Karen Chase Helen Comba Heather Rocco Agenda PARCC, Common Core - - PowerPoint PPT Presentation

Karen Chase Helen Comba Heather Rocco

Agenda

PARCC, Common Core Standards, Overview of Shifts in English Language Arts - Karen Chase Literacy Initiatives K-4 - Helen Comba Literacy Initiatives 5-12 - Heather Rocco

Partnership for Assessment of Readiness for College and Careers (PARCC)

Performance-Based Assessment (PBA) End-of-Year Assessment (EOY) Grades 3-8 March 2, 2015 through March 27, 2015 April 27, 2015 through May 22, 2015 High School March 2, 2015 through March 27, 2015 April 20, 2015 through May 15, 2015

The PARCC Assessments will measure understanding of the Common Core Standards.

Performance-Based Assessment and End-of-Year Assessment

English Language Arts Mathematics PBA ❏ three tasks: research simulation, a literary analysis, and a narrative task ❏ students will be asked read one or more texts, answer several short comprehension and vocabulary questions, and write an essay that requires them to draw evidence from text(s) ❏ includes both short and extended response questions focused on conceptual knowledge and skills, and the mathematical practices

• f reasoning and modeling

EOY ❏ will include 4-5 texts, both literary and informational (including social science/historical, scientific, and technical texts at grades 6-11) ❏ students will be asked short answer comprehension and vocabulary questions associated with each text ❏ will be comprised mostly of short answer questions focused on conceptual knowledge, skills, and understanding

PARCC Session Times

PBA Unit 1 PBA Unit 2 PBA Unit 3 EOY Unit 1 EOY Unit 2 Grade 3 ELA 75 75 60 75

• Grade 3 Math

75 75

• 75

75 Grade 4-5 ELA 75 90 60 75

• Grade 4-5 Math

80 70

• 75

75 Grade 6-8 ELA 75 90 60 60 60 Grade 6-8 Math 80 70

• 80

75 Grade 9-11 ELA 75 90 60 60 60 Algebra I, Geometry, Integrated Math I, II 90 75

• 80

75 Algebra II, Integrated Math II 90 75

• 90

75

Graduation Requirements

For the classes of 2016, 2017, and 2018, students will be able to satisfy the requirements for demonstrating proficiency in English Language Arts and mathematics in any of the following ways:

English Language Arts Mathematics Achieve a passing score on a PARCC English language arts assessment in grades 9, or 10 or 11 Achieve a passing score on a PARCC Algebra I or Geometry, or Algebra II assessment Achieve a passing score on a substitute competency test SAT - Critical Reading - passing score: 400 ACT - Reading - passing score: 16 Accuplacer - Write Placer - passing score: 8 ASVAB - AFQT Score - passing score: 31 Achieve a passing score on a substitute competency test SAT - Math- passing score: 400 ACT - Math- passing score: 16 Accuplacer Math- Elementary Algebra- passing score: 76 ASVAB - AFQT Score - passing score: 31 Meet the criteria of the NJ DOE portfolio appeal Meet the criteria of the NJ DOE portfolio appeal

Standards vs. Curriculum

Standards describe the knowledge and skills a student needs to acquire by the end of each school year. Standards are developed at the state or national level. Curriculum is the district’s plan for daily teaching of the concepts contained in the standards. A curriculum is developed at the district level.

1990s – New Jersey adopted state standards for teaching and learning. These standards are known as the Core Curriculum Content Standards. 2010 – New Jersey State Board of Education adopted the Common Core State Standards to replace the English Language Arts and mathematics standards.

Common Core Standards

Common Core Standards

Shifts in English Language Arts

• 1. Regular practice with complex text and its academic language.
• 2. Reading, writing, and speaking grounded in evidence from

the text, both literary and informational.

• 3. Building knowledge through content-rich nonfiction.

Addressing the Shifts

Highlights of Grades K-4 Initiatives

ELA Initiatives K-4

Reading:

• Independent

Reading K-4

• Reading Workshop

Grades 2-3 Writing:

• Units of Study

Narrative Informational Opinion

Why Independent Reading?

CCSS for ELA explicitly call for Independent Reading in Reading Anchor 10… “Students will read and comprehend complex literary and informational texts independently and proficiently.”

ELA Initiative: READING WORKSHOP

Components include:

• Mini-lessons
• Independent

Reading

• Conferring
• Sharing

Grades 2 & 3: Reading Workshop A “good fit” for the School District of the Chathams...

• It is grounded in reading research.
• Incorporates qualities for engagement.
• Provides time for students to build stamina.
• Includes quality instruction for the whole class and also at

the individual level.

Independent Reading Means

Book Clubs Read to Self

Professional Resources

NEW Resources Grade 4: Key Shift: All students build knowledge through reading content-rich nonfiction.

Implementing CLOSE Reading Strategies

Read with a pencil Re-reading Using Text-Dependent Questions

What is a Text-Dependent Question?

Not Text-Dependent

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

Text-Dependent

What makes Casey’s experiences at bat humorous? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Close Reading Moves during Interactive Read Alouds

Using Mentor Texts Making Thinking Visible

ELA Initiative:Writer’s Workshop

Writing Workshop Upgrade: Common Core Edition

Writing Text Types:

• Opinion
• Informative/Explanatory
• Narratives

Opinion Writing at EVERY Grade Level

Students Write about their Opinions or Preferences Writing Restaurant Reviews

• What is your favorite restaurant?
• What is your opinion of the restaurants in Chatham?
• Which restaurant do you prefer?

Writing about Reading:

• Writing letters to parents or friends about books you are reading
• Writing letters to your favorite author
• What is your opinion of the style of writing of this author?
• Which genre do you prefer?

Parents Make a Difference!

• Read non-fiction books to or with your child
• Find books that explain how things work & why
• Read challenging books with your child & show that

they are worth reading

• Talk to your child about the books they read
• Ask: “What is your opinion and why?”

Addressing the CCSS Shifts

Grades 5 - 12

Common Core Standards

Shifts in English Language Arts

• Complex Text
• Informational Texts
• Text Based Evidence
• Writing

Complex Texts

Objective: Appropriately challenge all students by providing them engaging, rigorous and relevant texts.

Complex Texts

Reviewed current texts

○ Are they rigorous? ○ Are they relevant?

Researched new texts

○ Provide text options ○ Design literature circles ○ Increase study of non- fiction

Informational Texts

Objective: Increase students’ proficiency to comprehend, use, and analyze non-fiction text.

Informational Texts

Course Revisions

• Memoirs
• Periodicals
• Research Projects
• Supplementary Materials

Informational Texts

New Courses

• Argument & Debate (6)
• Sports Journalism (7)
• News Production (8)
• Contemporary Non-

Fiction (12)

Text Based Evidence

Objective: Teach students to use what is on the page to support their claims or their suppositions by closely reading and contemplating the text.

Text Based Evidence

Poster Activity

Independent Reading

Objective: Allow students to read at their independent reading levels to improve their stamina, their fluency as well as to expand their knowledge base. Nurture the habit of a life-long reading.

Independent Reading

• Student choice
• Daily reading
• Reading conferences
• Book blogs/reviews

Writing

Narrative: Fiction and Non-Fiction Stories Explanatory/Informative: Articles, Analysis, Responses Argumentative: Essays, Speeches

Professional Development

• The Common Core Companion
• Notice & Note
• Book Love
• Falling in Love with Close

Reading

• Annotating Text workshops
• NJ Literacy Consortium at

Kean

Professional Development

Building Lifelong Literacy Habits

Contact Information

Karen Chase

kchase@chatham-nj.org

Heather Rocco

hrocco@chatham-nj.org

Helen Comba

hcomba@chatham-nj.org

Thank you!