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

Miami Carol City:

Miami Carol City:

Modifying Instruction

Modifying Instruction

for Common Core

for Common Core

Standards/Test Items

Standards/Test Items

Ms. Nichole DinoMs. Nichole Dino

Ms. Alexandria MartinMs. Alexandria Martin

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Common Core Band

The Lexile Framework

Reading Maturity

SourceRater

2nd – 3rd

420 - 820 3.53 – 6.13

0.36-5.624th-5th 740 - 1010 5.42 – 7.92

3.97-8.406th-8th 925 - 1185 7.04 – 9.57

5.85-10.879th-10th 1050 - 1335 8.41 – 10.81

8.41-12.2611th-CCR

1185 - 1385 9.57 – 12.00

9.62-13.47

Source: http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

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Grade Percentage of Literary Text

Percentage of Informational Text

3-5 50% 50%

6-8 40% 60%

9-11 30% 70%

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I.I. Texts Are ComplexTexts Are Complex: : PARCC assessments follow PARCC assessments follow the staircase of text complexity in the CCSS the staircase of text complexity in the CCSS to to ensure assessments track student progress ensure assessments track student progress each year towards college and career each year towards college and career readiness.readiness.

II.II. Texts Are Diverse: Texts Are Diverse: PARCC texts stem from PARCC texts stem from across the disciplines (e.g. ELA, history, science across the disciplines (e.g. ELA, history, science and technical subjects), and technical subjects), are written by authors are written by authors with diverse backgrounds, reflect the CCSS with diverse backgrounds, reflect the CCSS prescribed balances of literature and prescribed balances of literature and informational text, and appeal to a wide range informational text, and appeal to a wide range of student audiences.of student audiences.

III.III. Texts Are Authentic: Texts Are Authentic: PARCC texts are authentic PARCC texts are authentic works of exceptional craft and/or rich works of exceptional craft and/or rich repositories of ideas and information rather repositories of ideas and information rather than commissioned-for-the-test passages than commissioned-for-the-test passages lacking sufficient evidence, organization, and lacking sufficient evidence, organization, and style. style.

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IV.IV. Texts Are Paired Effectively: Texts Are Paired Effectively: PARCC text PARCC text pairingspairings, where required by the CCSS, , where required by the CCSS, have meaningful and significant points have meaningful and significant points of comparison that invite questions of comparison that invite questions beyond superficial observationsbeyond superficial observations. .

IV.IV. Texts Meet Demands of Bias and Texts Meet Demands of Bias and Sensitivity Guidelines: Sensitivity Guidelines: PARCC texts are PARCC texts are carefully vetted to ensure that while carefully vetted to ensure that while they peak student interest and appeal they peak student interest and appeal to a wide audience, to a wide audience, they avoid highly they avoid highly controversial topics that may be controversial topics that may be troublesome to students. troublesome to students.

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e • PARCC passages will be of exceptional craft, will PARCC passages will be of exceptional craft, will span eras, cultures, and genres, and/or be a rich span eras, cultures, and genres, and/or be a rich repository of accurate ideas and informationrepository of accurate ideas and information

• Overall, the assessment will align to the balance Overall, the assessment will align to the balance of literary to informational texts as required by of literary to informational texts as required by the CCSS the CCSS

• Specific texts (or text types) named in the Specific texts (or text types) named in the standards will be included:standards will be included:

• Literary Text Types: Literary Text Types: poetry, drama, fiction, and poetry, drama, fiction, and multimedia multimedia

• Informational Text Types: Informational Text Types: literary nonfiction, literary nonfiction, history/social science texts, science/technical history/social science texts, science/technical texts, and multimediatexts, and multimedia

• Specific Texts Named in the CCSS: for example, Specific Texts Named in the CCSS: for example, U.S. foundational documents, American U.S. foundational documents, American literature, etc.literature, etc.

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The Common Core Standards have The Common Core Standards have broadened the construct of reading to broadened the construct of reading to include reading for information across include reading for information across many disciplines.many disciplines.

•As a result, the texts on the PARCC As a result, the texts on the PARCC literacy assessments will cover a broad literacy assessments will cover a broad range of topics. range of topics.

•Although extremely controversial topics Although extremely controversial topics (e.g., abortion) will be avoided, other (e.g., abortion) will be avoided, other formerly “taboo” topics (e.g., the Civil formerly “taboo” topics (e.g., the Civil War, dinosaurs, divorce) may be part of War, dinosaurs, divorce) may be part of the PARCC assessments. the PARCC assessments.

•PARCC recognizes it is vital to handle all PARCC recognizes it is vital to handle all topics in a way that is respectful of topics in a way that is respectful of studentsstudents’’ potential reactions. potential reactions.

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• MultimediaMultimedia: : If a video or audio If a video or audio stimulus is used, it meets the stimulus is used, it meets the same quality criteria as for other same quality criteria as for other texts, and its quality of sound texts, and its quality of sound and/or video are appropriate for and/or video are appropriate for use on assessments.use on assessments.

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s 1.1. Comparing literary elements, including theme (e.g., Comparing literary elements, including theme (e.g., RL.3.9, RL.4.5, RL.6.9, RL.11-12.9)RL.3.9, RL.4.5, RL.6.9, RL.11-12.9)

2.2. Comparing central ideas, topics, including same event 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, and point of view (e.g., RI.3.9, RI.4.6, RI.8.9, RI.9-10.9, RH.11-12.6)RH.11-12.6)

3.3. Comparing and/or analyzing different versions of the 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)same text (e.g., RL.4.7, RI. 7.7, RI.8.7, RL.11-12.7)

4.4. Analyzing how ideas are transformed from one text to 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)another (RI.6.9, RL.7.9, RST.6-8.9, RL.9-10.9, RH.9-10.9)

5.5. Integrating information for a purpose (e.g., RI.4.9, RI.5.9, Integrating information for a purpose (e.g., RI.4.9, RI.5.9, RH.11-12.9)RH.11-12.9)

6.6. Comparing structure of texts (e.g., RI.5.5, RL.8.5)Comparing structure of texts (e.g., RI.5.5, RL.8.5)

7.7. Analyzing supplemental elements (e.g., RL.3.7, Ri.3.7, Analyzing supplemental elements (e.g., RL.3.7, Ri.3.7, RI.4.7, RI.5.7)RI.4.7, RI.5.7)

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Range: Range: Example of assessing literature Example of assessing literature and helping to satisfy the 70%-30% split and helping to satisfy the 70%-30% split of informational text to literature at the of informational text to literature at the high school grade band. high school grade band.

Quality: Quality: The story of Daedalus and The story of Daedalus and Icarus from Ovid's Icarus from Ovid's MetamorphosesMetamorphoses is a is a classic of the genre and has proven to classic of the genre and has proven to be inspirational to painters and poets be inspirational to painters and poets alike, and no poetalike, and no poet’’s version is more s version is more striking than that of Anne Sexton. Her striking than that of Anne Sexton. Her ““To a Friend Whose Work Has Come to To a Friend Whose Work Has Come to TriumphTriumph”” refashions the themes of the refashions the themes of the myth in dramatic fashion, providing a myth in dramatic fashion, providing a powerful counterpoint for students to powerful counterpoint for students to explore. explore.

Complexity: Complexity: Quantitatively and Quantitatively and qualitatively, the passages have been qualitatively, the passages have been validated and deemed suitable for use validated and deemed suitable for use at grade 10.at grade 10.

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In “Daedalus and Icarus,” In “Daedalus and Icarus,” what do the lines “what do the lines “he he turned his mind to arts turned his mind to arts unknown / and nature unknown / and nature unrevealedunrevealed” (lines 9-10) ” (lines 9-10) imply about Daedalus and imply about Daedalus and his invention?his invention?

a)a) that his invention will bring that his invention will bring him wealth and famehim wealth and fame

b)b)that his invention will be that his invention will be something beyond common something beyond common understanding*understanding*

c)c) that the primary motive for that the primary motive for his invention is revengehis invention is revenge

d)d)that he is nervous about the that he is nervous about the success of his inventionsuccess of his invention

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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?

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Which quotation provides theWhich quotation provides the best best support for the answer to support for the answer to Part A?Part A?

a)a) ““But Daedalus abhorred the Isle But Daedalus abhorred the Isle of Crete— / and his long exile of Crete— / and his long exile on that sea-girt shore, / on that sea-girt shore, / increased the love of his own increased the love of his own native place.” (lines 1-3)native place.” (lines 1-3)

b)b) ““While he was working, his son While he was working, his son Icarus, / with smiling Icarus, / with smiling countenance and unaware / of countenance and unaware / of danger to himself, perchance danger to himself, perchance would chase / the feathers, would chase / the feathers, ruffled by the shifting breeze, / ruffled by the shifting breeze, / or soften with his thumb the or soften with his thumb the yellow wax,” (lines 17-21)yellow wax,” (lines 17-21)

c)c) “… ‘“… ‘My son, I caution you to My son, I caution you to keep / the middle way, for if keep / the middle way, for if your pinions dip / too low the your pinions dip / too low the waters may impede your waters may impede your flight;’” (lines 30-32)flight;’” (lines 30-32)

d)d) ““Beneath their flight, / the Beneath their flight, / the fisherman while casting his long fisherman while casting his long rod, / or the tired shepherd rod, / or the tired shepherd leaning on his crook, / or the leaning on his crook, / or the rough plowman as he raised his rough plowman as he raised his eyes, / astonished might eyes, / astonished might observe them on the wing, / observe them on the wing, / and worship them as Gods.” and worship them as Gods.” (lines 50-55)*(lines 50-55)*

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In “Daedalus and Icarus,” In “Daedalus and Icarus,” how does the poet structure how does the poet structure lines 81-111 to add meaning lines 81-111 to add meaning to the events of the poem?to the events of the poem?

a)a)He includes a flashback of He includes a flashback of the story of Perdix to show that the story of Perdix to show that Daedalus wanted to kill Perdix, Daedalus wanted to kill Perdix, and now Perdix enjoys a kind of and now Perdix enjoys a kind of revenge by seeing Daedalus revenge by seeing Daedalus mourning the death of his son.*mourning the death of his son.*b)b)He includes a flashback of He includes a flashback of the story of Perdix to show that the story of Perdix to show that Perdix now lives in the shade Perdix now lives in the shade but Icarus died trying to reach but Icarus died trying to reach the sun.the sun.c)c)He includes a prediction that He includes a prediction that foretells that Daedalus will soon foretells that Daedalus will soon have to bury Perdix as well as have to bury Perdix as well as his own son.his own son.d)d)He includes a prediction that He includes a prediction that foretells that Perdix will be fated foretells that Perdix will be fated to live an obscure life when he to live an obscure life when he should have been a famous should have been a famous inventor.inventor.

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Which quotation from the Which quotation from the poem poem bestbest supports the supports the answer in Part A?answer in Part A?

a)a)“…“…a pert partridge near, / a pert partridge near, / observed him from the covert of observed him from the covert of an oak, / and whistled his an oak, / and whistled his unnatural delight.” (lines 81-83)*unnatural delight.” (lines 81-83)*b)b)“’“’Twas then a single bird, / the Twas then a single bird, / the first one of its kind. ‘Twas never first one of its kind. ‘Twas never seen / before the sister of seen / before the sister of Daedalus had brought / him Daedalus had brought / him Perdix, her dear son, to be his Perdix, her dear son, to be his pupil.” (lines 84-87)pupil.” (lines 84-87)c)c)““He took the jagged backbone He took the jagged backbone of a fish, / and with it as a model of a fish, / and with it as a model made a saw, / with sharp teeth made a saw, / with sharp teeth fashioned from a strip of iron.” fashioned from a strip of iron.” (lines 90-93)(lines 90-93)d)d)““The Partridge hides / in The Partridge hides / in shaded places by the leafy shaded places by the leafy trees / its nested eggs among trees / its nested eggs among the bush’s twigs; / nor does it the bush’s twigs; / nor does it seek to rise in lofty flight, / for it seek to rise in lofty flight, / for it is mindful of its former fall.” is mindful of its former fall.” (lines 107-110)(lines 107-110)

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What do lines 38-45 from What do lines 38-45 from Ovid’s poem Ovid’s poem mostmost suggest suggest about Daedalus?about Daedalus?

a)a)Daedalus is worried about Daedalus is worried about the quality of the wings.the quality of the wings.b)b)Daedalus is sad to leave Daedalus is sad to leave the Isle of Crete.the Isle of Crete.c)c)Daedalus is a caring Daedalus is a caring parent.*parent.*d)d)Daedalus is proud of his Daedalus is proud of his invention.invention.

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Sample Item #3Sample Item #3—Part B—Part BFrom the list below, select From the list below, select twotwo

quotations that provide additional quotations that provide additional evidence to support the answer to evidence to support the answer to Part A. Drag and drop your Part A. Drag and drop your answers into the boxes labeled answers into the boxes labeled “Evidence.”“Evidence.”

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1) “He said, ‘The unconfined skies remain / though Minos may be lord of all the world / his sceptre is not regnant of the air, / and by that untried way is our escape.’” (lines 5-8)

2) “…He fashioned quills / and feathers in due order—deftly formed / from small to large, as any rustic pipe / prom straws unequal slants. He bound with thread / the middle feathers, and the lower fixed / with pliant wax; till so, in gentle curves / arranged, he bent them to the shape of birds.” (lines 10-16)

3) But when at last / the father finished it, he poised himself, / and lightly floating in the winnowed air / waved his great feathered wings with bird-like ease.” (lines 24-27)

4) “… ‘My son, I caution you to keep / the middle way, for if your pinions dip / too low the waters may impede your flight; / and if they soar too high the sun may scorch them. / Fly midway. Gaze not at the boundless sky, …but follow my safe guidance.’” (lines 30-37)*

5) “And as he called upon his father’s name / his voice was smothered in the dark blue sea, / now called Icarian from the dead boy’s name.” (lines 69-71)

6) “The unlucky father, not a father, called, / ‘Where are you, Icarus?’ and “Where are you? / In what place shall I seek you, Icarus?’ / He called again; and then he saw the wings / of his dear Icarus, floating on the waves; / and he began to rail and curse his art.” (lines 72-77)*

7) “…Wherefore Daedalus / enraged and envious, sought to slay the youth / and cast him headlong from Minerva’s fane,-- / then spread the rumor of an accident.” (lines 96-99)

Evidence

Evidence

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In line 11 of Sexton’s poem, In line 11 of Sexton’s poem, what does the use of the idea what does the use of the idea of “of “tunnelingtunneling” reveal about ” reveal about Icarus at this point in the Icarus at this point in the poem?poem?

a)a)He is engaging in an He is engaging in an intensely concentrated action.*intensely concentrated action.*b)b)He is doomed to become the He is doomed to become the victim of an accident.victim of an accident.c)c)He is trying to visualize an He is trying to visualize an impossible goal.impossible goal.d)d)He is forced to begin a He is forced to begin a puzzling quest.puzzling quest.

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Which words from Sexton’s Which words from Sexton’s poem best help the reader poem best help the reader understand the meaning of understand the meaning of “tunneling”?“tunneling”?

a.a.““Admire his wings” (line Admire his wings” (line 9)9)b.b.““Feel the fire at his neck….” Feel the fire at his neck….” (line 10)(line 10)

c.c.“…“…he glances up and is he glances up and is caught.” (line 11)caught.” (line 11)d.d.““Who cares that he fell Who cares that he fell back….” (line 12)back….” (line 12)

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Sample Item #5Sample Item #5—Part A—Part A

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

developed over the course of the poemdeveloped over the course of the poem..

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Central Idea:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Possible Central Ideas

1) Individuals who take unusual paths in life may regret their choices later.

2) Protective parents keep their children from learning important life lessons.

3) Risk-takers are admirable people because they are most likely to experience the highs and lows of life.*

4) People who follow society’s rules are most likely to have productive futures.

Possible Supporting Details

5) “Consider Icarus, pasting those sticky wings on,” (line 1)

6) “…think of that first flawless moment over the lawn / of the labyrinth. Think of the difference it made!” (lines 3-4)*

7) “…here are the shocked starlings pumping past” (line 6)

8) “Larger than a sail, over the fog and the blast / of the plushy ocean, he goes….” (lines 8-9)

9) “…see how casually / he glances up and is caught,…” (lines 8-9)

10) “…Who cares that he fell back to the sea?” (line 12)*

11) “See him acclaiming the sun and come plunging down” (line 13)*

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Which statement Which statement summarizes a key summarizes a key difference between the difference between the excerpts from the poem by excerpts from the poem by Ovid and the poem by Ovid and the poem by Sexton?Sexton?

a)a)Ovid portrays Icarus as Ovid portrays Icarus as naïve, whereas Sexton naïve, whereas Sexton portrays Icarus as wise.portrays Icarus as wise.b)b)Ovid emphasizes Icarus’s Ovid emphasizes Icarus’s adventurousness, whereas adventurousness, whereas Sexton emphasizes Icarus’s Sexton emphasizes Icarus’s timidity.timidity.c)c)Ovid believes the goddess Ovid believes the goddess Pallas is the true hero of the Pallas is the true hero of the myth, whereas Sexton myth, whereas Sexton believes Daedalus is the true believes Daedalus is the true hero.hero.d)d)Ovid considers Icarus’s Ovid considers Icarus’s flight an act of human flight an act of human arrogance, whereas Sexton arrogance, whereas Sexton considers it an act of considers it an act of heroism.*heroism.*

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Which Which twotwo quotations best quotations best support the answer to Part A? support the answer to Part A? Choose Choose oneone from Ovid’s poem from Ovid’s poem and and oneone from Sexton’s poem. from Sexton’s poem.

a)a)“…“…unaware / of dangers to unaware / of dangers to himself, perchance would chase / himself, perchance would chase / the feathers,…” (Ovid, lines 18-the feathers,…” (Ovid, lines 18-20)20)b)b)“…“…Proud of his success, / the Proud of his success, / the foolish Icarus forsook his guide,” foolish Icarus forsook his guide,” (Ovid, lines 60-61)(Ovid, lines 60-61)c)c)““But Pallas, goddess of But Pallas, goddess of ingenious men, / saving the pupil ingenious men, / saving the pupil changed him to a bird,” (Ovid, changed him to a bird,” (Ovid, lines 100-101)lines 100-101)d)d)“…“…testing that strange little testing that strange little tug at his shoulder blade….” tug at his shoulder blade….” (Sexton, line 2)(Sexton, line 2)e)e)““There below are the trees, as There below are the trees, as awkward as camels;” (Sexton, awkward as camels;” (Sexton, line 5)line 5)f)f)““See him acclaiming the sun See him acclaiming the sun and come plunging down / while and come plunging down / while his sensible daddy goes straight his sensible daddy goes straight into town.” (Sexton, lines 13-14)*into town.” (Sexton, lines 13-14)*

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Use what you have learned Use what you have learned from reading “Daedalus from reading “Daedalus and Icarus” by Ovid and and Icarus” by Ovid and “To a Friend Whose Work “To a Friend Whose Work Has Come to Triumph” by Has Come to Triumph” by Anne Sexton to write an Anne Sexton to write an essay that provides an essay that provides an analysis of how Sexton analysis of how Sexton transforms “Daedalus and transforms “Daedalus and Icarus.”Icarus.”

Develop your claim(s) of Develop your claim(s) of how Sexton transforms how Sexton transforms “Daedalus and Icarus” with “Daedalus and Icarus” with evidence from both texts. evidence from both texts. As a starting point, you As a starting point, you may want to consider what may want to consider what is emphasized, absent, or is emphasized, absent, or different in the two texts, different in the two texts, but feel free to develop but feel free to develop your own focus for your own focus for analysis.analysis.

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Documents

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