Adapted from: PARCC Model Content Frameworks English Language Arts/Literacy October 2011

“to serve as a bridge between the Common Core State Standards [CCCS] and the PARCC assessments”

 Voluntary resource  Designed to aid Curriculum Developers and Educators in implementing the CCSS  Illustrate “one of a number of ways” the CCSS may be organized over the course of a school year

 Intended to be dynamic and evolve  PARCC encourages educators to use the Frameworks  Feedback solicited for revisions

 Support implementation of the CCSS  Inform development of PARCC item specifications and blueprints (Grades 3-11)

The PARCC assessments will allow us to make important claims about students’ knowledge and skills. Whether students… ◦ Can Read and Comprehend Complex Literary and Informational Text ◦ Can Write Effectively When Analyzing Text ◦ Have Attained Overall Proficiency in ELA/literacy Adapted from: PARCC Overview Presentation, January 2012

“…Designed to measure knowledge, skills and understandings essential to achieving college and career readiness.”  Includes following areas, per CCSS: ◦ Reading complex texts ◦ Writing effectively when using and/or analyzing sources ◦ Conducting and reporting on research ◦ Speaking and listening ◦ Language use for reading, writing and speaking Adapted from: PARCC Overview Presentation, January 2012

Adapted from: PARCC Overview Presentation, January 2012

Four sections: 1.Narrative Summary of the ELA Standards 2.The Model Content Framework Chart 3.Key Terms and Concepts for the Model Content Framework Chart 4.Writing and Speaking & Listening Standards Progressions Charts

 Provides overview  Highlights critical and distinctive characteristics and insights articulated within: ◦ Grs. 3-5 ELA/Literacy CCSS ◦ Grs ELA CCSS

 Frameworks reflect CCSS vision:  Provide foundational ideas for incorporating disciplinary literacy skills and practice into instructional programming Reading, Writing, Speaking, Listening and Language is a shared responsibility within schools

 Illustrates overview of standards for each grade level  Provides a model of how the standards could be organized into 4 instructional modules ◦ Could easily be reorganized based on semester, trimesters, quarters, etc.  Illustrates and provides context for the standards; it does not replace the standards themselves

Arrows provided to help illustrate the connectedness of the elements; Highlighting the integrated nature of reading, writing and research The “foundation” of chart includes both: Foundational Skills in Reading for students in Grades 3-5; and, the fundamental skill set for students in Grades Each module SUGGESTS the NUMBER and TEXT TYPES that students read and analyze SAMPLE MODEL FRAMEWORKS CHART

Research and Narrative Writing tasks appear in each module Students then write about these texts either to express an opinion/ make an argument or to inform/explain

 Provides educators flexibility to order the modules and content within modules reflecting needs.  Knowledge & skills embedded across 4 modules address ALL the standards for each grade level; therefore, order of the 4 modules is not critical.

What changes throughout the modules? ◦ Focus on types of texts read and written ◦ Emphasis on types of texts read and written What remains constant throughout the modules? ◦ Cultivation of students literacy skills in preparation for college and career readiness and PARCC assessments

 Provides explanation of elements within Framework Chart  Elements play a key role within CCSS  Elements reflect critical emphasis within PARCC Assessment System “NOT intended to limit the types of texts educators may use”

 Highlight the changes between the previous grade and current grade

PARCC Model Content Framework Conversations: Build Awareness: ◦ Share Power Point with educator colleagues Build Understanding: ◦ Gather educators to discuss grade level Model Content Framework  Utilize RIDE’s PARCC Model Content Framework for ELA/Literacy Guide document to facilitate discussion  Review Curriculum & possible implications

CCSS Resources visit: PARCC Resources visit: OR