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Handouts
ASCD 2013 Common Core State Standards Webinar Handout
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Legal Discllaimer and Sou urce Information By downloading this handout packet, yyou agree to th he following terrms: Presentatio on materials are intended for participants' personal use oonly. Further reproduction and dissemination, in whole or p part, requires the permission of the various owners as creedited below. You must go d directly to the ssource for these p permissions. A ASCD publicatio ons present a vvariety of viewss. The views exxpressed or im mplied in presentatio on materials are not necessaarily official possitions of ASCD D. Note: For aany sources listting Judy Carr as co‐develope er or copyrightt holder, please contact her d directly at jcarrvt@ao ol.com for perm missions inform mation. Source info ormation for m materials: Page 3: Phases of the Common Core. A Adapted 2013 b by Judy F. Carr,, Center for Cu urriculum Reneewal from mateerial by Studentt Achievement Partners on w www.achieveth hecore.org. Adaapted with perrmission. Page 4: Elm mira City Schoo ol District ELA C Curriculum Devvelopment ELA A Genre Focus (CCLS). Develo oped 2012 by EElmira City School District, Elmirra, New York, aand Judy F. Carrr, Center for CCurriculum Ren newal. Used with permission. Page 5: Sto orytown Grade e 3 Professionaal Development Example Ver sions 1 – 3 witth Comments. Developed 200 08 by hecore.org/ba Houghton Mifflin Harcou urt for the Basaal Alignment Prroject (http://w www.achievet asal‐alignment‐‐ project). Retrieved from www.edmodo o.com. Used wiith permission . Pages 6 ‐ 8 8: Middletown City School Disstrict Common n Core Standardds Writing Gen nres and Typess of Writing. Developed d 2012 by Midd dletown City Scchool District, M Middletown, N New York, and Judy F. Carr, C Center for Curriculum m Renewal. Use ed with permisssion. Page 9: Elm mira City Schoo ol District Read ding Instruction nal Guidelines.. Copyright © 22012 by Elmiraa City School District, Elmira, New York. Used w with permission. Page 10: 5‐Week Unit Strructure. Develo oped 2012 by W Wallkill Centraal School District, New York, aand Judy F. Carr, Center for Curriculum Re enewal. Used w with permission n. Pages 11 ‐ 15: 5‐Week Instructional Me enu (Unit Plan)). Developed 2 012 by Wallkill Central Schoo ol District, Walllkill, New York, and Judy F. Caarr, Center for Curriculum Renewal. Used w with permission n. Page 16: Figure 1. Academic Conversation Features. FFrom Zwiers, J.. & Crawford, M M. (April, 2009 9) How to Startt Academic Conversations. Educational LLeadership. 66 (7), pp. 70‐73.. Copyright © 22009 ASCD. Ussed with permiission. Pages 17 ‐ 18: Template for Designing TText Dependen nt Questions. D Developed 20112 by the Corniing ‐ Painted Post Area Schoo ol District, Pain nted Post, New w York, in collab boration with JJudy F. Carr, Ceenter for Curriculum Renewaal. Used with permission. Page 19: Three Levels of Text Protocol Template. Cop pyright © 20133 ASCD. Used w with permission n. Pages 20 ‐ 21: Steps for Identifying Com mplex Text. Developed 2012 by Corning ‐ Paainted Post Area School District, Painted Po ost, New York, in collaboratio on with Judy F. Carr, Center foor Curriculum Renewal. Used d with permisssion. Page 22: Review of Samp ple Assessmentt Items. © 201 13 Judy F. Carr,, Center for Curriculum Renewal. Used with h n. permission
ASCD 2013 Common Core State Standards Webinar Handout
Phases of the Common Core Phases
Stages
Phase 1: Vision
Awareness
• Are the shifts understood? • Are the standards understood?
Application and Experimentation
Phase 2: Ownership
Ownership
• Are local expectations articulated? • Are structures and protocols in place to support implementation? • Are criteria and/or exemplars used to select and implement resources and strategies?
Phase 3: Performance • Are tools and templates in place
for analyzing and using performance data and creating innovative responses to strengths and needs??
Routine Practice Advocacy and Innovation
Adapted from www..achievethecore.org
ASCD 2013 Common Core State Standards Webinar Handout
Individuals Individuals know the shifts and the impact the Standards have on their work. Individuals are trying out CCSS strategies and./or resources Individuals are able to judge available resources and apply their understanding to making their own decisions about integrating the Standards into their practice.
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Colleagues
The Standards are clearly defined and articulated. Colleagues are collaborating and sharing what works. Colleagues are engaged in collaborative inquiry through examination of student work and classroom practices.
The Standards are fully Colleagues are identifying integrated into routine patterns of effective practice in the classroom. practice and student performance to fine tune classroom practice. Individuals are able to Colleagues are finding and support the development creating new approaches, of their colleagues and/or as they lead others toward they go beyond judging enhanced classroom and resources to creating student performance. tools and resources.
-‐-‐ Judy F. Carr, Center for Curriculum Renewal, 2013
Elmira City School District ELA Curriculum Development ELA Genre Focus (CCLS) September – October Reading Genre – Literature Anchor Texts Writing Genre – Narrative November – December Reading Genre – Informational Anchor Texts Writing Genre – Argument/Opinion January – February Reading Genre – Literature Anchor Texts Writing – Narrative March – April Reading Genre – Informational Anchor Texts Writing Genre – Informative, Explanatory, Research May Reading Genre – Literature Anchor Texts Writing Genre – Argument/Opinion June Reading Genre – Informational Anchor Texts Writing Genre – Argument/Opinion Text in the non-anchor genre may be purposefully included to: • Build a more coherent understanding of a subject • Encourage the comparison and synthesis of multiple sources • Make connections and comparisons across texts ASCD 2013 Common Core State Standards Webinar Handout
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Houghton Mifflin Harcourt
StoryTown -‐ 2008
Grade 3
5
PROFESSIONAL DEVELOPMENT EXAMPLE -‐ V1 WITH COMMENTS Theme 2/Lesson 6 Title: The Babe and I Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards RL.3.1, RL.2.3, RL.3.3, RL.4.3, RF.3.3b, RF.3.3c, L.3.1d, L.3.1e, L.3.1f, L.3.1i, L.3.2a-‐e, L.3.4a, L.3.5a Teacher Instructions Refer to the Introduction for further details. Before Teaching 1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings Difficulties sometimes create the need to work together as a team to overcome obstacles. Synopsis This historical fiction story takes place in 1932 in the midst of the Great Depression in New York City. Baseball was king and Babe Ruth was at the top of his game. In this story, a young boy and his father become a team as they both work to support their family.
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This lesson is part of the Basal Alignment Project. The full lesson can be downloaded for free from Edmodo.com by following the instructions at this location: http://www.achievethecore.org/basal-alignment-project.
ASCD 2013 Common Core State Standards Webinar Handout
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MIDDLETOWN CITY SCHOOL DISTRICT
Common Core Standards Writing Genres and Types of Writing
Genre: Opinion – Grades K – 5/Argument – Grades 6 -‐ 12
Pre K -‐2 Cause/Effect
Types of Writing
• Hypothesis • Experimental Outcome with opinion • Journal Log Entries
Compare/Contrast Critical Analysis • • • • • •
Characters Stories Author styles Book/Movie Review Other Reviews Journal Log Entries
Persuasive
• • • • • •
Response to literary text Book/Movie Review Advertisements Reviews/Recommendations Opinions/Judgments Journal Log Entries
Grades 3 – 5 Cause/Effect
• Hypothesis • Experimental Outcome with opinion • Journal Log Entries
Compare/Contrast Critical Analysis • • • • •
Characters Stories Author styles, etc. Book/Movie Review Other Reviews
Persuasive • • • • • • • •
Response to literary text Book/Movie Review Editorials Advertisements Reviews/Recommendations Speeches Historical Analysis Feature Article
Grades 6 – 8 Cause/Effect
ASCD 2013 Common Core State Standards Webinar Handout
• Hypothesis • DBQ • Experimental Outcome with judgment • Historical Analysis • Thematic Essay
• Hypothesis • Experimental Outcome with judgment • Journal Log Entries • Thematic Essay
Compare/Contrast Critical Analysis • • • • • •
Characters Stories Author styles Book/Movie Review Other Reviews Thematic Essay
Persuasive • • • • • • • •
Response to literary text Book/Movie Review Editorials Advertisements Reviews/Recommendations Speeches Feature Article Historical Analysis
Cause/Effect -‐Writing about meaningful relationships between events and the results Compare/Contrast -‐ Writing about similarities and/or differences between subjects or ideas Persuasive -‐ Convincing the reader using solid evidence
Grades 9 – 12 Cause/Effect
Compare/Contrast Critical Analysis • Critical Lens • Controlling Idea • Literary Analysis • Film/Literature Analysis • Thematic Essay
Persuasive • • • • • • • •
Response to literary text Book/Movie Review Editorials Advertisements Reviews/Recommendations Feature Article Speeches Historical Analysis
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Pre K -‐2
Genre: Informative/Explanatory Grades 3 – 5 Grades 6 – 8
Grades 9 – 12
Cause/Effect
Cause/Effect
Cause/Effect
• Informational Writing • Explanation of Cause/Effect-‐ based on fact • Experiment/Report
Types of Writing
Compare/Contrast Concepts Products Literature Movies
• • • •
Definition • Content specific writing • Classification • Biography
Description • •
Literary elements Concept specific information
Informational Writing Research Reports Lab Reports – factual outcome Plot Summary Conflict Resolution Historical Analysis
• • • • • •
Compare/Contrast Concepts Research paper Products Literature Movies • Poetry • • • •
Definition Content specific writing Classification Biography I Search
• • • •
Description •
• Process Analysis • • •
Applications/Forms Technical Guides How to/Time Order
Literary elements to include text based details Content specific information to include text based details
Process Analysis • • •
Applications/Forms Technical Guides How to/Time Order
Cause/Effect • Informational Writing • Historical Analysis(DBQ) • Lab Reports – factual outcome • Plot Summary • Conflict Resolution
Compare/Contrast
• Research paper • Poetry
Content specific writing Classification Biography Autobiography
Description • Literary elements to include text based details • Content specific information to include text based details
Process Analysis • • •
Applications/Forms Technical Guides How to/Time Order
Cause/Effect -‐Writing about meaningful relationships between events and the results Compare/Contrast -‐ Writing about similarities and/or differences between subjects or ideas Persuasive -‐ Convincing the reader using solid evidence Process Analysis -‐ Explanation of how to do something or how something works Description-‐ “Painting a picture with words” Definition -‐ Writing that explains meaning ASCD 2013 Common Core State Standards Webinar Handout
• • •
Informational Writing Historical Analysis(DBQ) Lab Reports – factual outcome Plot Summary Conflict Resolution
Compare/Contrast • •
Research paper Poetry
Definition • • • •
• •
Definition • • • •
Content specific writing Classification Biography Autobiography
Description • •
Literary elements to include text based details Content specific information to include text based details
Process Analysis • • •
Applications/Forms Technical Guides How to/Time Order
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Genre: Narrative Grades 3 – 5
Grades 6 – 8
Grades 9 – 12
Imaginative Narratives • Short stories • Realistic/historical fiction
Imaginative Narratives • Short stories • Realistic/historical fiction
Imaginative Narratives • Short stories • Realistic/historical fiction
Imaginative Narratives • Short stories • Realistic/historical fiction
Role Playing Narratives Traditional Literature, fairy tales, fables, legends, tall tales Fantasy Plays/Skits
• Role Playing Narratives • Traditional Literature, fairy tales, fables, legends, tall tales • Fantasy • Plays/Skits
• •
• •
Role Playing Narratives Traditional Literature, fairy tales, fables, legends, tall tales Fantasy Plays/Skits
Personal Narratives • • • • •
• •
Autobiographies Memoirs Poetry and Songs Journal Logs Life Timelines
Narration: Tells a story
• •
Personal Narratives
• • • •
Autobiographies Memoirs Poetry and Songs Journal Logs
Types of Writing
Pre K -‐2
ASCD 2013 Common Core State Standards Webinar Handout
Personal Narratives • • • •
Autobiographies Memoirs Poetry and Songs Journal Logs
Role Playing Narratives Traditional Literature, fairy tales, fables, legends, tall tales Fantasy Plays/Skits
• •
• •
Personal Narratives
• • •
Memoirs Poetry and Songs Journal Logs
Elmira City School District; Revised by Elementary Principals and IST’s, 6/11/12
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Elmira City School District Reading Instructional Guidelines • Instruction and intervention are consistent with the Three Tier Elementary Reading Model of the Elmira City School District. • A minimum 90-minute block of time is devoted to reading instruction in whole and small, flexible skill based groups.
90 Minute Reading Block All Learners Whole Group Engage in rich, meaningful instruction utilizing Complex Text from identified Anchor Texts (Harcourt and Appendix B) and Supplementary Texts (identified by grade level). Instruction must be focused on the following components: o Scaffolded, higher level text dependent questions o Comprehension using modeling and guided practice o Academic Vocabulary using Tier 2 words connected with grade-level complex text o Fluency through modeling and guided practice o Writing to demonstrate an understanding of text Small Group Flexible, skill based groups driven by: o o o o
Assessment results * Foundational Skills Checklist Instructional level text Word Study (Spelling lists that require students to memorize word lists in isolation from application to the students’ writing are not endorsed as a researched-based best practice.)
Research-Based Instructional Practices o o o o
o
Differentiated Lessons based on individual needs as identified by data Explicit Teacher-led, interactive instruction that directly presents both the material and the skill relationships which need to be learned Systematic A carefully planned sequence for instruction that is thought out and strategically designed, linked to the 5 components, and built on previous learning Gradual Release Students deployment of skills from a state of dependence on the teacher to one of independence. (“I do”, “We do”, “You do” - Modeling, Guided Practice & Independent Practice) Balance Literature/Informational text A balance of 50% informational text & 50% literature is included in each student’s program
Assessment* Formative (Assessment FOR Learning) o DIBELS o On-going Classroom Assessments FOR Learning/Feedback in relation to CCLS o Progress Monitoring o Diagnostic Tools o Portfolios o Developmental Spelling Inventory o Foundational Skills Checklist o ECSD High Frequency Word Lists Summative (Assessment OF Learning) o Screening/Benchmarking o State tests o Common district, school or grade level assessments o Portfolios o Developmental Spelling Inventory Diagnostic (Assessments to Identify Specific Skill Needs) o Running Records o Quick Phonics Screener o PAST o Tier II & Tier III Tools (see pages 2-4)
ASCD 2013 Common Core State Standards Webinar Handout
Harcourt “End of Selection Tests” are not to be used as an assessment
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5-‐Week Unit Structure Genres __________________________________________ WEEK 1 Reading: Literature 2 Reading: Informational Text 3 Reading: COMBINED
Theme ____________________________________
TO INCLUDE EVERY WEEK
WHOLE CLASS CLOSE READING
2-‐3 small group/pair sessions
At-‐Home Reading ____________________________________
ANALYSIS Structure/ Content/ Context
VOCABULARY
EVIDENCE-‐BASED QUESTIONS
WRITING ON DEMAND (2 per week)
TO INCLUDE EVERY LANGUAGE & GRAMMAR ORGANIZATION & CONTENT & DEVELOPMENT CRAFT ELEMENTS WEEK STUDY STRUCTURE 4 Writing Modeling Process Guided Practice Conferencing 5 Writing Process Fulmer, D., Carr, J., Anderson, M., Herrington, Y, and E. Werlau for Wallkill Central School District, NY May 2012
ASCD 2013 Common Core State Standards Webinar Handout
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Unit Plan 5-‐Week Instructional Menu (Create 2 per quarter) Week’s Focus Options Choose one focus per week from the options below.
Reading short Literary Text – Select Once Reading short Informational Text – Select Once Re-‐reading Paired Texts (both Informational and Literary Text) – Select Once Writing – Select once and identify the type of writing that will be targeted – narrative text, writing informational text/short reports, or argument/opinion writing. Type of writing should relate to the type of reading done in the unit. Instructional Sequence for Reading Weeks Options • • • •
• • • •
Deep Conversations / Close Readings of Complex Texts with text-‐dependent questions (see Close Reading Planning Template) – Select Twice per short text On Demand Writing with ‘writing from sources’ prompt – Select Once per short text Data driven differentiated instruction (see DDI Planning Template) focusing on reading skill development in the context of the text being read for skill needs identified through informal or formal assessment – Select three times, Engagement with an extended text being read outside of class, either the same text for all students or different texts – Select Once (and explore on five days of instruction)
Instructional Sequence for Writing Weeks Options
• •
Process writing leading to a published piece – Select eight times in two weeks Engagement with an extended text being read outside of class, either the same text for all students or different texts – Select five time for processing in class; reading outside of class during the five week unit.
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
ASCD 2013 Common Core State Standards Webinar Handout
June 5, 2012
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Week 1
Week’s Focus
2
3
4
5
Instructional Sequence for Week Day 1 -‐ Day 2 -‐ Day 3 -‐ Day 4 -‐ Day 5 -‐ Day 1 -‐ Day 2 -‐ Day 3 -‐ Day 4 -‐ Day 5 -‐ Day 1 -‐ Day 2 -‐ Day 3 -‐ Day 4 -‐ Day 5 -‐ Day 1 -‐ Day 2 -‐ Day 3 -‐ Day 4 -‐ Day 5 -‐ Day 1 -‐ Day 2 -‐ Day 3 -‐ Day 4 -‐ Day 5 -‐
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
ASCD 2013 Common Core State Standards Webinar Handout
June 5, 2012
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CLOSE READING OF COMPLEX TEXT
Genre: (K-‐5, Balance 50% Informational Text and 50% Literature): Informational Text OR Literature Title: ________________________________ Author(s): _____________________________ Meets Criteria for Complex Text: ______ Text Merits: To guide development of close-‐reading and text-‐based questions, what is rich and significant about the text? Please check all that apply. _____Content _____Structure _____Language/Vocabulary _____Historical Significance _____Cultural Significance
Shift Three -‐ Close Reading and Multiple Readings of the Text
Shift Four – Text-‐Based Questions
Note sections students will re-‐read to highlight rich and significant aspects of the text.
Note text-‐based questions for each section with a focus on higher-‐order, inferential questions.
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
ASCD 2013 Common Core State Standards Webinar Handout
June 5, 2012
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12. CLOSE READING OF COMPLEX TEXT -‐ continued
Shift Five -‐ Writing from Sources (emphasize use of evidence to inform or make an argument that responds to the ideas, arguments and facts from the text) Shift Six -‐ Academic Vocabulary “Strategic focus on comprehending pivotal and power words (Shift Six)”, tier two words Words to:
Words to:
Words to:
TARGET -‐ Teach Web of Words
INFER -‐ From Context
IGNORE -‐ Tell students meaning
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
ASCD 2013 Common Core State Standards Webinar Handout
June 5, 2012
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8. ‘SMALL GROUP INSTRUCTION: Based on assessment data, what skills or concepts from the standards (e.g., foundational skills, language skills, comprehension skills) will be the focus of instruction for small groups of students? Round 1 Differentiation based STAR Assessment Results and other assessment information: Skill(s)/Concept(s):
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Students:
Students:
Students:
Round 2 Differentiation based STAR Assessment Results and other assessment information: Skill(s)/Concept(s):
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Students:
Students:
Students:
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
ASCD 2013 Common Core State Standards Webinar Handout
June 5, 2012
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from Zwiers, J. & Crawford, M. (April , 2009) How to Start Academic Conversations. Educational Leadership. 66 (7), pp. 70-73.
ASCD 2013 Common Core State Standards Webinar Handout
Template for Designing Text Dependent Questions
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Quality of the questions… • • •
Are the questions open-ended? Are the questions a higher-level? Does the student have to read the text to answer the question?
With what questions will you engage students? •
Identify which questions will be used in CONVERSATION and/or which questions will be responded to in WRITING. CCLS
Questions
C R1: Details Concrete & Inferential W
C R2: Main Ideas and Themes W
C R3: Analysis of parts, sequence, events W
R4: Language Interpretation – words, phrases, figurative language
C
W
ASCD 2013 Common Core State Standards Webinar Handout
Template for Designing Text Dependent Questions
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CCLS
Questions
C R5: Text Structure Analysis W
C R6: Point of View
W
C R7: Analysis of Visuals – Charts, timelines, photos W
C R8: Evaluate Reasoning W
C R9: Compare and contrast multiple texts W
ASCD 2013 Common Core State Standards Webinar Handout
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Three Levels of Text Protocol Template Mine Notes on Others’ (Listen and Write Notes) Step 2: Significant Sentence: Step 3: Significant Phrase: Step 4: Significant Word: Step 5: Discussion (10 Minutes) – What have we learned about/from the text? Step 6: 3 Key Points to Share With The Whole Group 1 – 2 – 3-‐-‐ Step 7: Debrief the Process – How did the process work for us?
Created by Judy Carr for ASCD, January 2013 Process adapted from Easton, L. B. (2009), Protocols for Professional Learning, ASCD, pp. 78-‐79.
ASCD 2013 Common Core State Standards Webinar Handout
Corning
Painted Post
D I S T R I C Steps for Identifying Complex Text
A R E A
Quantitative
Qualitative
S C H O O L
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T
1. Determine Lexile level of the text using Lexile.com: http://www.lexile.com/ Does the Lexile level fit the range for instructional or grade level use as outlined in Appendix A, pg. 8 of the Common Core State Standards? Text Complexity Lexile Ranges Grade Band in the Aligned Standards to CCR expectations K-‐1 N/A 2-‐3 450-‐790 4-‐5 770-‐980 6-‐8 955-‐1155 9-‐10 1080-‐1305 11-‐CCR 1215-‐1355 Text Complexity Grade Band based upon quantitative measures from above: _______ 2. Determine text readability using: http://www.standards-‐ schmandards.com/exhibits/rix/index.php Level of Readability from above: _________ 3. Use the Text Complexity: Qualitative Measures Rubric (attached) that corresponds to the appropriate text type. Use the rubric to review the book and then, identify the complexity descriptor for each category of qualitative measures and include any notes to extend your thinking. Notes Complexity Descriptor
Qualitative Measures Categories
(e.g., High, Middle High, Middle Low, Low)
Examples: Language: Uses some figurative language (e.g., juxtaposing literal bread with the metaphorical bread of knowledge). Knowledge Demands: general background knowledge about slavery and race in mid-‐nineteenth-‐century America is helpful.
Levels of Meaning/Purpose
Structure
Language Conventionality and Clarity Knowledge Demands
(Adapted from Rhode Island Department of Education) G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal 12/14/2011 Rev. 2/15/2012
ASCD 2013 Common Core State Standards Webinar Handout
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Reader and Task Motivation Reader Knowledge Experience Purpose Task Complexity
4. Read the text or excerpt. Record any ideas, vocabulary, or text characteristics that could make this text challenging to read.
5. To what extent does the text include Tier 2 vocabulary (frequently occurring words that are central to comprehension, and are understood by most language users (without language delays)) (Beck and McKeown, 1985). :
6. Compare the selected text to the exemplars listed in the Common Core Learning Standards document, page 32 (K-‐5) and page 58 (6-‐12) (attached). 7. Will the reader understand the purpose-‐which might shift over the course of the reading experience-‐for reading this specific text (i.e. skimming, studying to retain content, close reading for analysis, etc.) 8. What will you need to do to help students make connections and develop critical/analytical thinking skills? 9. What will you need to do to help students develop the inferencing skills, visualization skills, questioning skills, and comprehension strategies necessary for reading and gaining meaning from this text? 10. How does this book have the potential to develop and expand the student’s knowledge and understanding with regard to topic, structure of text, language of text or in other ways? 11. Is the theme or content of this text appropriate for students of this age/developmental/maturity level? (Adapted from Kansas State Department of Education)
RECOMMENDED PLACEMENT WITH RATIONALE:
G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal 12/14/2011 Rev. 2/15/2012
ASCD 2013 Common Core State Standards Webinar Handout
Review of Sample Assessment Items Judy F. Carr, Center for Curriculum Renewal
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Sample assessment items have been released by PARCC, by SBAC, by New York State and other states that provide a picture of the kind of performance that will be asked of students on state assessments tied to the CCLS. With a partner, please choose three assessment samplers to review at the internet links provided on the second page of this document. As you review the sample assessment items, please record your thoughts about the questions below. What are your first impressions as you see these items? What excites you? What surprises you? What concerns you? Exciting Surprising Concerning What implications do you see for classroom assessment and instruction at your grade level? Implications for Classroom Formative Assessment Implications for Classroom Instruction and Learning Experiences for Students What two implications are most important for your own work? ASCD 2013 Common Core State Standards Webinar Handout
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Assessment Sample Tasks/Prototypes Smarter Balanced Assessment Sampler: http://dese.mo.gov/divimprove/assess/sbac.html PARCC Assessment Prototypes (scroll almost to bottom of page) http://www.parcconline.org/samples/item-‐task-‐prototypes
NYSED Common Core Sample Questions June 2012 English Language Arts (ELA)
Mathematics
Grade 3 ELA
(626KB)
Grade 3 Math
(420KB)
Grade 4 ELA
(640KB)
Grade 4 Math
(520KB)
Grade 5 ELA
(663KB)
Grade 5 Math
(440KB)
Grade 6 ELA
(715KB)
Grade 6 Math
(524KB)
Grade 7 ELA
(633KB)
Grade 7 Math
(542KB)
Grade 8 ELA
(638KB)
Grade 8 Math
(283KB)
PARCC
ASCD 2013 Common Core State Standards Webinar Handout
