1. Ohio’s New Assessments for English Language Arts/Literacy:
A Preview

2. Prepared for INFOHIO Marcia Barnhart
Director of Organizational Learning
Teacher 2 Teacher
About me
Thanks to INFOhio

3. Session Objectives What is PARCC?
What are the Model Content Frameworks
for ELA/Literacy?
What do we know about what the ELA assessment items will look like on the state assessments?
Where can I find resources to follow this topic?

4. What is PARCC?
Partnership for Assessment of Readiness f0r College and Careers (PARCC)
23 states plus the U.S. Virgin Islands
Develop common set of K – 12 assessments in English and math aligned to the Common Core State Standards
$186 million grant from U.S. Department of Education
school year
Consortium of 23 states and US Virgin Islands
$186 million to develop and design the next-generation of assessments.
The new assessments will build a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support.

5. PARCC States Dark blue are the governing states
Light blue are the participating states
PARCC states education about 25 million students and include 10 of the 12 Race to the Top winners

6. The PARCC Vision
Build a pathway to college and career readiness for all students,
Creates high-quality assessments that measure the full range of the Common Core State Standards,
Supports educators in the classroom,
Makes better use of technology in assessments, and
Advances accountability at all levels.
PARCC States have committed to building a K-12 assessment system that will:

7. PARCC Timeline 2010-11 Launch and design phase
Development begins
First year pilot/field testing and related research and data collection
Second year pilot/field testing and related research and data collection
Full administration of PARCC assessments
Summer 2015 Set achievement levels, including college-ready performance levels (Recent newsletter from PARCC indicates that this process has already begun and the college-ready performance levels have been set)
This is an aggressive timeline that requires a strategy that draws on state policymakers, district and school officials, and classroom teachers to ensure a successful and efficient implementation and transition.

8. Recent progress ELA Passage Review ELA Core Leadership Item Review
Attended by 41 K-12 educators and HE faculty from PARCC states
Passages were reviewed for content and bias/sensitivity
ELA Core Leadership Item Review
Attended by 36 state DOE staff and HE faculty
775 colleges and universities have committed to participate in PARCC.
Pledged to participate in development of the assessments and to use these tests as college placement tools.

9. Upcoming Item Review Meetings
ELA state educator item review
Math bias/sensitivity item review
ELA bias/sensitivity item review

10. What are the Model Content Frameworks for ELA/Literacy?
Developed to help:
Inform development of the PARCC assessments
Support implementation of the Common Core State Standards
1. The frameworks actually frame the assessments. those Frameworks informed the assessment blueprint design.
2. Provide voluntary resources to help educators and those developing curricula and instructional materials
3. Illustrate one of a number of ways the standards could be organized over the course of the school year

11. Poll Question
How familiar are you with PARCC’s Model Content Frameworks?
Not at all
Somewhat
Very familiar
I could teach them to others.

12. Model Frameworks Include:
Narrative Summary of the ELA Standards
The Model Content Framework Chart
Key Terms and Concepts for Model Framework Chart
Writing and Speaking and Listening Standards Progressions Charts
1. Highlights crucial and distinct aspects of the standards for each grade level grades 3 – 11.
2. Visual overview of the standards for each grade level organized in four instructional modules to ensure that all standards are covered throughout the course of the year
3. Detailed descriptions of the four key elements of the chart: Reading Complex Texts ( 6 paragraphs detailing the intent behind this concept), Writing to Texts ( 5 paragraphs), Research Project (1 paragraph) and Reading and Writing in Each Module (5 paragraphs).
4. 2 standards progression charts for each grade level: one for writing and one for speaking and listening. The charts trace in side-by-side fashion the changes to the standards between the previous grade level and current grade level. Highlight the shifts in each standard.

13. Let’s take a look at a Model Content Framework. This one is for Grade 3.
What you are looking at is an example of one possible way to organize curriculum to ensure that all standards are covered in the course of a school year.
Each grade level framework takes into account the correct amount of time that should be spent on each type of reading (informational/literary) and writing (narrative, explanatory, argument).
Let’s focus in on each section of the framework.
Along the left column you will see the four modules (A, B, C, D) which could be seen as the four grading periods of a school year. Once again this organization is just one way the curriculum could be organized. Equally successful modules could be based around semesters, trimesters or other school schedules.
Across the top you will notice the 3 main elements of instruction: blue Reading Complex Texts, orange Writing to Texts, and purple Research Project. Also note the arrows connecting the sections to suggest the integrated nature of reading, writing and research. Under each heading you can see the standards that are addressed in that section. For example, the blue Reading Complex Texts section addresses (click) Reading Literature and Reading Informational Texts, grade 3, standard 10. The orange Writing to Texts section addresses (click) Writing standards for grade 3, #s 1-6, and 9-10 as well as Reading Literature and Reading Informational Text standards for grade 3, #s 1 – 10. On over to the Research in purple (click) you see the reading and writing standards that are addressed in that section.
Each module suggests both the number and types of texts that students read and analyze. For example, look at Module A which might be the first grading period of the school year. Students should read 1 extended literary text (click), and 5-9 short literary texts (click). These shorter texts should be comprised of 3-5 myths/fables (click), 1-2 science texts, and 1-2 social studies or arts related texts. Each of the four modules offer the correct balance of informational and literary texts to ensure that grade 3 students are being exposed to 50/50 split as called for by the Common Core State Standards.
In the writing section (orange) students then write about these texts either to express an opinion/make an argument or to inform/explain. They may also use these texts as models or triggers for crafting imaginative narratives or narrative descriptions. For module A, it is suggested that students write 2 analyses pieces that focus on opinions (click) and 1-2 narrative pieces to either convey experiences, events and/or procedures (click).
In addition a research task appears in each module. (click)
As indicated by the bar that stretches underneath the chart, the skills of reading, writing, and research rest on a fundamental skill set that includes citing evidence, analyzing content , using correct grammar, acquiring and apply vocabulary, conducting discussions and reporting findings.
Finally because this example is for grade 3, the Reading: Foundational Skills standards (click) would be integrated across all modules as seen at the very bottom of the chart.
The Model Content Frameworks permit educators the flexibility to shape the content within the modules in any way that suits their desired purposes and even re-order the modules themselves. Because all the standards are represented, the order of the modules is not important.
What changes from module to module is the focus and emphasis on the types of texts read and written about; what remains constant across all four modules is the cultivation of students’ literacy skills in preparation for college and career readiness as well as the future PARCC assessments.

14. Points to remember about the Model Content Frameworks
Grades 3 – 11
Represent one possible way of approaching curriculum design
Represent instructional planning that includes every standard for each grade level
Represent the key emphases which will be reflected on the PARCC assessments
My company Teacher 2 Teacher offers a CCSS curriculum design training and we use the frameworks as one possible model for curriculum mapping.

15. Direct Link to Frameworks

16. What do we know about what the ELA assessment items will look like on the state assessments?
PARCC – developed item and task prototypes
Important elements of the Common Core State Standards
Critical content manifested on PARCC’s next-generation, technology-based assessments.
The primary purpose of PARCC’s sharing item and task prototypes is to provide information and to support educators as they transition to the CCSS and the PARCC assessments. The online prototypes presented on the PARCC website are designed to shine a light on important elements of the CCSS and to show how critical content in the standards may be manifested on PARCC’s next-generation, technology-based assessments.
PARCC will continue to add items and rubrics as they are developed in the future so stay tuned to their website.

17. Poll Question
How familiar are you with the item prototypes that PARCC has released?
Not at all
Somewhat
Very familiar
I could teach others

18. Limitations of Prototypes
Not test samplers
Not meant to mirror full-length assessments
May not appear exactly in the form they will take when included on PARCC assessments
Have not been reviewed by content and
assessment experts
Have not undergone field testing yet

19. Key ELA Shifts in Assessments
Complexity
complex text and its academic language
Evidence
reading and writing grounded in evidence
Knowledge
content rich non-fiction
The standards require regular practice with complex text and its academic language.
The standards emphasize reading and writing grounded in evidence from text, both literary and informational.
The standards require building knowledge through content rich non-fiction

21. PARCC items will include
Texts worth reading
Questions worth answering
Texts – authentic texts worthy of study instead of artificially produced or commissioned passages
Questions – 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

22. Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts

23. Shift 1: Regular practice with complex text and its academic language
1. Builds staircase of text complexity
2. Rewards careful, close reading rather than racing
through passages
3. Focuses on the words that matter
PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading.
PARCC rewards careful, close reading rather than racing through passages.
PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.

24. 4. Focuses on students rigorously citing evidence from texts
Shift 2: Reading and writing grounded in evidence from text, literary and informational
4. Focuses on students rigorously citing evidence from texts
5. Includes questions with more than one right answer
6. Requires writing to sources rather than writing to de-
contextualized expository prompts
7. Includes rigorous expectations for narrative writing
PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items).
PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).
PARCC requires writing to sources rather than writing to de-contextualized expository prompts.
PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.

25. Shift 3: Building knowledge through content rich nonfiction
8. Assesses not just ELA but also science and social studies 9. Simulates research on the assessment using informational sources
PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies.
PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.

26. PARCC Assessments 2 Required Summative Assessments
Performance Based (PBA)
As close to end of year as possible
Writing when analyzing text
End of Year (EOY)
After approximately 90% of school year
Reading comprehension only
2 Optional Non-Summative Assessments
Diagnostic
Mid-Year
Speaking and Listening

27. Sample Items Illustrating Some of the Advances

28. Two Common Core Standards
Reading Standard One (Use of Evidence)
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.
Reading Standard Ten (Complex Texts)
10. Read and comprehend complex literary and
informational texts independently and proficiently.
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.

29. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts
Evidence-Based Selected Response (EBSR)
Combines a traditional selected-response question with a second selected-response question
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

30. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts
2. Technology-Enhanced Constructed
Response (TECR)
Uses technology to capture student comprehension of texts
authentic in 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)

31. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts
3. Range of Prose Constructed Responses (PCR)
Elicits evidence that students have understood a text or texts they have read.
Students can communicate that understanding well both in terms of written expression and knowledge of language and conventions.
There are four of these items of varying types on each annual performance-based assessment.

32. 3 Types of Summative Performance Tasks*
Literary Analysis Task
Research Simulation Task
Narrative Task
*All tasks will make use of EBSR, TECR, and PCR.
EBSR – Evidence Based Selected Response
TECR – Technology Enhanced Constructed Response
PCR – Prose Constructed Response

33. Literary Analysis Task
Ability to ready complex text closely.
Close reading of complex text is a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers.
TASK: Students carefully consider literature worthy of close reading and compose an analytic essay.
Hones students’ ability to ready complex text closely
Close reading of complex text is a skill that research reveals as the most significant factor differentiating college-ready from non-college- ready readers.
TASK: Students carefully consider literature worthy of close reading and compose an analytic essay.

34. Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triumph”

35. Understanding the Literary Analysis Task
Read two literary texts worthy of close study.
Answer a few EBSR and TECR questions about each text
Write a literary analysis about the two texts.
Students carefully consider two literary texts worthy of close study.
They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.
Students write a literary analysis about the two texts
Texts Worth Reading?
Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.
Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton.  Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore. 
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.

36. Grade 10 Prose Constructed-Response Item
Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
Allow viewers to read prompt.
Aligns to the standards and reflects good practice:
Specific CCSS alignment to:
RL.10.1 (use of evidence); RI (comparison of authors’ presentation); RL (complex texts).
W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts).
L (grammar and conventions).
Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying).
Asks students to write to sources rather than write to a de-contextualized prompt.
Focuses on students’ rigorously citing evidence for their answer.
Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

37. Grade 10 Evidence-Based Selected-Response Item
Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?
Striving to achieve one’s dreams is a worthwhile endeavor.
The thoughtlessness of youth can have tragic results.*
Imagination and creativity bring their own rewards.
Everyone should learn from his or her mistakes.
Allow viewer to read question.

38. Grade 10 Evidence-Based Selected-Response Item
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.
“and by his playfulness retard the work/his anxious father planned” (lines )*
“But when at last/the father finished it, he poised himself” (lines )
“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines )
“Proud of his success/the foolish Icarus forsook his guide” (lines )*
“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines )*
“and as the years went by the gifted youth/began to rival his instructor’s art” (lines )
“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines )
“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines , 399)
Read first line of question to viewers.
Aligns to the standards and reflects good practice:
Specific CCSS alignment to:
RL.10.1 (evidence).
RL.10.2 (theme).
RL (complex text).
This item helps students gather information and details for use on the Prose Constructed Response; it requires close analytical reading to answer both parts correctly (e.g., Part A of this item is challenging because it requires synthesis of several parts of the myth to determine the answer).
Requires students in Part B to provide evidence for the accuracy of their answer in Part A.
PARCC assessment gives students the opportunity to gain partial credit if their answers reflect genuine comprehension on their part (e.g., they identify the theme correctly and are able to identify at least 2 details).

39. Grade 10 Evidence-Based Selected-Response Item
Part A
What does the word vanity mean in these lines from the text “Daedalus and Icarus”?
“Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines )
arrogance*
fear
heroism
enthusiasm
Part B
Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity?
proud*
success
foolish
soar
Allow viewers to read questions.
Aligns to the standards and reflects good practice:
Specific CCSS alignment to:
RL.10.1 (use of evidence).
RL.10.4 (meaning of words and phrases).
RL (complex texts).
Reflects a key advance, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts.
Rewards careful, close reading rather than requiring students to race through the passage to determine the meaning (by using the context of the text) of an academic word that is important to one of the main characters and to the central themes. Again, this item helps students gather details for use on the Prose Constructed Response.
Credit for Part B (evidence) is given only if Part A is correct, signaling the importance of the connection between the claim and the evidence.

40. Research Simulation Task
Skills of observation, deduction, and proper use of evaluation and evidence
TASK: Analyze an informational topic presented through several articles or multi-media stimuli.
Anchor text introducing the topic
Series of questions synthesizing information from multiple sources in order to write two analytic essays
Asks students to exercise skills of observation, deduction, and proper use of evaluation and evidence across text types
Students will analyze an informational topic presented through several articles or multi-media stimuli.
First text will be anchor text introducing the topic
Students answer a series of questions synthesizing information from multiple sources in order to write two analytic essays.

41. Research Simulation Task
(Grade 7): Amelia Earhart’s Disappearance

42. Understanding the Research Simulation Task
Session 1:
Read anchor text that introduces the topic.
Answer EBSR and TECR items.
Write summary or short analysis of the piece.
Session 2:
Read two additional sources (may include a multimedia text)
Answer a few questions about each text
Synthesize understandings into an analytic essay using textual evidence from several of the sources.
Session 1:
Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding.
Then, they write a summary or short analysis of the piece.
Session 2:
Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension.
Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.
Texts Worth Reading
Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band.
Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7.

43. Grade 7 Analytical Prose Constructed-Response Item #1
Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.
Allow viewers to read questions.
Aligns to the standards and reflects good practice:
Specific CCSS alignment to:
RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts).
W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence from texts).
L (grammar and conventions).
Requires writing to sources rather than to a de-contextualized or generalized prompt (e.g., asks about a specific aspect of Earhart’s life).
Requires students to draw evidence from the text and cite this evidence clearly.
Requires students to apply the knowledge of language and conventions when writing.
Purposely designed to help students gather information for writing the final analytic essay that asks students to evaluate the arguments made in three texts about Earhart’s bravery (i.e., her bravery can be expressed as her ability to face the many challenges).

44. Final Grade 7 Prose Constructed-Response Item #2
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
“Biography of Amelia Earhart”
“Earhart's Final Resting Place Believed Found”
“Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
Allow viewers to read question.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts).
W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts).
L (grammar and conventions).
Measures the ability to compare and synthesize ideas across multiple texts and the ability to analyze the strength of various arguments.
Asks students to write to sources rather than write to a de-contextualized prompt.
Focuses on students rigorously citing evidence for their answer.
Requires students to delve deeply into multiple texts to gather evidence to analyze a given claim, simulating the research process.
Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

45. Grade 7 Technology-Enhanced Constructed-Response Item
Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”
Part A
Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”
Part B
Click on two facts within the article that best provide evidence to support the claim selected in Part A.
Allow viewers to read question.
Click
Click.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RI.7.1 (use of evidence).
RI.7.8 (author’s claims and evidence).
RI.7.10 (complex texts).
This item helps students gather information and details for use on the first and second Prose Constructed Response.
Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts.
Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct.
Technology enables students to highlight evidence that supports their understanding.

46. Narrative Task Broadens the use this type of writing
Convey experiences or events, real or imaginary
TASK: Write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example.
Broadens the way in which students may use this type of writing
Can be used to convey experiences or events, real or imaginary
TASK: Students may be asked to write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example.

47. Narrative Task (Grade 6): Jean Craighead George’s
Excerpt from Julie of the Wolves

48. Understanding the Narrative Writing Task
Read one or two brief texts and answer a few questions
Write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).
Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s).
Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).
Texts Worth Reading?
Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band.
Quality: Julie of the Wolves was a winner of the Newbery Medal in This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6

49. Grade 6 Prose Constructed-Response Item
In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.
Allow viewers to read prompt.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RL.6.1 (use of evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex text).
W.6.3 (narrative writing); W.6.4 (writing coherently).
L (grammar and conventions).
Includes rigorous expectations for narrative writing, including weaving details from the source text accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story).
For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate.
Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).

50. Grade 6 Evidence-Based Selected-Response Item #1
Part A
What does the word “regal” mean as it is used in the passage?
generous
threatening
kingly*
uninterested
Part B
Which of the phrases from the passage best helps the reader understand the meaning of “regal?”
“wagging their tails as they awoke”
“the wolves, who were shy”
“their sounds and movements expressed goodwill”
“with his head high and his chest out”*
Aligns to standards and reflects good practice
Specific CCSS alignment to:
RL.6.1 (use of evidence).
RL.6.4 (meaning of words and phrases).
RL.6.10 (complex texts).
Reflects a key shift, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts.
Rewards careful, close reading rather than requiring the students to race through the passage to determine the meaning of an academic word by showing the context within the passage that helped them determine the meaning of the word.

51. Grade 6 Evidence-Based Selected-Response Item #2
Part A
Based on the passage from Julie of the Wolves, how does Miyax feel about her father?
She is angry that he left her alone.
She blames him for her difficult childhood.
She appreciates him for his knowledge of nature.*
She is grateful that he planned out her future.
Part B
Which sentence from the passage best shows Miyax’s feelings for her father?
“She had been lost without food for many sleeps on the North Slope of Alaska.”
“This could be done she knew, for her father, an Eskimo hunter, had done so.”*
“Unfortunately, Miyax’s father never explained to her how he had told the wolf of his needs.”
“And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and he never returned.”
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RL.6.1 (use of evidence).
RL.6.3 (how characters respond).
RL.6.10 (complex texts).
Rewards careful, close reading to find specific information and applying understanding of a text.
Focuses students on rigorously citing evidence for their answer; students must provide the context used to establish the accuracy of their answer or they don’t receive credit for the item.
Asks students to delve deeply into how the main character is feeling as she reflects on her predicament, helping students gather information and details for use on the Prose Constructed Response.

52. Grade 6 Technology-Enhanced Selected-Response Item
Part A
Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.
reckless
lively
imaginative*
observant*
impatient
confident
Part B
Find a sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.
Part C
Find a second sentence in the passage with details that support your response to Part A. Click on that sentence and drag and drop it into the box below.
Aligns to the standards and reflects good practice.
Specific CCSS alignment to:
RL.6.1 (use of evidence).
RL.6.3 (how characters respond).
RL.6.10 (complex texts).
Rather than a single right answer, this item allows students to explore different solutions and generate varying insights about a multi-dimensional character, choosing the word they most strongly feel they can defend.
The item also insists on students rigorously substantiating their conclusions/insights about the character of Miyax with two details drawn from the text, helping students gather information and details for use on the Prose Constructed Response.
Technology enables students to “drag and drop” evidence that supports their understanding.

53. End-of-Year Assessment (Grade 3): “How Animals Live”

54. Understanding the End-of-Year Assessment
Several passages to read closely.
Sequenced EBSR and TECR questions
Draw on higher order skills
Students will be given several passages to read closely.
EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction.
Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context.
Texts Worth Reading?
Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts).
Quality: This is an example of a science passage from a third-grade textbook.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3.

55. Grade 3 Evidence-Based Selected-Response Item #1
Part A
What is one main idea of “How Animals Live?”
There are many types of animals on the planet.
Animals need water to live.
There are many ways to sort different animals.*
Animals begin their life cycles in different forms.
Part B
Which sentence from the article best supports the answer to Part A?
“Animals get oxygen from air or water.”
"Animals can be grouped by their traits.”*
"Worms are invertebrates.”
"All animals grow and change over time.”
"Almost all animals need water, food, oxygen, and shelter to live."
Aligns to the standards and reflects good practice
Specific CCSS alignment to:
RI.3.1 (evidence).
RI.3.2 (main idea).
RI.3.10 (complex text).
While this is an example of a less complex item—one where the main idea and details to support it are explicit and readily found—students must provide evidence for the accuracy of their answer in Part B, illustrating one of the key shifts: use of textual evidence.

56. Grade 3 Technology-Enhanced Constructed-Response Item
Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words:
Aligns to the standards and reflects good practice
Specific CCSS alignment to:
RI.3.1 (use of evidence).
RI.3.3 (relationship between events).
RI.3.10 (complex texts).
Reflects the key shift of building knowledge from informational text:
students must apply their understanding of the text to complete the graphic.
requires explicit references to the text as the basis for the answers rather than simply guessing.
Whereas traditional items might have asked students to “fill in one blank” on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.
Pupa
Adult
Egg
Larva

57. Poll Question
Identify your reaction to the level of difficulty of the prototypes.
They are easier than I expected them to be.
They are about what I expected them to be.
They are harder than I expected them to be.
I had no expectations.

58. Resources www.parcconline.org PARCC Place Newsletter
State Educational Technology Directors Association (SEDTA) white paper – Technology Requirements for Large-Scale Computer-Based and Online Assessment: Current Status and Issues
Higher Education Webinars
PPTs and Model Content Frameworks

59. Questions?