Ro b in Kn u te l sk y

J e f fe r so n Tow n sh ip S c h o o ls

L a n g u a g e A r t s S u p er v i so r

E LC M em b er - S t a te o f N ew J e r sey

ENGLISH LANGUAGE ARTS

EVIDENCE TABLES…

THIS COULD BE THE SECRET TO OUR SUCCESS

1. What standards are assessed on the PARCC

assessment?

2. How do teachers and administrators understand

what the CCSS for English Language Arts require

students to do?

3. What should students be able to do independently

and on demand?

4. What resources might teachers need to begin to

understand what CCSS are assessed on the PARCC

assessment?

QUESTIONS WE SHOULD ALL BE ASKING…

The tables contain the Reading, Writing and Vocabulary major claims and the evidences to be measured on the PARCC Summative Assessment.

Evidences are attached to the Reading, Writing and Vocabulary claims presented by PARCC.

Evidences describe what students might say or do to demonstrate mastery of the standards in the classroom every day.

An item on the PARCC assessment may measure multiple standards and multiple evidences.

WHAT ARE THE ELA EVIDENCE TABLES?

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READING AN EVIDENCE TABLE

Grade Claim

Standards: RL –Reading

Literary

RI – Reading

Information

Evidences

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READING AN EVIDENCE TABLE FOR

GRADES 6 -11

Standards:

In Grades 6 – 11

Literacy Standards

for Reading

History/Social Studies

and for Reading

Science/Technical

are added

RH – Reading

History/Social Studies

RST – Reading

Science/Technical

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READING A VOCABULARY

EVIDENCE TABLE

Standards:

L – Language

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READING THE WRITING EVIDENCE TABLES

Grade Claim

Standards: W - Writing

Evidences

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STANDARD 1 ON THE EVIDENCE TABLES

All items measuring this claim require students to read a text prior

to responding to the items (i.e. the item is text dependent)

This standard is always combined with the assessment of other

standards.

All questions are text dependent.

Combine standards naturally when designing

instructional tasks

Determine alignment of a complex text with standards

for instructional passage selection

Develop the stem for questions/tasks for instruction

aligned with the standards

Determine and create instructional scaffolding

Think through which individual, simpler skills can be taught

first

Build toward more complex skills

To develop rubrics and scoring tools for classroom use

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WHAT MIGHT BE THE INSTRUCTIONAL

USES OF THE EVIDENCE TABLES?

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USING THE EVIDENCE TABLE: PART 1

For example, if one were to view the third grade evidence table for Reading

Information Standard 2, he/she would view the following:

To begin planning, one would need to first determine which of the evidences

he/she would want students to be able to demonstrate. It is important to

keep in mind that more than one evidence may be chosen.

Next, when planning lessons it would be beneficial to determine the

complex informational text(s) that the students will use as a basis for

determining the main idea and/or recounting the key details and/or

providing an explanation of how the key details support the main idea.

ALIGNMENT OF A COMPLEX TEXT WITH

STANDARDS FOR INSTRUCTIONAL PASSAGE

SELECTION

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It is important when selecting texts that:

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 works of exceptional craft and/or rich repositories of ideas and

information

Text pairings, where required by the CCSS, have meaningful and significant points

of comparison that invite questions beyond superficial observations

Texts appeal to student interest and appeal to a wide audience

Texts avoid highly controversial topics that may be troublesome to students

Refer to Passage Selection Guidelines for Assessing CCSS and the Bias and Sensitivity Guidelines for

more detailed information about the selecting of passages for students.

Standard Evidence

The student’s response:

Instruction

Types of instructional practices

that would guide students to

produce this evidence.

Materials, content or topics that

would support the instructional

practices

Grade 3

RL 3: Describe characters in as story (their traits, motivations, or

feelings) and explain how their actions contribute to the sequence of

events.

Provides a description of characters in a story (their traits,

motivations or feelings).

Provided an explanation of how characters’ actions

contribute to the sequence of events.

Grade 6

RI1: Cite textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

RST 1: Cite specific textual evidence to support analysis of science

and technical texts.

RH1: Cite specific textual evidence to support analysis of primary and

secondary sources.

Provides textual evidence to support analysis of what the

text says explicitly.

Provides textual evidence to support analysis of inferences

drawn from the text.

Provides textual evidence to support an analysis of science

and/or historical primary and/ or secondary sources.

Grade 9-10

L 5: Demonstrate understanding of figurative

language, word relationships, and nuances in

word meanings.

a. Interpret figures of speech (e.g., euphemism,

oxymoron) in context and

analyze their role in the text.

b. Analyze nuances in the meaning of words with

similar denotations

Demonstrates the ability to interpret

figures of speech in context. (1)

EVIDENCE TABLES LINKED TO PRACTICE

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USING THE EVIDENCE TABLE:

PART 2

For example, if one were to view the third grade evidence table for Reading

Information Standard 2, he/she would view the following:

Once text (s) have been selected it is important to consider what

question(s) will be posed to the students that will be supportive of the

evidences they will be asked to demonstrate.

When considering the development of such questions it is important that

the text dependent questions delve systematically into a text(s) to guide

students in extracting the key meanings or ideas found there.

Good text dependent questions will of ten l inger over specific

phrases and sentences to ensure careful comprehension of the

text—they help students see something worthwhile that they

would not have seen on a more cursory reading.

An effective set of text dependent questions delves

systematically into a text to guide students in extracting the key

meanings or ideas found there.

They typically begin by exploring specific words, details, and

arguments and then moves on to examine the impact of those

specifics on the text as a whole.

Along the way they target academic vocabulary and specific

sentence structures as critical focus points for gaining

comprehension.

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TEXT DEPENDENT QUESTIONS

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3RD GRADE SAMPLE INFORMATIONAL TEXT:

MAIN IDEA QUESTION

RI 2 Provides a statement of the main idea of a text. (1)

Provides a recounting of key details in a text. (2)

Provides an explanation of how key details in a text support the main idea.

(3) The question

requires students to

determine the main

idea of the

passage.

Students must use

close reading to not

only determine the

main idea but to

select the textual

evidence that will

justify the chosen

main idea.

KEY POINTS TO REMEMBER

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In all Evidence Tables for Grades 3 – 11 Standard 1 is always

combined with the teaching of any of the other standards.

More than one evidence may be combined with Standard 1.

Texts need to be complex literary or informational text (s)that

students will use as a basis for their answers.

Effective text dependent questions require students to draw

evidence from a text to support their answers.

Careful and close reading is required in order to determine

meaning and answer questions.

Written tasks should require writing to sources rather than to

a de-contextualized or generalized prompt and should require

students to apply the knowledge of language and

conventions.

Reviewing evidence tables on grade level,

department meetings, faculty meetings and parent

meetings

Aligning local viable curriculum and materials to the

CCSS.

Begin reviewing and even redesigning instructional

practices backward from what the students must

show “independently and on demand.”

Work collaboratively and cooperatively

WORK TO BE DONE…CONSIDER

SAMPLE CURRICULUM MAP

Unit: Close to Home Works to be Studied: Of Mice and Men, “Rip Van Winkle,” “The Fall of the House of Usher,” “Minister’s Black Veil,” Frost Poetry (See curriculum), Dead Poet’s Society, Emerson and Thoreau (see curriculum) Unit Components: Transcendentalism, Romanticism, American Renaissance, Gothic, consequences, caring/friendship, metaphor, appearance vs. reality, violence, the role of nature Length/Duration: 10 weeks

Time Period: Second Marking Period

Reading Literature Texts

Reading Informational Texts

Writing Speaking & Listening

Language

Materials

Of Mice and Men, “Rip Van Winkle,” Dead Poet’s Society, “The Fall of the House of Usher,”

“Minister’s Black Veil” Frost Poetry

Emerson and Thoreau Research Speech Assignment Sheet

Research Speech Assignment Speech

Vocabulary

Skills Linked to Common

Core and Evidence

Analyze characters, comprehend, evaluate, determine point of view and

theme; make inferences

Delineate and evaluate the argument, determine author’s point of view,

recognize use of rhetoric and diction

Strengthening writing through organization, support analysis; conduct

research and use to support thesis

Initiate and participate in a range of discussions, evaluate the credibility of a

narrator, recognize use of rhetoric and diction, present final projects

Demonstrate command of conventions, determine or clarify meaning of

vocabulary

Instructional Strategies

Whole Class

Migrant Workers lecture and article; Missing Person

Character Profile; Guided Reading Questions

Nature Word Sort; guided questions

Review research guidelines Review use of rhetoric and diction; speech giving tips

Vocabulary Lists

Instructional Strategies

Differentiated Components

Varied journal prompts; OMAM – Multiple

Intelligence options,Frost pre-determined JigSaw; short stories – flexible cubing, readers’ workshop

Walden Jigsaw; Independent Studies

(OMAM)

Topic Choice; mini workshops assessing

placement and progress to address specific needs

Allow note cards, or power point for presentation

Vocabulary Stations

Assessment Whole Class

Unit Test Score worksheets Research Speech Presentation component Essay, Vocabulary Quizzes

Assessment

Differentiated

Tic-Tac-Toe; Anchor Activity

Score independent studies Chunking of Research Paper

Length shortened; Required sources and visual aids

Score station work

Resources:

PARCConline.org

NJDOE

NJELC

Contact information

Robin Knutelsky

Rknutelsky@jefftwp.org

Jefferson Township Schools

THANK YOU