“This is the point behind the point about literacy. What matters, in our age, is
not just that people read for information, or for amusement, or for whatever else
the television screen and computer terminal can alternatively provide. It is that
they read for wisdom, for depth, for a conscious acquaintance with the values and
judgments of great thinkers thinking greatly. The tragedy of illiteracy – and the
even greater waste of alliteracy, involving those who know how to read seriously
but don’t – is that it abandons the accumulated wisdom of the ages. It places fine
writing in the hands of fewer and fewer interpreters, whose translations and
commentaries become progressively oversimplified – and whose audience,
increasingly unable to think for itself, grows more and more susceptible to the
manipulations of the elite.
“Are we headed, then, backwards into the pre-print attitudes of the Middle Ages,
when the literate few ruled the illiterate many? Our sense of democracy should
rise in rebellion at such a notion. To avert such backsliding, the last years of this
century must be given over to two things: training people how to read, and
teaching them why they should want to read..."
By Rushworth M. Kidder - 1998
PARCC PRESENTATION
In-Service – Grades 2 & 3
October 10, 2014
PARCC TEST - ELA
• 3 Sections
• All Parts Involve Reading and Writing
• Administered in March (long test) and May (shorter version)
• 3rd Grade Passages – 200 – 800 words
• Short passage closer to 200
• Long passage closer to 800
EBSR: Evidence-Based SelectedResponse
EBSR is like a conventional multiple choice question, except
that all EBSR items are two-parted and developed through the use
of paired questions.
The first part measures reader accuracy and comprehension of text(s).
The second part measures the textual reader evidence a reader has used
to develop that accurate comprehension.
Grade 3 EBSR from End Of Year Assessment
SAMPLE ITEM
Read all parts of the question before responding.
Part A
What is one main idea of “How Animals Live”?
a. There are many types of animals on the planet.
b. Animals need water to live.
c. There are many ways to sort different animals.
d. Animals begin their life cycles in different forms.
Part B
Which detail from the article best supports the answer to Part A?
a. “Animals get oxygen from air or water."
b. "Animals can be grouped by their traits."
c. "Worms are invertebrates."
d. "All animals grow and change over time."
e. "Almost all animals need water, food, oxygen, and shelter to
live."
TECR: Technology Enhanced
Constructed Response
The TECR is similar to the EBSR in purpose: to measure
reading comprehension, but here the student will go back into
the text and highlight a selection or return to the text, select a
phrase or sentence and drag and drop that response into a
dialogue box.
Sample TECR
PCR: Prose Constructed Response
Section I: The Literary Analysis Task
Part A and B: Reading
Part A – Reading
Long Fiction Passage
EBSR Question
TECR Question
Vocabulary Questions
Part B – Reading
Short Fiction Passage
EBSR Question
TECR Question
Vocabulary Questions
Section I: The Literary Analysis Task
Part C: Writing - Theme
You have just read two texts, (name them). Write an essay that for
THEME (grades 4-11)
answers one of the following for
• 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 analyze how each theme is developed
• identifies and explains a theme that is similar in both passages
Section I: The Literary Analysis Task
Part C: Writing - Characterization
for CHARACTERIZATION (Grade 3)
• 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 how 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.
Section I: The Literary Analysis Task
Part C: Writing – Other Elements
Other Elements such as Structure (Grade 3)
Analysis of the contribution of illustrations
Characterization in a story
Author’s study including analysis of illustration
Literary Analysis …
The key words in each assignment:
describe
compare and contrast
explain
analyze
Bottom line: they have to find similarities and/or differences in 2
texts.
Classroom practice and directions should clearly point out what these
key words mean.
Example Instructions
You have read two texts, (name them).
Identify the main character in both stories and write an
essay analyzing how the two characters are the same or
different in each text. Use examples from the text to
support your answer.
Today you will research two people who lived long ago. As
you read these passages, you will gather information and
answer questions. Then you will write an article for school
newspaper to teach your classmates about how these two
people made a difference in America.
Section II – RST - Research Simulation Task
Part A/B/C: Reading
Part A – Reading Passage 1
Long Non-Fiction Passage: article, speech, argument, opinion, biography
1. EBSR Question
2. TECR Question
3. Vocabulary Questions
Part B – Reading Passage 2
Short Non-Fiction Passage: article, speech, argument, opinion, biography
1. EBSR Question
2. TECR Question
3. Vocabulary Questions
Part C – Passage 3
Short text or video or audio clip
1. EBSR Question
2. TECR Question
3. Vocabulary Questions
Section II – The Research Simulation Task
Part D: Writing The Research Simulation Task
You have read two texts (name them) and viewed a video entitled (name it). In an essay
for SCIENTIFIC-RELATED (animals, environment, chemistry, archeology)
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
Section II – The Research Simulation Task
Part D: Writing The Research Simulation Task
for HISTORY-RELATED or ARGUMENT/OPINION
o
compare and contrast a primary argument in each text
o
explore author’s purpose
Remember to use evidence from all three (or at least two) sources
to support your ideas!!!
Section III – The Narrative Task
Part A: Reading
Reading Passage 1
1. TECR Question
2. EBSR Question
3. EBSR Question
4. EBSR Question
5. EBSR Question
Section III – The Narrative Task
PART B: Writing
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.
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
suggested in the story)
Write a narrative story that describes what the character (name the character)
does and the experiences she or he has.
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.
Section III – The Narrative Task
Part B: Writing
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.