parcc model content frameworks for english language arts (ela)/literacy grades 3-11
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Adapted from: PARCC Model Content
Frameworks English Language Arts/Literacy
October 2011
“to serve as a bridge between the Common Core State Standards [CCCS] and the PARCC assessments”
Voluntary resource
Designed to aid Curriculum Developers and Educators in implementing the CCSS
Illustrate “one of a number of ways” the CCSS may be organized over the course of a school year
Intended to be dynamic and evolve
PARCC encourages educators to use the Frameworks
Feedback solicited for revisions
Support implementation of the CCSS
Inform development of PARCC item specifications and blueprints (Grades 3-11)
The PARCC assessments will allow us to make important claims about students’ knowledge and skills.
Whether students…
◦ Can Read and Comprehend Complex Literary and Informational Text
◦ Can Write Effectively When Analyzing Text
◦ Have Attained Overall Proficiency in ELA/literacy
Adapted from: PARCC Overview Presentation, January 2012
“…Designed to measure knowledge, skills and understandings essential to achieving college and
career readiness.”
Includes following areas, per CCSS:◦ Reading complex texts◦Writing effectively when using and/or analyzing sources◦ Conducting and reporting on research◦ Speaking and listening◦ Language use for reading, writing and speaking
Adapted from: PARCC Overview Presentation, January 2012
Adapted from: PARCC Overview Presentation, January 2012
Four sections:1. Narrative Summary of the ELA Standards2. The Model Content Framework Chart3. Key Terms and Concepts for the Model Content
Framework Chart4. Writing and Speaking & Listening Standards
Progressions Charts
Provides overview
Highlights critical and distinctive characteristics and insights articulated within:
◦ Grs. 3-5 ELA/Literacy CCSS
◦ Grs. 6-11 ELA CCSS
Frameworks reflect CCSS vision:
Provide foundational ideas for incorporating disciplinary literacy skills and practice into instructional programming
Reading, Writing, Speaking, Listening and Language is a shared responsibility within schools
Illustrates overview of standards for each grade level
Provides a model of how the standards could be organized into 4 instructional modules ◦ Could easily be reorganized based on semester, trimesters,
quarters, etc.
Illustrates and provides context for the standards; it does not replace the standards themselves
Arrows provided to help illustrate the connectedness of the elements; Highlighting the integrated nature
of reading, writing and research
The “foundation” of chart includes both:
•Foundational Skills in Reading for students in Grades 3-5; and, •the fundamental skill set for students in Grades 3-11.
Each module SUGGESTS the NUMBER and TEXT TYPES
that students read and analyzeSAMPLE MODEL FRAMEWORKS CHART
Research and Narrative Writing tasks appear
in each module
Students then write about these texts either
to express an opinion/make an argument
or to inform/explain
Provides educators flexibility to order the modules and content within modules reflecting needs.
Knowledge & skills embedded across 4 modules address ALL the standards for each grade level; therefore, order of the 4 modules is not critical.
What changes throughout the modules?◦ Focus on types of texts read and written ◦ Emphasis on types of texts read and written
What remains constant throughout the modules? ◦ Cultivation of students literacy skills in preparation for
college and career readiness and PARCC assessments
Provides explanation of elements within Framework Chart
Elements play a key role within CCSS
Elements reflect critical emphasis within PARCC Assessment System
“NOT intended to limit the types of texts educators may use”
Highlight the changes between the previous grade and current grade
PARCC Model Content Framework Conversations:
Build Awareness:◦ Share Power Point with educator colleagues
Build Understanding:◦ Gather educators to discuss grade level Model Content
Framework Utilize RIDE’s PARCC Model Content Framework for
ELA/Literacy Guide document to facilitate discussion Review Curriculum & possible implications
CCSS Resources visit: http://www.ride.ri.gov/Division-EEIE/transition.aspx
PARCC Resources visit:http://www.ride.ri.gov/assessment/PARCC.aspx
OR www.parcconline.org
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