Common Core Math Released Test Questions latest 2023

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A Review of Sample Questions Released by PARCC: Implications for English Language Arts/Literacy

The upcoming PARCC assessment for ELA will continue to require students to read passages, answer follow-up questions, and complete writing assignments. However, with this new generation of standardized tests, the format and complexity of these questions will be taken to a new level.

This week we will be looking at part of the ELA assessment – ​​the section that focuses on narrative writing (after reading a fictional passage) for grade 6. While this sample set is specific to each grade, the question creation rationale, format, and prerequisite technology skills are universal, regardless of grade. The three main evolutions of PARCC for ELA are the following:

New interconnection for multiple choice questions

These two questions follow an excerpt from Jean Craighead’s novel George, Julie of the wolves:

Part A: Which statement best describes the central idea of ​​the text?

1. Miyax is far from home and needs help. *

2. Miyax misses his father and has forgotten the lessons he taught him.

3. Miyax is cold and lacks proper clothing.

4. Miyax is surrounded by a pack of hostile wolves.

Part B: Which sentence best helps develop the central idea?

1. “Miyax pushed back the hood of his sealskin parka and stared at the arctic sun.”

2. “Somewhere in this cosmos was Miyax; and the very life in his body, his spark and his warmth, depended on these wolves for their survival.” *

3. “The next night the wolf called him from afar and his father came to him and found a freshly killed caribou.”

4. “He had been ignoring her since she first met them two nights ago.”

Note that the two questions are closely related, as they both focus on the central idea of ​​the text. Additionally, this set of questions reinforces the emphasis on citing evidence, because to pass Part B it is essential that the student reflect on the evidence they used to determine the central idea of ​​Part A. Scoring for these questions is also more rigorous: students will receive either two points (for answering both questions correctly) or one point for answering Part A correctly. , where a student could answer any question correctly and receive credit. In this case, by only awarding points for part B if the first part is correct, the student “not only made an inference to determine the central idea, but also supported that inference with textual evidence” .

Another example of a question asks a vocabulary word:

Part A: What does the word “royal” mean as it is used in the passage?

Here, students must identify which choice best describes the meaning of the word. As a follow-up, students are encouraged to go further:

Part B: Which of the sentences in the passage best helps the reader understand the meaning of “royal?”

Like the previous set of questions, the second part requires a deeper understanding of the text in order to answer the question correctly. Part B also requires the reader to determine the “context used to establish the accuracy of their answers.” Finally, the academic vocabulary word in this question is not just a difficult word; rather, this word was chosen because it reflects vocabulary that is crucial for the reader to fully understand the main idea of ​​the passage.

The introduction of more options and “drag and drop”

This sample question may initially look like questions from past tests…until you read the whole question:

Part A Choose a word that describes Miyax based on evidence from the text. There is more than one correct choice listed below (italics added for emphasis).

Like the Mathematics part of PARCC, the ELA sections will now provide questions that can have multiple correct answers, which clearly increases the level of complexity of the task. In this particular question, the student must consider the many facets of the character of Miyax, which requires the student to have a much more complex understanding of this character, rather than simply choosing a single word from a list to describe her.

Parts B and C of this section go even further:

Part B: Find a sentence in the passage with details that support your answer to Part A. Click on that sentence and drag and drop it into the box below.

Part C: Find another sentence in the passage with details that support your answer to Part A. Click on that sentence and drag and drop it into the box below.

Obviously, citing evidence is also a necessary skill in this part – as well as using computer skills for the drag-and-drop directive. Finally, such questions encourage re-reading of the text, because it is not possible to answer the question without at least reviewing some parts of the passage. (taken from www.parcconline.org/samples/english-language-artsliteracy/grade-6-tecr-narrative-writing-task)

The move to text-bound write prompts

Read this narrative prompt that follows the questions from the Julie of the wolves extract:

In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create this character. The passage ends with Miyax waiting for the black wolf to look at her.

Write an original story to continue where the passage ended. In your story, be sure to use what you learned about Miyax’s character when telling what happens to him next.

This kind of prompt clearly demonstrates the intimate relationship between reading and writing. First, students must apply their understanding of the Miyax character to correctly answer this prompt. Then it is imperative that they use the evidence they have gleaned from the passage to reflect deep understanding as they weave their knowledge in new and different ways with the writing task.

Remember that this discussion is only about the narrative task. In future blogs, we’ll dive deeper into examples of questions related to literary analysis and assessment research simulation tasks. For more sample questions and explanations, visit the PARCC website.

For more interesting and thought-provoking blogs, visit Lumos Learning’s Teacher Speak Blogs

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