PARCC FRAMEWORKS &
ASSESSMENT BLUEPRINT
TOOLS FOR TEACHING
Dr. Dea Conrad-Curry
Partner in Education
Email: dea@partnerinedu.com
Follow me on Twitter @doctordea
Website: www.partnerinedu.com
Content and Language Targets
Content – Teachers will apply Common
Core Literacy standards to their curriculum
and instruction after a review of CCSS
assessment and instructional expectations
 Language – Teachers will share their
experiences and expectations of the
application of the CCSS.

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PARCC Prototypes
3

Three Types of Student Response

Evidence-Based Selected-Response
 Designed

Technology-Enhanced Constructed Response
 Designed

to measure reading
to measure reading
Prose Constructed-Response
 Designed
to measure reading and writing
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Evidenced-Based Selected Response (EBSR)
• Specifications
• Two or three parts serve as a single item
• Each part w/selected response minimum of 4
choices
• Part A: respond to question by selecting correct
answer among minimum of four choices (Standards
2-9)
• Part B: locate or connect text details/evidence to
explain or justify answer from Part A (Standard 1)
• Questions may/should be coherently sequenced
• Actual use of standards language prioritized
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Grade 6 EvidenceBased SelectedResponse from
Narrative Writing
Task
5
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Scoring of EBSR and TECR
• Full credit = Two points
• Each item: no longer than 2 minutes for completion
• EBSR and items combining EBSR and TECR
• For items w/ one correct response in Part A and
Part B
 Four choices required
 No partial credit (must have Part A and Part B
correct)
• For items with one or more two correct responses
 Six choices are required
 Partial credit: Part A correct & at least one correct
response Part B
• For items with three correct responses (grades 611)
 Seven choices are required
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Grade 6:
TechnologyEnhanced
SelectedResponse Item
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Grade-Band Lexile Levels
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• Always provides two texts
• One extended literary text
• One additional literary text
• Always six EBSR and/or TECR items
• One vocab item for each text
• Two Reading Literature items for each text always
measuring RL2 and RL3, usually measuring RL5, and
oftentimes measuring RL7
• Prose Constructed Response (PCR) always
measures RL1
• PCR always measures second Reading Literature
Standard
ELA Task Generation Model:
Literary Analysis
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• Always provides multiple texts
• Grades 3 and 4: anchor text and one additional
• Grades 5-11: anchor text and two additional
• Third text may be multi-media with transcripts
• Always has two sessions
• Session 1 writes a summary or analytic regarding
anchor text
• Session 2 writes an analytic synthesis of all texts
• Always answer one vocabulary item for each text
• Always answer 2 EBSR and/or TECR items for each
text
ELA Task Generation Model:
Research
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• Students read one literary text (from any
discipline)
• Respond to five EBSR and/or TECR items
• Respond to one vocabulary item
• Write a narrative story
• Continuation of the text
• From a different P-O-V
• Adding dialogue & description: make it come alive
Understanding the Narrative
Writing Task
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Common Core State Standard #9
Routine Writing
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ELA Teachers
• List seminal text for the first quarter that will match
instructional expectations (reading and writing).
Non – ELA Teachers
• Review Research Simulation Standards, Compare
with Instructional Expectations, Consider texts to
support instruction and assessments
BluePrint Exercise
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• Identification of Seminal Texts for Quarter #1,#2,#3, #4
• Identification of Texts for assessment and assessment
prompts
• Development of writing assessments that develop from
text and meet instructional and assessment expectations
Next Steps –
Curriculum Alignment
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