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Passage Review Training Session PARCC State Educator Content Review Meeting May 6-9, 2013

Passage Review Training Session PARCC State Educator Content Review Meeting May 6-9, 2013. Outline of Foundational Training. Your Charge as Committee Member The Role of Texts in Common Core State Standards (CCSS) Using PARCC Text Complexity Measures to Evaluate Texts

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Passage Review Training Session PARCC State Educator Content Review Meeting May 6-9, 2013

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  1. Passage Review Training Session PARCC State Educator Content Review Meeting May 6-9, 2013

  2. Outline of Foundational Training • Your Charge as Committee Member • The Role of Texts in Common Core State Standards (CCSS) • Using PARCC Text Complexity Measures to Evaluate Texts • Using Evidence Statements to Evaluate Passages • Requirements for Pairing Texts • PARCC Passage Review Criteria

  3. Passage Review Committee Charge • Your role is to provide expert CONTENT review • Use information in training to apply passage review criteria to review of passages/texts • Remember: Bias and Sensitivity concerns are addressed by expert committee charged with this focus • Important to focus exclusively on PARCC’s passage review criteria during your review • Other concerns identified will be placed in “parking lot” for consideration by PARCC leadership

  4. Role of Texts: Common Core State Standards (CCSS) The CCSS call for complex, rich texts to be taught and studied as students develop the ELA and literacy skills needed to be college and career ready. PARCC’s passage selection guidelines call for these same qualities in any text used on the PARCC assessments to measure ELA/literacy skills. Appendix B of the CCSS gives examples of the types of texts to be taught and studied. When evaluating PARCC passages, keep the quality of these texts in mind.

  5. Text Complexity Quantitative Readabilities Three readability measures (RMM,SR, LEXILE) Evidence statements aligned to CCSS Qualitative Traits Purpose/Meaning, Text Structure, Language Features, Knowledge Demands Professional Expertise Use of experience to determine appropriateness Keep the most challenging student in mind and ask: Would that student be successful with this passage?

  6. How To Use The Evidence Statements In the classroom, we encourage teachers to ask the questions that beg to be asked about a given text. For example, we discuss characterization, setting, and visual metaphors in The Great Gatsby. The PARCC assessment design, more than most current state assessments, allows for this same focus—where we can ask the questions that beg to be asked about a given text.

  7. How To Use The Evidence Statements The standards are so broad, that there are multiple ways for students to demonstrate evidence that the students can meet them. These multiple ways are expressed in the evidence statements. As you review a passage, you should consider the grade level standards and evidence statements to see if the passage “begs” for these standards and evidences to be elicited.

  8. The Special Case of Paired Passages Why pair texts? • The CCSS require that students compare and synthesize ideas across multiple texts. • To meet the demands of these standards, some passages will need to be paired. Example: Reading standard 10 calls for students to read a range of complex texts. When students demonstrate evidence of reading comprehension across different text types, they are demonstrating evidence that they meet reading standard 10.

  9. Passage Pairings As you are reviewing passages, you will see passages that might serve to pair. It will be important to note the potential pairings. If passages are paired that do not allow for effective pairing, it is essential to consider whether each passage, if “unpaired” could stand as a strong passage independently.

  10. PARCC Passage Review Criteria • Will the passage support items aligned to a variety of evidence statements? • Is the passage appropriate for the intended grade level? • If the passages are part of a pair or collection, does each passage individually and the pair or collection as a whole support the intended use? • If the passage contains graphics, figures, or other stimuli, do these stimuli contribute to the content presented by the text?

  11. Passage Review Criterion 1 • Will the passage support items aligned • to a variety of evidence statements?

  12. Passage Review Criterion 2 • Is the passage appropriate for the intended grade level?

  13. Passage Review Criterion 3 • If the passages are part of a pair or collection, does each passage individually and the pair or collection as a whole support the intended use?

  14. Passage Review Criterion 4 • If the passage contains graphics, figures, • or other stimuli, do these stimuli contribute to the content presented by the text?

  15. Text Analysis Template

  16. Questions?

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