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

Dimension 1 Dimension 2 Dimension 3 Aligned Units/Lessons Start Dimension 4

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

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

A Look at a 7 th Grade Lesson 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

2 Day What questions do we still have?

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

I can summarize the causes of the oil spill after reading the article. 8th Grade ment/ Allnhttp://vimeo.com/ http://vimeo.com/ RI 6.2

Resources The New Illinois Learning Standards Articles from ASCD: Knowing Your Learning Target leadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx Leveling the Playing Field: Sharing Learning Targets and Criteria for Success Success.aspx Content contained is licensed und er a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

15 How is text complexity defined in CCSS?

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Resources CCSSO: Chief Council State School Officers Navigating Text Complexity Check the Specs Timothy Shanahan Video Clip Achieve The Core /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 / Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

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

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

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 student-annotated-reading-strategy

11th Grade Unit – “Nostalgia” Taken from Scroll Down - Click on Equip Exemplarswww.achieve.org/equip Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Does this task support this criteria? Turn and Talk

Resources Shift Kits: Close Reading Edutopia Website videos-webinars-janice-dole Teach Like This Video Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

Creating Text-Dependent Questions 28 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. Handout

The Great Fire Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Text- Dependent Questions

Resources Text-Dependent Questions 7/8/9/10/11/12/page/710/text-dependent-question-resources Text-Dependent Questions Shift Kit Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

Resources Writing from Sources Shift Kit: Illinois Writing Matters Website: Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License New Resource!

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

Too Many Words to Teach Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Tier 1Tier 2Tier 3

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

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

Resources Academic Vocabulary Shift Kit: Academic Vocabulary – The Aspen Institute umentId=1416&download Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

Complex Text Gameplan Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License 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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

Resources Content Area Literacy Shift Kit: Informational Text Shift Kit: Classrooms in Action Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

Question of the Day What must be going on in each classroom in order to align our multi-day lessons/units to the EQuIP rubric? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License ReadingWriting

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

Reading and Writing They go hand in hand! Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 leadership/mar12/vol69/num06/Every-Child,-Every- Day.aspx Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension 1 Dimension 2 Dimension 3 Aligned Units/Lessons Start Dimension 4

Dimension III: Instructional Supports Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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 Responsibility 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.

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 Compare identified criteria with a partner. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Resources The Gradual Release of Responsibility Model in 6 Simple Words release-of-responsibility-model-in-6-simple-words/ Instructional Supports Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility by Douglas Fisher and Nancy Frey Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimension IV: Assessment Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Dimensions I and IV Is there enough evidence on the assessment to prove the students have mastered (independently) the targeted standards?

Balanced Assessment Balance 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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Students and Targets When 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 5ApljyA Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Learning Targets: GPS for the Classroom Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How We Should View Assessments Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Assessment Resources ISBE Guiding Principles for Classroom Assessment unbiased.htm Standards Based Assessment Website Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Exit Ticket 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

Bibliography Allington, 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