PARCC-ELA

A Day in the PARCC

Get Yer’ Program, Here!

Can’t tell one acronym from the next without yer program.

P. 1 Abbreviations

PARCC Test Blueprints

P. 2 Blueprints

Section I – The Literary Analysis Task

Part A – Reading

1. Evidence-Based Selected Response (EBSR)two part question

2. Technology-Enhanced Constructed Response (TECR)

graphic organizers3. Vocabulary Questions

Long Fiction Passage: prose, poem, or drama Grades 3-5: up to 800 words Grades 6-8: up to 1000 words

Packet p. 3

Part B—Reading

1. Evidence-Based Selected Response (EBSR)2. Technology-Enhanced Constructed Response (TECR)3. Vocabulary Questions

Short Fiction Passage: prose, poem, drama, video or audio Grades 3-5: 200-400 words Grades 6-8: 400-600 words

Section I – The Literary Analysis Task

Packet p. 3

Part C-Writing - Theme (4-8)

You have just read two texts, (name them). Write an essay that • identifies a theme in both stories and explains how the theme is shown through the characters (or speaker if a poem)

• compares and contrasts the approaches each text uses to develop a given theme.

• identifies a theme from each text and analyzes how each theme is developed.

• identifies and explains a theme that is similar in both passages.

Section I – The Literary Analysis Task

Packet p. 3

You have just read two texts (name them) Write an essay that explains how the characters’ words and actions

are important to the plots of the stories. describes how the events in both texts did not

happen exactly as the narrators expected and how the narrators’ points of view influence how the events happen.

analyzes how each author creates tension in both stories.

analyzes the different approaches the authors take to develop the characters.

Be sure to include specific details from both selections.

Part C-Writing – Characterization & Structure

Section I – The Literary Analysis Task

Packet p. 3

The Literary Analysis Pilot 3-5On Pilot (rumored)

Grade 3 Characterization in a story Author’s study

Grade 4 & 5Analysis of structural elements Central Idea

(Theme)/Lesson of literature Character(s), setting(s) or

event(s) Author’s study

Not On Pilot (rumored)

Grade 3 Analysis of the contribution

of illustrations Author’s study including

analysis of illustration

Grade 4 Connecting a text and a

companion visual or oral presentation of that text

Grade 5 Analysis of visual and

multimedia elements

The Literary Analysis Pilot 6-8

On Pilot (rumored)Grade 6 Theme, setting or plot - ‐ Central Idea/Lesson of

literature Analysis of Plot and

Characterization Comparing themes and

topics Grade 7 & 8 (also) Influence of narrator’s or

speaker’s point of view Interaction of story elements

Not On Pilot (rumored)

Contribution of one section to theme, setting or plot - ‐

Comparing a print text to a multimedia version of that text

Effect of dialogue

analyze compare and contrast describe explain

Classroom practice and directions should clearly point out what these key words mean.

The bottom line: Students have to find similarities

and/or differences in 2 texts.  

The Key Words

Directions in the classroom should be more extensive so kids keep these in mind regardless of the directions on the day of the test. This way they will know what to write about and how.

On the day of the test, the directions might give them the theme (or claim) or they will have to identify it. Therefore, it is better to provide practice in doing both.

Suggestions

Lit Analysis Prompt (4-8)

p. 4 handout

Lesson Approach: 1. Use PARCC formatted directions.2. Have groups respond in note form on easel

paper.3. Create a master list from all group contributions. 4. Write a Master Essay where the teacher writes

choosing the best contributions.5. Kids copy and save to use as an exemplar for

future assignments.

Sample Shared Writing

In addition to theme, characterization and structure, prepare for essays on other elements. Pick two texts that have a similarity or

difference: Point of view Character development Character relationships Character reactions

Other Elements

Writing Checklist

p. 5 handout

Writing Rubric

p. 6 handout

Identify a similar theme, characterization or structure in both stories and analyze how it is developed in each text.

Think about how the texts are similar and how they are different. Gr. 6 The School Play / All Summer in a Day Gr. 7 Seventh Grade / The Last Dog Gr. 8 Raymond’s Run / The Ransom of Red Chief Gr. 3 Charlie McButton / What about Me Gr. 4 Because of Winn Dixie / Lewis and Clark and Me Gr. 5 Red Kayak / Thunder Rose

Heads In, Bottoms Up

Online timer to RST restart

 Part A – Reading Passage 1

1. Evidence-Based Selected Response (EBSR)2. Technology-Enhanced Constructed Response (TECR)3. Vocabulary Questions

Section II – The Research Simulation Task(RST AKA DBQ )

Long Nonfiction Passage: article, speech, argument, opinion, biography, court case * work in some primary sources

p. 7 handout

Part B – Reading Passage 2

1. Evidence-Based Selected Response (EBSR)2. Technology-Enhanced Constructed Response (TECR)3. Vocabulary Questions

Section II – The Research Simulation Task

Short Nonfiction Passage: article, speech, argument, opinion, biography, court case

p. 7 handout

 Part C – Reading Passage 3        

1. Evidence-Based Selected Response (EBSR)2. Technology-Enhanced Constructed Response (TECR)3. Vocabulary Questions

Section II – The Research Simulation Task

Short Nonfiction Passage or Video Clip

p. 7 handout

Part D – Writing The Research Simulation Task - SCIENTIFIC-RELATED (animals, environment, chemistry, archeology) 

You have read two texts (name them) and viewed a video entitled (name it). In an essay • describe the roles of animals and humans in a process or procedure• compare how each source describes the roles of animals and humans in a process or procedure• identify a similar claim in the sources and then compare and contrast the evidence each source uses• compare the purposes of each source then analyze how each source uses information and evidence• compare and contrast the information in the texts with the information in the video• examine and/or delineate a phenomenon

Section II – The Research Simulation Task

p. 7 handout

Part D – Writing The Research Simulation Task for HISTORY-RELATED or ARGUMENT/OPINION

• compare and contrast a primary argument in each text• explore author’s purpose Part D – Writing The Research Simulation Task for COURT CASE• analyze how effectively the arguments are presented for each side Remember to use evidence from all three (or at least two) sources to support your ideas

Section II – The Research Simulation Task

p. 7 handout

Sources should have a conversation with each other.

Synthesis

p. 8 handout

How could this look using our ELA/SS/Sci materials?

You have read two texts (name them) and viewed a video entitled (name it). EX. • describe the roles of animals and humans in a process or procedure• compare how each source describes the roles of animals and humans in a process or procedure• identify a similar claim in the sources and then compare and contrast the evidence each source uses• compare the purposes of each source then analyze how each source uses information and evidence• compare and contrast the information in the texts with the information in the video• examine and/or delineate a phenomenon

You have read two texts (name them) and viewed a video entitled (name it). • describe… • compare how each source describes … • identify a similar claim in the sources and then compare and contrast… • compare the purposes of each source then analyze how each source uses information• compare and contrast the information in the texts with the information in the video• examine and/or delineate a phenomenon Gr. 6 Unit 1 – Weather That’s Out of This World! / Space

Settlements / Artist’s Views of A Space Colony (or use p. 85 prompt)

Gr. 7 Unit 8 – Like Black Smoke: The Black Death’s Journey / A World Turned Upside Down: How the Black Death Affected Europe

Gr. 8 Unit 8 - Robo-Legs / Eureka: Scientific Twists of Fate

Gr. 3 Unit 1 Week 4 – Supermarket / Money from Long Ago (How do we learn to make our way in the world?)

Gr. 4 Unit 1 Week 5 – Letters Home from Yosemite / The Bison of Caprock Canyons (What can we learn from exploring new places and things?)

Gr. 5 Unit 1 Week 2 Night of the Tornados Read Aloud / Measuring Tornadoes / GR

(What kinds of challenges do people face and how do they meet them?)

RST - Heads In, Bottoms Up

Part A – Reading Passage 1  

 1. Technology-Enhanced Constructed Response (TECR)2. Evidence-Based Selected Response (EBSR)

Section III – The Narrative Task

Short or long fiction or nonfiction passage

p. 9 handout

Part B—Writing The Narrative Task

for the FICTION TEXTYou have read (name the text). • Write a journal entry from the character (name him or her) about what happened in the story.• Write a narrative story retelling the story from the point of view of (name the character).• Write an original short story that describes what (name the character) does next.

Think about the details the author uses to create the characters, settings, and events in the story and use

these as a guide in writing your own narrative.

Section III – The Narrative Task

p. 9 handout

Part B—Writing The Narrative Task (Continued)

for the FICTION TEXT• Write a continuation of the story using details from the story you just read.• Write a narrative story that describes the major events in the passage from the point of view of (name the character—it could even be a character that was not in the story but was suggested in the story).• Write a narrative story that describes what the character (name the character) does and the experiences she or he has.

Section III – The Narrative Task

p. 9 handout

Part B—Writing The Narrative Task

for the NON-FICTION TEXTYou have just read an article on (a scientific or historical event) with a short personal introduction. • Write an original short story from the perspective of (name a person from the short personal introduction). 

Be sure to include details (scientific or historical) in your original short story.

Section III – The Narrative Task

p. 9 handout

 Increasing success on EBSRs and TECRs

http://www.flocabulary.com/test-taking-vocabulary/

Test Talk

Q. On the PARRC multiple choice questions, how many right answers are there?A. Four…B. One is best Students will also be required to negotiate

plausible, text- ‐based distractors

The EBSR - Part A

A.B.C.D. Q. What WRONG answers would you expect?

Q. Who was the first president of the United States?

A. Martha Washington’s husbandB. G. WashingtonC. General WashingtonD. The man who commanded the American Revolutionary army

Q. Who was the first president of the United States?

In addition to teaching reading and writing, we must also teach the

thinking process needed to find the best answer.

A. It was easy for the wolf to put on a gray wig, nightcap, and nightgown.B. He wanted to play a joke on Little Red Riding Hood. C. He wanted to fool Little Red Riding Hood like he did before.D. It was a way of luring her into a false sense of security.E. The wolf arrived at the grandmother’s house before Little Red Riding Hood did.

Q. Why did the Big Bad Wolf disguise himself as Little Red Riding Hood’s

grandmother?

• a totally false statement which will still use words from the passage

• a partially false and partially true statement which uses words from the passage

• a logical conclusion but something that is not supported in the passage

• a totally true statement that does not answer the question

• a totally true statement that answers the question and may very well use synonyms

Every answer choice will be one of thefollowing:

Eliminate the distractorsQ. Why did the Big Bad Wolf disguise himself as Little

Red Riding Hood’s grandmother?

Step 1. Review the story Step 2. Cross out any

answer choices that are totally false

Step 3. Circle the words in any answer choice that make it partially false..

Step 4. Cross out any answer choice that is a true statement but does not answer the question.

Step 5. Cross out any answer choice that is a logical conclusion but is not supported in the passage. 

A. It was easy for the wolf to put on a gray wig, nightcap, and nightgown.B. He wanted to play a joke on Little Red Riding Hood. C. He wanted to fool Little Red Riding Hood like he did before.D. It was a way of luring her into a false sense of security.E. The wolf arrived at the grandmother’s house before Little Red Riding Hood did.

Eliminate the distractors – Cont.Q. Why did the Big Bad Wolf disguise himself as Little Red Riding

Hood’s grandmother?

Step 6. Locate the correct answer to the question using words and phrases from the text.

“…so the wolf would be able to get close to Little Red Riding Hood.” Step 7. Circle the

synonym(s) in the best answer that means something close to the words you picked out of the text to answer the question.

“lure into a false sense of security”

From PARCC Gr. 3 EBSR Question

Part A.

A. True statement but does not answer the question

B. Logical conclusion but not supported in the text

C. Partially true and partially false

D. Correct

“One should not underestimate the value of any meaningful encounter with a word, even if the encounter with a word is relatively small.” (Nagy and Herman)

How Vocabulary Questions Are AskingFor More Than Definitions

Part B is always asking for evidence.

Other words for evidence:

• Word• Phrase• Sentence• Paraphrase• Quotations• Details from

text

Part B (gr 7)Which phrase from Blessings best helps the reader to understand the meaning of scale?

Part B (gr.7)Which sentence from “Energy Story” best supports the answer in Part A?

A TECR Gr. 8 Question from PARCC Click and DragBrian’s Winter, Gary Paulsen

1. Compiled List of PBA Components pp. 10-112. Performance Coach Samples *3. PARCC 6-8 Model and Practice – Fare Text - Table of Contents * & p. 214. PARCC-like Lessons Table of Contents

Reading Street* p. 12Holt* p.13

5. https://snapshot.edmodo.com/landing - Online assessment tool. Click here for tutorial.

6. Discovery Streaming (on tech page of our website) 7. “Effective Writing” Article – A worthy read from Jeff Anderson p. 148. “How I Learned to Stop Worrying and Decode Text Types” Article – A good

read pp. 15-16

9. Close Reading Cheat Sheet – Student bookmark p. 1710. Transitions – list of transition words p. 1811. Standards Progression for Writing Sample Gr 5/6 *12. Roller Coaster Example of Writing Progression – K to HS progression of

student response to a singular prompt pp. 19-2013. CCSS Appendix A-C *14. This PPT will be linked to our ELA homepage

* Supplemented with documents saved in X:/grade __/English Language Arts/PARCC Resources

Additional Resources

1. Questioning2. Choice of Texts3. Writing Instruction4. Small Group (GR) Instruction5. Assessment6. Pacing7. 20-270-200-100-00-SA

Poster ActivityHow will PARCC Impact:

Draft of Pacing 14-15

  Modeled and Practice PBA Lessons for PARCC ELA  Literary Analysis Narrative Writing Task Research Simulation Task

Grade 6 pp. 32-41“The Road Not Taken” &Dragonwings

pp. 98-103Alice In Wonderland

pp. 64-79School Uniforms

pp. 112-115A Wrinkle in Time

pp. 233-243Bullying

Grade 7 pp. 140-157

“The World’s Reward” &”Caged Bird”

pp. 193-217Space Exploration

pp. 218-225Native American Contributions

Grade 8 pp. 47-58

The Adventures of Tom Sawyer—Chap. 2

pp. 247-259Segregation

pp. 41-46“A Poem for My Librarian, Mrs. Long” &“O Captain! My Captain!”

pp. 105-107Little Women

pp. 226-232African American Literary Experience

pp. 158-165“The Road Not Taken” &Tom Sawyer—Chap. 9

pp. 108-111The Adventures of Tom Sawyer—Introduction

Standards Progression

Draft of Pacing 14-15Grades 3 -5 Grades 6 - 7 Grade 8

Month Unit/Week Month Unit Month Unit

Sep

Baseline and U1 Wk 1-3/ Narrative Sep

Unit 1 Plot, Conflict & Setting / Narrative Sep

Unit 1 Plot, Conflict & Setting / Narrative

Oct

U1 Wk 4-6 & U2 Wk 1 / Narrative Oct

Unit 2 Characters and POV / Narrative Oct

Unit 2 Characters and POV / Narrative

NovU2 Wk 2-4 / Literary Analysis Nov

Unit 3 Theme / Literary Analysis Nov

Unit 3 Theme / Literary Analysis

DecU2 Wk 5-6 / Literary Analysis Dec

Unit 3 Theme / Literary Analysis Dec

Unit 4 Imagery and Style / Literary Analysis

Jan U 3 Wk 1-4 / RST JanUnit 8 Argument / RST Jan

Unit 9 Argument / RST

Feb

U 3 Wk 5-6 & U 4 Wk 1 / RST Feb

Unit 4 Imagery and Style / Literary Analysis Feb

Unit 8 Informational/ RST / Holocaust

MarU 4 Wk 2-4 (PARCC PBA) Mar

Unit 5 Poetry / Literary Analysis (PARCC PBA) Mar

Unit 5 Poetry / Literary Analysis (PARCC PBA)

AprU 4 Wk 5-6 & U 5 Wk 1 Apr

Unit 6 Myths, Legends, and Tales / Narrative Apr

Unit 6 Myths, Legends, and Tales

May

U 5 Wk 2-4, EOY testing, (PARCC EOY) May

Unit 7 Bio - and Auto / RST May

Unit 7History, Culture Author

Jun U 5 Wk 5-6 Jun Unit (PARCC EOY) Jun Unit (PARCC EOY)