1. Summer 2012 Day 2, Session 6 10/13/2015R/ELA.EEA.2012.©MSDE1 Educator Effectiveness Academy English Language Arts And the journey continues… “Transitioning to the Common Core State Standards by Making Strategic and Informed Choices in the Classroom”

2. 10/13/2015R/ELA.EEA.2012.©MSDE2 Participants will Participants will learn the tool and process for considering the alignment of an ELA lesson to the CCSS. Session Outcome ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? ELA Lesson Alignment Project

3. 10/13/2015R/ELA.EEA.2012.©MSDE3 Key Shifts for ELA ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? The CCSS for ELA require an increased focus on complex text close reading text-dependent questions text-based evidence balance of text types writing from sources academic vocabulary speaking & listening short, focused research integration of standards

4. 10/13/2015R/ELA.EEA.2012.©MSDE4 ELA EEA Day 2, Session 6 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSS (Check  all that apply.) II. Key Areas of Focus/Shift in CCSS (Check  all that apply.) III. Instructional Supports (Check  all that apply.) IV. Assessment/Measurability (Check  all that apply.) ☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based discussions. ☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level. ☐ Lesson regularly assesses whether students are mastering standards- based content through a variety of formative assessment practices. ☐ Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based writing through specific, thought-provoking questions. ☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text. ☐ Lesson encourages self-monitoring as appropriate. ☐ Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.* ☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument. ☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking. ☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text. ☐ Lesson makes close reading of text(s) a central focus of instruction and includes a sequence of text-dependent questions. ☐ Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction. ☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band. ☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students. ☐ Lesson effectively integrates grade- level reading, writing, speaking and listening standards. ☐ Independence: Lesson encourages students’ growth as independent learners. ☐ Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band. ☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance. General Comments: *Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity. Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

5. 10/13/2015R/ELA.EEA.2012.©MSDE5 ELA EEA Day 2, Session 6 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSSII. Key Areas of Focus/Shift in CCSS III. Instructional Supports IV. Assessment/Measurability Suggestions for strengthening areas of no or weak alignment Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12) This tool has been adapted by MSDE from the Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve.

6. 10/13/2015R/ELA.EEA.2012.©MSDE6 ELA EEA Day 2, Session 6 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSS (Check  all that apply.) II. Key Areas of Focus/Shift in CCSS (Check  all that apply.) III. Instructional Supports (Check  all that apply.) IV. Assessment/Measurability (Check  all that apply.) ☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based discussions. ☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level.  Lesson regularly assesses whether students are mastering standards- based content through a variety of formative assessment practices.  Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy. ☐ Text-based evidence: Lesson facilitates rich and rigorous evidence- based writing through specific, thought-provoking questions. ☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text.  Lesson encourages self-monitoring as appropriate.  Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.* ☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument. ☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking. ☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text. ☐ Lesson makes close reading of tex(s) a central focus of instruction and includes a sequence of text-dependent questions.  Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction. ☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band. ☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students. ☐ Lesson effectively integrates grade- level reading, writing, speaking and listening standards. ☐ Independence: Lesson encourages students’ growth as independent learners.  Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band. ☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance. General Comments: Lesson targets characterization as a narrative element. General Comments: Ss work in groups, but expectations not in line w/ CCSS S&L. General Comments:General Comments: Formative assessment is a strength of this lesson. *Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity. Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

7. 10/13/2015R/ELA.EEA.2012.©MSDE7 ELA EEA Day 2, Session 6 Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( - ) Not aligned I. Rigor of the CCSSII. Key Areas of Focus/Shift in CCSSIII. Instructional SupportsIV. Assessment/Measurability Suggestions for strengthening areas of no or weak alignment -Lesson outcomes could integrate other standards, as in RL.6.3, rather than address only characterization. -Questioning could be revised to guide students through the text with more purposeful rereading. -Students could first discuss and then respond in writing to these questions, thereby integrating reading, speaking/listening, and writing. Students could spend more time in focused discussion groups. Perhaps we could use a fishbowl discussion approach to help students learn how to engage in a productive discussion. We could even use technology to foster online discussion. The text could be chunked to help struggling readers through it. Perhaps the most struggling readers could read seminal portions of the text and have other portions summarized for them. My team and I need to figure out some strategies for keeping these students in complex text as much as possible. Rubrics are aligned to the current standards rather than the CCSS. Rubrics should be adjusted to judge performance against the CCSS. Tool for Considering Lesson Alignment to the Common Core State Standards English Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12) This tool has been adapted by MSDE from the Quality Rubric created by the Tri-State Collaborative (Massachusetts, New York, Rhode Island) – facilitated by Achieve.

8. 10/13/2015R/ELA.EEA.2012.©MSDE8 ELA Lesson Alignment Project Instructions Step 1: Navigate the CMS to review the unit for your grade band: Grade 1 Grade 1 Grade 4 Grade 4 Grade 7 Grade 7 Grade 11 Grade 11 ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know?

9. 10/13/2015R/ELA.EEA.2012.©MSDE9 Step 2: Select a lesson plan to consider for alignment to the CCSS. from your core reading program or anthology from your core reading program or anthology from a respected online source, e.g., The Learning Network: http://learning.blogs.nytimes.com/ : readwritethink: http://www.readwritethink.org/ from a respected online source, e.g., The Learning Network: http://learning.blogs.nytimes.com/ : readwritethink: http://www.readwritethink.org/ http://learning.blogs.nytimes.com/ http://www.readwritethink.org/ http://learning.blogs.nytimes.com/ http://www.readwritethink.org/ from your own archives from your own archives from the CMS from the CMS ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? ELA Lesson Alignment Project Instructions

10. 10/13/2015R/ELA.EEA.2012.©MSDE10 Step 3: Determine the complexity of the text used in this lesson by applying the text complexity tools: Quantitative Quantitative Qualitative, e.g., literary or informational Qualitative, e.g., literary or informational Reader and Task Reader and Task ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? ELA Lesson Alignment Project Instructions

11. 10/13/2015R/ELA.EEA.2012.©MSDE11 Step 4: Apply the tool for considering lesson alignment to the CCSS for ELA. Rigor of the CCSS Rigor of the CCSS Key Areas of Focus/Shift in the CCSS Key Areas of Focus/Shift in the CCSS Instructional Supports Instructional Supports Assessment/Measurability Assessment/Measurability ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? ELA Lesson Alignment Project Instructions

12. 10/13/2015R/ELA.EEA.2012.©MSDE12 Step 6: Make suggestions for strengthening areas of weak or no alignment so that the lesson is more in line with the expectations of the CCSS. ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? Step 7: Bring 5 copies of the lesson and your completed tool with you for sharing with your group tomorrow. Step 5: Determine the overall alignment of the lesson to the CCSS. ELA Lesson Alignment Project Instructions

13. 10/13/2015R/ELA.EEA.2012.©MSDE13 Are there any questions about the tool or the procedure for the project? ELA EEA Day 2, Session 6 Aligned or not aligned??? How’s a teacher to know? ELA Lesson Alignment Project Instructions