The EQuIP ELA Rubric A Tool To Align Lesson Plans and Units to the New Illinois Learning Standards Grades 6-12 Illinois State Board of Education English

The EQuIP ELA RubricA Tool To Align Lesson Plans and Units to the New Illinois Learning Standards

Grades 6-12

The EQuIP ELA RubricA Tool To Align Lesson Plans and Units to the New Illinois Learning Standards

Grades 6-12

Illinois State Board of Education

English Language Arts Content Specialists

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License


Dimension 1

Dimension 2

Dimension 3

Aligned Units/Lessons

StartDimension 4

Dimension I: Alignment to the Depth of the CCSS


I: Alignment to the Depth of the CCSS

Targets a set of grade-level CCSS (New Illinois Learning Standards) ELA/Literacy standards.


A Look at a 7th Grade Lesson

www.achievethecore.org

Click ELA - Choose lessons.

Standards Addressed:

RI.7.1, RI.7.2, RI.7.3, RI.7.4, RI.7.5; W.7.1, W.7.2, W.7.4; SL.7.1;

L.7.4, L.7.5

Too many?

Too few?

What don’t we know?


http://www.achievethecore.org/


2 Day

What questions do we still have?


Primary

Secondary

I can summarize the causes of the oil spill

after reading the article.

8th Gradehttp://vimeo.com/channels/assessment/44052220

Allnhttp://vimeo.com/94438639

RI 6.2

http://vimeo.com/channels/assessment/44052220

http://vimeo.com/channels/assessment/44052220

http://vimeo.com/94438639

ResourcesThe New Illinois Learning Standardswww.corestandards.org

Articles from ASCD:Knowing Your Learning Target

http://www.ascd.org/publications/educational-leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx

Leveling the Playing Field: Sharing Learning Targets and Criteria for Success

http://www.ascd.org/publications/books/109031/chapters/Leveling-the-Playing-Field@-Sharing-Learning-Targets-and-Criteria-for-Success.aspx


http://www.corestandards.org/

Includes a clear and explicit purpose for instruction.


I. Alignment to the Depth of the CCSS

Clear and Explicit Purpose


Resource Handout


Selects text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose.



Where else on the rubric do you see challenging text?

What needs to be present in our classrooms to achieve COMPLEX READING?

Question #1: Are students reading?

Question #2: If so, is it for homework only?

Question #3: Is the text at an appropriate level?

Question #4: Is the chunk and task assigned to students able to keep them engaged and closely reading?


15

How is text complexity defined in CCSS?


ResourcesCCSSO: Chief Council State School OfficersNavigating Text Complexityhttp://www.ccsso.org/Navigating_Text_Complexity.html

Check the Specs

Timothy Shanahan Video Clip

Achieve The Corehttp://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/642/text-complexity-collection

What Makes This Read Aloud Complex (Grade K-2)?

What Makes This Text Complex (Grades 3-12)?

Text Complexity Shift Kit

http://education.illinoisstate.edu/casei/ela/textcomplexity/Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

http://www.ccsso.org/Navigating_Text_Complexity.html

http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/642/text-complexity-collection



Newsela


NewselaNewsela is free for students to explore a world of nonfiction and test their comprehension. •Updated daily with real-world news from major publications.•Every article at 5 levels: Grades 3-12•Common Core-Aligned•High Interest Topics

www.newsela.com


http://www.newsela.com/


In addition, for units:Integrates reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.


How To Synthesize


Gallagher Handout


In addition, for units:(Grades 3-5) Build students’ content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts.


Dimension II: Key Shifts in the CCSS


Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction.


II: Key Shifts in the CCSS

https://www.teachingchannel.org/videos/student-annotated-reading-strategy



11th Grade Unit – “Nostalgia”Taken from www.achieve.org/equip

Scroll Down - Click on Equip Exemplars

http://www.achieve.org/files/mcu-ELAg11-Nostalgia.PDFContent contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Does this task support this criteria? Turn and Talk

http://www.achieve.org/equip

ResourcesShift Kits: Close Reading

http://education.illinoisstate.edu/casei/ela/closereading/

Edutopia Website

http://www.edutopia.org/blog/modeling-close-reading-videos-webinars-janice-dole

Teach Like This Video

https://www.youtube.com/watch?v=I_hhMeE7Osw


http://education.illinoisstate.edu/casei/ela/closereading/

https://www.youtube.com/watch?v=I_hhMeE7Osw

II. Key Shifts in the CCSS

Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought provoking and text-dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media).


Creating Text-Dependent Questions

28

Step 1 Identify the core understandings and key ideas of the text.

Step 2 Start small to build confidence.

Step 3 Target vocabulary and text structure.

Step 4 Tackle tough sections head-on.

Step 5 Create coherent sequences of text-dependent questions.

Step 6 Identify the standards that are being addressed.

Step 7 Create the culminating assessment.Handout

The Great Firehttp://achievethecore.org/content/upload/The_Great_Fire_11L-MA.pdf


http://achievethecore.org/content/upload/The_Great_Fire_11L-MA.pdf

ResourcesText-Dependent Questionshttp://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/710/text-dependent-question-resources

Text-Dependent Questions Shift Kithttp://education.illinoisstate.edu/casei/ela/textdependent/


http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/710/text-dependent-question-resources

http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/710/text-dependent-question-resources

II. Key Shift in the CCSSWriting from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (notes, summaries, short responses, or formal essays).


Resources

Writing from Sources Shift Kit:

http://education.illinoisstate.edu/casei/ela/writingsources/

Illinois Writing Matters Website:


New Resource

!




Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.


Too Many Words to Teach


Handout

3 Tiers of Words

Common Core State Standards, Appendix A, page 33

Activity: Which Tier is It?

1. Work with a partner or small group.

2. Take out the words from the envelope.

3. Place the words under tier 1, 2 or 3.


Tier 1 Tier 2 Tier 3

Context Clues


Context Clue Challenge


ResourcesAcademic Vocabulary Shift Kit:

http://education.illinoisstate.edu/casei/ela/vocabulary/

Academic Vocabulary – The Aspen Institute

http://www.aspendrl.org/portal/browse/DocumentDetail?documentId=1416&download







In addition for units:Increasing Text Complexity: Focuses students on reading a progression of complex texts drawn from the grade-level band. Provides text-centered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level.


Chunk ‘n TaskGroup Segments of

Content •Sentences•Paragraph(s)•Section(s)•Photo(s)•Table, Chart, Graph

Opportunity for Active Learning

•Turn ‘n Talk•Think-Pair-Share•Draw•Write•Ask a question


TAG Handout

Complex Text Gameplan


Beginning of the Year

End of the Year

Gradually increase text

complexity

Gradually decrease supports


In addition for units:

Building Disciplinary Knowledge: Provides opportunities for students to build knowledge about a topic or subject through analysis of a coherent section of strategically sequenced, discipline- specific texts.


Build knowledge about a topic by analysis of multiple texts.


ResourcesContent Area Literacy Shift Kit:http://education.illinoisstate.edu/casei/ela/contentliteracy/

Informational Text Shift Kit:http://education.illinoisstate.edu/casei/ela/informationaltext/

Classrooms in Actionhttp://www.ilclassroomsinaction.org



In addition for units:

Balance of Texts: Within a collection of grade level units a balance of informational and literary texts is included according to guidelines in the CCSS (p.5).



In addition for units:Balance of Writing: Includes a balance of on-demand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate.

Content contained is licensed under a Creative Commons Attribution-ShaireAlike 3.0 Unported License

Question of the DayWhat must be going on in each classroom in order to align our multi-day lessons/units to the EQuIP rubric?


Reading Writing

Research is Clear

The only way to become a better reader is to read.

The only way to become a better writer is to write.

Allington, 2011


Reading and Writing

They go hand in hand!


What can be done?Be cautious about how much content is covered in the classroom.

Increase the amount of reading and writing in the classroom.

"The only way you will know that your students read every day is to watch them read right in front of you."

(Miller, 2009)

Resources for Reading and Writing Throughout the Day

http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx



Dimension 1

Dimension 2

Dimension 3

Aligned Units/Lessons

StartDimension 4

Dimension III: Instructional Supports


TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

Gradual Release of ResponsibilityA Model for Success for All Students

Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

The sudden release of responsibility



Focus Lesson “I do it”

Independent

“You do it alone”


DIY School

TEACHER RESPONSIBILITY(none)


Independent

“You do it alone”




Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Dimension III: Instructional Supports

1. Scan the criteria in Dimension III.

2. Watch the video and identify the criteria being addressed in the lesson.

http://vimeo.com/54007714

3. Compare identified criteria with a partner.


ResourcesThe Gradual Release of Responsibility Model in 6 Simple Words

http://www.teachthought.com/teaching/the-gradual-release-of-responsibility-model-in-6-simple-words/

Instructional Supports www.ilclassroomsinaction.org

Better Learning Through Structured Teaching:

A Framework for the Gradual

Release of Responsibilityby Douglas Fisher and Nancy Frey


Dimension IV: Assessment



Dimensions I and IV

Is there enough evidence on the assessment to prove the students

have mastered (independently) the targeted standards?

Balanced AssessmentBalance assessment is the strategic use of formative, interim/benchmark and summative measures of student performance

to address immediate student

needs, inform ongoing instructional

changes, and guide long-term

educational improvements.


Students and TargetsWhen a classroom balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards. Students should be able to articulate this shared information.

The Nintendo Generation

http://www.youtube.com/watch?v=OGd_5ApljyA


Learning Targets: GPS for the Classroom


How We Should View Assessments

http://vimeo.com/94426586Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Assessment Resources

ISBEGuiding Principles for Classroom Assessment

http://www.isbe.net/common_core/pls/level2/html/assess-unbiased.htm

Standards Based Assessment Websitehttp://www.isbestandardsbasedreporting.com/


Exit Ticket

3 resources to look at closer.

2 things to start doing.

1 thing to stop doing.


BibliographyAllington, Richard L. & Rachael E. Gabriel (2012). Every Child, Every Day. Educational Leadership. The Association of Supervision and Curriculum Development (ASCD). March 2012 Volume 69 Number 6


Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse..

Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco: Jossey Bass.

Journal of Adolescent and Adult Literacy 57 (2) October 2013 What Does It Take? The Challenge of Disciplinary Literacy - Cynthia Hynd-Shanahan

Documents

The EQuIP ELA Rubric A Tool To Align Lesson Plans and Units to the New Illinois Learning Standards Grades 6-12 Illinois State Board of Education English