2nd/3rd Grade

Item Structure and Rationale

Eliza also became a photographer. Not many women did that,

either. She took pictures for the Smithsonian Institution and recorded people and places that Americans had never seen.

But Eliza didn't forget about the cherry trees, and she didn't give up. She kept trying for more than twenty years! Every time a new man was hired to be in charge of the parks department, Eliza went to tell him about her idea. Each one said no.

In 1909, William Howard Taft had just been elected president.

Eliza had another good idea. She knew that sometimes people in politics could help get things done. She wrote a letter to the president's wife, Mrs. Taft. Eliza told Mrs. Taft about her plan to make Washington more beautiful with the lovely cherry trees. She was afraid the answer would be no again.

But Mrs. Taft loved the idea! With the help of Mr Takamine, a

generous Japanese scientist, they had the trees sent from Japan.

1. Part A Question: The article includes these details about Eliza's 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 Eliza? 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.

Part A Item Advances: The skills of reading closely and using textual evidence to make and support claims are critical in preparing students for college and careers. As reflected in this item, Standard 2 for grade 3 specifically asks students to recount key details and explain how they support the main idea, and Standard 1 asks students to support answers with explicit textual evidence. This sample set contains items associated with the first text, the "anchor“ text, only.

Part A Answer Choice Rationales: Only Option A, the correct response, contains a statement that is a logical conclusion based on the details provided in the stem. The fact that Eliza wrote newspaper articles and a guidebook about Alaska, and then continued to share information during her tenure at National Geographic Society, shows she was eager to share her experiences.

1. Part B Question: Ideas from paragraphs 1 and 11 were used to help you learn about Eliza. Click on two other paragraphs that include additional support. There are more than two paragraphs that include additional support, but you need to only choose two. (Note: In addition to the instructions within the item, the computer functionality will prevent students from selecting paragraphs 1 and 11 or more than 2 paragraphs.)

Part B Item Advances: Part B of this item demonstrates a valuable use of technology and a foundational requirement in the standard s by asking students to interact directly with the text to select direct evidence for the claim in Part A. In this case, the technology allows students to choose from 19 possible answer choices, with 7 possible correct answers. Asking students to closely read informational text to gather additional evidence for their answer in Part A illustrates two of the key shifts in CCSS assessment: close reading of informational text and the use of textual evidence. As noted, there is more than one right answer.

Part B Answer Choice Rationales: Paragraphs 5, 7, 8, 9, 12, 13, and 14 all provide additional details to support the correct answer in Part A (that Eliza shared the benefits of her experiences with others). For Example: Paragraph 5 shows Eliza wrote a book about her travels to Japan to "share her love of Japan with other Americans."

2. Part A Question: 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 Eliza found a new way to get cherry trees planted in Washington, D.C.*

c. They compare the ways Eliza and Mrs. Taft tried to add beauty to Washington, D.C.

d. They describe how Mr. Takamine gave Eliza the idea to bring cherry trees to Washington, D.C.

Part A Item Advances: The first part of this question resembles questions that have traditionally appeared on reading assessments. It sets the stage for Part B, where students are asked to prove their answer by citing evidence from the text. Part A Answer Choice Rationales: Option B captures the fact that Eliza, realizing that asking the men in charge of the parks to consider planting cherry trees had not worked for more than 20 years, decided on a change of direction: asking Mrs. Taft for help.

2. Part B Question: Which sentence from the article best supports the

answer in Part A? a. "When they bloomed, the trees became clouds of

pink blossoms." b. "She kept trying for more than twenty years!" c. “She wrote a letter to the president’s wife, Mrs.

Taft.” * d. “With the help of Mr. Takamine, a generous

Japanese scientist, they had the trees sent from Japan.”

Part B Item Advances: Part B of this question takes the item in a new direction from past assessments, calling for students to show the evidence they used to help them determine the relationship between the events chronicled in paragraphs 13 - 15: Students are asked to comprehend that Eliza tried a new strategy after many years of failure (Part A) and to choose the option that describes the strategy she used to succeed (Part B).

Part B Answer Choice Rationales: Option C, the correct answer, offers textual evidence of the change in strategy by showing that Eliza wrote to someone who was likely to have political influence- Mrs. Taft.

1 George Washington Carver was always interested in plants.

When he was a child, he was known as the "plant doctor." He had a secret garden where he grew all kinds of plants. People would ask him for advice when they had sick plants. Sometimes he'd take their plants to his garden and nurse them back to health.

2 Later, when he was teaching at Tuskegee Institute, he put his

plant skills to good use. Many people in the South had been growing only cotton on their land. Cotton plants use most of the nutrients in the soil. (Nutrients provide nourishment to plants.) So the soil becomes "worn out" after a few years. Eventually, cotton will no longer grow on this land.

3 This was especially bad for poor African American farmers,

who relied on selling cotton to support themselves. Carver was dedicated to helping those farmers, so he came up with a plan.

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 Eliza and Carver 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.

3. Answer Rationale:

The PARCC Scoring Rubric for Prose Constructed

Responses, Grade 3, http://34119c59a7aded596ded-

dc588ac765a25099570af308bbe605a4.r80.cf1.rackcd

n.com/Grade3CondensedRubric_0.pdf contains

details for all components being measured within a

student response. After a field or pilot test is given

and the student responses are reviewed, this generic

scoring rubric will be tailored to create a specific

scoring rubric for this Prose Constructed Response.