HS English/Language Arts PARCC Cheat Sheet:
PARCC: Partnership for Assessment of Readiness for College and Careers. PARCC is made up of: Arkansas, Colorado,
District of Columbia, Illinois, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, Ohio
and Rhode Island.
PARCC website: www.parcconline.org –PARCC Assessment pull down
TWO SUMMATIVE ASSESSMENTS:
PBA: Performance Based Assessment—computerized assessment given after 75% of the course is completed (1st
Semester—Dec. 1 – 12 and 2nd Semester—Feb. 16-March 20). This assessment will consist of 3 tasks (Literature Analysis
Task, Research Simulation Task, Narrative Task).
EOY: End-of-Year Assessment—computerized assessment given after 90% of the course is completed (1st Semester—Dec.
15 – Jan. 9 and 2nd Semester—April 13-May 15).
Session
Times
Grade 9-11
ELA
PBA-Unit 1
PBA-Unit 2
PBA-Unit 3
EOY-Unit 1
EOY-Unit 2
Unit Time
75 minutes
90 minutes
60 minutes
60 minutes
60 minutes
Estimated
Time on
Task
50 minutes
60 minutes
40 minutes
40 minutes
40 minutes
Literary Analysis
Research
Simulation
Narrative Writing
THREE TYPES OF TEST ITEMS:
EBSR: Evidence Based Selected Response questions are two-part items (where one part elicits a generalization,
conclusion, or inference and the other part evidence). This will allow for better inferences between a student’s
comprehension of a text and the student’s ability to do close analytic reading. For specific information for EBSR questions
please click here.
From “Red Cranes” by Jacey Choy (English II EBSR example):
Part A
Which phrase describes the attitude of Mie’s father, Jiro, toward Mie?
A. distrust of her motives
B. amusement about her desires
C. respect for her wishes
D. anxiety about her future
Part B
Which sentence best supports the answer to Part A?
A. “’Yes, yes, Mie, I think we will have a good crop this time.’” (paragraph 3)
B. “’I tried to find them, but I wasn’t sure where their calls were coming from.’” (paragraph 3)
C. “’…all your talk of red cranes. Dreams, just dreams.’” (paragraph 5)
D. “’Well, Mie, if I hear any cranes, no matter what, I will come and get you.’” (paragraph 7)
TECR: Technology Enhanced Constructed Response questions, very similar to EBSR questions, will ask students to
cite the evidence that supports their answers, but this citation of evidence may come in the form of highlighting of
text, through drag and drop of the text, or through alternate means. For specific information for TECR questions
please click here.
English I TECR example:
Sample Item #4
The article shows that understanding plan DNA offers many advantages to plant growers and scientists. To
complete the chart below, first select the two statements from the left column that are advantages of
understanding plant DNA.
Then, drag and drop one quotation from the list of possible supporting evidence into the “Supporting
Evidence” column to provide textual support for each advantage you selected. You will not use all of the
statements from the box titled “Possible Supporting Evidence.”
Advantages of Understanding Plant DNA
Supporting Evidence
A. The study of plant DNA has led to a better
understanding of human DNA.
B. The study of plant DNA has led to
advancements in computer programs that help
with the analysis of genes.
C. The study of plant DNA has enabled scientists
to isolate the genes responsible for more useful
plants.*
D. Scientists can now determine if a crop has
desired characteristics much earlier in the
growth cycle.*
11
Possible Supporting Evidences
1. “Easy to use DNA test kits for certain crops should be on
the market within the next few years.”
2. “Specialized computer-based analysis programs identify
the fingerprint, or specific genes carried in the seed of
individual crop varieties.”
3. “The technique of DNA fingerprinting has been
developed using the science of genetics.”
4. “An organism’s DNA contains the blueprint of its
characteristics—in the case of plants, that would include
features like yield, drought resistance and starch content.
(correct answer for C)*
E. Plant DNA now enables scientists to recreate
species of plants that have become extinct.
5. “At one time, the researcher would have to grow the
crop to see if the trait is present. But now, the DNA of the
seed batch can be tested to determine if the seeds contain
the sought-after gene.” (correct answer for D)*
F. Plant DNA has generated public interest in
science and has resulted in new products being
sold.
6. “Since DNA fingerprints are taken from the same DNA
that carries the entire genetic blueprint for the plant, pieces
of DNA that are close together tend to be passed on
together from one generation to the next.”
PCR: Prose Constructed Response questions
PBA Design (December 1 – 12 and 2nd Semester—Feb. 16-March 20):
Literature Analysis Task—plays an important role in honing students’ ability to read text closely, a skill
that research reveals as the most significant factor differentiating college-ready from non-college-ready readers. This
task will ask students to carefully consider literature worth of close study, engage with the text by answering a series of
questions and then composing an analytic response to a prompt.
Literary Analysis Tasks must contain 7 items, including the PCR. The number of items per text or combination of texts may
vary:
Learn more about English I Literary Analysis Task
Learn more about the English II Literary Analysis Task
Research Simulation Task—is an assessment component worth of student preparation because it asks students
to exercise the career-and college-readiness skills of observation, deduction, and proper use and evaluation of evidence
across text types. In this task, students will analyze an informational topic presented through several articles or multimedia
stimuli, the first text being an anchor text that introduces the topic. Multi-media, as well as print, texts can serve as the
anchor text in RST tasks. Students will engage with the texts by answering a series of questions and synthesizing
information from multiple sources in order to write an argumentative or informative/explanatory response to the prompt.
All Research Stimulation Tasks must contain 10 items, including the PCR. The number of items per text or combination of
texts may vary:
Learn more about the English I Research Simulation Task
Learn more about the English II Research Simulation Task
Narrative Writing Task—broadens the way in which students may use this type of writing.
Narrative writing can
be used to convey experiences or events, real or imaginary. In this task, students may be asked to write a story, detail a
scientific process, write a historical account of important figures, or describe an account of events, scenes or objects, for
example.
All Narrative Tasks must contain 6 items, including the PCR. The number of items per text or combination of texts may vary:
Learn more about the English I Narrative Writing Task
Learn more about the English II Narrative Writing Task
EOY Design (Dec. 15-Jan. 9 OR April 13-May 15):
In grades 6-11, the ELA/Literacy End-Of-Year Assessment will include:
•
•
•
•
1 short literary passage with 5 questions
1 “paired” passage set with 6 questions (paired passage set comprised of two short literary passages,
two short informational passages, or a literary and an informational passage)
1 short informational passage with 5 questions
1 long informational passage with 6 questions
TOTAL: 4 passage sets, 22 items