parcc, common core, and writing connections (6-12) · •require students to understand texts...
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Common Core State Standards (CCSS) –June 2010
•K-12 in English/Language Arts•Mathematics
2www.corestandards.org
Reading Standards
•Ensure that students are reading and researching in all areas of instruction •Require students to understand texts outside of literature (informational texts)
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The 2009 Reading Framework of the NAEP requires the proportion on its Grade 12 reading assessment to be 30% Literary and 70% Informational Texts.
National Assessment of Educational Progress (NAEP) is a nationally mandated project within the U.S. Department of Education. NAEP provides a common measure of student achievement across the country in what they know and should be able to do.
Writing Standards
•Ensure that students are writing in all areas of instruction•Emphasize writing arguments, explanatory texts, and narratives
4-2*
The 2011 NAEP Writing Framework requires the proportion on its Grade 12 writing assessment to be
40% Persuasive; 40% Explanatory; and 20% Narrative.
English Language Arts-Literacy (ELA-L) StandardsStrands (5)
�Reading (10) �Writing (10)� Speaking and Listening (6)� Language (6)� Standards for literacy in
history/ social studies, science, and technical subjects
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Example Technical Subjects•Engineering•Technology•Design•Business•Art•Music•Other workforce-related subjects
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Literacy in History/ Social Studies, Science, and Technical Subjects (6-12)
1. The Literacy Standards do not take the place of the Social Studies or thenew Science Standards.
2. Anchor Standardsfor Reading and Writing are the same for all curricular areas.
CCSS Grade-Specific Standards in Reading and Writing
• ELA Grade-Specific Sections:Grades 6, 7, 8, 9-10, 11-12
•WHST Grade-Specific Sections: Grades 6-8, 9-10, 11-12
• Establish a “staircase” ofincreasingly complex skills
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CCSS—Three Instructional Shifts
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Major Shift 3: Building
knowledge through Content-
rich Nonfiction and
Informational Text
Major Shift 1: Regular Practice
with Complex Text and its Academic
Vocabulary
Major Shift 2:Reading,
Writing, and Speaking
Grounded in Evidence from
the Text
SHIFT #1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS
ACADEMIC LANGUAGE
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Complex Text
CCSS.ELA-Literacy.CCRA.R.10. Read and comprehend complex literary and informational texts independently and proficiently.
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Features of Complex Text
•Uncommon vocabulary
•Complex sentences
•Longer paragraphs•Unfamiliar settings, topics or events•Lack of words, sentences or paragraphs that review or pull things together for the student
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SHIFT #1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS
ACADEMIC LANGUAGE
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Vocabulary Tiers
•Tier 1—Everyday words•Tier 2—General Academic words•Tier 3—Domain-specific words
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Tier 1– Everyday Words
•Vocabulary of everyday speech•Learned in the early grades•Not a challenge to the average native speaker
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Tier 2—General Academic Words
•Words found in a variety of written, complex texts•Responsibility of different content area teachers•Instructional emphasis will vary, as needed•Less likely to be defined by contextual clues or defined explicitly in a text
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Tier 2—General Academic Words
•Informational Texts•Relative•Vary •Formulate •Accumulate
•Literary Texts•Misfortune•Dignified•Faltered
•Technical Texts•Calibrate•Itemize
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Tier 3—Domain-specific Words
•Specific to a content area•Defined before reading•Reinforced throughout a lesson•Unfamiliar words that are new and important
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Tier 3—Domain-specific Words •Language Arts•Allegory
•History•Emerging capitalist economy•McCarthyism
•Mathematics•Logarithm•polynomial
•Science•Molecular energy•Recessive trait
•Vocational Areas•Carburetor
•Physical Education•Ballistic stretching•Circuit training
•Visual Arts•Negative space•Positive space
•Technology •Gigabyte•RAM•HTML 19
Marzano, Robert J. Building Background Knowledge for Academic Achievement. Alexandria, VA:
ASCD, 2004. Marzano, Robert J. and Debra J. Pickering. Building
Academic Vocabulary. Alexandria, VA: ASCD, 2005.
SHIFT #2: READING, WRITING ANDSPEAKING GROUNDED IN EVIDENCE FROMTEXT, BOTH LITERARY AND INFORMATIONAL
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Text-Dependent Questions...
• Can only be answered with evidence from the text.
• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.
• Focus on difficult portions of text in order to enhance reading proficiency (ideas, themes, or events)
• Can also include prompts for writing and discussion questions.
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Three Types of Text-Dependent Questions
Questions that assess:
•Themes and key ideas
•Knowledge of vocabulary
•Syntax and structure
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Structure and Text-Dependent Questions for Content Areas
•Questions crafted to point to features of text that enhance understanding
•How illustrations add to a narrative
•How section headers and captions •Lead to greater clarity •Provide hints regarding what is most
important in informational text23
SHIFT #3: BUILDING KNOWLEDGE THROUGHCONTENT-RICH NONFICTION ANDINFORMATIONAL TEXT
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Strategy: Sequence Texts to Build Knowledge
•Not random reading• Texts of significant topics and worth the
instructional time for examination
• Texts worth reading
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From To
Equal representation of informational and literary texts; limited focus on the quality of informational texts
More informational texts as students move through the grades; greater focus on content-rich informational texts at all grades
21st Century Learning
Creates
21st Century Responsibilities
21st Century Responsibility #1
•Know the location of good resources for literacy information and terminology.
English Language Arts--Literacy ~ Appendix A ~
• Research supporting key elements of the Standards
• A complete discussion on the topic of text complexity
• Sample annotated reading texts• A glossary of key terms• Vocabulary Tiers
www.corestandards.org
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Text Complexity—Three-Part Model1. Qualitative dimensions of text complexity.� Levels of meaning or purpose� Structure� Language clarity� Knowledge demands
2. Quantitative dimensions of text complexity.� Word length� Sentence length
3. Reader and task considerations.� Motivation� Knowledge� Experiences
www.corestandards.org30
Lexile Frameworkwww.lexile.com
English Language Arts ~ Appendix B ~
•Text Exemplars--provided as examples only to illustrate the complexity, quality, and range of student reading at various grade levels and subject areas (history/social studies, science, math, and technical subjects)
•Sample Performance Tasks--provided to further illustrate the application of the standards to texts of sufficient complexity, quality and range.
www.corestandards.org
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English Language Arts ~Appendix C~
•Samples of student writing
•Annotated samples demonstrating at least adequate performance in student writing at various grade levels are provided.
www.corestandards.org32
PARCC (Partnership for Assessment of Readiness
for College and Careers)
•Background Information about the test development•Sample Reading Passages •Sample Reading Text Questions•Sample Writing Topics•Mailing List for Updates
www.parcconline.org
Achieve The CoreELA/ Literacy:• Lessons• Student Writing Samples•Assessment• Tools for Planning• Supporting all Students•Professional Development
www.achievethecore.org
Mathematics:•Tasks•Assessments• Lessons•Tools•Understanding the Math•Professional DevelopmentLeadership Tools:•The Standards•The Shifts•Professional Development•Common Core Research
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21st Century Responsibility #2
•Provide students with opportunities to practice reading and processing complex informational texts.
•Anchor Standards for Writing are connected to the Reading Standards. •Require students to read literary and informational texts
•Require students to respond in writing to both types of texts 36
CCSS Anchor Standards
Independent and Proficient Reading
Read Closely
Reflect Deeply
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Demonstrate full
comprehension of the ideas
Provide an accurate analysis
Support the analysis with effective and textual
evidence
Strategy: Scaffolding is…
Temporary guidance to help students encounter a text on its own terms
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Scaffolding ~Support provided while reading:•Chunking text (a little at a time)•Multiple exposures •Time to process •Identifies cues for meaning•Follow-up help
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Resource for Grades 6-8: www.state.nj.us/education/modelcurriculum/
success/ela/68/pg93.pdf
Scaffolding is NOT:
•Replacing the text with something easier•Translating the text for students•Telling students what they will learn before they read
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www.corestandards.org
Strategy: Provide Frequent Practice in Reading
•Practice reading both short and long examples of complex texts
•Provide Questions that require text-dependent evidence
Strategy: Provide a Purpose/ Focus for Reading
•Provide students with a means to annotate their reading (technology; paper copies).
•Instruct students to number the lines or the paragraphs of the text.
Resource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d. Web. 20 June 2014.
Strategies: Give Purpose/ Focus for Reading
• To identify key terms and vocabulary
•To identify the main idea
•To identify supporting details
•To identify literary devices
Non-fiction (Argument)
Circle Key Terms
•Repeated•Defined by the author•Used to explain or represent an idea
Resource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d. Web. 20 June 20.
Underline Information
•Data•Facts• Information in support of the writer’s claim
History/Social StudiesCircle Key Terms
•Key concepts• Lesson-based content
vocabulary•Concept-based vocabulary•Words that signal
relationships•Names of people•Names of historical events•Dates•NumbersResource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d.Web. 20 June 2014.
Underline Information•Central claims•Evidence•Details relating to a
theology, philosophy, or ideology
•Facts about a person, place, thing, or idea
•Descriptions of a person, place, thing, or idea
•Cause and effect relationships
ScienceCircle Key Terms
• Key concepts• Content-based vocabulary• Lesson-based vocabulary• Name of people, theories,
and/or experiments• Properties• Elements• Formulas• Units of measure• Variables• Values• Percentages
Resource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d. Web. 20 June 2014.
Underline Information• Concerns• Claims• Data• Definitions• Descriptions• Evidence• Examples• Explanations• Guiding language• Hypotheses• “If-Then” statements• Main Ideas• Methods• Processes
Math (Word Problems)Circle Key Terms
• Action words• Sum, add, more than• Multiply• Simplify• Divide• Difference, subtract• Units• Amounts• Values• Percentages• Variables• Formulas• Solve
Underline Information• A process• Definitions• Descriptions• Explanations
Box• The question
Resource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d. Web. 20 June 2014.
Technical Areas
Circle Key Concepts•Domain-specific vocabulary•Examples
Number Items•Steps in a process
Underline Information•Description•Explanation•Main idea •Cause and Effect relationship
Strategy: Provide a Means for Reflection •Have students answer questions:•Text dependent•Text specific
•Have students use the margins to record their thoughts: •A summary/ paraphrase of the section•An inference or conclusion that can be made•Writer’s purpose
Resource: Critical Reading: Deep Reading Strategies for Expository Texts. AVID Center. Ed. Jonathan LeMaster. N.p., n.d. Web. 20 June 2014.
Strategy: Create Text-Dependent Questions with Common Reading Terms
1. Identify the key ideas of the text2. Orient students to the text with opening questions3. Target vocabulary and text structure4. Tackle tough sections5. Create coherent sequences of text-dependent question
Strategy: Create Text-Dependent Questions with Common Reading Terminology
• Identify the key ideas of the text
•Target vocabulary and text structure
•Tackle tough sections
Strategy: Write a Summary of a Section of Reading
•Clarifies the main points in the text
•Explains what the writer is doing
•Shorter than the original text
Strategy: Write a Paraphrase of a Difficult Section
•Clarifies the information by rephrasing it in a student’s own words
•Written by following:
•Same length as the original•Maintain the original intent•Contains no key words or phrases•Uses the same point of view•Uses the same verb tense
Strategy: Design Questions to Define Vocabulary Words and Phrases
1. The meaning of this word in the sentence is…
2. Because the prefix means… I think the word means…
3. What does (word or phrase) mean?4. Explain what (domain/content specific
word) means.
Example Questions for Vocabulary
What is the meaning of adversary as it is used in Paragraph 21?
a. Problem’s solutionb. Indication of
troublec. Opposing forced. Source of irritation
Which phrase from Paragraph 21 helps to clarify the meaning of adversary?
a. “own worst enemy”
b. “the primary rule”c. “missed the
warnings”d. “most dangerous
thing”55
Answer C Answer A
Vocabulary Tiers
•Tier 1—Everyday words•Tier 2—General Academic words•Tier 3—Domain-specific words
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CCSS—Appendix A
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Strategy: Design Questions to Draw Inferences/ Conclusions from the Passage
•What can a reader infer from this passage? •What is the overall effect of the text? •(Think-Pair-Share)
ContextClues
What IAlreadyKnow
My Conclusions
Example Question—Making an Inference (Grade 9)
The final paragraph in “Fields of Fingerprints: DNA Testing for Crops” is headed by the phrase “Simplifying the Search.” What is the “search” discussed in this paragraph?A. Identifying new varieties of plants that can be grown from seedsB. Identifying new varieties of plants with particular characteristicsC. Identifying plants that can be easily tested for a DNA fingerprintD. Identifying plants that pass on their characteristics inside their seeds 58
Answer B
Strategy: Design Questions to Ask about Purpose
1. What is the author’s purpose?2. What is the author’s point of view?3. Does the author have a bias?4. Does the author “spin” the information to
fit his purpose?5. How does the author feel about the
topic?
Strategy: Determine Questions to Identify the Author’s Intent/ Purpose
•What is the tone (writer’s attitude toward the topic) mood (atmosphere) of the text?
•How does the tone affect the mood of the text?
•Given the context, is the tone unusual/ surprising?
T-Chart
Facts Thoughts
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Point of View
•Assess how the writer’s choice of point of view or purpose shapes the content and style of a text.
•First Person—Personal
(I, me)
•Second Person (you)
•Third Person—Objective (she/her, he/him, they/them)
Strategy: Design Questions to Identifythe Point of View
•From what point of view is this text written?•Through whose eyes did you see this account/story?
Strategy: Design Questions to Identifythe Audience
Questions to ask:
•Who is the intended audience for the writing?•What does the writer know about the audience?•What does the audience know/ or need to know about the writing topic?•Will the audience agree or disagree with the topic?
Strategy: Design Questions to Identify Figurative Language
•Hyperbole•Metaphor•Simile •Paradox •Personification •Symbols •Mood
Independent and Proficient Reading
Read Closely
Reflect Deeply
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Demonstrate full
comprehension of the ideas
Provide an accurate analysis
Support the analysis with effective and textual
evidence
Strategy: Design Opportunities to Reflect Deeply upon the Information
•Individual•Strategy: Multiple readings
•Pair discussion•Strategy: Think-Pair Share•Strategy: Turn and Talk
•Small group discussion•Whole class discussion
Strategy: Design Questions Worth Discussing
•How does the author’s choice of words, the tone of the language, illuminate the author’s point of view on the topic?
•What similarities and/or differences are there in (titles of two texts on similar topics)?
•Analyze the information provided by the illustrations/pictures and words in the text.
•Explain how the author uses reasons and evidence to support the main idea of the text.
•Explain the cause and effect relationships in the text.•What are the similarities and differences between two texts on the same topic?
Valuable Resources for Example Informational Texts
•Google App—Newsela (Lexile Scores)•War & Peace•Science•Kids•Money•Law •Health•Arts
•Google App—English Vocabulary and Intellectual Articles
Practice Question #1: SummaryQuestion: According to the article “The Biography of Amelia Earhart,” which events had the most significant impact on Earhart’s life? From the list, create a summaryby dragging the four most significant events and dropping them in chronological order into the table.
1. Earhart becomes the first woman to fly across the Atlantic Ocean by herself.
2. Earhart attends a finishing school in Philadelphia. 3. Earhart purchases her first plane. 4. Earhart works as a nurse’s aide in Canada. 5. Earhart attends an air show, where a stunt pilot flies
close to her. 6. Earhart sets off on a flight around the world. 7. Earhart places third at the Cleveland Women’s Air
Derby.
Practice Question #2: InferencesPart A Question: In paragraph 6 of “The Biography of Amelia Earhart,” Earhart is quoted as saying After scaring most of the cows in the neighborhood . . . I pulled up in a farmer’s back yard. How does the quotation contribute to the meaning of the paragraph?
a. It demonstrates Earhart’s calm sense of humor when describing a potentially frightening situation.
b. It shows that Earhart loved taking risks but regretted when her actions put others in danger.
c. It suggests that Earhart was humble about her accomplishments and able to admit mistakes.
d. It illustrates Earhart’s awareness of her responsibility as a role model for other women.
Practice Question #3: Central Idea "Amelia Earhart: Life and Disappearance"
Part A Question: Which two statements best describe central ideas of the video?
a. Earhart’s childhood experiences shaped her adult life in surprising ways.
b. Earhart overcame many obstacles to become a record-breaking pilot.
c. Earhart showed that women could succeed in activities usually reserved for men.
d. Earhart found it difficult to keep her personal life separate from her public life.
e. Earhart’s accomplishments helped to spread excitement about air travel.
f. Earhart’s disappearance is misunderstood by most of the public.
Practice Question #5: PurposePart A Question: What is most likely the intended effect of including the segment about Earhart marrying George P. Putnam, based on information presented in the video? (1:41)
a. to explain that Earhart’s successful career relied heavily on financial help from others
b. to show that even though Earhart accomplished amazing things, she was like other people in many ways
c. to illustrate that Earhart focused much attention on fostering close relationships
d. to highlight how Earhart’s accomplishments influenced others to take on challenges
Practice Question #6: PurposePart A Question: What is the author’s main purpose in “Earhart’s Final Resting Place Believed Found”?
a. to explain why the mystery of Earhart and Noonan’s disappearance has been difficult to solve
b. to discuss two competing explanations for the disappearance of Earhart and Noonan
c. to describe how recent research explains the last days of Earhart and Noonan after they disappeared
d. to outline a hypothesis about what happened to Earhart and Noonan after they disappeared
Connect Writing to Reading to
Promote Learning
Read Closely
Reflect Deeply
Respond Effectively in Writing
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3 R’s of Literacy
21st Century Responsibility #3•Provide students with the opportunity to connect their writing to their reading.
College and Career Readiness Anchor Standards for Writing
CCSS.ELA-Literacy.CCRA.W.1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.CCRA.W.3 ----
Text Types and Purposes
Key Ideas of Effective Writing
Students need to be able to:•Address the writing prompt/ task•Write a claim/ topic that is consistently appropriate to the prompt/ task•Provide clear and convincing reasoning•Provide relevant textual evidence•Use the conventions of standard English
www.parcconline.org
Writing Opportunities that Engage Students
Type of Writing
Conventions of
StandardEnglish
Evidence from the
Text
Close Reading of Informational Text
“TWEET”
Anchor Standard for Writing Arguments
•CCSS.ELA-Literacy. CCRA.W. 1 Write argumentsto support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
•CCSS.ELA-Literacy. WHST. X. 1 Write arguments focused on discipline-specific content.
Argumentation is…
•A reasoned, logical way of demonstrating that the writer’s claim/ position is valid on a substantive topic or issue
•Requires strong organization using sound reasoning and sufficient evidence
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Requirements of an Argument
Students must •Think critically and deeply
•Assess the validity of their own thinking
•Anticipate counterclaims in opposition to their own assertions
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Argumentation vs. Persuasion
Argumentation
•Merit of the claim and evidence of support
•Appeal to reader’s sense of logic and sound reasoning
•Objective Tone
Persuasion
•Merits of the writer’s character or authority
•Appeal to reader’s•Self-interest•Sense of identity•Emotions•Allusions
•Emotional Tone
Relevant Textual Evidence
Purpose of Evidence•“Pro” •To support the writer’s position
•“Con” •To identify the opposing view •To refute the opposition
Types of Evidence•Facts•Examples•Statistics•Definitions
Organizational Structure of an Argument
•Introduction•Write a claim (proposition)
•Body•Provide sound reasoning•Textual evidence: Sufficient, Relevant, Accurate
•Identify a counter claim (counter argument)•Provide sound reasoning and evidence
•Conclusion
Anchor Standard for Writing Informative/ Explanatory Texts
CCSS.ELA-Literacy. WHST.X. 2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-Literacy. WHST.X. 2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Informative/ Explanatory Writing Is…
•An analysis of the text of information (literary or informational)•Information conveyed accurately about causes, contexts, and consequences of processes, states of affairs, objects, terminology•Information for clarification
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Purpose for Informative/ Explanatory Writing
•To increase one’s knowledge of a subject•To help one better understand a procedure or process•To provide readers with an enhanced understanding of a concept•To answer a question with truthfulness•To compare and contrast information
Compare/ Contrast
•Compare the similarities between 2+ texts/ video
•To identify the specific items, their development, and their outcome•To explain the similarities of these items •To explain the differences
Example Question: Compare and Contrast (Grade 8)•You have read excerpts from two novels focused on survival
in the wilderness.•These excerpts are from:
• Brian’s Winter by Gary Paulsen• Call of the Wild by Jack London
•Consider how the main character in each excerpt reacts to the incidents that occur, and write an essay in which you analyze how each characters thoughts and actions reveal aspects of his personality.
•You do not need to compare and contrast the characters from the two texts. You may consider each one separately. Be sure to include evidence from each crept to support your analysis and understanding.
Venn Diagram
Topic 1 Differences Topic 2 DifferencesCommonPoints
Relevant Textual Evidence
•Facts•Examples•Quotations by authorities•Causes•Consequences
Organizational Structureof an Informative/ Explanatory Writing
•Introduction•Write a claim/ main idea
•Body•Provide sound reasoning•Textual evidence: Sufficient, Relevant, Accurate
•Conclusion
Anchor Standard for Writing Narratives
•CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Writing Components/ Connected to Reading
“WHAT” Students Write
•Accuracy of Content-Area Information for a Range of Tasks, Purposes, and Audiences
“HOW” Students Write
•Writing Style•Reading
Comprehension•Written Expression•Conventions of
Standard English
Passage 1 Passage 2
MultimediaSource
Strategy: Research Simulated Task
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. Be sure to follow the conventions of standard English.
Grade 7 Prose Constructed-Response Item (PCR)
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Resources for Writing
•Achieve the Core www.achievethecore.org
•Edmodo
•Google App—Classroom
•Google App—Docs
21st Century Responsibility #4
•Infuse the elements of good writing style and accurate content information in both short and extended time frames.
Strategy: Practice Short Time Frame Writing
•Write reactions to information to comprehend and retain the content information•Write to think through confusing new ideas•Write frequently to gain comfort in writing•Writing journals•Summaries•Response papers•Learning logs•Problem analyses
Music – Short Time Frame Writing•Describe the process used for practicing a difficult passage of music.. How does this process assist you in your ability to perform this passage?
•How is sound produced? Describe how sound is produced on your instrument/voice. What are the elements of tone production that you can control? What elements are outside of your control?
Technical Content – Short Time Frame Writing
Write an explanatory response in which you•Explain the process of…•Support a specific solution to a problem•Explain how to install a specific object
Write an explanatory paragraph that addresses one of the following topics:•How to assemble a device
•How to troubleshoot a problem
•How to explain the function and application of a device
•How to clarify the specifications for a product
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Math—Short Time Frame WritingThe Main Street Cinema gets a food delivery every Friday morning.
On Thursday, Hannah check the computer to determine what to order the next morning. The computer show the amount of popcorn sees and boxes remaining at the end of each day.
Sales Sunday through Thursday are relatively consistent. Friday and Saturday are busier days, and on each of those days they sell between 200 ad 300 large boxes of popcorn. On Friday ad Saturday, they also sell about twice as many small and medium boxes of popcorn as they do on the other days.
She also knows that 1/3 cup of popcorn seed makes 8 cups of popcorn, and she must buy enough popcorn seed to last until the next delivery on the following Friday.
Estimate the amount of popcorn seed that Hannah should order this Friday so that there are between 100 and 200 cups of popcorn seed remaining next Friday morning.
Show and explain the reasoning you used to determine your estimate.
Math—Short Time Frame Writing• Justify your answer
-- Based upon your answers in Part A, justify your answer. Be sure to follow the conventions of standard English.• Explaining a process to solve a problem
• Write an explanatory paragraph of how you solved a problem. Include evidence/ facts to support your explanation. Be sure to follow the conventions of standard English.
• Explain why other models do no fit the data very well for the range of times …..
• Write about a real-life use of a math concept or skill• Connect the concept/skill to concepts/skills you already use.• Write a definition in your own words.
• Drawing logical conclusions• Write an explanatory paragraph of the conclusion that you can
draw from the facts after you solved a problem. Be sure to follow the conventions of standard English. 103
Math—Short Time Frame WritingStudents recorded attendance data for their homeroom over two weeks. Then the class calculated the percentage of students present. The results are shown in this table. What is the mode percentage of the attendance data? What is the mean percentage of the attendance data? What is the median percentage of the attendance data? Show and explain your work.
December Dates Students Present (21 Total) % of Students Present
5 19 90%
6 21 100%
7 20 95%
8 19 90%
9 18 86%
Strategy: Provide Extended Time Writing Opportunities about Content-Area
Information
Type of Writing
Conventions of
StandardEnglish
Evidence from the
Text
Close Reading of Informational Text
“TWEET”
Strategy for Extended Time Frame: Focus on Writing Skills
Students need to be able to:• Address the writing prompt/ task• Write a claim/ topic that is consistently appropriate to the
prompt/ task• Provide clear and convincing reasoning• Provide relevant textual evidence• Accuracy of Content-Area Information for a Range of Tasks,
Purposes, and Audiences
• Demonstrate purposeful coherence, clarity, and cohesion• Establish and maintain an effective style attending to the norms
of the discipline• Demonstrate full command of the conventions of standard
English
WHAT
HOW
Strategy: Use Graphic Organizers
•Differentiates the instruction•Assists the visual learners•Assists in organizing textual evidence for all types of learners
Instructional Writing—History/ Social Studies
•Reports•Review of informational text •Project proposal •Write a historical account of important
figures •Describe an account of events, scenes,
or object
Venn Diagram
Topic 1 Difference Topic 2 DifferenceCommonPoints
Effective Question: How does a primary text source compare
with a secondary source?
History/ Social Studies
• In an essay, analyze the evidence from multiple sources (primary and secondary) to advance a claim that is supported by the evidence. Be sure to follow the conventions of standard English.
• In an essay, argue for a historically or empirically situated interpretation. Be sure to follow the conventions of standard English.
110
Grade 11—Prose Constructed Response (PCR)
Today you will read a biography of Abigail Adams, and then you will read two examples of correspondence between Abigail and her husband, John Adams, who served as President of the United States from 1797 to 1801. As you read these texts, you will gather information and answer questions that will help you understand John and Abigail Adams’s relationship and opinions. When you are finished reading, you will write an analytical essay.
Grade 11 (PCR)• “Biography of Abigail Smith Adams” and two excerpts from the Adams’ letters
•Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences.
•Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or how each illustrates a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three resources. Be sure to follow the conventions of standard English.
Venn Diagram
Biography Concepts: Correspondence
Freedom Independence
Instructional Writing -- Science•Explaining scientific phenomena•Learning logs•Lab reports•Stating a problem•Abstract (summary)•Experimental design•Using data (textual evidence) in a scientifically acceptable forms to explain the results•Make claims in the form of statements or conclusions that answer questions or address problems•Use evidence and draw to argue in support of their claims 114
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Science or Technical Subjects
• Classification• Process• Cause/effect• Problem/Solution
Effect Effect Effect
Cause
Problem
Possible Solution
#1
PossibleSolution
#2
PossibleSolution
#3
Best Solution
• Cold Blooded• Warm Blooded • Vertebrates
• Lay Eggs• Live Birth• Fur/Hair
Mammals Reptiles
MAIN IDEA/ CONCLUSION
CAUSE EFFECT…CAUSE
EFFECT
INFLUENCE
SEQUENTIAL EPISODIC MAP
Problem-Solution Map
INFLUENCE
EFFECTCAUSE
INFLUENCE
Solution
What?Why?
Attempted Solutions Results1. 1. 2. 2. 3. 3.
End Result
PROBLEM-SOLUTION OUTLINE
Who?Problem
Solution
Science
Is the procedure clear enough to repeat?
Write an essay in which you analyze the effectiveness of the procedure that was used.
If you were to repeat the experiment, explain the rationale for these changes.
How well is the conclusion supported by the data?
Write an essay in which you defend the conclusion based upon the data.
120
MS--ScienceHow do humans impact the fresh water resources of our planet?
Barbara Kingsolver wrote, “Water is Life.” Using what you have learned about water on Earth write an informational essay that explains the relationship between the hydrosphere and watersheds and how humans impact our fresh water resources. Give your conclusions or claims about the need to protect fresh water resources. Use at least one conceptual model not previously used in class and three quotes from texts that we have studied to support your claims or clarify your ideas. Include a reference list with your essay.
www.achievethecore.org
Science—Grade 8Resource: Forensic Science: Evidence, Clues, and Investigation by Andrea Campbell
Is forensic evidence the most important type of evidence to present at a trial?
Write an essay that explains what information the author provides that answers this question. Remember to use information from the text as you delineate and evaluate the evidence the author provides to answer this question. Use the lines on the next pages for your response. www.achievethecore.org
Your response will be scored on how well you: • Demonstrate your understanding of the ideas of the text • Use evidence from the text to help develop and support your ideas• Organize your response in a logical manner• Demonstrate an appropriate writing style through the use of precise word choice
and varied sentences• Use standard conventions for writing
Instructional Writing -- Technical Areas
Write an explanatory essay in which you•Explain the process of…•Support a specific
solution to a problem•Explain how to install a
specific object•Explain the functionality
and application of a device that may persuade consumers of the factual need for the product
•Wiring information
Write an explanatory paragraph that addresses one of the following topics:•How to assemble a
device•How to troubleshoot a
problem•How to explain the
function and application of a device
•How to clarify the specifications for a product
123
To Explain a Process
Cycle of events produces an effect
124
1._________
2._______
3.________
4.________
Informative/ Explanatory Topics
•Write an essay that analyzes the strength of the arguments related to the idea …. Be sure to follow the conventions of standard English.
•Write an essay that answers one of the following questions. Remember to use textual evidence from both texts to support your ideas. Be sure to follow the conventions of standard English. •What are the different types of a motor?•How do penguins find food?•How does the legislative branch of government function?
Source A(article)
Source B(data table)
Source C(video)
Research Simulated Task
Writing Prompts that Engage Students in Learning
Type of Writing
Conventions of
StandardEnglish
Evidence from the
Text
Close Reading of Informational Text
“TWEET”
Valuable Resources for Writing Evaluation
•Appendix C of the CCSSwww.corestandards.org
•PARCCwww.parcconline.org
•Achieve the Corewww.achievethecore.org
PARCC: Writing Evidence Tables
GradeClaim
Standards:W - Writing
Evidences130
Strategy: Develop a Writing Process Prior to the Evaluation
•Announce the writing assignment•Discuss the requirements •Discuss the criteria for evaluation •Discuss the grading rubric•Share example writing models
•Establish interim tasks prior to the evaluation
• Include informal writing tasksconnected to the assignment
•Conference informally with students• Incorporate peer reviews of the drafts
Benefits of Peer Reviews
•Begin the writing early•Focus their reading of peers’ papers on the requirements of the assignment•Recognize the strengths and weaknesses of their own writing•Develop a better sense of their audience•Learn new information from reading their peers’ papers
Peer Reviews
•Establish a protocol for the reviews•Establish the focus for the reviews•Review the assignment requirements•Provide an open-ended evaluation form to record the comments/ suggestions
Peer Critique ProtocolGuidelines
1. Have the author/designer explain his/her work and explain exactly what type of critique would be helpful (in other words, what questions does s/he have or what is s/he confused about that s/he would appreciate help with).2. The critique audience should begin comments by focusing on something positive about the work (“warm” feedback), then move on to constructive sharing of issues or suggestions (“cool” feedback).3. When critiquing a peer’s work, use “I” statements. For example, “I’m confused by this part,” rather than “This part makes no sense.” Remember the three important phrases:“I notice….”“I wonder….”“If this were my work, I would….”
4. Use questions whenever possible. For example, “I’m curious why you chose to begin with…?”, or “Did you consider adding…?”
www.achievethecore.org
Writing Components for Evaluation
“WHAT” Students Write
•Accuracy of Content-Area Information for a Range of Tasks, Purposes, and Audiences
“HOW” Students Write
•Writing Style•Reading
Comprehension•Written Expression•Conventions of
Standard English
Strategy: Develop a Processto Evaluate Writing
•Design a rubric to evaluate the content (“what”) and the style of writing (“how”)
•Focus your reading of the writing with holistic purpose (“what” and then “how”)
Strategy: Writing Comments
• Building blocks for improvement
• Detailed enough to:
•Identify the writing’s strengths•Identify what a writer needs to do to improve
Evaluation of the Effective Writing Skills
Students need to be able to:• Address the writing prompt/ task• Write a claim/ topic that is consistently appropriate to the
prompt/ task• Provide clear and convincing reasoning• Provide relevant textual evidence
• Demonstrate purposeful coherence, clarity, and cohesion• Establish and maintain an effective style attending to the norms
of the discipline• Demonstrate full command of the conventions of standard
English www.parcconline.org
WHAT
HOW
Writing Rubric for Quality Writing
Three primary components to the rubric: • A reading assessment component• A written expression component (which has several sub-components)• A knowledge of the conventions of language component.
The use of a single rubric—regardless of task purpose• Allows for the focus of evaluation of the quality of a written response
to be on key traits of quality of reading comprehension (including providing strong evidence from texts)
• Allows for focus on quality writing rather than on any single, discrete criterion
• Reinforces student preparation for prose to be written in college and careers, where quality is defined by addressing the demands of a task, rather than on an isolated skill
www.parcconline.org139
CCSS--Appendix C: The writer of this piece:
• Introduces a topic.• Organizes complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole, and includes formatting when useful to aiding comprehension.
• Develops the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
• Uses appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
• Uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
• Establishes and maintains a formal style and objective tone while attending to the norms and conventions of the specific discipline in which the student is writing.
• Provides a concluding section that follows from and supports the information or explanation explanation presented (e.g., articulating implications or the significance of the topic).
• Demonstrates good command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message)
GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS
(Revised July 29, 2014)*
Research Simulation Task and Literary Analysis Task
Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Reading Comprehension of Key Ideas and Details
The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.
The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis, and supporting the analysis with adequate textual evidence.
The student response demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence.
The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.
The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.
www.parcconline.org
PARCC Writing Prompts
www.parcconline.org
Partnership for Assessment of Readiness for College and Careers
(PARCC)
PARCC Summative Assessments
Performance-Based Assessment (PBA)•Administered after 75% of the year•Focus on effective writing when analyzing a text(s)
End-of-Year Assessment (EOY)•Administered after 90% of the year•Focus on reading comprehension
PARCC Assessment System
144
Performance-Based Assessment1. Literary Analysis Task
• Close study of a piece of literature• Compose an analytic essay
2. Narrative Task • Write a story• Detail a scientific process• Write a historical account of important figures • Describe an account of events, scenes, or objects• Write an alternative ending
3. Research Simulation Task• Analyze information in several articles and multimedia• Synthesize the information from the multiple sources to
write one or two analytic essays
1. Evidence-Based Selected Response (EBSR)2. Technology-Enhanced Constructed Response
(TECR)• drag and drop • cut and paste • shade text • move items to show relationships3. Range of Prose Constructed Responses (PCR)
Three Innovative Item Types
146
Analysis—Evidence-Based Selected Response (EBSR)
Part A Question: Below are three claims that could be made based on the article “Earhart’s Final Resting Place Believed Found.” Select the claim that is supported by the most relevant and sufficient evidence within the article “Earhart’s Final Resting Place Believed Found.”
1. Earhart and Noonan lived as castaways on Nikumaroro Island.
2. Earhart and Noonan’s plane crashed into the Pacific Ocean.
3. People don’t really know for certain where Earhart and Noonan died.
Claim 3
Analysis—Evidence-Based Selected Response (EBSR)
Part B Question: In which other paragraph in the article does a quotation from Earhart contribute to the reader’s understanding of her character in a similar way as does the quotation in Part A?
a. paragraph 7b. paragraph 8 c. paragraph 9 d. paragraph 11
Answer A
Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.” (TECR)
Possible Main Ideas Possible Supporting Details
Jonathan has his own 1000-yard zipline.
"In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."*
Jonathan is an experienced tree house builder.*
“Jonathan’s love of tree-house living began when he was a kid.”
Jonathan works carefully so that tree houses do not hurt the trees.*
"It was the most fun I ever had."
Jonathan lived in a tree house when he was in college.
"'I build a tree house so it helps the tree,' he says."*
Jonathan advises readers to learn the names of trees.
"'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'"
Jonathan once built a house in a crab apple tree.
“One of his favorite names is ‘Ups and Downs.’”
MainIdea
Supporting Details
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.
Grade 7 Technology-Enhanced Constructed-Response Item (TECR)
150
Research Simulation Task1. Read an anchor text that introduces the
topic2. Answer Evidence-Based Selected Response
(EBSR) and Technology-Enhanced Constructed Response (TECR) items to gather key details
3. Write a summary or short analysis of the piece.
Range of Prose Constructed Responses (PCR)
151
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. Be sure to
follow the conventions of standard English.Answer:
Grade 7 Analytical Prose Constructed-Response (PCR)
152
Science—Grade 8 Prose Constructed-Response (PCR)
Resource: Forensic Science: Evidence, Clues, and Investigation by Andrea Campbell
Is forensic evidence the most important type of evidence to present at a trial?
Write an essay that explains what information the author provides that answers this question. Remember to use information from the text as you delineate and evaluate the evidence the author provides to answer this question. Use the lines on the next pages for your response.
Your response will be scored on how well you: • Demonstrate your understanding of the ideas of the text • Use evidence from the text to help develop and support your ideas• Organize your response in a logical manner• Demonstrate an appropriate writing style through the use of precise word choice
and varied sentences• Use standard conventions for writingwww.achievethecore.org
Grade 10 Prose Constructed-Response (PCR)
• Use what you have learned from reading “Daedalus and Icarus” 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.
• Answer:
•PARCC will report results using five performance levels (names under discussion)
•Students performing at Levels 4 or 5 on Algebra II, Integrated Math 3, or ELA/L grade 11 assessments will earn a College- and Career-Ready Determination
•Public colleges and universities in PARCC states have agreed to allow students who have been accepted and have earned CCR Determinations to enter directly into credit-bearing courses without remediation
PARCC Performance Levels
155
Anticipated Performance Level Descriptors (PLD)
•Level 5 – Distinguised Command•Level 4 – Strong Command
------------------•Level 3 – Moderate Command•Level 2 – Partial Command•Level 1 – No Command
Writing Prompts that Engage Studentsin Learning
Type of Writing
Conventions of
StandardEnglish
Evidence from the
Text
Close Reading of Informational Text
“TWEET”
