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
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Single task or activity. Content contained is licensed under a
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EQuIP Rubric 1.Guide for lesson plan/unit alignment 2.Rating
scale - NOT recommended for classroom use or teacher evaluation
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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
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Dimension I: Alignment to the Depth of the CCSS Content
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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
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5 Day What questions do we still have?
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Content contained is licensed under a Creative Commons
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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
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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
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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
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Dimension II: Key Shifts in the CCSS Content contained is
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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
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Choosing Vocabulary to Support Close Reading Instruction
Content contained is licensed under a Creative Commons
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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
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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
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Build knowledge about a topic through analysis of multiple
texts. Content contained is licensed under a Creative Commons
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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
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Contact Information [email protected][email protected] Content contained is licensed under a
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