The document discusses the Partnership for Assessment of Readiness for College and Careers (PARCC) ELA/Literacy summative assessment. It outlines 9 specific advances in the assessment demanded by the Common Core shifts to regular practice with complex texts, reading and writing grounded in evidence, and building knowledge through nonfiction. PARCC assessments include sequences of questions that draw students into deeper text encounters, use authentic texts, and are developed specifically for the standards. The assessments also focus on students citing evidence from texts and include item types like evidence-based selected response questions and technology-enhanced constructed responses.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
This document provides information about an English Language Arts 12 course taught by Ashley Slade. The course focuses on developing reading, writing, speaking and analytical skills to prepare students for the provincial exam, which counts for 40% of the course grade. Key areas of study include vocabulary, grammar, analyzing various text types like articles and novels, poetry, Shakespearean plays, and essay writing styles. The course runs for 80 classes over 160 hours and includes regular assessments, mock exams and recommended additional reading materials.
This document provides information about an English Language Arts 10 course, including the instructor's contact information, course objectives, assessment methods, and course outline. The key points are:
1) The course aims to prepare students for the provincial ELA 10 exam through developing reading, writing, and language skills.
2) Students will be assessed through various assignments and a final provincial exam worth 20% of their grade.
3) The course outline details 16 units covering topics like vocabulary, grammar, novels, poetry, plays, and exam preparation across 160 hours.
Close reading is an instructional strategy that involves carefully examining and rereading a text through short passages, repeated readings, and annotation. It aims to help students analyze how a text is organized and the precise language used, as well as draw inferences. Close reading builds habits of persistence when reading complex texts and focuses on developing text-dependent questions. The strategy involves limited frontloading and uses annotation to note key details, arguments, and meanings within a text.
The document provides guidance for developing effective tests of literature. It recommends that tests include a balanced variety of question types, use authentic texts, provide linguistic support when needed, and encourage the transfer of skills to unfamiliar texts. Good test questions meet student levels, give abstract concepts a practical focus, encourage identification with texts, and include motivating classroom activities.
This document is a daily lesson log for an English class taught by Teacher Odes O. Miradora-Dagong. It summarizes the objectives, content, procedures, and assessments for 5 sessions on grammar topics including parallel structures, cohesive devices, adjective complements, prepositions, clauses, content/function words, and conjunctions. Key activities included reviewing concepts, presenting examples, group/individual practice exercises identifying and applying the grammar structures, and formative assessments to evaluate student mastery. The teacher reflected on student performance and areas for remediation or improving teaching strategies.
This daily lesson log outlines an English grammar lesson taught over 5 days to 8th grade students. The objectives are to teach parallel structures, cohesive devices, and composing an informative speech. Each day focuses on a different grammar concept like adjective complements, prepositions, clauses, conjunctions. Lesson procedures include reviewing concepts, examples, group and individual practice activities, and assessments. The teacher evaluates student learning and notes those needing remediation. Reflection addresses teaching strategies, difficulties, and innovations to share.
-check HW
-distribute makeup
packets
-assist with transitions
HW Review
3 min
Ss workerwill circulate and staple new HW menus
into all students’ HW notebooks.
T will review expectations of HW’s and circulate as
Ss copy down in their planners
Academic
Vocabulary(10
mins)
Teacher will review week’s vocab words:
typically, subsequent, coherent
-Turn and talk to explain meaning
-Fill in the blank sentences
-Picture analysis
-Cloze sentences
Essential
Questions
Review
5 mins
Teacher will review Unit 3 EQs by having students
turn and talk or write responses in
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
This document provides information about an English Language Arts 12 course taught by Ashley Slade. The course focuses on developing reading, writing, speaking and analytical skills to prepare students for the provincial exam, which counts for 40% of the course grade. Key areas of study include vocabulary, grammar, analyzing various text types like articles and novels, poetry, Shakespearean plays, and essay writing styles. The course runs for 80 classes over 160 hours and includes regular assessments, mock exams and recommended additional reading materials.
This document provides information about an English Language Arts 10 course, including the instructor's contact information, course objectives, assessment methods, and course outline. The key points are:
1) The course aims to prepare students for the provincial ELA 10 exam through developing reading, writing, and language skills.
2) Students will be assessed through various assignments and a final provincial exam worth 20% of their grade.
3) The course outline details 16 units covering topics like vocabulary, grammar, novels, poetry, plays, and exam preparation across 160 hours.
Close reading is an instructional strategy that involves carefully examining and rereading a text through short passages, repeated readings, and annotation. It aims to help students analyze how a text is organized and the precise language used, as well as draw inferences. Close reading builds habits of persistence when reading complex texts and focuses on developing text-dependent questions. The strategy involves limited frontloading and uses annotation to note key details, arguments, and meanings within a text.
The document provides guidance for developing effective tests of literature. It recommends that tests include a balanced variety of question types, use authentic texts, provide linguistic support when needed, and encourage the transfer of skills to unfamiliar texts. Good test questions meet student levels, give abstract concepts a practical focus, encourage identification with texts, and include motivating classroom activities.
This document is a daily lesson log for an English class taught by Teacher Odes O. Miradora-Dagong. It summarizes the objectives, content, procedures, and assessments for 5 sessions on grammar topics including parallel structures, cohesive devices, adjective complements, prepositions, clauses, content/function words, and conjunctions. Key activities included reviewing concepts, presenting examples, group/individual practice exercises identifying and applying the grammar structures, and formative assessments to evaluate student mastery. The teacher reflected on student performance and areas for remediation or improving teaching strategies.
This daily lesson log outlines an English grammar lesson taught over 5 days to 8th grade students. The objectives are to teach parallel structures, cohesive devices, and composing an informative speech. Each day focuses on a different grammar concept like adjective complements, prepositions, clauses, conjunctions. Lesson procedures include reviewing concepts, examples, group and individual practice activities, and assessments. The teacher evaluates student learning and notes those needing remediation. Reflection addresses teaching strategies, difficulties, and innovations to share.
This unit plan focuses on concepts of power and authority through comparative readings of Shakespeare's Macbeth and Titus Andronicus, Machiavelli's The Prince, and Lao Tzu's Tao Te Ching. The goal is to improve student argumentative writing skills through practicing components like constructing an argument. Students will complete an extended argumentative essay as a post-assessment. The unit provides differentiation for gifted students through choices in assignments, flexible formats for completing work, and opportunities for higher-level students to support lower-level peers. A variety of individual, paired, and group activities targeting different skills are designed to engage twice-exceptional learners.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
This lesson plan aims to teach students about the Chang'an-Tian Shan Corridor, a 5,000 km stretch of the Silk Road that ran through Kazakhstan. Students will listen to a recording and read a text to learn basic information. They will then answer comprehension questions and research the Silk Road online. Students will present what they learn about the corridor and its importance. The goal is for students to understand and share details about the Silk Road cultural heritage.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides information about the text requirements for the HSC English courses, including Standard English, Advanced English, and English as a Second Language.
For Standard English, students must closely study at least four different types of prescribed texts, with one text coming from each of the following categories: prose fiction, drama, poetry, and nonfiction/film/media. They must also read a wide range of additional related texts.
Advanced English requires the close study of at least five different types of prescribed texts, including one Shakespearean drama, prose fiction, drama or film, poetry, and nonfiction. Like Standard, it also requires additional wide reading.
English as a Second Language requires the close study of at
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
Lesson Plan 3 - Analyzing Sources of Race and Portrayal of ViolenceTess McNamara
This lesson plan aims to analyze representations of racism and violence in The Help. Students will identify examples of racism and violence from the text and form opinions on the author's portrayal. They will discuss their views verbally and in writing. The teacher will monitor discussions and collect written responses. Students will compare events from the novel to current events and discuss similarities and differences in sources of discrimination over time.
This document provides background and instructional details for teaching a unit on The Great Gatsby. It includes standards, essential questions, and tasks for teaching students about Modernism and having them complete a jigsaw activity and graphic organizers on topics related to the 1920s time period. It also outlines guiding reading of The Great Gatsby itself, having students create storyboards for each chapter and a final podcast review of an element from the novel. Rubrics are provided for assessing the graphic organizers, storyboards, and podcast.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
This document provides an introduction to effective writing strategies. It discusses why writing is important, identifying the purpose and audience for a given writing task. It also covers developing critical reading skills to effectively summarize, critique and analyze written works. Key aspects of strong writing are outlined such as establishing a clear thesis, utilizing credible sources, and avoiding logical fallacies. The document emphasizes the importance of writing ability in many career paths and provides guidance for strong composition.
This training overview summarizes new elementary reading specialist training that will take place over three days. On the first day, participants will learn about the roles and responsibilities of reading specialists, an overview of the reading and writing programs in MCPS, and system-wide and formative assessments. They will also learn about the content and structure of MCPS instructional guides for reading and writing. The second day will focus on collaborating for literacy leadership and the content of instructional guides. The third day will include a reading specialist panel and scenario discussions.
The document discusses foundational reading skills standards for grade 3 English language arts. It covers the eight types of intelligence, a four-stage multiple intelligence lesson plan model, and state standards to ensure college and career readiness. It also describes the purposes of verbal-linguistic intelligence and grade 3 phonics, fluency, and curriculum planning standards.
The document provides background information on using the novel "Holes" by Louis Sachar as the anchor text for a unit exploring how social citizens have a responsibility to challenge unfair authority and social norms. It includes a rationale for choosing "Holes", an overview of the novel, and explanations of how it connects to the unit's statement of inquiry. Supplemental texts on related topics like conformity, civil rights protests, and Malala Yousafzai's activism are also presented and connected to how they could be used in the classroom.
The artifacts reflect the teacher's philosophy of having high expectations for students, responding flexibly to their needs, and providing real-world skills. The lessons used complex texts and academic vocabulary while allowing peer support. Assessments measured student skills and allowed revision. Future teaching will maintain high expectations, focus on real-world skills, and use artifacts as learning tools to continually improve instruction for all students.
The document summarizes research on outcome measures for assessing beginning writers with disabilities. It discusses who beginning writers include, how to apply common core standards to students with disabilities, and tools used to measure writing development in schools. Formal measures discussed include the Test of Early Written Language, Oral and Written Language Scales, Woodcock-Johnson, and Wechsler Individual Achievement Test. Informal measures include holistic scoring rubrics and analyzing specific writing features like words, sentences, topics, and genres. The document proposes a developmental writing scale to measure writing quantity and quality at different levels for beginning writers.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
Jonas faces the responsibility of receiving and holding all the memories from the community as the Receiver. This is difficult as some memories are painful, but he perseveres for the sake of the community. Lance Armstrong was diagnosed with cancer and given a low chance of survival, but overcame it through chemotherapy treatment with the help of his nurse. Victor has a crush on a girl Teresa in his French class but doesn't know how to talk to her, although his teacher helps him impress her by letting her think he knows French.
The document discusses summative assessments, which evaluate completed work or programs. It describes test blueprints that guide summative tests, scoring rubrics, and different methods of referencing student scores against standards or peers. The document also discusses converting scores to grades and determining grading policies for art classrooms.
This unit plan focuses on concepts of power and authority through comparative readings of Shakespeare's Macbeth and Titus Andronicus, Machiavelli's The Prince, and Lao Tzu's Tao Te Ching. The goal is to improve student argumentative writing skills through practicing components like constructing an argument. Students will complete an extended argumentative essay as a post-assessment. The unit provides differentiation for gifted students through choices in assignments, flexible formats for completing work, and opportunities for higher-level students to support lower-level peers. A variety of individual, paired, and group activities targeting different skills are designed to engage twice-exceptional learners.
This document outlines the standards for English Language Arts and Literacy for kindergarten through 5th grade. It includes the College and Career Readiness Anchor Standards, which provide broad standards that define what students should understand and be able to do by the end of each grade. The standards are broken down into sections including Reading Standards for Literature, Reading Standards for Informational Text, Reading Standards: Foundational Skills, and Writing Standards. Each section lists the standards for each grade level kindergarten through 5th grade. The standards define the key skills students should master in areas such as reading comprehension, vocabulary, fluency, and writing.
This lesson plan aims to teach students about the Chang'an-Tian Shan Corridor, a 5,000 km stretch of the Silk Road that ran through Kazakhstan. Students will listen to a recording and read a text to learn basic information. They will then answer comprehension questions and research the Silk Road online. Students will present what they learn about the corridor and its importance. The goal is for students to understand and share details about the Silk Road cultural heritage.
This document outlines content and performance standards for grade 7 English organized by quarter. The standards cover listening comprehension, oral language, reading comprehension, and writing. For listening comprehension, standards focus on determining meaning from verbal and non-verbal cues. Oral language standards include speaking with proper stress, intonation, and pacing. Reading comprehension standards involve understanding texts of increasing complexity. Writing standards emphasize organizing ideas coherently in different text types. The performance standards describe levels of independence for demonstrating the content standards.
This document provides information about the text requirements for the HSC English courses, including Standard English, Advanced English, and English as a Second Language.
For Standard English, students must closely study at least four different types of prescribed texts, with one text coming from each of the following categories: prose fiction, drama, poetry, and nonfiction/film/media. They must also read a wide range of additional related texts.
Advanced English requires the close study of at least five different types of prescribed texts, including one Shakespearean drama, prose fiction, drama or film, poetry, and nonfiction. Like Standard, it also requires additional wide reading.
English as a Second Language requires the close study of at
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
Lesson Plan 3 - Analyzing Sources of Race and Portrayal of ViolenceTess McNamara
This lesson plan aims to analyze representations of racism and violence in The Help. Students will identify examples of racism and violence from the text and form opinions on the author's portrayal. They will discuss their views verbally and in writing. The teacher will monitor discussions and collect written responses. Students will compare events from the novel to current events and discuss similarities and differences in sources of discrimination over time.
This document provides background and instructional details for teaching a unit on The Great Gatsby. It includes standards, essential questions, and tasks for teaching students about Modernism and having them complete a jigsaw activity and graphic organizers on topics related to the 1920s time period. It also outlines guiding reading of The Great Gatsby itself, having students create storyboards for each chapter and a final podcast review of an element from the novel. Rubrics are provided for assessing the graphic organizers, storyboards, and podcast.
The document discusses four students - Camille, Eric, Desiree, and Rashid - who scored lowest on a spelling assessment. All four students are classified as being in the middle or late emergent spelling stage. The author plans a lesson to reintroduce the alphabet to the students. The lesson will have the students recognize and write lowercase letters, match uppercase and lowercase letters, and learn the sounds of each letter. The lesson aligns with Common Core standards and uses research-based literacy practices including singing the ABCs and writing individual letters.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
This document provides an introduction to effective writing strategies. It discusses why writing is important, identifying the purpose and audience for a given writing task. It also covers developing critical reading skills to effectively summarize, critique and analyze written works. Key aspects of strong writing are outlined such as establishing a clear thesis, utilizing credible sources, and avoiding logical fallacies. The document emphasizes the importance of writing ability in many career paths and provides guidance for strong composition.
This training overview summarizes new elementary reading specialist training that will take place over three days. On the first day, participants will learn about the roles and responsibilities of reading specialists, an overview of the reading and writing programs in MCPS, and system-wide and formative assessments. They will also learn about the content and structure of MCPS instructional guides for reading and writing. The second day will focus on collaborating for literacy leadership and the content of instructional guides. The third day will include a reading specialist panel and scenario discussions.
The document discusses foundational reading skills standards for grade 3 English language arts. It covers the eight types of intelligence, a four-stage multiple intelligence lesson plan model, and state standards to ensure college and career readiness. It also describes the purposes of verbal-linguistic intelligence and grade 3 phonics, fluency, and curriculum planning standards.
The document provides background information on using the novel "Holes" by Louis Sachar as the anchor text for a unit exploring how social citizens have a responsibility to challenge unfair authority and social norms. It includes a rationale for choosing "Holes", an overview of the novel, and explanations of how it connects to the unit's statement of inquiry. Supplemental texts on related topics like conformity, civil rights protests, and Malala Yousafzai's activism are also presented and connected to how they could be used in the classroom.
The artifacts reflect the teacher's philosophy of having high expectations for students, responding flexibly to their needs, and providing real-world skills. The lessons used complex texts and academic vocabulary while allowing peer support. Assessments measured student skills and allowed revision. Future teaching will maintain high expectations, focus on real-world skills, and use artifacts as learning tools to continually improve instruction for all students.
The document summarizes research on outcome measures for assessing beginning writers with disabilities. It discusses who beginning writers include, how to apply common core standards to students with disabilities, and tools used to measure writing development in schools. Formal measures discussed include the Test of Early Written Language, Oral and Written Language Scales, Woodcock-Johnson, and Wechsler Individual Achievement Test. Informal measures include holistic scoring rubrics and analyzing specific writing features like words, sentences, topics, and genres. The document proposes a developmental writing scale to measure writing quantity and quality at different levels for beginning writers.
1) The lesson plan summarizes three English lessons on the topic of writers and writing.
2) The lessons include warm-up activities to activate prior knowledge, tasks to develop reading, listening and writing skills using the textbook and additional materials, and assessments of student learning.
3) The tasks involve identifying types of writing, reading about writers, using relative pronouns in sentences, and describing pictures with relative clauses.
Jonas faces the responsibility of receiving and holding all the memories from the community as the Receiver. This is difficult as some memories are painful, but he perseveres for the sake of the community. Lance Armstrong was diagnosed with cancer and given a low chance of survival, but overcame it through chemotherapy treatment with the help of his nurse. Victor has a crush on a girl Teresa in his French class but doesn't know how to talk to her, although his teacher helps him impress her by letting her think he knows French.
The document discusses summative assessments, which evaluate completed work or programs. It describes test blueprints that guide summative tests, scoring rubrics, and different methods of referencing student scores against standards or peers. The document also discusses converting scores to grades and determining grading policies for art classrooms.
This document provides a framework and definitions for developing a performance task for a help desk course. It includes three sections - task administration, task process requirements, and product scoring. The framework outlines specific elements that should be defined for the performance task, such as the name, course, duration, grade level, content standards, and purpose statement. It also provides examples of how these elements could be defined for a culinary arts performance task involving preparing pan roasted chicken.
Jonas persevered through adversity by finding comfort in his lessons with the Giver and ultimately escaping his community. Zebra overcame challenges with art, which helped his physical and emotional recovery from an accident. The captain of the Titanic tried to save passengers as his ship sank, despite his arrogance causing the collision, and many lives were lost.
Tokyo is a technologically advanced city that provides many job opportunities, especially in technology and energy industries like the Fukishima Power Plant. It is also located near the ocean, allowing residents access to fishing resources. People choose to live in Tokyo to take advantage of these opportunities and resources.
This document discusses performance-based assessment and product-based assessment. Performance-based assessment focuses on directly observing students demonstrate skills or competencies through their own work. It emphasizes applying knowledge and involves tasks like presentations or constructed responses. Product-based assessment focuses on evaluating the final product or outcome of a process. It is more concerned with achievement rather than the process undertaken. Both types of assessment should involve clearly defined objectives and criteria to evaluate student performance or products.
This document summarizes a workshop on designing Common Core assessments. It discusses the goals of the Common Core standards in English Language Arts, including an emphasis on complex texts, evidence-based reading and writing, and building knowledge through non-fiction. It provides an overview of formative and summative assessments and samples from the PARCC and NYSED assessments. The document also covers designing leveled multiple choice questions, using assessment data, and the Lexmark scanner for compiling data.
This document summarizes a teacher work sample from Polaris Elementary school which has a very small student population across multiple grades in one classroom. The teacher created a language arts unit on the story "Follow the Drinking Gourd" about the Underground Railroad. Students took pre- and post-tests and completed writing assignments from the perspective of slaves or conductors. While some activities like learning about constellations were effective, the writing assignments did not match students' skills. The teacher reflected on using additional stories and activities to better teach about slavery and increase engagement, as well as finding professional development to improve instruction for their isolated student population.
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
This February presentation provided parents with details about what the Beachwood City Schools are doing to ensure preparedness for the upcoming PARCC and Ohio NextGen Assessments.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
SOC-520
Course Evaluation Methods Assignment
Evaluation goes beyond collecting data for teaching accountability and curriculum improvement, but should also include self-reflection so that the college instructor is consistently moving forward toward providing students with a relevant and lively college experience, focusing on enduring understandings that their students can use in life as well as in their careers. This assignment will help you learn this concept.
Topic 7: Teaching and Course Evaluation
For this assignment, use the Topic 3 Case Study to complete the following: Create a student course experience questionnaire Professor Provoker can use to evaluate her course curriculum and teaching performance. The questionnaire should be a Likert type of scale and short answer essay questions that students will complete anonymously. Using the assigned textbook readings to assist you, in the space provided below, provide the following in the Likert scale questionnaire:
· Explain the purpose of the questionnaire.
· 10 prompts about the course that will provide enough information for Professor Provoker to know if her curriculum, assessments, teaching methods, and classroom environment benefitted her students.
· Two short-answer essay questions asking students to reflect on their learning experience.
Likert Scale Questionnaire:
Purpose of the questionnaire:
10 prompts about the course:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2 Short-answer Essay Questions:
1.
2.
SOC-520
Topic 3 Case Study
Professor Paula Provoker loved to elicit emotional reactions from students to get them involved in sociological topics. She felt strongly that once students emotionally connect to a topic, learning accelerates. Soon after evaluating the data from the mid-term exam, Professor Provoker was pleased with the assessment data she had collected: 80% of her 30 students were mastering the concepts of the course so far.
The topic of the current week is civil disorder—more particularly, urban rioting. Wanting to show the history of civil disorder, and evoke student involvement, she decides to build the week around the showing and discussion of a film about the violent riots involving the police and demonstrators in Chicago during the 1968 Democratic Convention. After writing the learning objectives for that week on her white board, she explains the topic for the week and what students will be doing in class. She notices many students are excited about the topic.
Before each segment of the video, Professor Provoker provides historical context in a brief 5-minute lecture and has students go over sections 2 and 5 in the textbook, Our Social World, along with her as she reads. Next, she hands out worksheets for students to complete as they watch each video segment. The worksheets contain space for six short answers to the questions where students are asked to analyze, explain, and compare/contrast. After each segment of the video presentation is complet.
The teacher, Erlyn Fukushima, is creating a 5 week unit on the novel "The Lightning Thief" that incorporates Greek mythology. Students will read the novel and myths, learn about different gods, and create a PowerPoint presentation on a god of their choice. The unit goals are for students to understand Greek mythology in the novel and how the gods impact characters. It will require computers, PowerPoint, and the computer lab. Accommodations include assisting struggling readers and providing additional challenges for gifted students. Standards addressed include English language arts standards on literary analysis and writing, as well as ISTE technology standards.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
Here are the key points to remember when writing a literature review:
- The purpose is to establish the current state of knowledge on your research topic and place your study in the context of prior work
- Use a thematic, chronological, or typological structure to organize related studies
- Synthesize agreements and disagreements across studies using phrases like "similarly, author B points to..." or "however, author C argues..."
- Properly cite and reference all sources used in the review using a standard style like APA or MLA
This unit teaches grammar rules to 3rd grade students through examining errors in media. Over 10 days, students will identify grammatical mistakes, discuss different rules, and create their own corrected advertisement. The goals are for students to understand inaccuracies in media, employ grammar concepts, and collaboratively edit an advertisement. Assessment includes monitoring time usage and lesson impact through observations of students applying grammar skills.
This document provides an instructional unit resource guide created by Jean Stanford for a 9th grade English class. It covers a unit on non-fiction literature that aligns with state standards and principles of universal design and differentiated instruction. The unit includes works by Maya Angelou, Richard Wright, Alex Haley, Sebastian Junger, Tony Hillerman, and Bill Cosby. It provides an overview of the standards covered, planning considerations for the unit, and recommendations for additional teacher resources.
This document provides teaching materials for a unit on simple and effective ways of teaching essay writing to students of all grade levels. The unit aims to help students explore the power of writing essays and learn the basic structure and techniques needed to write effective pieces. It includes notes and activities to teach students about the different parts of an essay like the introduction, body, and conclusion. It also covers key concepts like different types of essays, thesis statements, topic sentences, hooks, and paraphrasing. The overall goals are for students to understand how to plan, organize, write, evaluate and revise essays, and to appreciate the importance of strong writing skills in real world contexts.
This document discusses strategies for content area literacy in middle and high school classrooms. It defines content literacy as using reading and writing to acquire new knowledge in a given subject area. It discusses how activating students' prior knowledge or schema is important for comprehension through activities like anticipation guides, KWL charts, SQ3R, and DRTA. The document provides hints for struggling readers and ways to use textbooks more effectively such as frontloading instruction, not leaving students alone with textbooks, being selective in assignments, and supplementing textbooks.
DLL GRADE 8 SECOND QUARTER. grade 8 lessonElysaMicu
This document provides a daily lesson log for an English teacher covering the week of November 6-10, 2023. It includes objectives and standards for the week focused on East Asian literature. Content covered includes a short story by Catherine Lim Poh Imm and a short film. Learning activities involve identifying elements of the short story, discussing characters and conflicts, analyzing sentence structures, and comparing Asian values. Formative assessments include characterization charts and graphic organizers to evaluate student understanding.
This document provides a curriculum map for the 2nd grade Common Core State Standards for English Language Arts. It outlines the standards, topics, and concepts to be covered each month from September to March, including standards for reading literature, reading informational texts, reading foundational skills, writing, speaking and listening, and language. The purpose is to guide teachers in addressing all of the ELA CCSS over the course of the school year.
Students read a text about laws and regulations. They drew pictures to visualize the text and answered comprehension questions. They then discussed in pairs whether the laws mentioned were just or not. In groups, students discussed problems related to pets in public spaces and created rules to address these issues. Finally, students wrote a newspaper article demonstrating their understanding of the text and laws discussed.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. PARCC is designed to reward quality
instruction aligned to the Common Core
State Standards, so the assessment is
worthy of preparation rather than a
distraction from good work.
PARCC’s Fundamental Advance
2
3. • Questions Worth Answering: Sequences of questions that draw
students into deeper encounters with texts are the norm (as in an
excellent classroom), rather than sets of random questions of
varying quality.
• Texts Worth Reading: The assessments use authentic texts worthy
of study instead of artificially produced or commissioned passages.
• Better Standards Demand Better Questions: Instead of reusing
existing items, PARCC is developing custom items to the Standards.
• Fidelity to the Standards: PARCC evidence statements are rooted in
the language of the Standards so that expectations remain the
same in both instructional and assessment settings.
PARCC’s Core Commitments to
ELA/Literacy Assessment Quality
3
4. • PARCC states first developed the Model Content Frameworks
to provide guidance on key elements of excellent instruction
aligned with the Standards.
• Then, those Frameworks informed the assessment blueprint
design.
So, for the first time. . .
• PARCC is communicating in the same voice to teachers as it is
to assessment developers!
• PARCC is designing the assessments around exactly the same
critical content the standards expect of teachers and
students.
What is Different About PARCC’s
Development Process?
4
5. 1.Complexity: Regular practice with complex text
and its academic language.
2.Evidence: Reading and writing grounded in
evidence from text, literary and informational.
3.Knowledge: Building knowledge through
content rich nonfiction.
What Are the Shifts at the Heart of
PARCC’s Design (and the Standards)?
5
6. The CCSS Shifts Build Toward College and
Career Readiness for All Students
7. Nine Specific Advances in the PARCC
ELA/Literacy Summative Assessment
Demanded by the Three Common Core
Shifts. . .
7
8. 1. PARCC builds a staircase of text complexity to ensure
students are on track each year for college and career
reading.
2. PARCC rewards careful, close reading rather than racing
through passages.
3. PARCC systematically focuses on the words that matter
most—not obscure vocabulary, but the academic language
that pervades complex texts.
Shift 1: Regular practice with complex
text and its academic language
8
9. 4. PARCC focuses on students rigorously citing evidence from
texts throughout the assessment.
5. 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).
6. PARCC requires writing to sources rather than writing to de-
contextualized expository prompts.
7. PARCC also includes rigorous expectations for narrative
writing, including accuracy and precision in writing in later
grades.
Shift 2: Reading and writing grounded in
evidence from text, literary and
informational
9
10. 8. PARCC assesses not just ELA but a full range of reading and
writing across the disciplines.
9. PARCC simulates research on the assessment, including the
comparison and synthesis of ideas across a range of
informational sources.
Shift 3: Building knowledge through
content rich nonfiction
10
11. SO. . .
Two standards are always in play—whether items are
focused on reading or writing. These standards are:
– Reading Standard One (Use of Evidence)
– Reading Standard Ten (Complex Texts)
Students’ Command of Evidence with
Complex Texts is at the Core of Every Part
of the Assessment!
11
12. • Evidence-Based Selected Response (EBSR)—Combines a traditional
selected-response question with a second selected-response question
that 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.
• Technology-Enhanced Constructed Response (TECR)—Uses technology to
capture student comprehension of texts in authentic 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).
• Prose Constructed Responses (PCR)—Elicits evidence that students have
understood a text or texts they have read and can communicate that
understanding well both in terms of written expression and knowledge of
language and conventions. There are three of these items of varying types
on each annual performance-based assessment.
Three Innovative Item Types That
Showcase Students’ Command of
Evidence with Complex Texts
12
13. Items demonstrate:
– Sequences of questions that draw students into deeper
encounters with texts (as in an excellent classroom), rather
than sets of random questions of varying quality.
– Opportunities for students to demonstrate what they
know, rather than what they don’t know; items allow for
partial credit
– Purposeful options for student expression of divergent
thinking
– Use of technology to allow students to construct meaning
for machine-scorable items
Questions Worth Answering:
13
14. • 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.
Understanding the Literary Analysis Task
14
15. • 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.
• Students read one (Grade 3) or two additional sources (Grades
5 and 6) 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 a writing that uses textual evidence
from the sources.
Understanding the Research Simulation
Task
15
16. Grade 3
• Two of the sample items measure student understanding of
an excerpt from a book titled.
• The Prose Constructed Response (PCR) item also measures
student understanding of “The Peanut Man,” an article about
George Washington Carver.
Texts Worth Reading:
16
17. Grade 3, Item #1—Part A
The article includes these details about life:
• She wrote newspaper articles to tell others about what she saw in Alaska
to inform those who had not been there. (paragraph 1)
• She wrote the first guidebook about Alaska. (paragraph 1)
• She was the first woman to work at the National Geographic Society,
where she wrote many articles and books. (paragraph 11)
What do these details help show about?
a) They show that she shared the benefits of her experiences with others.*
b) They show she had many important jobs during her lifetime, but
becoming a photographer was one of her proudest moments.
c) They show that her earlier travels were more exciting than the work she
did later in her life.
d) They show that she had a careful plan for everything she did in her life.
18. Grade 3, Item #1—Part B
Ideas from paragraphs 1 and 11 were used to help you learn
about her. Click on two other paragraphs that include additional
support for the answer in Part A. There are more than two
paragraphs that include additional support, but you need to only
choose two.
19. Grade 3, Item #2—Part A
Which statement best describes how the events in paragraphs
13 through 15 are related to each other?
a) They explain how Washington, D.C., would change if cherry
trees were planted around the city.
b) They show that found a new way to get cherry trees planted
in Washington, D.C.*
c) They compare the ways and Mrs. Taft tried to add beauty to
Washington, D.C.
d) They describe how Mr. gave the idea to bring cherry trees to
Washington, D.C.
20. Grade 3, Item #2—Part B
Which sentence from the article best supports the answer in
Part A?
21. Grade 3, Item #3
You have read two texts about famous people in American
history who solved a problem by working to make a change.
Write an article for your school newspaper describing how she
and faced challenges to change something in America.
– In your article, be sure to describe in detail why some
solutions they tried worked and others did not work.
– Tell how the challenges each one faced were the same and
how they were different.
22. • Students read one brief text and answer a few questions to
help clarify their understanding of the text(s).
• Students then write a narrative story.
Understanding the Narrative Writing Task
22
23. Grade 6
• Julie of the Wolves was a winner of the Newbery Medal in
1973.
• 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.
Texts Worth Reading:
23
24. Grade 6, Item #1—Part A
Which statement best describes the central idea of the text?
a) Miyax is far from home and in need of help. *
b) Miyax misses her father and has forgotten the lessons he
taught her.
c) Miyax is cold and lacks appropriate clothing.
d) Miyax is surrounded by a pack of unfriendly wolves.
25. Grade 6, Item # 1—Part B
Which sentence best helps develop the central idea?
a) “Miyax pushed back the hood of her sealskin parka and
looked at the Arctic sun.”
b) “Somewhere in this cosmos was Miyax; and the very life in
her body, its spark and warmth, depended upon these
wolves for survival.”*
c) “The next night the wolf called him from far away and her
father went to him and found a freshly killed caribou.”
d) He had ignored her since she first came upon them, two
sleeps ago.”
26. Grade 6, Item #2—Part A
What is the purpose of this sentence in paragraph 1: “No roads
cross it; ponds and lakes freckle its immensity”?
a) It illustrates the theme that human beings should keep the
natural would pure and unpolluted.
b) It shows how beautiful the setting seems to Miyax.
c) It helps develop the theme that nature connects all living
things together.
d) It emphasizes how the setting of the story creates great
challenges for Miyax.*
27. Grade 6, Item #2—Part B
Which other sentence from the story serves a similar purpose?
a) “Quietly she put down her cooking pot and crept to the top
of a dome-shaped frost heave, one of the many earth
buckles that rise and fall in the crackling cold of the Arctic
winter.”
b) “They were wagging their tails as they awoke and saw each
other.”
c) “Winds scream across it, and the view in every direction is
exactly the same.”*
d) “Unfortunately, Miyax’s father never explained to her how
he had told the wolf of his needs.”
28. Grade 6, Item #3—Part A
(Prototype)
What does the word regal mean as it is used in the passage?
a) generous
b) threatening
c) kingly*
d) uninterested
29. Grade 6, Item #3—Part B
(Prototype)
Which of the phrases from the passage best helps the reader
understand the meaning of regal?
a) “wagging their tails as they awoke”
b) “the wolves, who were shy”
c) “their sounds and movements expressed goodwill”
d) “with his head high and his chest out”*
30. Grade 6, Item #4—Part A
(Prototype)
Based on the passage from Julie of the Wolves, how does Miyax
feel about her father?
a) She is angry that he left her alone.
b) She blames him for her difficult childhood.
c) She appreciates his thorough knowledge of nature.*
d) She is grateful that he planned out her future.
31. Grade 6, Item #4—Part B
(Prototype)
Which sentence from the passage best shows Miyax’s feelings
for her father?”
a) “She had been lost without food for many sleeps on the
North Slope of Alaska.”
b) “This could be done she knew, for her father, an Eskimo
hunter, had done so.”*
c) “Unfortunately, Miyax’s father never explained to her how
he had told the wolf of his needs.”
d) “And not long afterward he paddled his kayak into the Bering
Sea to hunt for seal, and he never returned.”
32. Grade 6, Item #5—Part A
(Prototype)
Choose one word that describes Miyax based on evidence from
the text. There is more than one correct choice listed below.
a) reckless
b) lively
c) imaginative*
d) observant*
e) impatient
f) confident
33. Grade 6, Item #5—Part B
(Prototype revised to create sample item)
Drag and drop two details from the passage that support your
response to Part A into the box labeled “Supporting Details.”
Supporting Details
34. Grade 6, Item #6
(Prototype)
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.
35. • 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 that
can also provide models for the regular course of instruction.
• These tasks 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.
Understanding the End-of-Year
Assessment
35
36. Grade 5
The sample items provide students an opportunity to read an
article and a corresponding side bar piece on the same topic.
Texts Worth Reading:
36
37. Grade 5, Item #1—Part A
What is the meaning of the word dictate as it is used in
paragraph 23?
a) hint
b) fix
c) understand
d) decide*
38. Grade 5, Item #1—Part B
Which phrase helps the reader understand the meaning of
dictate?
a) “recreate the tree house”
b) “determine the shape”*
c) “is less expensive to build”
d) “has all the time in the world”
39. Grade 5, Item # 2
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.”
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.’”
Main Ideas Supporting Details
40. Grade 5, Item #3—Part A
What is the purpose of the braces described in paragraph 6 of
the article?
a) They fix broken tree limbs, so a tree house will not fall down.
b) They lock several trees together, so almost any kind of tree
can be used.
c) They join two trees into one unit, so a tree house looks
secure.
d) They help trees hold up a tree house, so the trees will not
break.*
41. Grade 5, Item #3—Part B
Which two details from the article help support the answer to Part A?
a) “Designing unique tree houses may sound tough, but Jonathan
says it's no sweat.”
b) "’Hardwoods such as oak, maple, or hickory make the best trees
for houses—but I did once build a wonderful tree house in a
crabapple tree.’”
c) “’My tree house is in two trees—an oak and a fir—and has three
posts to support the weight.’”*
d) “As a certified arborist, Jonathan tries to never harm the trees.”*
e) "The tree's center of gravity is at the top and the ends of its
branches, so I build a house down at the center of the tree. . . ”
f) "The tree grows over the artificial limbs, and they become part of
the tree, . . .”
42. Grade 5, Item #4—Part A
Which idea is found in both the article about Fairoaks and the
side bar about Nelson?
a) Each tree house should be special for its owner.*
b) People should climb trees for practice before building a tree
house.
c) Having a tree house is good for people.
d) Going to a tree house school can be helpful in getting
started.
43. Grade 5, Item #4—Part B
Choose one detail from the article and one detail from the side
bar that support the answer to Part A. Drag each of the details
into the box labeled "Supporting Details."
Supporting Detail from Article Supporting Detail from Side Bar
44. • Grade 3 – EBSR, TECR, and PCR items that demonstrate the
types of items PARCC will use to measure reading for
information, reading vocabulary, written expression, and
knowledge of language and conventions claims on a research
simulation performance-based assessment task.
• Grade 4 – A sample of a complete literary analysis task.
• Grade 5 – Three sample items to indicate the types of items
that will appear on an End of Year Assessment.
Summary of Items Released August 2013
45. • Grade 6 – When combined with the early prototype items
released previously, educators can view a complete narrative
writing task.
Summary of Items Released August 2013
46. • PARCC has revised the draft generic rubrics based on results
from two research studies completed in spring/summer of
2013. The rubrics remain in draft form to allow for results of
the upcoming field test to ensure effective rubric design.
• A white paper sharing ideas on potential means to use the
draft generic rubrics is being shared with the release of the
revised draft generic rubrics.
• In addition, PARCC has provided a white paper giving
examples of the types of forms that may be elicited with
PARCC Prose Constructed Response items.
Additional Materials Released
Simultaneously with the Sample Items:
47. • The Common Core State Standards in English language
arts/literacy and mathematics were created by educators
around the nation.
• Nearly every state in the nation is working individually and
collectively to improve its instruction and assessments to
ensure students graduate with the knowledge and skills
most demanded by college and careers.
• The PARCC assessment rewards this commitment by
providing an assessment focused on the instructional shifts
and academic skills needed to prepare all students for
college and career readiness in the 21st century.
A Strong Foundation:
The Common Core State Standards
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