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Miami Carol City: Modifying Instruction for Common Core Standards/Test Items

Miami Carol City: Modifying Instruction for Common Core Standards/Test Items. Ms. Nichole Dino Ms. Alexandria Martin. PARCC vs. FCAT: Cluster Percentages. PARCC vs. FCAT: Determining Reading Level.

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Miami Carol City: Modifying Instruction for Common Core Standards/Test Items

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  1. Miami Carol City:Modifying Instruction for Common Core Standards/Test Items Ms. Nichole Dino Ms. Alexandria Martin

  2. PARCC vs. FCAT: Cluster Percentages

  3. PARCC vs. FCAT: Determining Reading Level Source: http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

  4. PARCC vs. FCAT: Words Per Passage

  5. PARCC vs. FCAT:Reading Passage Types and Percentages

  6. PARCC vs. FCAT:Points for Cognitive Complexity Levels

  7. Texts Are Complex: PARCC assessments follow the staircase of text complexity in the CCSS to ensure assessments track student progress each year towards college and career readiness. • Texts Are Diverse: PARCC texts stem from across the disciplines (e.g. ELA, history, science and technical subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences. • Texts Are Authentic: PARCC texts are authentic works of exceptional craft and/or rich repositories of ideas and information rather than commissioned-for-the-test passages lacking sufficient evidence, organization, and style. Five PARCC Criteria for Selecting Texts Worth Reading

  8. Texts Are Paired Effectively: PARCC text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations. • Texts Meet Demands of Bias and Sensitivity Guidelines: PARCC texts are carefully vetted to ensure that while they peak student interest and appeal to a wide audience, they avoid highly controversial topics that may be troublesome to students. Five PARCC Criteria for Selecting Texts Worth Reading (cont’d…)

  9. PARCC passages will be of exceptional craft, will span eras, cultures, and genres, and/or be a rich repository of accurate ideas and information • Overall, the assessment will align to the balance of literary to informational texts as required by the CCSS • Specific texts (or text types) named in the standards will be included: • Literary Text Types: poetry, drama, fiction, and multimedia • Informational Text Types: literary nonfiction, history/social science texts, science/technical texts, and multimedia • Specific Texts Named in the CCSS: for example, U.S. foundational documents, American literature, etc. Criterion II. Texts Are Diverse

  10. The Common Core Standards have broadened the construct of reading to include reading for information across many disciplines. • As a result, the texts on the PARCC literacy assessments will cover a broad range of topics. • Although extremely controversial topics (e.g., abortion) will be avoided, other formerly “taboo” topics (e.g., the Civil War, dinosaurs, divorce) may be part of the PARCC assessments. • PARCC recognizes it is vital to handle all topics in a way that is respectful of students’ potential reactions. Criterion V. Texts Meet Demands of Bias and Sensitivity Guidelines

  11. Research Tasks: For tasks that simulate research, one text serves as the anchor text, providing foundational knowledge and leading naturally to additional reading and exploration. • Multimedia: If a video or audio stimulus is used, it meets the same quality criteria as for other texts, and its quality of sound and/or video are appropriate for use on assessments. PARCC: Other Considerations for Selecting Quality Texts

  12. Comparing literary elements, including theme (e.g., RL.3.9, RL.4.5, RL.6.9, RL.11-12.9) • Comparing central ideas, topics, including same event and point of view (e.g., RI.3.9, RI.4.6, RI.8.9, RI.9-10.9, RH.11-12.6) • Comparing and/or analyzing different versions of the same text (e.g., RL.4.7, RI. 7.7, RI.8.7, RL.11-12.7) • Analyzing how ideas are transformed from one text to another (RI.6.9, RL.7.9, RST.6-8.9, RL.9-10.9, RH.9-10.9) • Integrating information for a purpose (e.g., RI.4.9, RI.5.9, RH.11-12.9) • Comparing structure of texts (e.g., RI.5.5, RL.8.5) • Analyzing supplemental elements (e.g., RL.3.7, Ri.3.7, RI.4.7, RI.5.7) PARCC: When Paring Texts

  13. Comparing Passages from PARCC to FCAT

  14. Assessing FCAT Passages vs. PARCC Passages

  15. Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band. • Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton.  Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore.  • Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10. Texts Worth Reading?

  16. In “Daedalus and Icarus,” what do the lines “he turned his mind to arts unknown / and nature unrevealed” (lines 9-10) imply about Daedalus and his invention? • that his invention will bring him wealth and fame • that his invention will be something beyond common understanding* • that the primary motive for his invention is revenge • that he is nervous about the success of his invention Sample Item #1—Part A What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  17. Which quotation provides the best support for the answer to Part A? • “But Daedalus abhorred the Isle of Crete— / and his long exile on that sea-girt shore, / increased the love of his own native place.” (lines 1-3) • “While he was working, his son Icarus, / with smiling countenance and unaware / of danger to himself, perchance would chase / the feathers, ruffled by the shifting breeze, / or soften with his thumb the yellow wax,” (lines 17-21) • “… ‘My son, I caution you to keep / the middle way, for if your pinions dip / too low the waters may impede your flight;’” (lines 30-32) • “Beneath their flight, / the fisherman while casting his long rod, / or the tired shepherd leaning on his crook, / or the rough plowman as he raised his eyes, / astonished might observe them on the wing, / and worship them as Gods.” (lines 50-55)* Sample Item #1—Part B What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  18. In “Daedalus and Icarus,” how does the poet structure lines 81-111 to add meaning to the events of the poem? • He includes a flashback of the story of Perdix to show that Daedalus wanted to kill Perdix, and now Perdix enjoys a kind of revenge by seeing Daedalus mourning the death of his son.* • He includes a flashback of the story of Perdix to show that Perdix now lives in the shade but Icarus died trying to reach the sun. • He includes a prediction that foretells that Daedalus will soon have to bury Perdix as well as his own son. • He includes a prediction that foretells that Perdix will be fated to live an obscure life when he should have been a famous inventor. Sample Item #2—Part A What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  19. Which quotation from the poem best supports the answer in Part A? • “…a pert partridge near, / observed him from the covert of an oak, / and whistled his unnatural delight.” (lines 81-83)* • “’Twas then a single bird, / the first one of its kind. ‘Twas never seen / before the sister of Daedalus had brought / him Perdix, her dear son, to be his pupil.” (lines 84-87) • “He took the jagged backbone of a fish, / and with it as a model made a saw, / with sharp teeth fashioned from a strip of iron.” (lines 90-93) • “The Partridge hides / in shaded places by the leafy trees / its nested eggs among the bush’s twigs; / nor does it seek to rise in lofty flight, / for it is mindful of its former fall.” (lines 107-110) Sample Item #2—Part B What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  20. What do lines 38-45 from Ovid’s poem most suggest about Daedalus? • Daedalus is worried about the quality of the wings. • Daedalus is sad to leave the Isle of Crete. • Daedalus is a caring parent.* • Daedalus is proud of his invention. Sample Item #3—Part A What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  21. From the list below, select two quotations that provide additional evidence to support the answer to Part A. Drag and drop your answers into the boxes labeled “Evidence.” Sample Item #3—Part B

  22. In line 11 of Sexton’s poem, what does the use of the idea of “tunneling” reveal about Icarus at this point in the poem? • He is engaging in an intensely concentrated action.* • He is doomed to become the victim of an accident. • He is trying to visualize an impossible goal. • He is forced to begin a puzzling quest. Sample Item #4—Part A What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  23. Which words from Sexton’s poem best help the reader understand the meaning of “tunneling”? • “Admire his wings” (line 9) • “Feel the fire at his neck….” (line 10) • “…he glances up and is caught.” (line 11) • “Who cares that he fell back….” (line 12) Sample Item #4—Part B What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  24. Determine the central idea in Sexton’s poem, as well as specific details that help develop that idea over the course of the poem. From the list of possible central ideas, drag the best statement to the “Central Idea” box in the table. Then drag and drop into the table three supporting details in order to show how that idea is developed over the course of the poem. Sample Item #5—Part A

  25. Which statement summarizes a key difference between the excerpts from the poem by Ovid and the poem by Sexton? • Ovid portrays Icarus as naïve, whereas Sexton portrays Icarus as wise. • Ovid emphasizes Icarus’s adventurousness, whereas Sexton emphasizes Icarus’s timidity. • Ovid believes the goddess Pallas is the true hero of the myth, whereas Sexton believes Daedalus is the true hero. • Ovid considers Icarus’s flight an act of human arrogance, whereas Sexton considers it an act of heroism.* Sample Item #6—Part A What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  26. Which two quotations best support the answer to Part A? Choose one from Ovid’s poem and one from Sexton’s poem. • “…unaware / of dangers to himself, perchance would chase / the feathers,…” (Ovid, lines 18-20) • “…Proud of his success, / the foolish Icarus forsook his guide,” (Ovid, lines 60-61) • “But Pallas, goddess of ingenious men, / saving the pupil changed him to a bird,” (Ovid, lines 100-101) • “…testing that strange little tug at his shoulder blade….” (Sexton, line 2) • “There below are the trees, as awkward as camels;” (Sexton, line 5) • “See him acclaiming the sun and come plunging down / while his sensible daddy goes straight into town.” (Sexton, lines 13-14)* Sample Item #6—Part B What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  27. Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.” Develop your claim(s) of how Sexton transforms “Daedalus and Icarus” with evidence from both texts. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Sample Item #7—Prototype Item What is this question assessing? Is this question effective in assessing our students? How would we have to alter our instruction to get our students to this level?

  28. Comparing Passages from PARCC to FCAT

  29. How Should Our Curriculum Look?

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