k-5 dimensions i and ii

K-5 Dimensions I and II

Jill Brown

Illinois State Board of Education

ELA Content Area Specialist

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

I


EQuIP Rubric(Educators Evaluating Quality

Instructional Products)

EQuIP Rubricshttp://www.achieve.org/equip

Rubrics

ELA K-2

3-12


http://www.achieve.org/equip

The EQuIP Rubric Design

Multi-Day Lessons

Units


Single task or activity.


EQuIP Rubric

1.Guide for lesson plan/unit alignment

2.Rating scale - NOT recommended for classroom use or teacher evaluation



Assessment

Alignment

Focus

Supports

CCSS Alignment is Four Dimensional

Today’s session


1st Step: Make a foldableShow only Dimensions I And IV

Read The Rubric


Illinois’ Resourceswww.ilclassroomsinaction.org

• Rubrics• K-2 User Guide• 3-12 User Guide• Lesson Templates


http://www.ilclassroomsinaction.org/

Dimension I: Alignment to the Depth of the CCSS


Dimension I: Alignment to the CCSS

Targets Standard(s) with explicitpurpose

Text Complexity(3-12)Selecting Quality Texts (K-2)

Integration

A Look at a 3rd Grade Lesson

www.achievethecore.org

Click ELA - Choose lessons.

Standards Addressed:

RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.10; W.3.1, W.3.4, W.3.5, W.3.10, W.4.9; L.3.3, L.3.6; SL.3.1• Too many?• Too few?• What don’t we know?


http://www.achievethecore.org/


5 Day

What questions do we still have?


Primary

Secondary

I can identify the main purpose of the article,

including what the author explains about

weather.

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

Kindergarten:http://vimeo.com/44052221Allnhttp://vimeo.com/94438639

RI 2.6

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

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

http://vimeo.com/44052221

http://vimeo.com/94438639

• Set Purpose =


Clear and Explicit PurposeToday we are going to learn….The reason we are going to learn this is….

• State Objective At the end of this lesson, you will be able to

• Connect to previous learning

Yesterday, we learned

• Teach new concept or skill

Watch me or listen to me as I… (I do)

• Guide Practice Now, let’s try this together…(We do)

• Assess Student Application

Let’s see you try this on your own…(You do)

• Return to Purpose Tell your partner what you learned today• Provide Opportunity For

Independent Practice

I want to give you a chance now to show that you can do this independently. When you’re working independently today, I would like you to …




Integration andBuild Knowledge

I. Alignment to the Depth of the CCSS

K-2

• Opportunities for students to present ideas/information through writing and/or drawing and speaking experiences.

• Quality texts not complex texts

3-12 (Activity)



Where else on the rubric do you see challenging text?

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)

21

How is text complexity defined in CCSS?

www.readworks.org K-8


www.readworks.org

http://www.readworks.org/

www.newsela.com


http://www.newsela.com/




Integration and Build Knowledge

CCSS ENGLISH LANGUAGE ARTS

Foundational Skills (K-5)

Comprehension

Speaking and

Listening

Writing

Language

Reading

ELA Common Core Standards

Media &

Tech

2 minute stretch!


Dimension II: Key Shifts in the CCSS


Dimension II: Key Shifts in CCSS

Read text closely

Text-based evidence

Writing from sources (3-12)

Academic vocabulary

Balance of Texts and Writing

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.youtube.com/watch?v=zy45es1HyO0&list=RDjrly3EtnT8I&index=4




Annotation Chart

? = I have a question about this

! = I have an idea about this

0-0 = I can visualize this

# = I have a connection

Highlight = unknown vocab

Coding The Text


Read text closely

Text-based evidence


Academic vocabulary


Questioning Using Standard Structure•Key Ideas and Details

•State what the text says explicitly and support it with evidence. •Identify the central idea and theme(s).•Analyze relationships, concepts, or events.

•Craft and Structure•Interpret words and phrases.•Analyze features and structures of text.•Discuss purposes and points of view.

•Integration of Knowledge and Ideas•Evaluate the different medias.•Integrate information from several sources to address related themes and concepts.

Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocab & Text Structure

Key Details

General UnderstandingsPart

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

www.fisherandfrey.com

Creating Text-Dependent Questions

43

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.


Does this task support this criteria? Turn and Talk


Read text closely

Text-based evidence


Academic vocabulary


www.ilwritingmatters.org


Ready in Early

October!

http://www.ilwritingmatters.weebly.com/


Read text closely

Text-based evidence


Academic vocabulary


3 Tiers of WordsTier 1 – Basic, concrete, encountered in

conversation/ oral vocabulary; words most student will know at a particular grade level• E.g., walk, said, car

Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas• E.g., vary, relative, innovation, accumulate, surface,

layerTier 3 – Highly specialized, subject-specific; low

occurrences in texts; lacking generalization• E.g., lava, aorta, legislature, circumference

Common Core State Standards, Appendix A, page 33

Activity: Which Tier is It?

1. Work with a partner or small group.

2. As words appear from the envelope, jot them down.

3. Decide if the words belong under tier 1, 2 or 3.


Tier 1 Tier 2 Tier 3

Answers


Tier 1 Tier 2 Tier 3

ChairCouchShoe

ConcurrentReformTranquilTolerateVirtual

EclipseLongitudePhotosynthesisTrajectory

Choosing Vocabulary to Support Close Reading Instruction


Does the word significantlyimpact the meaning of the text (e.g. shape plot, point of view, or mood?)

Does it illustrate nuance in an author’s choice of words (e.g. admitted versus confessed)?

Will it help students be more precise in describing ideas and concepts that they understand?

Does the word have strong general utility (i.e. will students likely to see the word appear often in other texts?)

Does the word belong to a high-utility semantic word family (e.g. base, basic, basically)

Will it be of use to students in their own writing (including when writing in response to the text)?

Text Dependent Questions and Vocabulary



Read text closely

Text-based evidence


Academic vocabulary

Increase Text Complexity and Balance of Texts and Writing

Group Segments of Content

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

Chunk ‘n TaskOpportunity for Active

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


Build knowledge about a topic through analysis of multiple

texts.


Question of the DayWhat must students be doing in each classroom in order to align multi-day lessons/units with the

EQuIP rubric?


Reading WritingSpeaking/Listening

Exit Ticket

3 resources to look at closer.

2 things to start doing.

1 thing to stop doing.


Contact Information

[email protected]

[email protected]


mailto:[email protected]

mailto:[email protected]

k-5 dimensions i and ii

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