Elementary ELA: Formative Assessments aligned to MCCR and PARCC

1. Elementary ELA:Formative Assessments aligned to MCCR and PARCC Presenters: July 15-16: Kimberly Sauers Cyd Macomber July 17-18: Mel Rhoads Kirsten Bayly

2. Today we will: • Review the process for developing formative assessments connected to ELA MCCR Standards and PARCC Frameworks • Explore formative assessments, rubrics, scoring guides, and anchor papers for Grades 3-5 • Determine instructional implications connected to the assessments • If time permits, engage in the assessment development process

3. What lead to our county formative assessments? • Our CCPS primary assessments provide a wealth of data to drive instructional decision- making and monitor student progress. • CCPS intermediate assessments were limited to our Phonics Inventory, SRI Lexile Assessments, and an isolated writing prompt. • We had a need for a more comprehensive assessment to measure reading comprehension and writing in response to reading.

4. Researching PARCC Assessment Information & Prototypes We found that the PARCC Assessments will: • assess reading comprehension • measure writing using three prose constructed response (PCR) items. • measure both written expression and knowledge of language and conventions. • create items that elicit writing that is authentic.

5. We decided to… • Model a comprehension assessment after PARCC prototypes • Develop writing prompts that require students to write extended pieces related to connected texts • Create a committee of ELA Specialists to plan, develop and revise assessments throughout the year

6. Purposes of the Assessment • Address the shifts outlined by the CCSS • close reading • text-dependent questions • text-based evidence • balance of text types • writing to source using multiple sources, including multi-media • using academic vocabulary

7. Purposes of the Assessment (Cont’d) • Monitor student progress • Comprehension of complex text • Drawing evidence from multiple sources • Understanding of academic vocabulary • Writing in response to reading, using text-based evidence • Extended writing

8. Purposes of the Assessment (Cont’d) • Impact on Instruction • Assessment served as a model for the types of questions teachers could use with students • Provided explicit examples to address the CCSS shifts • Examples of complex text • Developed an understanding of how to use multiple, connected sources (including multi-media) • Using data to make instructional decisions for groups and individuals • Anchor papers provide models for grade-level expectations

9. The Process • Reviewed available PARCC prototypes • Chose short texts from our anthology resources that had sufficient complexity • Matched MCCR grade-level standards to concepts presented in the text • Crafted text-dependent questions aligned to the selected standards • Modeled question formats after PARCC prototypes and anthology assessments that were CCSS aligned

10. Developing Test Items • Started with EBSRs following the PARCC format (Part A/Part B)—Required students to demonstrate use of text evidence • Decided that for each short text we would develop one PCR addressing overarching themes/ideas found in the text Let’s look at some examples!

11. EBSR Example 3. Part A What is the author’s purpose for writing The Bottled Water Industry: A Real Goldmine?  To share the opinion that drinking bottled water is healthy.  To share the opinion that water from the faucet tastes the best.  To inform the reader about the increasing demand for bottled water.  To inform the reader about the decreasing demand for bottled water. Part B Choose TWO details that support your answer to Part A.  The industry as a whole is growing 10% each year.  People have different opinions about bottled water.  People can essentially get water simply by turning on their faucets.  People drink more and more bottled water because of its convenience.

12. Another Example 9-12 Which details are used as support for the opinions stated in each source.Check one box for each number.

13. Another Example • Read these sentences from the article. Each brand of bottled water has a consistently good taste to it, but tap water tastes different depending on where it comes from. Different factors may cause tap water to taste better or worse to different people. Variances in tap water can be a problem when you are in different and unfamiliar places. What does the word variances mean in the sentence above? • changes in quality • unfamiliar brands • similarities in taste • consistency in quality

14. PCR Example 20. Write an essay describing how the poet uses figurative language to create vivid images for the reader. Be sure to include: • an introduction that introduces the topic • examples of figurative language from the poem • explanation of the images created from the examples • linking words and phrases • a conclusion

15. Extended Writing Prompt • CCPS values Writing Workshop and the need for writing in multiple forms for various tasks, purposes & audiences. Standards 1-4: • Write opinion pieces • Write informative/explanatory text • Write narratives • Produce clear and coherent writing in which the development and organization are important to task, purpose, and audience.

16. Extended Writing Prompt • The assessment requires students to synthesize ideas across texts. • The assessment provides a model for short, mini-research Standards 7-9: • Conduct short research projects that use several sources • Gather relevant information from print and digital sources • Draw evidence from literary and informational texts

17. Extended Writing Prompt 13. A local restaurant owner is deciding whether to sell bottled water on the menu or to provide free tap water to customers. The restaurant owner wants feedback from the community. You have read three articles about bottled water. Use what you have learned from all of the articles to decide which choice you think is best. Write an opinion email to the restaurant owner in which you give your opinion about the water choices. As you write, remember everything you know about opinion writing. Refer to important facts and details from your reading to support your opinion. • Be sure to include: • An introduction with a clear opinion • Logically ordered reasons • Facts and details from the articles that support your reasons • A conclusion that restates your opinion • Linking words and phrases • Your closing and email signature Your teacher will give you the email template where you will write, revise and edit your draft for your opinion email.

19. Developing Scoring Guides

20. Rubrics & Anchor Papers • We had extended writing rubrics developed for our previous writing prompts for narrative, informative/explanatory and opinion writing.

21. Developing the Anchors • Piloted the writing portion of the assessment- Gave to students at the next grade level • Convened as a committee and collaboratively scored samples using the rubrics • Our goal included finding writing samples scoring on-grade (2) and above grade (3) in each area of writing (Development of Ideas, Organization, Clarity, and Language & Conventions)

22. Anchor Papers for Opinion Writing Prompt

23. PCR Anchors & Rubrics • Debated the need for an addition rubric for PCRs • Decided to use the PARCC PCR rubric in order to: • Expose teachers to this new assessment tool • Directly align expectations for written responses to reading • Shift expectations from the limitations of a BCR • Focus more on demonstrating comprehension through writing, using text-based evidence

24. PCR Rubric

25. PCR Anchors

26. Your Turn! • Review the selections provided. • Cross reference the selections with the MCCR Standards for Grade 3 • Develop an EBSR, PCR, Extended Writing task related to the selections • Share! • Our Grade 3 Assessment

27. For further questions… July 15-16th Presenters: Kimberly Sauers- kmsauer@carrollk12.org Cyd Macomber- cydmac143@gmail.com July 17-18th Presenters: Mel Rhoads- merhoad@carrollk12.org Kirsten Love-Bayly- kplove@carrollk12.org