Quality Criteria for Selecting Texts Worth Reading September

PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation PARCC’s Fundamental Advance 2

THAT’S WHY... Rigorous passage selection is so essential to PARCC: Texts shape both the nature and the quality of the questions students can be asked. 3

I.Texts Are Complex: PARCC assessments follow the staircase of text complexity in the CCSS to ensure assessments track student progress each year towards college and career readiness. II.Texts Are Diverse: PARCC texts stem from across the disciplines (e.g. ELA, history, science and technical subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences. III.Texts Are Authentic: PARCC texts are authentic works of exceptional craft and/or rich repositories of ideas and information rather than commissioned-for-the-test passages lacking sufficient evidence, organization, and style. Five PARCC Criteria for Selecting Texts Worth Reading 4

IV.Texts Are Paired Effectively: PARCC text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations. V.Texts Meet Demands of Bias and Sensitivity Guidelines: PARCC texts are carefully vetted to ensure that while they pique student interest and appeal to a wide audience, they avoid highly controversial topics that may be troublesome to students. Five PARCC Criteria for Selecting Texts Worth Reading, cont’d 5

Grade-appropriate text complexity is integral to the shifts the CCSS bring to both instruction and assessment. Research shows that the ability to read and understand complex text is what differentiates high performers from low performers and indicates readiness for college and careers. Appendix A of the CCSS summarizes this research: standardshttp:// standards The PARCC Passage Selection Guidelines provide an important methodology for selecting complex texts for both assessment and instruction. Criterion I. Texts Are Complex 6

As the guidelines show, PARCC will use three quantitative measures, two of which must agree, to locate a text within a grade band, based on the latest research on text complexity. After locating a text within a grade band, PARCC will use a range of qualitative measures to narrow the placement of the text into a grade level and further classify texts as readily accessible, moderately complex, or highly complex. Finally, PARCC will record a rationale to describe how both the quantitative and qualitative analyses were considered to inform the final grade-level designation. Process for Selecting Complex Texts 7

PARCC will use the following quantitative measures: – The Lexile Framework For Reading by MetaMetrics – Reading Maturity by Pearson – SourceRater by Educational Testing Service PARCC will use the updated text complexity grade bands and associated ranges of multiple measures from Appendix A of the CCSS Quantitative Measures 8 Common Core Band The Lexile Framework Reading MaturitySourceRater 2 nd – 3 rd – th -5 th – th -8 th – th -10 th – th -CCR – Source:

PARCC will use the Informational Complexity Analysis Worksheet and the Literary Complexity Analysis Worksheet to provide reviewers with rubrics to analyze text complexity and place a text within a specific grade These worksheets are valuable tools for educators as they analyze texts for use in instruction as well as assessment. Qualitative Measures 9

Qualitative Measures, cont’d 10 Complexity Analysis Worksheet Criteria for Qualitative Analysis: Purpose / Meaning Text Structure Language Features Knowledge Demands Use of Graphics Audio Stimulus Visual/Video Stimulus

PARCC passages will be of exceptional craft, will span eras, cultures, and genres, and/or be a rich repository of accurate ideas and information Overall, the assessment will align to the balance of literary to informational texts as required by the CCSS Specific texts (or text types) named in the standards will be included: Literary Text Types: poetry, drama, fiction, and multimedia Informational Text Types: literary nonfiction, history/social science texts, science/technical texts, and multimedia Specific Texts Named in the CCSS: for example, U.S. foundational documents, American literature, etc. Criterion II. Texts Are Diverse 11

1.Texts will illustrate superior, professional-quality literary or informational writing, e.g., demonstrate coherence, thorough development of ideas, clear use of evidence and details, and effective structure. 2.Texts will reflect a professional editing process, e.g., demonstrate mature use of syntax and diction and be polished and error-free. 3.If an excerpt from a larger work, the text will carry a sense of completeness and maintain the author’s original intent. 4.Graphics, photographs, and other visual images (artwork) within an authentic text will usually accompany the text to maintain authenticity. Criterion III. Texts Are Authentic 12

Paired passages on PARCC will occur sparingly. They will treat the same general topic but also contain more focused ideas related to the broader topic (e.g., not two texts simply about bees but texts that treat ideas like the beneficial effects of bees). The passage pairs will have discernible and significant points of comparison that invite questions beyond superficial observations, e.g., questions about authors’ points of view or focus and quality of evidence, differences in emphasis, significant omissions and/or inclusions of ideas, or changes original to derivative text. They will lend themselves to synthesis of ideas so students can develop a coherent understanding of the topic. Criterion IV. Passages Are Paired Effectively 13

1.Comparing literary elements, including theme (e.g., RL.3.9, RL.4.5, RL.6.9, RL ) 2.Comparing central ideas, topics, including same event and point of view (e.g., RI.3.9, RI.4.6, RI.8.9, RI , RH ) 3.Comparing and/or analyzing different versions of the same text (e.g., RL.4.7, RI. 7.7, RI.8.7, RL ) 4.Analyzing how ideas are transformed from one text to another (RI.6.9, RL.7.9, RST.6-8.9, RL , RH ) 5.Integrating information for a purpose (e.g., RI.4.9, RI.5.9, RH ) 6.Comparing structure of texts (e.g., RI.5.5, RL.8.5) 7.Analyzing supplemental elements (e.g., RL.3.7, Ri.3.7, RI.4.7, RI.5.7) Standards Call for Seven Types of Paired Passages (often also requiring certain genres or works) 14

The Common Core Standards have broadened the construct of reading to include reading for information across many disciplines. As a result, the texts on the PARCC literacy assessments will cover a broad range of topics. Although extremely controversial topics (e.g., abortion) will be avoided, other formerly “taboo” topics (e.g., the Civil War, dinosaurs, divorce) may be part of the PARCC assessments. PARCC recognizes it is vital to handle all topics in a way that is respectful of students’ potential reactions. Criterion V. Texts Meet Demands of Bias and Sensitivity Guidelines 15

Research Tasks: For tasks that simulate research, one text serves as the anchor text, providing foundational knowledge and leading naturally to additional reading and exploration. Multimedia: If a video or audio stimulus is used, it meets the same quality criteria as for other texts, and its quality of sound and/or video are appropriate for use on assessments. Other Considerations for Selecting Quality Texts 16

PARCC sees rigorous passage selection as essential and is committed to creating assessments that utilize “texts worth reading”: Text complexity and quality shape both the nature and the quality of the questions students can be asked on assessments Texts are also the foundation for preparing students for the linguistic and knowledge rigors of college and the workplace Remember--High-Quality Passages Are a PARCC Priority! 17

Partnership for Assessment of Readiness for College and Careers