Prepping for
PARCC-Readiness
Brian M. Pete
Robin Fogarty & Associates

How to Teach
Within the
7 Key Student Proficiencies of the New National Standards

Achieving Results Through
Rigor and Relevance

“My error would be that I confused ingredients for dinner with dinner itself.”

Traditional
Standards
Common Core
Standards

Meet

Agree or Disagree with the
Standards vs. Food
Metaphor

“What is Taught?”
vs.
“What is
Learned?
”

What does PARCC mean?

What does PARCC mean?
Partnership
Assessment
Readiness
College
Career

What States Have Pulled Out of their Common
Core Assessment Consortium?
States that have pulled out of their Assessment Consortium:
• Utah
• Oklahoma
• Georgia *
• Alabama *
• Indiana
• Kansas
• Pennsylvania
• Alaska *
• Florida
States that never joined.
States Actively
Considering
Withdrawing
• Virginia *
• Texas *
• Nebraska
• Minnesota
• Michigan
• Kentucky
• North Carolina *
• Iowa

Mediated
Journal
Common
Core
Thinking
Strategies
Name
Date

Take Away Window

Back
Cover of
Mediated
Journal
Short Term:
Long Term:

Talk about what you think about when you hear Career
& College Ready.

Which would be would be a challenge for your students?

Describe: Provide a Specific Workplace Example
1☐ Solve problems
2☐ Manage oneself
3☐ Adapt to change
4☐ Analyze/conceptualize
5☐ Reflect on /improve performance
6☐ Communicate
7☐ Work in teams
8☐ Create / innovate / critique
9☐ Engage in learning throughout life
24

Pick one, discuss what it would look like in the job place.

Good

PARCC 2014 Field Test 1,000,000 +
Students
...students found the assessments more engaging and said they had a generally positive experience with the field test.

PARCC 2014 Field Test 1,000,000 +
Students
... They like the computerbased platform, and found it easy to use.

PARCC 2014 Field Test 1,000,000 +
Students
They also had little difficulty keyboarding, a concern that had been raised by some educators and parents, especially for students at the lower grade levels.

PARCC 2014 Field Test 1,000,000 +
Students
"I like this test so much more than [the state test] because it makes you think," one student said.

PARCC 2014 Field Test 1,000,000 +
Students
Another: "Something about the test was that there were questions that you had to go back in the story to look for the answer."

ERVE &

PARCC 2014 Field Test 1,000,000 +
Students
Students found the assessments more engaging
They like the computer-based platform
They also had no difficulty keyboarding
"I like this test so much more than
[the state test] because it made you think ” to go back in the story for the answer."

Partner # A
Determine your biggest surprise.
Partner #B
Agree/Disagree-Give at least 1
Summarize both comments into one sentence.
Partner #B
Synthesize conversation into three words or less.

Analyze
Compare
Contrast
Synthesize
Higher Order
Thinking Skills
Preview the whole situation.
Assess the individual parts.
Reorganize by similarities & differences.
Turn the analysis into a summary or synthesis.
Account for literal similarities and differences.
Look again; don’t miss the obvious.
Investigate the hidden details of likeness & difference.
Know the categories.
Express in alternating or dual descriptions.
Begin with the big picture.
Look at the elements.
Extract the essence.
Name the nuggets.
Design a seamless image.

39
Three Innovative Item Types That Showcase Students ‘
Command of Evidence with Complex Texts
Evidence-Based Selected Response
(EBSR)
Technology-Enhanced Constructed
Response (TECR)
Range of Prose Constructed Responses
(PCR)

P A RCC A dopt Language
An Example . . .

Every study of employer needs made over the past 20 years … has come up with the same answers. Successful workers communicate effectively, orally and in writing, and have social and behavioral skills that make them responsible and good at teamwork.
They are creative and techno-savvy, have a good command of fractions and basic statistics, and can apply relatively simple math to realworld problems such as those concerning financial or health literacy. Employers never with the common-standards project. Education Week, 29(29), 30–31.
mention polynomial factoring.

P A RCC A dopt Language
Part A Question: In paragraph 8 of
“Abigail Smith Adams,” Abigail
Adams is called an “advocate for females.
”
What is the meaning of advocate for females as used in this paragraph?
A - promoter of women ’s rights *
B - counselor for women who lack rights
C - revolutionary demanding women ’s control of government
D - campaigner for women running for political

Part A Question: In paragraph 2,
Lerman & Packer use the term
“techno-savvy.”
What is the meaning of “technosavvy ” as used in this paragraph?
A – computer literate
B – an expert at Call of Duty
C – able to integrate technology
D – can write computer programs

Part B Question: Which of Abigail Adams ’s actions described in the biography best shows her being an advocate ?
“She read any books that were available and became knowledgeable about a variety of subject matters most women never considered.
”
“Abigail Adams supported the revolution as fervently as John, and she arguably suffered more because of it.
”
“She asked Warren to petition Congress with her and request that Congress establish some laws that favor women.
”*
“While her main focus was on her family and home,
Adams remained in correspondence with several political figures. . . .
”

Part B Question: Which of actions described in the excerpt best shows an employee being an “ techno-savvy ” ?
“. . . communicate effectively, orally and in writing.”
“ . . . can apply relatively simple math to real-world problems .
”
“. . . responsible and good at teamwork.”
“. . . have a good command of fractions and basic statistics . . .
”

47
Three Innovative Item Types That Showcase Students ‘
Command of Evidence with Complex Texts
Range of Prose Constructed Responses
(PCR)

Reading Standards for Informational Text K –8
Key Ideas / Details

Reading Standards for Informational Text K –8 Key Ideas / Details
K-2. With prompting and support, identify the main topic and retell key details of a text.
1-2. Identify the main topic and retell key details of a text.
2-2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
3-2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
4-2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5-2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
6-2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
7-2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
8-2. Determine a central idea of a text and analyze its

Reading Standards for Informational Text K –8 Key Ideas / Details
K-2. With prompting and support, identify the main topic and retell key details of a text.
1-2. Identify the main topic and retell key details of a text.
2-2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
3-2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
4-2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5-2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
6-2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
7-2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
8-2. Determine a central idea of a text and analyze its

Reading Standards for Informational Text K –8 Key Ideas / Details
K-2. With prompting and support, identify the main topic and retell key details of a text.
1-2. Identify the main topic and retell key details of a text.
2-2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
3-2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
4-2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
5-2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text
6-2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
7-2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text .
8-2. Determine a central idea of a text and analyze its

SUMARY DEFINED:
A summary is a succinct, accurate description, in your own words, of the content of a source text for quick overview, for inclusion in new writing, or as a study aid.

Anatomy of an Objective Summary
An effective summary concisely describes, in your own words and without editorializing, the thesis and major points in a source text or media. It differs from an outline insofar as it is composed of full sentences.
An effective summary meets the following four requirements:
• It is brief. Rule of thumb: no longer than 250 words.
• It is complete. It includes the thesis (topic plus controlling idea) of the source text.
• It is accurate. It is faithful to the facts, emphasis, and spirit of the source.
• It is objective. It strives to report what the original writer intended, without embellishment.

Assessment:
Was the Summary . . .
• It is brief .
• It is complete.
It includes the thesis of the source
• It is accurate.
(Faithful to the facts, emphasis, and spirit of the source.)
• It is objective.
(It strives to report what the original writer intended, without embellishment.)

David Letterman:
Louis CK-The Test

SUBARU
VIDEO MESSAGE

OK to use technology for one of the words

Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years.
According to the commission on 21 st Century
Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety.
As a parent of a 4 th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly

Evaluate your writing . . .
Criteria:
Word Choice
Sentence Quality

Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years.
According to the commission on 21 st Century
Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety.
As a parent of a 4 th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly
Dreamed
- Imagined
Hoped for
Fantasized about
Jobs
- Careers
Vocations
gigs dependent
- primary
unconditional
fundamental

Underline 2 sentences
Your best one & one you would edit.

Many students attend schools that do not have a computer for every student but most every student has a cell phone. Cell phones are the handheld computers that educators dreamed about for years.
According to the commission on 21 st Century
Skills, just about every job uses technology in some way. In fact, more and more this technology is the handheld variety.
As a parent of a 4 th grade son I want part of his curriculum to be not only dependent on a handheld or cell phone but I would expect dome of the curriculum to cover how to use technology responsibly

71
1.Complexity:
Regular practice with complex text and its academic language.
• Rewards close reading of complex text
• Focus on comprehension of academic language, not obscure vocabulary
2.Evidence:
Reading and writing grounded in evidence from text, literary and informational.
• Cite evidence from text
• Multiple correct answers
• Write to sources, not decontextualized prompts
3.Knowledge
: Building knowledge through content rich nonfiction.
• Research simulation—reading and writing across disciplines
Department of Student
Assessment

1. Focus: The PARCC assessment will focus strongly where the Standards focus.
• 70% + of items will be on the major work in gds 3-8
• Multiple ways to present concepts/demonstrate mastery
2. Coherence : Think across grades and link to major topics within grades.
• Multi-grade progressions stress key beginnings (e.g. ratios in 6 th grade) and key end points (e.g. fluency with multiplication in 3 rd )
• Integrative tasks draw on multiple standards
3. Rigor :
In major topics, pursue conceptual understanding, procedural skill and fluency, and application. Problems requiring construction of mathematical reasoning and critiques of possible solutions

Good
News

PARCC Advancements
Texts worth reading : The assessments will use authentic texts worthy of study and that are motivating and engaging to read.
Questions worth answering:
Sequences of questions that draw students into deeper encounters with texts as in an excellent classroom
Items that allow students: to demonstrate what they know, rather than what they don ’t know—where items allow for partial credit.
Items that allow expression of divergent thinking
Use of technology to allow students to construct meaning for machine-scored items

Step
Book
Readiness
Name
PPlan Like-Lessons
AAdopt Language
RRequire Thinking
CCraft Close Rdg
C -Copy Test Items

Step
Book
P-Plan Like-Lessons
A-Adopt Language
R-Require Thinking
C-Craft Close Rdg
C-Copy Test Items

Grade: Subject:
Standard
Objective:
Topic:
Hook: Challenge, Inquiry
Input: Text, Media
Interaction: Complexity
Product: Multi-stepped
Assessment: Layered
Reflection: Take-Away

Grade: Subject:
Standard
Objective:
Topic:
PARCC -like Hook: Challenge,
Inquiry
PARCC-like Input: Text, Media
PARCC-like Interaction: Complexity
PARCC-Like Product: Multi-stepped
PARCC-Like Assessment: Layered
PARCC-like Reflection: Take-Away

P ARCC P lan PARCC-like Lessons
•Highlight, Reorder, Categorize
•Audio Only Listening Practice
•Short Informational Video
•Drop Down Menus
•Replicate Sample Test Items
•Did You Answer the Question?
Most Successful One I Use?
Explain

P ARCC P lan PARCC Readiness

Step
Book
A-Adopt Language
R-Require Thinking
C-Craft Close Rdg
C-Copy Test Items

P A RCC A dopt Language
-Revise Wording on Directions
-Use Multi-step Tasks
-Ask for Connections to Elicit Context Clues
-Give them Kick-start to Rigor - NOW!
-Use Do DIY items

P A RCC A dopt Language
ELA Directions
What is purpose of . . . as described in article . . .
Which idea is found in both articles . . .
How does quote support or contribute to meaning?
Create a summary – drag in chronological order . . .
Which sentence...most important to development .
. .
Based on author ’s portrayal, how did character affect . .
Trouble-Shooting With kids...Which ones?

P A RCC A dopt Language
ELA Directions
What is most likely the intended effect . . .
After reading website entry, article and watching a video, write an essay analyzing strengths of arguments .
How does the author structure the lines to add meaning .
. .
Determine central idea and details
Choose one main ideas . . . and one detail from list . . .
Trouble-Shooting With kids...Which ones?

P A RCC A dopt Language

Math! My Favorite Subject.
Algebra Measurement Geometry Data Fractions

P A RCC Adopt Language
Math Directions
Plot data points on a graph
Create an equation
Use the connect line tool to create a line segment
Agree /Disagree with the claim? Explain w/ examples .
Drag and Drop to make the statement true.
Which one Do I Need to Do? Need Help Doing ?

P A RCC Adopt Language
Math Directions
Drag and Drop the to categorize information appropriately.
Select the equation to represent the situation.
Compare the two graphs.
Create a possible function for the graph.
Which one Do I Need to Do? Need Help Doing?

P A RCC Adopt Language

Step
Book
R-Require
C-Copy Test Items

PA R CC R equires HOT
Use High Frequency Thinking Skills
• High Frequency Thinking Skills
• Graphic Organizers
• Thinking Maps
• Open-ended Question
• Ambiguities

PA R CC R equires HOT
Use High Frequency Thinking Skills
Sequence
Compare and Contrast
Analyze
Infer
Conclude
Summarize
Determine
Compare / Make an Analogy
Prediction
Develop
Justify
Describe /Explain
? Which Do I
Use a Lot ?
? Which Not?

Step
Book
C-Craft Close Rdg
C-Copy Test Items

PAR C C C raft Close Reading
• Passages with your Text
• Use Complex Text with Difficult
Passages for Coaching
• Teach “analyze’ to Dissect Text
• Build Confidence w/Problem
Solving
• High Expectations for Success
• Detective work is hard!

PAR C C C raft Close Reading
Do you...
use everyday assignments to “move to the core ”!
Complexity? Evidence-based? Rigorous
PARCC?
Narrative Text drama, poetry, novels, articles, lyrics
Informational Text websites, textbooks, journals, blogs

Commonly Found Directions on PARCC Adapted from the Estancia CC Coaches
Use these on everyday assignments as you “move to the core”!
Keep the digital copy handy so that you can just copy and paste!
Literary Elements - CCSS & PARCC
Central Themes
Characters
Meaning
Main Ideas
Details
Vocabulary
Evidence in Text
Does this align?
Structure of text
Complex Text
Point of View
Flash Back
Context Clues
Analytical Essay
Synonyms
Argument
Persuasion
Significant Events
Justify
Describe
Action Needed
?

Commonly Found Topics on PARCC Adapted from the Estancia CC
Coaches
Use these on everyday assignments as you “move to the core”!
Keep the digital copy handy so that you can just copy and paste!
Math
Rate
Volume
Linear graphs
Timeline
Write an Equation
Metric
Story Problems
Fractions
Show or Explain
Linear Functions
Quadratic Function
Justify
Geometry
Reasoning
Deductive Thinking
Inductive Thinking
Temperature problems
Logic Questions
Data
Statistics
Does This Align?
Action Needed?

Step
Book
C-Copy Test Items

PARC C C opy Test Items
Copy
Test Items“Teaching to the Test”
Replicate
Test Items “Tweak to Your Content”
Mimic
Layering of the Test Questions- Multiple
Steps
Substitute w/Social Studies, Science, Math
Questions
Take Sample Test online and Analyze for
Assessments?
How can you do more?

PARC C Copy Test Items
For your close reading handouts, format the page so that it looks like the PARCC test.
Put text on left column and questions on right.
Develop a template to make it easy!
Keep the digital copy handy, just copy and paste!

Vocabulary
Energizer

Poetry Romance Mysteries Biographies Magazines Sports

DIY

Intermediate Level: PARCC Grade 6 Prose
Constructed-Response
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.

Class Content- PARCC Performance
Intermediate Level : PARCC Grade 6 Prose
Constructed-Response
In the passage below, the author developed a strong character named Pandora.
Think about Pandora and the details the author used to create that character.
The passage ends with Pandora wondering about her life.
Write an original story to continue where the passage ended.
In your story, be sure to use what you have learned about the character Pandora as you tell what happens to her next.

DIY

Olivia Pope

Class Content- PARCC Performance
Intermediate Level : PARCC Grade 6 Prose
Constructed-Response
In the passage below, the author developed a strong character named Olivia Pope. Think about Olivia Pope and the details the author used to create that character.
The passage ends with Olivia Pope wondering about her life.
Write an original story to continue where the passage ended.
In your story, be sure to use what you have learned about the character Olivia Pope as you tell what happens to her next.

Class Content - PARCC Performance
Intermediate Level : PARCC Grade 6 Prose
Constructed-Response
In the passage below, the author developed a strong character named ________ Think about _________ and the details the author used to create that character.
The passage ends with _________ wondering about her life.
Write an original story to continue where the passage ended.
In your story, be sure to use what you have learned about the character ________ as you tell what happens to her next.

Middle Level: PARCC-Grade 7 Prose-Constructed
Response
Imagine they have read three texts…
You have read three texts describing Amelia Earhart.
All three include the claim that Earhart was a brave, courageous person. The three texts are: “Biography of
Amelia Earhart ” , “Earhart's Final Resting Place
Believed Found ”, “Amelia Earhart’s Life and
Disappearance ” Consider the argument each author uses to demonstrate Earhart ’s bravery. Write an essay that analyzes the strength of the arguments about Earhart ’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Classroom Content-PARCC Performance
Middle Level: PARCC-Grade 7 -Constructed Response
You have read three texts describing ___parts of the Constitution All three include a discussion about the people. The three texts are: 1) Preamble 2) 1 st Amendment I 3) Words
We Live By. Consider the words each author uses to demonstrate the role of the people.
Write an essay that analyzes the strength of the statements about the rights of people in at least two of the texts. Remember to use textual evidence to support your ideas. Use these three passages: CCSS ELA Appendix B p.96
Preamble and First Amendment to the United
States Constitution. (1787, 1791)

Classroom Content-PARCC Performance
Middle Level: PARCC-Grade 7 Constructed
We, the People of the United States, in Order to form a more perfect
Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this
Constitution of the United States of America.
Amendment I
Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of people peaceably to assemble, and to petition the Government for a redress of grievances.
Words We Live By: Your Annotated Guide to the Constitution
Monk, Linda R.. New York: Hyperion, 2003. From “We the People … ”
The first three word of the Constitution are the most important. They clearly state that the people —not the king, not the legislature, not the courts —are the true rulers in American government. This principle is known as popular sovereignty. But who are “We the people?”

Add Deconstruction of
PARCC-type Items
Navigation
Two Part
Three Text inputs
Paired Items
Evidence -based
Inferenced, Nuanced Items
Writing

PARCC NAVIGATIONS
DRAG AND DROP
DROP DOWN MENU
DRAG AND SQUENCE
HIGHLIGHT

Fogarty Dissertation
From Training to Transfer:
Creativity of the Adult Learner
Loyola University of Chicago 1989
Committee Member: Art Costa
Advisement: Elliot Eisner

Birds of Transfer
1. Ollie, Head in the Sand Ostrich, overlooks
2. Dan, the Drilling Woodpecker, duplicates
3. Laura, the Look-alike Penguin, replicates integrates 4. Jonathon Livingston Seagull,
5. Cathy, the Carrier Pigeon,

Birds of Transfer
1. Ollie, Head in the Sand Ostrich, overlooks - hand over head
2. Dan, the Drilling Woodpecker, duplicates - prayer hands
3. Laura, the Look-alike Penguin, replicates - open/apart hands
4. Jonathon Livingston Seagull, integrates - intertwined fingers
5. Cathy, the Carrier Pigeon, propagates - extended fingers
6. Sam, the Soaring Eagle, innovates - bloom through fingers

Name
Date

Overlook Duplicate

Replicate Integrate

Propagate Innovate

What level are you?

Overlooks
Duplicates
Replicates
Integrates
Propagates
Innovates

Ollie, the Head-in-the-Sand
Ostrich
Overlooks opportunity for transfer!

PARCC 2014 Field Test 1,000,000 +
Students
Students found the assessments more engaging
They like the computer-based platform
They also had no difficulty keyboarding
"I like this test so much more than
[the state test] because it made you think ” to go back in the story for the answer."

ERVE &
Partner # A
Determine your biggest surprise.
Partner #B
Agree/Disagree-Give at least 1
Summarize both comments into one sentence.
Partner #B
Synthesize conversation into three words or less.

Dan, The Drilling
Woodpecker

PARCC 2014 Field Test 1,000,000 +
Students
Students found the assessments more engaging
They like the computer-based platform
They also had no difficulty keyboarding
"I like this test so much more than
[the state test] because it made you think ” to go back in the story for the answer."

ERVE &
Partner # A
Determine your biggest surprise.
Partner #B
Agree/Disagree-Give at least 1
Summarize both comments into one sentence.
Partner #B
Synthesize conversation into three words or less.

Laura, the Look-Alike
Penguin
Replicates; changes to fit context.

Survey of High School freshman . . .
Making friends is important . . .
Home work is overwhelming
Seniors are not kind . . .
Moving from class to class makes the whole day stressful . . .
“There were questions that I wished I had asked before . . ."

ERVE &
Partner # A
Determine your biggest surprise.
Partner #B
Agree/Disagree-Give at least 1
Summarize both comments into one sentence.
Partner #B
Synthesize conversation into three words or less.

Jonathan Livingston, the Seagull
Weaves it in!

Read the introduction to the Science book and provide a written answer to the following questions.
Compare the authors POV to your own.
Predict what will happen next . . .

ERVE &
Partner # A
Share written response #1
Partner #B
Agree/Disagree-Give at least 1
Share written response #2
Partner #A
Compare their opinion to your own.

Cathy, The Carrier
Pigeon
Propagates!
Maps ideas
!

PARCC 2014 Field Test 1,000,000 +
Students
Students found the assessments more engaging
They like the computer-based platform
They also had no difficulty keyboarding
"I like this test so much more than
[the state test] because it made you think ” to go back in the story for the answer."

Causes of Civil Wars
Parents Conference:
ERVE & Supporting
What makes a good
Christmas
Math: Problem
Solving Strategies PLC:
Informative
Assessmen t
Drug Awareness

Samantha, the
Soaring Eagle
Innovates!
Diverges

PARCC 2014 Field Test 1,000,000 +
Students
Students found the assessments more engaging
They like the computer-based platform
They also had no difficulty keyboarding
"I like this test so much more than
[the state test] because it made you think ” to go back in the story for the answer."

ERVE &
Partner # A
Determine your biggest surprise.
Partner #B
Agree/Disagree-Give at least 1
Summarize both comments into one sentence.
Partner #B
Synthesize conversation into three words or less.

1

2

3
Model with Authentic
Strategies

4
Reflect on Levels of
Transfer
Ollie Overlooks
Dan Duplicates
Laura Replicates
Jonathon Integrates
Cathy Propagates
Sam Innovates

5

6
Application close the original learning enhances success of transfer.

7
Hugging & Bridging Strategies
Hugging is close to the original learning –
Easy, concrete transfer
Bridging is remote from original learning –
Conscious, abstract transfer

Seven Steps to Transfer
1.Learn About Transfer
2.Set Expectations
3.Model with Authentic Strategies
4.Reflect on Levels of Transfer
5.Plot Applications
6.Try Something
7.Dialogue with Peers

PARCC Navigation

PARCC 2 multi-stepped
ITEMS
You have read two stories. Answer the questions below by writing an essay about one of the characters you read about.
Explain how the thoughts, words, and/or actions of the character help you understand what the character is like.
Be sure to include specific details from the story to support your ideas.