This document provides an overview of the PARCC assessment, including its three main sections - the Literary Analysis Task, Research Simulation Task, and Narrative Task. It describes the parts of each section, such as multiple choice questions, constructed response items, and writing prompts. It also provides sample passages and prompts that could be used for practice. Suggestions are made for classroom instruction, such as using shared writing lessons and exemplar essays. Key terms like analyze, compare and contrast are emphasized.

1. A Day in the PARCC

2. Get Yer’ Program, Here!
Can’t tell one acronym from
the next without yer program.

3. P. 1 Abbreviations

4. P. 2 Blueprints
PARCC Test Blueprints

5. Section I – The Literary Analysis Task
Part A – Reading
Long Fiction Passage: prose, poem, or drama
Grades 3-5: up to 800 words Grades 6-8: up to 1000 words
1. Evidence-Based Selected Response (EBSR)
two part question
2. Technology-Enhanced Constructed Response (TECR)
graphic organizers
3. Vocabulary Questions
Packet p. 3

6. Section I – The Literary Analysis Task
Part B—Reading
Short Fiction Passage: prose, poem, drama, video or audio
Grades 3-5: 200-400 words Grades 6-8: 400-600 words
1. Evidence-Based Selected Response (EBSR)
2. Technology-Enhanced Constructed Response (TECR)
3. Vocabulary Questions
Packet p. 3

7. Section I – The Literary Analysis Task
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.
Packet p. 3

8. Section I – The Literary Analysis Task
Part C-Writing – Characterization & Structure
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.
Packet p. 3

9. The Literary Analysis Pilot 3-5
On Pilot (rumored)
Grade 3
 Characterization in a story
 Author’s study
Grade 4 & 5
Analysis 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

10. 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

11. The Key Words
 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.

12. Suggestions
 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.

13. Lit Analysis Prompt (4-8)
p. 4
handout

14. Sample Shared Writing
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.

15. Other Elements
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

16. Writing Checklist
p. 5
handout

17. Writing Rubric
p. 6
handout

18. Heads In, Bottoms Up
 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
Online timer to RST restart

19. Section II – The Research Simulation Task
(RST AKA DBQ )
Part A – Reading Passage 1

Long Nonfiction Passage: article, speech, argument,
opinion, biography, court case
* work in some primary sources
1. Evidence-Based Selected Response (EBSR)
2. Technology-Enhanced Constructed Response
(TECR)
3. Vocabulary Questions
p. 7 handout

20. Section II – The Research Simulation Task
Part B – Reading Passage 2
Short Nonfiction Passage: article, speech, argument,
opinion, biography, court case
1. Evidence-Based Selected Response (EBSR)
2. Technology-Enhanced Constructed Response
(TECR)
3. Vocabulary Questions
p. 7 handout

21. Section II – The Research Simulation Task
Part C – Reading Passage 3
Short Nonfiction Passage or Video Clip
1. Evidence-Based Selected Response (EBSR)
2. Technology-Enhanced Constructed Response (TECR)
3. Vocabulary Questions
p. 7 handout

22. Section II – The Research Simulation Task
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
p. 7 handout

23. Section II – The Research Simulation Task
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
p. 7 handout

24. Synthesis
Sources should have a
conversation with each other.
p. 8 handout

26. 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

27. RST - Heads In, Bottoms Up
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?)

28. Section III – The Narrative Task
Part A – Reading Passage 1
Short or long fiction or nonfiction passage
1. Technology-Enhanced Constructed Response (TECR)
2. Evidence-Based Selected Response (EBSR)
p. 9 handout

29. Section III – The Narrative Task
Part B—Writing The Narrative Task
for the FICTION TEXT
You 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.
p. 9 handout

30. Section III – The Narrative Task
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.
p. 9 handout

31. Section III – The Narrative Task
Part B—Writing The Narrative Task
for the NON-FICTION TEXT
You 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.
p. 9 handout

32. Test Talk
Increasing success on EBSRs and TECRs
http://www.flocabulary.com/test-taking-vocabulary/

33. The EBSR - Part A
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

34. Q. Who was the first president of the
United States?
A.
B.
C.
D.
Q. What WRONG answers would you expect?

35. Q. Who was the first president of the
United States?
A. Martha Washington’s husband
B. G. Washington
C. General Washington
D. The man who commanded the American
Revolutionary army

36. In addition to teaching reading and writing, we
must also teach the thinking process needed
to find the best answer.

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

38. Every answer choice will be one of the
following:
• 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

39. Eliminate the distractors
Q. 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.

40. 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”

41. 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

42. How Vocabulary Questions Are Asking
For More Than Definitions
 “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)

45. Part B is always asking for evidence.
Otherwords 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?

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

47. Additional Resources
1. Compiled List of PBA Components pp. 10-11
2. Performance Coach Samples *
3. PARCC 6-8 Model and Practice – Fare Text - Table of Contents * & p. 21
4. PARCC-like Lessons Table of Contents
Reading Street* p. 12
Holt* 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. 14
8. “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. 17
10. Transitions – list of transition words p. 18
11. 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. 19-20
13. 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

48. Poster Activity
How will PARCC Impact:
1. Questioning
2. Choice of Texts
3. Writing Instruction
4. Small Group (GR) Instruction
5. Assessment
6. Pacing
7. 20-270-200-100-00-SA
Draft
of
Pacing
14-15

49. 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. 98-103
Alice In Wonderland
pp. 64-79
School Uniforms
pp. 112-115
A Wrinkle in Time
pp. 233-243
Bullying
Grade 7 pp. 140-157
“The World’s Reward”
&”Caged Bird”
pp. 193-217
Space Exploration
pp. 218-225
Native American Contributions
Grade 8 pp. 47-58
The Adventures of Tom
Sawyer—Chap. 2
pp. 247-259
Segregation
pp. 41-46
“A Poem for My Librarian,
Mrs. Long” &
“O Captain! My Captain!”
pp. 105-107
Little Women
pp. 226-232
African American Literary
Experience
pp. 158-165
“The Road Not Taken” &
Tom Sawyer—Chap. 9
pp. 108-111
The Adventures of Tom
Sawyer—Introduction

50. Standards Progression

52. Draft of Pacing 14-15
Grades 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
Nov
U2 Wk 2-4
/ Literary Analysis Nov
Unit 3 Theme
/ Literary Analysis Nov
Unit 3 Theme
/ Literary Analysis
Dec
U2 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 Jan Unit 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
Mar
U 4 Wk 2-4
(PARCC PBA) Mar
Unit 5 Poetry / Literary
Analysis (PARCC PBA) Mar
Unit 5 Poetry / Literary
Analysis (PARCC PBA)
Apr U 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)