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English Language Arts. Common Core Implementation and PARCC ASSESSMENT. Presented to Essex County Curriculum Directors/Supervisors August 19, 2014 NJ Department of Education-Office of Literacy. History. National Governors Association and Council of Chief State School Officers (CCSSO) - PowerPoint PPT Presentation
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COMMON CORE IMPLEMENTATIONAND
PARCC ASSESSMENT
English Language Arts
Presented to Essex County Curriculum Directors/SupervisorsAugust 19, 2014 NJ Department of Education-Office of Literacy
History
National Governors Association and Council of Chief State School Officers (CCSSO)
June 2010- Final draft released; NJ State Board of Education adopts CCSS in Math and in ELA
NJ moves to have all schools write curriculum for and fully implement the Common Core in ELA by September 2013
NJDOE begins to provide resources to aid implementation
2014 – NJ State BOE readopts the CCSS in Math and ELA
What is different?
Three major instructional shifts:
Regular practice with complex text and its academic language
Reading, writing, speaking grounded in evidence from text, both literary and informational
Building knowledge through content-rich nonfiction
What Should Be Changing
What we are asking students to readWhat kinds of questions we are asking What we are asking students to write What words we may be choosing for
instructionWhat we are asking students to know about
credibility of sources, claims and counterclaims, evidence that supports an author’s point of view
How Should We Be Reading
Analyze paragraphs Investigate meaning through specific word
choice Probe each argument, each key detail, each
idea – observe how they build to a whole Examine the direction of an argument or
explanation and the impact of the shiftsConsider what is left uncertain or unsaid
Literary v. Informational
Grades K-5 50% Literary/50% Informational
Grades 6-8 45% Literary/55% Informational
Grades 9-12 30% Literary/70% Informational
Why text selection matters
Gap: high school and college text
Predictor of college success
Vocabulary and syntax
How do we determine text complexity
Quantitative measures
Qualitative Measures
Reader and Task Considerations for students who struggle
Scaffolding Text
Multiple Readings Close Reading Read Alouds Close Readings Chunking Annotation Vocabulary Instruction
Considerations for struggling readers
Universal Design for Learning
Present information and content in different ways
Allow students to demonstrate their learning in different ways
Stimulate interest in and motivation for learning
Considerations for ELLs
Student Learning Objective (SLO) Language Objective Language Needed
SLO: 1CCSS:RL.4.1 RI.4.1WIDA: 2ReadingSpeaking
Explain what a text explicitly states. Explain literal information in informational texts and poems using pictures and working with a partner or small group.
VU: Explain LFC: Verb tense, verb agreement, adjectives, LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain answers to questions about what is explicitly stated in poetry and informational texts at the grades 3-4 text level band in L1 and /or answer questions about what is explicitly stated in non-fiction and fiction appropriately leveled texts by producing single word answers, pointing to pictures or answering yes/no.
Explain answers to questions about what is explicitly stated in poetry and informational texts at the grades 3-4 text level band in L1 and/or explain answers to wh- questions about what is explicitly stated in non-fiction and fiction appropriately leveled texts by using short phrases to complete sentence frames.
Explain answers to questions about what is explicitly stated in adapted grade level poetry and informational texts by answering in simple, related sentences with key content based grade level vocabulary.
Explain answers to questions about what is explicitly stated in poetry and informational texts at the grades 3-4 text level band by producing complete sentences with some content based vocabulary.
Explain answers to questions about what is explicitly stated in grade level poetry and informational texts by producing detailed sentences of varying lengths with content based vocabulary.
Learning Supports
Word WallL1 supportPictures/PhotographsGesturesPartner WorkManipulativesChoice questions
Word Wall L1 supportSentence Frames Manipulatives Partner WorkPictures/Photographs
Word Wall TemplatesTriads or Small Groups
Triads or Small Groups
Evidence grounded in text
Emphasis on what the author/text says
Ability to locate evidence in the text and use it to substantiate your claim, response, writing et al.
Informational text
Vast majority of college and workplace text
Relies on academic vocabulary – scholarly work
Helps readers become stronger writers
PARCC Resources
PARCC evidence statements Test blueprintSample itemsPractice testsProfessional development – presentations
parcconline.org
Additional Resources
njcore.org
Model Curriculum Framework
End-of-Unit Assessments
Student Achievement Partners – achievethecore.org
Evidence Tables
Reading, Writing and Vocabulary Major claims and the evidence to be measured on the PARCC summative assessment
Evidence describes what students may say or do to demonstrate mastery of the standards
Items on the PARCC assessments may measure multiple standards and multiple evidences
ELA/Literacy Claims for the PARCC Summative Assessments
Reading evidence tables
Evidence Tables in Grades 6-12
Instructional Uses for Evidence Tables
To see ways to combine standards naturally when designing instructional tasks
To help determine alignment of a complex text with standards for instructional passage selection
To develop the stem for questions/tasks for instruction aligned with the standards
To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)
To develop rubrics and scoring tools for classroom use
Assessment
2014- NJASK and HSPA continued; PARCC (Partnership for Assessment of Readiness for College and Careers) Field Test (NJ participated)
2015 – PARCC becomes the NJ assessment Grades 3 through 8 End-of-year for English I, II and III
Classroom instruction
90-/80-minute blocks for literacy instruction (grades 3-8) with additional time for ESL instruction
Tiered approach Short whole group instruction Small group instruction Co-teaching Intervention in the classroom Additional intervention outside the block No replacement/pull outs for grade level instruction
(during the block) Technology as a part of the instruction
Focus on the CCSS
Two texts used for comparison/contrastReasoned judgment/opinion/fact/speculation Claims/counterclaims/argumentExplicit evidence from text (Where is the
answer supported?)Academic vocabulary – Tier II – explicit
references to text; context Illustrations and their support of text
PARCC Assessments
Diagnostic assessment (earlier in the year) – not designed to become mandatory – available to districts for use in classroom instruction
Mid-year performance based assessment (PBA) – research simulation task and literary and informational sets ; Writing
End-of-Year assessment – summative – Evidence Based Selected Response
New Jersey’s Participation
Governing StateExecutive BoardState LeadOperational Work GroupsCore Leadership Group State Educator Review Committee Test/Forms Construction Data Review
Contact Information
Mary Jane KurabinskiDirector, Office of Literacy
NJ Department of Education 100 Riverview PlazaTrenton, NJ 08625
[email protected] 609-633-1726
