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K-5 Dimensions I and II

K-5 Dimensions I and II. Jill Brown Illinois State Board of Education ELA Content Area Specialist. EQuIP Rubric (Educators Evaluating Quality Instructional Products). I. EQuIP Rubrics http://www.achieve.org/equip. Rubrics ELA K-2 3-12. The EQuIP Rubric Design. Multi-Day Lessons.

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K-5 Dimensions I and II

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  1. 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

  2. EQuIP Rubric (Educators Evaluating Quality Instructional Products) I Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

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

  7. Assessment CCSS Alignment is Four Dimensional Focus Alignment Supports Today’s session Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  8. 1st Step: Make a foldable Show only Dimensions I And IV Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  10. Illinois’ Resourceswww.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

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

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

  13. A Look at a 3rd 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 don’t we know? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  14. 5 Day What questions do we still have? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

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

  18. 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

  19. I. Alignment to the Depth of the CCSS K-2 3-12 (Activity) • Opportunities for students to present ideas/information through writing and/or drawing and speaking experiences. • Quality texts not complex texts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  20. Where else on the rubric do you see challenging text? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  21. How is text complexity defined in CCSS? • Quantitative factors • Readability measures using word length or frequency, sentence length, text cohesion (for example, Lexiles) • Qualitative factors • Levels of meaning • Text structure • Language conventionality and clarity • Knowledge demands • Reader and task considerations • Reader variables (motivation, knowledge, experiences) • Task variables (purpose, complexity of the task assigned)

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

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

  24. 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

  25. CCSS ENGLISH LANGUAGE ARTS Comprehension Foundational Skills (K-5) Media & Tech ELA Common Core Standards

  26. 2 minute stretch! Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

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

  29. II: Key Shifts in the CCSS Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. https://www.youtube.com/watch?v=zy45es1HyO0&list=RDjrly3EtnT8I&index=4 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  30. ? = I have a question about this Annotation Chart ! = I have an idea about this 0-0 = I can visualize this # = I have a connection Highlight = unknown vocab Coding The Text

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

  32. 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.

  33. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part www.fisherandfrey.com

  34. Creating Text-Dependent Questions

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

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

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

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

  39. 3 Tiers of Words • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., walk, said, car • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., vary, relative, innovation, accumulate, surface, layer • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., lava, aorta, legislature, circumference Common Core State Standards, Appendix A, page 33

  40. Activity: Which Tier is It? • Work with a partner or small group. • As words appear from the envelope, jot them down. • Decide if the words belong under tier 1, 2 or 3. Tier 1 Tier 2 Tier 3 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  42. Answers Tier 1 Tier 2 Tier 3 Chair Couch Shoe Concurrent Reform Tranquil Tolerate Virtual Eclipse Longitude PhotosynthesisTrajectory Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

  43. Choosing Vocabulary to Support Close Reading Instruction 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 author’s 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)? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

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

  45. 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

  46. 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

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

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

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

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