“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 PRESENTATIONIn-Service – Grades 2 & 3October 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 Selected-Response

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 answers one of the following for THEME (grades 4-11)

• 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 TaskPart A/B/C: Reading

Part A – Reading Passage 1 Long Non-Fiction Passage: article, speech, argument, opinion, biography

1. EBSR Question2. TECR Question3. Vocabulary Questions

Part B – Reading Passage 2 Short Non-Fiction Passage: article, speech, argument, opinion, biography

1. EBSR Question2. TECR Question3. Vocabulary Questions

Part C – Passage 3 Short text or video or audio clip

1. EBSR Question2. TECR Question3. 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

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 TaskPART B: Writing

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.