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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

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I EQuIP Rubric (Educators Evaluating Quality Instructional Products)

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EQuIP Rubrics http://www.achieve.org/equip http://www.achieve.org/equip Rubrics ELA K-2 3-12 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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The EQuIP Rubric Design Multi-Day Lessons Units Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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Single task or activity. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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EQuIP Rubric 1.Guide for lesson plan/unit alignment 2.Rating scale - NOT recommended for classroom use or teacher evaluation Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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CCSS Alignment is Four Dimensional Todays session

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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 1 st Step: Make a foldable Show only Dimensions I And IV

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

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Illinois Resources www.ilclassroomsinaction.org www.ilclassroomsinaction.org Rubrics K-2 User Guide 3-12 User Guide Lesson Templates Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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Dimension I: Alignment to the CCSS Targets Standard(s ) with explicit purpose Text Complexity (3-12 ) Selecting Quality Texts (K-2) Integration

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A Look at a 3 rd 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 dont we know? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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5 Day What questions do we still have?

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

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I can identify the main purpose of the article, including what the author explains about weather. 8th Grade http://vimeo.com/channels/assess ment/44052220 Kindergarten: http://vimeo.com/44052221 Allnhttp://vimeo.com/94438639http://vimeo.com/94438639 RI 2.6

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Set Purpose =Set Purpose = Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Clear and Explicit Purpose Today we are going to learn. The reason we are going to learn this is . Today we are going to learn. The reason we are going to learn this is . State ObjectiveState Objective At the end of this lesson, you will be able to At the end of this lesson, you will be able to Connect to previous learningConnect to previous learning Yesterday, we learned Teach new concept or skillTeach new concept or skill Watch me or listen to me as I (I do) Guide PracticeGuide Practice Now, lets try this together(We do) Assess Student ApplicationAssess Student Application Lets see you try this on your own(You do) Return to PurposeReturn to Purpose Tell your partner what you learned today Provide Opportunity For Independent PracticeProvide Opportunity For Independent Practice I want to give you a chance now to show that you can do this independently. When youre working independently today, I would like you to I want to give you a chance now to show that you can do this independently. When youre working independently today, I would like you to

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Dimension I: Alignment to the CCSS Targets Standard(s ) with explicit purpose Text Complexity (3-12 ) Selecting Quality Texts (K-2) Integration and Build Knowledge

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

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Where else on the rubric do you see challenging text?

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21 How is text complexity defined in CCSS?

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

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www.newsela.com Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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Dimension I: Alignment to the CCSS Targets Standard(s ) with explicit purpose Text Complexity (3-12 ) Selecting Quality Texts (K-2) Integration and Build Knowledge

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CCSS ENGLISH LANGUAGE ARTS Foundational Skills (K-5) Comprehension Speaking and Listening Writing Language Reading ELA Common Core Standards Media & Tech

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2 minute stretch! Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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Dimension II: Key Shifts in CCSS Read text closely Text-based evidence Writing from sources (3-12) Academic vocabulary Balance of Texts and Writing

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Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License II: Key Shifts in the CCSS https://www.youtube.com/watch?v=zy45 es1HyO0&list=RDjrly3EtnT8I&index=4

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Annotation is not highlighting.

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Annotation slows down the reader in order to deepen understanding.

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Students annotation of connotative meanings in Charlottes Web

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Annotation in PreK-2 Language experience approach Interactive writing and shared pen activities

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1 2 3 4 5 Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin. Modeled Annotation in Kindergarten

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Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse. Modeled Annotation in Second

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Annotations in Grades 3-5 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

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Using Questioning in Fifth Grade

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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

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Dimension II: Key Shifts in CCSS Read text closely Text-based evidence Writing from sources (3-12) Academic vocabulary Balance of Texts and Writing

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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.

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Progression of Text-dependent Questions Opinions, Arguments, Intertextual Connections InferencesAuthors PurposeVocab & Text StructureKey Details General Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments www.fisherandfrey.com

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Creating Text-Dependent Questions 43 Step 1Identify the core understandings and key ideas of the text. Step 2Start small to build confidence. Step 3Target vocabulary and text structure. Step 4Tackle tough sections head-on. Step 5Create coherent sequences of text-dependent questions. Step 6Identify the standards that are being addressed. Step 7Create the culminating assessment.

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Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Does this task support this criteria? Turn and Talk

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Dimension II: Key Shifts in CCSS Read text closely Text-based evidence Writing from sources (3-12) Academic vocabulary Balance of Texts and Writing

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www.ilwritingmatters.org Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Ready in Early October!

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Dimension II: Key Shifts in CCSS Read text closely Text-based evidence Writing from sources (3-12) Academic vocabulary Balance of Texts and Writing

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3 Tiers of Words Common Core State Standards, Appendix A, page 33

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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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Tier 1Tier 2Tier 3

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

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Answers Tier 1 Tier 2 Tier 3 Chair Couch Shoe Concurrent Reform Tranquil Tolerate Virtual Eclipse Longitude Photosynthesis Trajectory

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Choosing Vocabulary to Support Close Reading Instruction Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Does the word significantly impact the meaning of the text (e.g. shape plot, point of view, or mood?) Does the word significantly impact the meaning of the text (e.g. shape plot, point of view, or mood?) Does it illustrate nuance in an authors 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)?

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Text Dependent Questions and Vocabulary Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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Dimension II: Key Shifts in CCSS Read text closely Text-based evidence Writing from sources (3-12) Academic vocabulary Increase Text Complexity and Balance of Texts and Writing

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Group Segments of Content Sentences Paragraph(s) Section(s) Photo(s) Table, Chart, Graph Chunk n Task Opportunity for Active Learning Turn n Talk Think-Pair-Share Draw Write Ask a question Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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Question of the Day What must students be doing in each classroom in order to align multi-day lessons/units with the EQuIP rubric? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Reading Writing Speaking/Listening

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Exit Ticket 3 resources to look at closer. 2 things to start doing. 1 thing to stop doing. 3 resources to look at closer. 2 things to start doing. 1 thing to stop doing. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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Contact Information jbrown@illinoiscsi.org plscomments@gmail.com Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License