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Transcript of The EQuIP ELA Rubric A Tool To Align Lesson Plans and Units to the New Illinois Learning Standards...
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
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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
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I: Alignment to the Depth of the CCSS
Targets a set of grade-level CCSS (New Illinois Learning Standards) ELA/Literacy standards.
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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?
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2 Day
What questions do we still have?
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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
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
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Includes a clear and explicit purpose for instruction.
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I. Alignment to the Depth of the CCSS
Clear and Explicit Purpose
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Resource Handout
I. Alignment to the Depth of the CCSS
Selects text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose.
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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?
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15
How is text complexity defined in CCSS?
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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
Newsela
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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
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I. Alignment to the Depth of the CCSS
In addition, for units:Integrates reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills.
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How To Synthesize
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Gallagher Handout
I. Alignment to the Depth of the CCSS
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.
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Dimension II: Key Shifts in the CCSS
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Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction.
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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
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
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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).
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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
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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/
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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).
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Resources
Writing from Sources Shift Kit:
http://education.illinoisstate.edu/casei/ela/writingsources/
Illinois Writing Matters Website:
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New Resource
!
II. Key Shifts in the CCSS
Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.
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Too Many Words to Teach
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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.
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Tier 1 Tier 2 Tier 3
Context Clues
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Context Clue Challenge
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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
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II. Key Shifts in the CCSS
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.
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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
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TAG Handout
Complex Text Gameplan
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Beginning of the Year
End of the Year
Gradually increase text
complexity
Gradually decrease supports
II. Key Shifts in the CCSS
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.
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Build knowledge about a topic by analysis of multiple texts.
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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
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II. Key Shifts in the CCSS
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).
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II. Key Shifts in the CCSS
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.
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Question of the DayWhat must be going on in each classroom in order to align our multi-day lessons/units to the EQuIP rubric?
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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
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Reading and Writing
They go hand in hand!
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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
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Dimension 1
Dimension 2
Dimension 3
Aligned Units/Lessons
StartDimension 4
Dimension III: Instructional Supports
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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
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson “I do it”
Independent
“You do it alone”
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.
DIY School
TEACHER RESPONSIBILITY(none)
STUDENT RESPONSIBILITY
Independent
“You do it alone”
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.
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
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.
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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
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Dimension IV: Assessment
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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.
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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
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Learning Targets: GPS for the Classroom
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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/
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Exit Ticket
3 resources to look at closer.
2 things to start doing.
1 thing to stop doing.
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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
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.
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