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Illinois State Board of Education English Language Arts Content Specialists

The EQuIP ELA Rubric A Tool To Align Lesson Plans and Units to the New Illinois Learning Standards Grades K-12. Illinois State Board of Education English Language Arts Content Specialists. Dimension I: Alignment to the Depth of the CCSS. I: Alignment to the Depth of the CCSS.

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Illinois State Board of Education English Language Arts Content Specialists

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  1. The EQuIP ELA RubricA Tool To Align Lesson Plans and Units to the New Illinois Learning StandardsGrades K-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

  2. Dimension I: Alignment to the Depth of the CCSS Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  3. I: Alignment to the Depth of the CCSS Targets a set of grade-level CCSS (New Illinois Learning Standards) ELA/Literacy standards. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  5. 2 Day What questions do we still have? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  6. Primary Secondary Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  7. I can summarize the causes of the oil spill after reading the article. RI 6.2 Kindergarten: http://vimeo.com/44052221 Allnhttp://vimeo.com/94438639 8th Grade http://vimeo.com/channels/assessment/44052220

  8. Resources The New Illinois Learning Standards www.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 Content contained is licensed und er a Creative Commons Attribution-ShareAlike 3.0 Unported License

  9. I. Alignment to the Depth of the CCSS Includes a clear and explicit purpose for instruction. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  10. Clear and Explicit Purpose Resource Handout Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  11. I. Alignment to the Depth of the CCSS K-2 Only: Provides opportunities for students to present ideas and information through writing and/or drawing and speaking experiences. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  12. 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. K-2 – quality texts not complex texts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  13. Where else on the rubric do you see challenging text? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  14. What does this indicate that needs to be present in our classrooms? READING COMPLEX 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? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  15. How is text complexity defined in CCSS? • Quantitative factors • Readability measures using word length or frequency, sentence length, text cohesion (for example, Lexiles) • Qualitative factors • Levels of meaning • Text structure • Language conventionality and clarity • Knowledge demands • Reader and task considerations • Reader variables (motivation, knowledge, experiences) • Task variables (purpose, complexity of the task assigned)

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

  17. Resources CCSSO: Chief Council State School Officers Navigating Text Complexity http://www.ccsso.org/Navigating_Text_Complexity.html Check the Specs Timothy Shanahan Video Clip Achieve The Core 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 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

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

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

  20. ReadWorks – K-8 www.readworks.org Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  21. ReadWorks ReadWorks is a leading national non-profit organization that provides FREE, research-based, and Common Core-aligned reading comprehension curriculum. • Informational and literary passages and question sets for grades K-8 • Skill and Strategy lesson units for grades K-4 • Comprehension (close reading) units for grades K-5 • Novel study units for grades 5-6 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  22. 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. Emphasize the explicit, systematic development of foundational literacy skills. Regularly include specific fluency-building techniques supported by research. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  23. How To Synthesize Gallagher Handout Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  24. Resources Building the Foundation: Sub-skills of the Foundational Skills in the CCSS http://www.centeroninstruction.org/files/Building%20the%20Foundation.pdf Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  25. 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. (Grades K-2) - through a coherent series of questions that build knowledge. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  26. Dimension II: Key Shifts in the CCSS Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  27. 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. https://www.teachingchannel.org/videos/student-annotated-reading-strategy Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  28. 11th Grade Unit – “Nostalgia”Taken from www.achieve.org/equipScroll Down - Click on Equip Exemplars http://www.achieve.org/files/mcu-ELAg11-Nostalgia.PDF Does this task support this criteria? Turn and Talk Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  29. Resources Shift 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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  31. Creating Text-Dependent Questions Handout

  32. The Great Firehttp://achievethecore.org/content/upload/The_Great_Fire_11L-MA.pdf Text-Dependent Questions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  33. Resources Text-Dependent Questions 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 Text-Dependent Questions Shift Kit http://education.illinoisstate.edu/casei/ela/textdependent/ Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  34. II. Key Shift in the CCSS Writing 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). K-2 does not have this criteria Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  35. Resources Writing from Sources Shift Kit: http://education.illinoisstate.edu/casei/ela/writingsources/ Illinois Writing Matters Website: Ready in Early October! Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  36. II. Key Shifts in the CCSS Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction. K-2 add concepts of syntax Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  37. Too Many Words to Teach Handout Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  38. 3 Tiers of Words Common Core State Standards, Appendix A, page 33 • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., lava, aorta, legislature, circumference • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., vary, relative, innovation, accumulate, surface, layer • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., clock, baby,

  39. Activity: Which Tier is It? • Work with a partner or small group. • Take out the words from the envelope. • Place the words under tier 1, 2 or 3. Tier 1 Tier 2 Tier 3 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  40. Context Clues Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  41. Context Clue Challenge Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  42. Resources Academic 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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  43. 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. K-2 Includes a progression of texts as students learn to read – toward independent reading. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  44. Chunk ‘n Task Group 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 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  45. Complex Text Gameplan End of the Year Gradually decrease supports Beginning of the Year Gradually increase text complexity Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  46. 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. Not on K-2 Rubric Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  47. Build knowledge about a topic by analysis of multiple texts. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  48. Resources Content Area Literacy Shift Kit: http://education.illinoisstate.edu/casei/ela/contentliteracy/ Informational Text Shift Kit: http://education.illinoisstate.edu/casei/ela/informationaltext/ Classrooms in Action http://www.ilclassroomsinaction.org Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  50. 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. K-2 – varied writing opportunities that balance communicating thinking and answering questions with self–expression and exploration. Content contained is licensed under a Creative Commons Attribution-ShaireAlike 3.0 Unported License

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