Common Core & The
PARCC Assessments
2nd and 3rd Grade Presentation
Common Core
Presentation
Cutting into the Core!
The Common Core Standards set goals for
student mastery in English Language Arts
and Mathematics. Expectations are also
established across the curriculum by including
topics in science, social studies and
technology.
Why the Common Core? Collaboration: the standards create a foundation for your child
to work collaboratively with their peers.
Preparation: the standards will prepare your child for college
and their career.
Equality: the expectations are consistent for all students.
Clarity: the standards are clear, consistent and focused.
Application: the standards are relevant to the real world,
reflecting knowledge and skills your child needs to be successful.
English Language Arts: Language:
conventions for writing & speaking
vocabulary through conversation, direct instruction and
reading
Reading:
progressive development of reading comprehension
emphasis on text complexity
grade-level texts to promote necessary rigor
English Language Arts:
Speaking & Listening:
small-group, whole-class discussions, range of
settings, formal & informal
Writing:
different types of writing: opinion pieces, explanatory
writings, narrative texts, research projects
Infuses use of technology
Mathematics- 2nd Grade
Operations and Algebraic Thinking
• Addition and subtraction, introduction of multiplication
Number and Operations in Base Ten
• Place value
Measurement and Data
• Length, money, time and graphing
Geometry
• Shapes and attributes
Mathematics- 3rd Grade Operations and Algebraic Thinking
• Multiplication, division and patterns in arithmetic
Number and Operations in Base Ten
• Continuation of place value
Number and Operations- Fractions
• Fractions as numbers
Measurement and Data
• Time, liquid measurement, mass, area and perimeter
Geometry
• Continuations of shapes and attributes
Mathematical Practices:
Make sense of problems and persist in solving them
Model with mathematics
Use appropriate tools strategically
Look for and make use of structure
Construct practical arguments and analyze the reasoning of others
Reason abstractly and quantitatively
Develop a strong concrete-to-conceptual foundation in number
operations
PARCC Assessments
Presentation
Ohio’s Next Generation of Assessments:
PARCC-Developed Assessments
• English language arts
• Grades 3 – 8
• Mathematics
• Grades 3 – 8
• Operational school year 2014-15
Assessment Transition: 2012-2013
Existing
2013-2014
Existing
2014-2015
New
New
Assessments
• 3-8 -OAA
• Grade 10- OGT
• New Alternative
Assessment for
Severe
Cognitively
Disabled
Students
• 3-8 -OAA
aligned to
existing and
new
standards
• Grade 10- OGT
aligned to
existing and new
standards
• 3-8- PARCC
ELA & Math
• State tests-Social
Studies (4,6) &
Science (5,8)
• Grades 9- 11
PARCC EOC
• HS- State
Developed
Science and
Social Studies -
EOC
• Web-based
• Two part
summative(PBA
and EOC/EOY)
• Diagnostic and
Mid Year-
PARCC
• Off Year PBA-
State
Developed in
Social Studies
& Science
Advances in Assessment Demanded
by the Shifts:
The PARCC assessments will focus strongly where the Standards focus
Step 1
Think across grades, and link to major topics within grades
Step 2
In major topics, pursue conceptual understanding, procedural skill and fluency, and application
Step 3
Coherence Focus Rigor
Why PARCC?
What are the administrative benefits?
O Immediate results on the End of
Year tests (except 2015)
O No more paper/pencil books that
have to be shipped, counted,
locked up
O Larger testing window
O Test questions will provide
scaffolding for students
Why PARCC?
What are the academic benefits?
O Engaging assessments that will
help learners really show what
they know
O Technology enhanced items allow
for multiple answers, modeling of
thinking, use of simulations,
embedded video or sound
O Higher expectations
Math PARCC
Assessment:
Overview of Mathematics Task Types:
Task Type Description of Task Type
I. Tasks assessing
concepts, skills
and procedures
• Balance of conceptual understanding, fluency, and application
• Can involve any or all mathematical practice standards
• Machine scorable including innovative, computer-based formats
• Will appear on the End of Year and Performance Based Assessment
components
II. Tasks
assessing
expressing
mathematical
reasoning
• Each task calls for written arguments / justifications, critique of
reasoning, or precision in mathematical statements (MP.3, 6).
• Can involve other mathematical practice standards
• May include a mix of machine scored and hand scored responses
• Included on the Performance Based Assessment component
III. Tasks
assessing
modeling /
applications
• Each task calls for modeling/application in a real-world context or
scenario (MP.4)
• Can involve other mathematical practice standards.
• May include a mix of machine scored and hand scored responses
• Included on the Performance Based Assessment component
PARCC Calculator Policy:
Grade 3 Calculator Policy
PARCC mathematics assessments for Grades 3
will not allow for calculator usage.
Calculator Policy for grades 4-8
PARCC mathematics assessments will allow for
an online calculator as deemed necessary.
Examples of Student Item
Interactions and Tools:
Click/Tap
Select object
Select task
Select area
Select and drag/slide
Unselect
Scroll
Plot points
Drag and drop
Type with text
editor
Use text highlighter
Use calculator
Use protractor
Use ruler
Use video player
Online Assessments:
Students will take assessments online which will measure:
Mathematical Standards of Content
Mathematical Standards of Practice
Performance Based Assessment
March
Two 60-minute sessions
End of Course
May
Two 60-minute sessions
@75% of material covered
@95% of material covered
Grade Focus Areas in Support of Rich Instruction and
Expectations of Fluency and Conceptual Understanding
K–2 Addition and subtraction, measurement using whole number quantities
3–5 Multiplication and division of whole numbers and fractions
6 Ratios and proportional reasoning; early expressions and equations
7 Ratios and proportional reasoning; arithmetic of rational numbers
8
Linear algebra and linear functions 21
Priorities in Mathematics:
Required Fluencies in K-6:
Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
2 2.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from
memory)
Add/subtract within 100
3 3.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products
from memory)
Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3 Multi-digit division
Multi-digit decimal operations 22
Sample Test Questions:
Sample of Multi-step questions:
Grade 3 Sample Question- Part A:
25
• Type I Task – Part A is
machine-scored
• Technology-enhanced-
students will be
“dragging” to show
solution.
• Unlike traditional
multiple choice, there
is more than one
correct solution and
difficult to guess.
Grade 3 Sample Question- Part B:
26
• Type II Task – Part B is
partial machine-scored
and partial hand-
scored
• Assessing reasoning
abstractly and
quantitatively.
• Unlike traditional
multiple choice, there
is more than one
correct solution and
difficult to guess.
Grade Item Click to View Item with
Annotation/Rubric
3 Patricia’s reading time
3 The art teacher’s
rectangular array
4 Fraction comparison
4 Three friends’ beads
5 Two aquarium tanks
27
Summary of Items Released November 2013
Mathematics: Grades 3-5:
ELA PARCC
Assessment:
Grade 3- Sample Question- Item #1-Part A
The article includes these details about life:
She wrote newspaper articles to tell others about what she saw in Alaska
to inform those who had not been there. (paragraph 1)
She wrote the first guidebook about Alaska. (paragraph 1)
She was the first woman to work at the National Geographic Society, where
she wrote many articles and books. (paragraph 11)
What do these details help show about?
a) They show that she shared the benefits of her experiences with
others.*
b) They show she had many important jobs during her lifetime, but
becoming a photographer was one of her proudest moments.
c) They show that her earlier travels were more exciting than the work
she did later in her life.
d) They show that she had a careful plan for everything she did in her
life.
Grade 3- Sample Question- Item #2
Which statement best describes how the events in
paragraphs 13 through 15 are related to each other?
a) They explain how Washington, D.C., would change if
cherry trees were planted around the city.
b) They show that found a new way to get cherry trees
planted in Washington, D.C.*
c) They compare the ways and Mrs. Taft tried to add
beauty to Washington, D.C.
d) They describe how Mr. gave the idea to bring cherry
trees to Washington, D.C.
Grade 3- Sample Question: Item #3
You have read two texts about famous people in American history
who solved a problem by working to make a change.
Write an article for your school newspaper describing how she
and faced challenges to change something in America.
*In your article, be sure to describe in detail
why some solutions they tried worked and
others did not work.
Tell how the challenges each one faced were
the same and how they were different.
Resources for Parents & Guardians: The Standards:
http://www.corestandards.org
Parent Road Maps:
http://www.cgcs.org/domain/86
Parent Guide to Common Core:
http://www.achievethecore.org
http://www.pta.org
Computer Based Sample Test
Questions:
http://www.parcconline.org/computer-based-samples
(Make sure you have either Chrome OR Firefox to be able to open website.)
Prototype Questions:
CCSS Toolbox
PARCC Prototype Homepage
https://mathreasoninginventory.com/Home/AssessmentsOverview
www.achievethecore.org
http://www.illustrativemathematics.org/
http://vimeo.com/47184692# (MobyMax Video)
www.parcconline.org/computer-based-samples
(You need to have either Chrome or Firefox to be able to open website.)
Any Questions??
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