessments
Aligned to the
Common Core State Standards
*Supports the PARCC Assessment System
* Also includes a non-summative Speaking & Listening Task.
** Non-summative components to be developed (Diagnostic Tool and Mid-year Assessment)
***Supports the CCSS Key shifts in learning
Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.
Questions Worth Answering:Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.
Better Standards Demand Better Questions:Instead of reusing existing items, PARCC will develop custom items to the Standards.
Fidelity to the Standards (now in Teachers’ hands):PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!
SO. . .
Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:
Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.
Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).
Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items on each annual performance-based assessment.
The Performance-Based Assessment consists of three types of tasks:
Literary Analysis Task
Research Simulation Task
Session 1: Students will
Session 2: Students will
The PARCC Model Content Frameworks support connected learning aligned to the CCSS by
Video recording of the presentation by writers of the PARCC Model Content Frameworks and Achieve
Model Content Frameworks
Arkansas’s Big Shifts
Qualitative Dimensions of Text Complexity
CCSS, Appendix A, pg. 6
Supplemental Information for Appendix A
Text Complexity Measures (pg. 4)
Qualitative Dimensions Tool (pg. 6)
Text Complexity Collections
Quantitative Tools (including links)
Qualitative Tools (including grade-band tools)
Text Complexity: Qualitative Measures Rubric
PARCC Text Complexity Tools
Literary Complexity Analysis Worksheet
Informational Text Analysis Worksheet
Disciplinary Literacy Overview
Close Reading of Complex Text
Tri-State Quality Review Rubric for ELA/Literacy