The CCSS Reading/Writing Connection Lisa Shirley Camp, M.Ed., NBCT.

WRITING FROM EVIDENCE

The CCSS Reading/Writing Connection

Lisa Shirley Camp, M.Ed., NBCT

WHAT DOES PARCC TELL US?

A LOT!

Recently released information includes: A testing blueprint Item specifications Phase 1 items and task prototypes

Stay informed by regularly checking the website: http://parcconline.org

THE SHIFTS AT THE HEART OF PARCC DESIGN

1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading and writing grounded in evidence from text, literary and informational.

3. Knowledge: Building knowledge through content rich nonfiction.

http://www.parcconline.org/samples/item-task-prototypes

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THE CCSS SHIFTS BUILD TOWARD COLLEGE AND CAREER READINESS FOR ALL STUDENTS


Nine Specific Advances in the PARCC ELA/Literacy

Assessment Demanded by the Three Core Shifts. . .

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SHIFT 1: REGULAR PRACTICE WITH COMPLEX TEXT AND ITS ACADEMIC LANGUAGE1. PARCC builds a staircase of text complexity to ensure

students are on track each year for college and career reading.

2. PARCC rewards careful, close reading rather than racing through passages.

3. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.


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SHIFT 2: READING AND WRITING GROUNDED IN EVIDENCE FROM TEXT, LITERARY AND INFORMATIONAL

4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items).

5. PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).

6. PARCC requires writing to sources rather than writing to de-contextualized expository prompts.

7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.


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SHIFT 3: BUILDING KNOWLEDGE THROUGH CONTENT-RICH NONFICTION

8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies.

9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.


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AT THE CORE OF EVERY PART OF THE ASSESSMENT: STUDENTS’ COMMAND OF EVIDENCE SO. . .

Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:

Reading Standard One (Use of Evidence) Reading Standard Ten (Complex Texts) http://www.parcconline.org/samples/item-task-prototypes

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THREE ITEM TYPES DEMAND STUDENTS’ COMMAND OF EVIDENCE FROM COMPLEX TEXTS

• Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

• Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

• Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.


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CCR IN READING

English Language Arts Science, Social Studies,

and Technical Subjects

Students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries.

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline.

CCR IN READING



Along with high-quality contemporary works, student texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare.

The vast majority of reading in college and workforce training programs will be sophisticated nonfiction.

CCR IN READING



Students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

Students pay attention to precise details; they develop the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts.

CCR IN WRITING



Student writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt.

Student writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt.

CCR IN WRITING



Students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately, combining elements of different kinds of writing to produce complex and nuanced writing.

Students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing.

CCR IN WRITING



Students have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner.

Students have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner.

WHERE DO THESE CCR EXPECTATIONS MEET?

In Reading: building knowledge ability to evaluate

intricate arguments the capacity to surmount

the challenges posed by complex texts

In Writing: asserting and defending

claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt

take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately

become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner

PAR

CC

RU

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IC

PARCC RUBRIC Using a highlighter, note the changes in

scoring criteria from 4 to 0 for each writing trait.

Take a moment to compare this writing rubric to rubrics you may have used in the past to score student writing (a 6 traits rubric, etc.). Make a t-chart of similarities and differences in order to discuss your observations with your table group.

Choose a person to share your group’s observations with the whole group.

THE RUBRIC’S FOCUS ON READING

WHAT CAN WE LEARN ABOUT COMPLEX IDEAS

FROM THE CCSS AND PARCC MCF?

Those documents describe complex ideas with these words and phrases:

Quality, substance, critical, evaluative, self-directed Diverse perspectives, multidimensional, multiple

levels of meaning, multiple ideas that intersect, possibly from multiple texts

Ambiguous or considers ambiguity, not literal, nuanced, subtle, abstract

Depth/breadth, developed over the course of a text Express new language/knowledge/mode of thought

DEVELOPING COMPLEX IDEAS FROM READING

Look at the passage “Lincoln’s Second Inaugural Address,” part of a unit that uses Walden as its central text. In the unit Lincoln’s speech is paired with “Civil Disobedience.”

Examine the close reading questions for that text. Using three different colors, highlight questions that: Probe for comprehension Ask students to analyze ideas from the text Ask students to analyze author’s craft and its

impact on meaning and tone

PARCC SUMMATIVE ASSESSMENT WITH EBSR, TECR, AND PCR ITEMS

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PURPOSEFUL NARRATIVE PROMPTS

PARCC Redefines the Narrative: Includes weaving details from the source text

accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story).

For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate.

Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).

USING COMPLEX IDEAS IN WRITING

RSI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another (in order) to provide a complex analysis; provide an objective summary of the text.

Make notes on how this text develops ideas related to:The rightful role of government in societyThe responsibility of man to address

injustice

USING COMPLEX IDEAS IN WRITING

Analyze Lincoln’s treatment of these two ideas: How are they developed separately? How do they interact and build on one another: are they interdependent?

Your essay should state and support a thesis that considers how Lincoln uses words and phrases to deliver a message about these two ideas. Be sure to support your ideas with evidence from the text, including noting places where the text leaves matters uncertain or unstated.

USING COMPLEX IDEAS IN WRITING Working with your table group,

brainstorm ideas for a narrative prompt matched to this text: review the PARCC guidelines for narrative essays.

Working with your table group, brainstorm ideas for a research task matched to this text: what other sources might you pair with Lincoln’s speech?

COMPLEX IDEAS FROM READINGRead the excerpt of “The Memory Place” by

Barbara Kingsolver.

In your table groups, construct close reading questions that: Probe for comprehension Ask students to analyze ideas from the text Ask students to analyze author’s craft and its

impact on meaning and tone

*Kingsolver, Barbara. “The Memory Place.” Of Woods and Waters: A Kentucky Outdoor Reader, edited by Ron Ellis. University Press of Kentucky (Lexington, KY), 2005.

CREATING PROMPTS Using Lincoln’s Second Inaugural Address

and/or the Kingsolver excerpt, work in your table groups to create writing prompts of the three types:NarrativeLiterary analysisResearch-based analysis: what sources could

you pair with one or the other of these texts? Check your prompts against the PARCC

Rubric and the CCSS for reading informational texts.

Write your prompts on chart paper and post them for a gallery walk.

CREATING PROMPTS Using sticky notes, read the other

groups’ prompts and provide feedback: As you make your comments, consider

these questions:Does the prompt demand a deep

understanding of the text?Does the prompt give students a chance to

meet the PARCC Rubric criteria? Does it require development of complex ideas requiring deep inferences?

Does the prompt appear to connect with at least ONE of the CCSS for reading informational texts?

WRAP IT UP Take a moment to reflect on our session.

Jot down your thoughts and prepare to share them. When making notes, consider:

RealizationsPlans to shift instructionCelebrations of effective current practiceUnanswered questions

The CCSS Reading/Writing Connection Lisa Shirley Camp, M.Ed., NBCT.

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