ELA NC Check-In Instructional Support

ELA NC Check-In Instructional Support
Standards and Instruction ELA NC Check-In Instructional Support NCDPI ELA Section May 2018

Purpose of the PPT Series
The NCDPI ELA Section’s role in the NC Check-Ins is to provide the participating teachers with instructional support. Any questions regarding instruction may be directed to Julie Joslin. Any questions regarding interim assessment may be directed to Dan Auman. Instructional Support includes: resources that could provide clarity around the standards, ideas for teaching using an integrated model, creating aligned teacher-made assessments, the role of text complexity, and supports for planning lessons.

Instructional Support Powerpoints
Topic(s) Part One Standards Part Two Text Complexity Part Three Frequently Asked Questions

Integrated Model The ELA standards are divided into 4 strands, but are intertwined so that they can be taught in an integrated way. It calls for teachers to teach multiple standards using a focus standard and often many supporting standards. The ELA standards are meant to be taught with other standards that support each other. ELA instruction is recursive in nature – often returning to standards previously taught to deepen understanding with a more complex text.

Grade 4 English Language Arts
Assessed Standards Grade 4 Standard Standard RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4 Determine the meaning of words and phrases as they are used in a text, including words that affect meaning and tone. 12 standards are assessed (grade 4). This slide shows the Reading Literature standards that will be assessed. Just a reminder that these are end-of-grade expectations. But… these are NOT the only standards to teach. All of the ELA standards support each other. It is difficult to teach reading without writing for example. We realize it would be difficult to assess all of the standards in one test.

Assessed Standards Grade 4 Standard Standard RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.5 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. This slide shows the Reading Informational standards that will be assessed.

Assessed Standards Grade 4 Standard Standard RI.8 Explain how an author uses reasons and evidence to support particular points in a text. L.4.a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a) Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. This slide shows the remaining Reading Informational standards and Language standards that are assessed.

Assessed Standards Grade 5 Standard Standard RL.1 (Reading Literature) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. 12 standards are assessed (grade 5). This slide shows the Reading Literature standards that will be assessed. Just a reminder that these are end-of-grade expectations. But… these are NOT the only standards to teach. All of the ELA standards support each other. It is difficult to teach reading without writing for example. We realize it would be difficult to assess all of the standards in one test.

Assessed Standards Grade 5 Standard Standard RI.1 (Reading Informational) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). These are the Reading Informational standards that are assessed.

Grade 5 English Language Arts Assessed Standards
Grade 5 Standard Standard L.4.a (Language) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. This slide shows the Language standards that are assessed.

Assessed Standards Grade 6 Standard Standard RL.1 (Reading Literature) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 14 standards are assessed (grade 6). This slide shows the Reading Literature standards that will be assessed. Just a reminder that these are end-of-grade expectations. But… these are NOT the only standards to teach. All of the ELA standards support each other. It is difficult to teach reading without writing for example. We realize it would be difficult to assess all 42 standards in one test.

Assessed Standards Grade 6 Standard Standard RI.1 (Reading Informational) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. These are the Reading Informational standards that are assessed.

Grade 6 Standard Standard RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. L.4.a (Language) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. This slide shows the remaining Reading Informational standards and Language standards that are assessed.

Assessed Standards Grade 7 Standard Standard RL.1 (Reading Literature) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 15 standards are assessed (grade 7). This slide shows the Reading Literature standards that will be assessed. Just a reminder that these are end-of-grade expectations. But… these are NOT the only standards to teach. All of the ELA standards support each other. It is difficult to teach reading without writing for example. We realize it would be difficult to assess all 42 standards in one test.

Assessed Standards Grade 7 Standard Standard RI.1 (Reading Informational) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. These are the Reading Informational standards that are assessed.

Grade 7 Standard Standard RI.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. L.4.a (Language) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. This slide shows the remaining Reading Informational standards and Language standards that are assessed.

Grade 8 Standard Standard RL.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determine a theme of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 14 standards are assessed (grade 8). This slide shows the Reading Literature standards that will be assessed. Just a reminder that these are end-of-grade expectations. But… these are NOT the only standards to teach. All of the ELA standards support each other. It is difficult to teach reading without writing for example. We realize it would be difficult to assess all 42 standards in one test.

Grade 8 Standard Standard RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. This slide shows the remaining Reading Informational standards that are assessed.

Grade 8 Standard Standard RI.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. L.4.a Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figures of speech (e.g., verbal irony, puns) in context. This slide shows the remaining Reading Informational standards and Language standards that are assessed.

Which of these standards are most challenging to teach and why?
Return to previous slides for reference. Think about and note.

Why Might a Standard be Challenging to Teach?
Multiple expectations within a standard Skills students were expected to master in previous grades Alignment of: Standard Outcome Instruction Assessment Complexity of the text These are a few reasons to consider why standards might be challenging to teach.

Examining the Standards Closely
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. It is important to look at the language of the standards. First, read it through. Consider what the standard is asking of students. In this standard the focus is on author's point of view OR purpose ... however, that is not all of the standard. The higher level skill is not simply identifying point of view or purpose but is also explaining how the author conveys it in the text. This standard requires focused textual evidence. Truly understanding the standard and all aspects of it directs the instruction. By only identifying the author’s point of view you are teaching a 2nd grade standard. While you are planning, keep this question in mind: How can you make sure the lesson you are planning and the formative assessment you are giving are truly aligned to the complete standard?

A Close look RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. Standards may seem to be the same – but a closer look helps you understand they are different. Standard RL 5.4 requires students to examine the text to understand the meaning of words or phrases using the context to inform their thinking. Students use the surrounding sentences to help them figure out the meaning of the figurative language including metaphors and similes. L.5.4.a is a Language Standard that is different but still focused on the meaning of "words and phrases" with an emphasis on unknown and multiple-meaning words and phrases. Students use definitions, examples, or restatements in the text to determine the meaning of the word or phrase, especially (cause/effect relationships and comparisons to get a sense of what the word or phrase means. Taking a close look at the entire standard helps to clarify the distinctions. While both of these standards focus on determining the meaning of words and phrases in context, RL.4 focuses on figurative language, metaphors and similes. The language standard requires students to determine the meaning of unknown and multiple-meaning words and phrases based on context and word position, especially cause/effect relationships and comparisons in text.

SAY/ MEAN /HOW Three questions to consider:
What does it say? (literal) What does it mean? (interpretation) How do I teach it? (instructional focus) How to look at the standards closely.

Say / Mean / How Thinking Chart
Chart that you can use when looking closely at the standards.

Example – What does it say?
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Refer to the text for proof when providing ideas about interpretations or a close examination of a text. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Show how a distinct and unifying idea is communicated through specific details in a text; be able to retell the story without including any personal judgment. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Explain how a series of events in a drama or story affects the characters and moves the story to an end. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Understand not only the meaning of words and phrases within the context of text but recognize and explain how these words influence meaning and tone. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Examine how pieces of a text such as a sentence, chapter, scene, or stanza fit into the text as a whole to grow a theme, expand a setting, or advance a plot. Reading Literature In red you can read what the standard means in our own words – a summary of sorts.

Punctuation Pitfalls Another activity when looking closely at the standards. What are some common punctuation marks you see in the standards? (commas, end marks, parentheses, semicolons, colon, quotation marks.) What happens when you don’t pay attention to the “signs” in a text? How do you connect all of the pieces including the punctuation to make accurate meaning? Teaching the whole standard is important, not just where the punctuation pauses or stops. Scaffolding is not teaching a portion of the standard; the entire standard needs to be taught. This is a great activity to do when looking closely at the standards. Could be used independently or with a team/PLC.

Resources to Support NCDPI ELA Unpacking Documents
Common Core Companion: The Standards Decoded by Jim Burke The unpacking documents are on our wiki.

“What does it mean?” Resource - Tulare Bookmarks
These bookmarks are a great resource to support your understanding of the meaning/expectations/skills of the Standards. You will find that this slide is hyperlinked to the site. They are also uploaded on our wiki.

Multiple expectations within a standard Skills students were expected to master in previous grades Alignment of: Standard Outcome Instruction Assessment Complexity of the text The next part of understanding the expectations of the standard is “Why does it matter” – or why is it important to know. This brings us to our next topic or consideration – the progression of the standards or vertical alignment.

Fourth-Fifth-Sixth-Seventh Grade Standards
Vertical Alignment RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. It is important to consider how a standard grows from grade to grade. Seeing them together on this slide helps us to recognize what students are expected to learn in grades 4, 5, 6, 7. and 8. Remember that these are end of grade expectations! Notice the red phrases in the 5th, 6th, 7th, and 8th grade standards. These reflect the growth of the standard and the expectations.

You Try! RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. What is different in 6th grade from 5th grade expectations? What is different in 7th from 6th? Take a moment to review. Answer: Below, in bold is the difference from 5th to 6th and 6th to 7th and 7th to 8th : RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Multiple expectations within a standard Skills students were expected to master in previous grades Alignment of: Standard Outcome Instruction Assessment Complexity of the text Once you understand the expectations of the standards, it is important to make sure your instruction is aligned. As you know, instruction is more than assigning. What the teacher does to support understanding, the examples given, the questions asked, the modeling, and explaining – the activities and thinking – all should support student mastery of the standards.

Aligned Instruction Identify targeted standard(s)
Determine desired student outcomes Plan instruction needed Let’s consider how we can determine if our instruction is aligned with standards. Refer to the list above. There are targeted standards and there are supporting standards. Targeted standards are the ones on which you focus your instruction. Supporting standards are standards that you don’t instruct explicitly but are a part of the integrated model. Determine the student outcomes based on the expectations of the targets standards. Plan accordingly.

Example RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Student Outcome: Students will use proof from the text to support their idea of how the character changes. Instruction: “Students, watch as I refer to the text to find evidence to support my thinking about a character’s change in Peter Pan. In order to find the evidence, I must first consider how the story unfolds. So let’s review the plot, marking examples as we go. Now we have seven examples. Let’s look at how I determine the strongest textual evidence that would back up my thinking. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.” You will notice we have two targeted standards on the slide. A student outcome has been determined. The instruction needs to help students reach that outcome.

Assigning vs. Instructing
Example: RL.7.1, RL.7.3 Assigning: The teacher asks students to complete a graphic organizer using evidence to back up their thinking about how the setting shapes the characters in The Adventures of Tom Sawyer. Instructing: “Students, watch as I refer to the text to find evidence to support my thinking about how the setting shapes the characters in chapter ___ of The Adventures of Tom Sawyer. In order to find the evidence, I must first consider the setting and characters. So let’s review the setting and characters, marking the text as we go. Now we have marked five places in the text where the setting shapes or influences the characters. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.” The teacher models and guides students through the learning process. Once you understand the expectations of the standard and have matched that to student outcomes, it is time to plan your instruction. It is important to note the distinction between assigning and instructing. Here is an example on the slide. Note that instruction describes what the teacher is doing – modeling, explaining, answering questions. Assigning is the task that the teacher gives the students to do after instruction. It is important that the instruction has prepared the students to complete the assignment. The assignment should be indicative of the standard.

NC Quality Review Rubric
One resource to support the creation of tightly aligned instruction to the Standards is the NCDPI ELA's NC Quality Review Rubric. This resource is linked here: K-2 and 3-12. It is great for both lessons and units. It helps the teacher to evaluate units and/or lessons based on four dimensions for alignment.

Integrated Model Approach
“While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.” CCSS Introduction (5) One of the dimensions of the equip rubric is about assessment and the tasks assigned. It’s important to think about if your teacher-made assessments are aligned as well. The integration model applies to creating a rich task as well as rich instruction. Earlier we mentioned how important it is to think of the standards as integrated within instruction. Let’s look at what the integrated model looks like within student tasks and teacher-made assessments that follow instruction.

Thinking about Integrated Tasks
Instead of just this: Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. RI.5.5 Do this: Using a graphic organizer, students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. Students work in partners, and are provided with sentence templates with the language needed to enter a discussion as they share their information. RI.5.5, SL.5.1 The second is more rigorous because of the speaking and listening standard.

Another Example Instead of just this: Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. RI.7.6 Do this: Write an essay that explains John Adams’s point of view as well as analyzes in detail how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. Prepare the essay for publication by editing. Upload your essay to the classroom blog. RI.7.6, W.7.4, W.7.9 Tasks are made richer by addressing more than a single standard. While there is nothing wrong with the first task, the second example addresses 6 standards and offers students an opportunity to show their ability to use a number of skills. Note that all of the standards listed should have been explicitly taught prior to assigning the task.

Are they getting it? “Good assessment always begins with a vision of success.” – Richard Stiggins, Student-Centered Classroom Assessment

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Student Outcome: Students will use proof from the text to support their idea of how a character changes. Instruction: “Students, watch as I refer to the text to find evidence to support my thinking about a character’s change in Peter Pan. In order to find the evidence, I must first consider how the story unfolds. So let’s review the plot, marking examples as we go. Now we have seven examples. Let’s look at how I determine the strongest textual evidence that would back up my thinking. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.” Task: On a notecard write one idea you have about how a character changes. Use stickies to mark textual evidence. On paper, list the evidence you have found, in the order of importance. In order to think about an aligned task, think about the sequence from earlier – the targeted standards, the student outcome, your instruction. Determine a task that matches what you have taught. Later, after you teach a writing standard – perhaps W.2 or W.4 – they could use the notes that they have taken.

Aligning Your Assessments with Your Instruction
Example: RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Choice 1: What is the structure of the poem? Choice 2: How does the poem’s structure contribute to its meaning? Which question addresses the standard completely? Not only is it important to see that your assessments and tasks align with the standards, student outcomes, and instruction, but they also cover the entire standard. If you only talked about structure but did not analyze how the structure contributes to its meaning per the standard, then you couldn’t ask question 2 as an assessment. Just teaching the identification of the structure in isolation then you are not addressing the standard in its entirety. Answer: Choice 2

Non-Example Your instruction focuses on asking students to summarize the arguments of different authors, and your assessment measures students’ ability to compare and critique the arguments of different authors. This is an example where the instruction does not match the assessment. Here, students do not learn or are not practicing the skills of comparison and evaluation that are being assessed.

Standard Outcome Instruction Assessment
Choose targeted standard(s) as well as supporting standards that create an integrated approach. Outcome Focus your instruction around the entire targeted standard(s), keeping in mind the difference between assigning and instructing. (What the teacher is doing) Instruction Match your tasks or assessments to the instruction that you have provided. (What the student is doing) Assessment Determine student outcomes based on the expectations of the standards. This chart recaps what we have talked about in this section. Refer to the slide. Notice that to maintain alignment, you need to begin with targeted standards. You are referring to them continuously.

Extended Lesson Integration
Image is linked or you can view the entire lesson in on our wiki. This lesson has targeted standards and supporting standards. It is a strong grade 5 example of an integrated lesson.

Image is linked or you can view the entire lesson on our wiki. This lesson has targeted standards and supporting standards. It is a strong grade 6 example of an integrated lesson.

Image is linked or you can view the entire lesson in on our wiki. This lesson has targeted standards and supporting standards. It is a strong grade 7 example of an integrated lesson.

Multiple expectations within a standard Skills students were expected to master in previous grades Alignment of: Standard Outcome Instruction Assessment Complexity of the text Text complexity will be addressed in the next ppt.

? Do you have questions regarding the information in the powerpoint?
Please send them to and a member of the ELA team will reply as soon as possible! As always, please let us know how we can support you! ?

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ELA NC Check-In Instructional Support

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