COLLABORATIVE CONFERENCE
FOR
STUDENT ACHIEVEMENT
Common Core Lesson
Alignment K-12
North Carolina Department of Public Instruction
English Language Arts Department
Anna Lea Frost, English Language Arts Consultant
Anna.frost@dpi.nc.gov
Materials
 Go to our Resources LiveBinder
at:
http://www.livebinders.com/play/pl
ay/297779
 Click on the tab, Quality Review
Rubric
 Open a copy of the ELA 3-12
Quality Review Rubric
Tri-State Quality Review Rubric
I. Alignment to the Rigor of the CCSS
The lesson/unit aligns with the letter
and spirit of the CCSS:
Targets a set of grade-level
ELA/Literacy CCSS for teaching and
learning. **
Includes a clear and explicit purpose
for instruction.
Selects text(s) that measure within
the grade-level text complexity band
and are of sufficient quality and
scope for the stated purpose.
(i.e., present vocabulary, syntax, text
structures, levels of
meaning/purpose, and other
qualitative characteristics similar to
CCSS grade-level exemplars in
Appendices A & B) **
In addition, for units:
Integrates reading, writing, speaking
and listening so that students apply
and synthesize advancing literacy
skills.
(Grades 3-5) Builds 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. [Disciplinary
rubrics for grades 6-12 under
development.]
II. Key Areas of Focus in the CCSS
The lesson/unit addresses key areas of focus in the CCSS:
Reading Text Closely: Makes reading text(s) closely, examining textual
evidence, and discerning deep meaning a central focus of instruction.
**
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, illustrations, charts, diagrams, audio/video, and
media). **
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). **
Academic Vocabulary: Focuses on building students’ academic
vocabulary in context throughout instruction.
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.
Balance of Texts: Includes a balance of informational and literary texts
as stipulated in the CCSS [p.5] and indicated by instructional time (may
be more applicable across a year).
Building Disciplinary Knowledge: Provides opportunities for students
to build knowledge about a topic or subject through analysis of a
coherent selection of strategically sequenced, discipline-specific texts.
Balance of Writing: Includes a balance of on-demand and process
writing (e.g. multiple drafts/revisions over time) and short, focused
research projects, incorporating digital texts where appropriate.
III. Instructional Supports
IV. Assessment
The lesson/unit is responsive to varied student learning needs:
Cultivates student interest and engagement in reading, writing, and
speaking about texts.
Addresses instructional expectations and is easy to understand and use.
Provides all students with multiple opportunities to engage with text of
appropriate complexity for the grade level; includes appropriate
scaffolding so that students directly experience the complexity of the text.
Focuses on challenging sections of text(s) and engages students in a
productive struggle through discussion questions and other supports that
build toward independence.
Integrates appropriate supports for reading, writing, listening and speaking
for students who are ELL, have disabilities, or read well below the grade
level text band.
Provides extensions and/or more advanced text for students who read well
above the grade level text band.
In addition, for units:
Includes a progression of learning where concepts and skills advance and
deepen over time.
Gradually removes supports, requiring students to demonstrate their
independent capacities.
Provides for authentic learning, application of literacy skills, studentdirected inquiry, analysis, evaluation, and/or reflection.
Integrates targeted instruction in such areas as grammar and conventions,
writing strategies, discussion rules, and all aspects of foundational reading
for grades 3-5.
Includes independent reading based on student choice and interest to
build stamina, confidence, and motivation; indicates how students are
accountable for that reading.
Uses technology and media to deepen learning and draw attention to
evidence and texts as appropriate.
The lesson/unit regularly
assesses whether students
are mastering standardsbased content and skills:
Elicits direct,
observable evidence of
the degree to which a
student can
independently
demonstrate the major
targeted grade level
CCSS standards with
appropriately complex
text(s).
Assesses student
proficiency using
methods that are
unbiased and accessible
to all students.
Includes aligned rubrics
or assessment
guidelines that provide
sufficient guidance for
interpreting student
performance.
In addition, for units:
Uses varied modes of
assessment, including a
range of pre, formative,
summative, and selfassessment measures.
What is the Quality Review Rubric?
1. It is a rubric used to evaluate lessons that include instructional activities and
assessments aligned to the CCSS that may extend over a few class periods or
days AND to evaluate units that include integrated and focused lessons aligned
to the CCSS that extend over a longer period of time.
2. The primary purpose of the Quality Review process is to provide specific
input for the improvement of instructional materials so that teaching and
learning are aligned with the CCSS.
Note: The Tri-State Rubrics and DPI do not require a specific template for lesson or unit
design. The Rubrics are not designed to evaluate a single task.
Four dimensions:
I. Alignment to the rigors of the CCSS
II. Key areas of focus in the CCSS (the “shifts”)
III. Instructional Supports
IV. Assessment
I. Alignment to the rigors of the CCSS
The lesson/unit aligns with the letter and spirit of the CCSS:
 Targets a set of grade-level ELA/Literacy CCSS for teaching and learning. **
 Includes a clear and explicit purpose for instruction.
 Selects texts that measure within the grade-level text complexity band and and are
of sufficient quality and scope for the stated purpose.** (i.e., present vocabulary,
syntax, text structures, levels of meaning/purpose, and other qualitative
characteristics similar to CCSS grade-level exemplars in Appendices A & B)
In addition, for units:
 Integrates reading, writing, speaking and listening so that students apply and
synthesize advancing literacy skills.
 (Grades 3-5) Builds 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. [NOTE: Disciplinary rubrics for grades 6-12 are
under development.]
Alignment to the Standards
 The Standard(s) selected are
clearly evident and explicitly
taught in the lesson.
 Make sure the entire Standard
is addressed.
Integration of Standards
Language
Reading
Writing
Speaking and
Listening
 Standards
from each
Strand
may be
addressed
in a
lesson or
unit.
Text Complexity
 In the CCSS, text is the
focus of instruction.
 All students should have
extensive opportunities to
encounter grade-level
complex texts.
 Shorter challenging texts
that elicit close reading and
rereading should be a part
of regular instruction.
II. Key areas of focus in the CCSS
The lesson/unit addresses key areas of focus in the CCSS:
 Reading Text Closely: Makes reading text(s) closely, examining textual
evidence, and discerning deep meaning a central focus of instruction. **
 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,
illustrations, charts, diagrams, audio/video, and media).**
 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).**
 Academic Vocabulary: Focuses on building students’ academic vocabulary in
context throughout instruction.
In addition, for units:
 Increasing Text Complexity: Focuses students on the close reading of a
progression of complex texts drawn from the grade-level band. Provides textcentered learning that is sequenced, scaffolded, and supported to advance
students toward independent reading of complex texts at the CCR level.
 Balance of Texts: Includes a balance of informational and literary texts as
stipulated in the CCSS [p.5] and indicated by instructional time (may be more
applicable across a year).
 Building Disciplinary Knowledge: Provides opportunities for students to build
knowledge about a topic or subject through analysis of a coherent selection of
strategically sequenced, discipline-specific texts.
 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.
Close Reading
 Teachers provide students
with multiple opportunities to
read rich texts.
Text-Based Evidence
 Teachers facilitate
learning that stays
deeply connected
to the text.
 Students develop
the ability to make
arguments based
on evidence
found in the text.
Text-Dependent Questions
 Teachers facilitate
evidence-based
discussions using
text-dependent
questions.
 Text-dependent
questions can
serve to scaffold
learning.
Writing From Sources
 Students are asked to make a
claim and use evidence from
the text in their writing.
Academic Vocabulary
 Focus
vocabulary
instruction
on Tier 2
words in
context.
Balance of Informational and
Literary Texts
 In elementary grades, the
CCSS call for a balance of
literary and informational
texts.
 In ELA classes 6-12, there
should be a blend of
literature (fiction, poetry, and
drama) and literary nonfiction
III. Instructional Supports
The lesson/unit is responsive to varied student learning needs:
 Cultivates student interest and engagement in reading, writing, and speaking
about texts.
 Addresses instructional expectations and is easy to understand and use.
 Provides all students with multiple opportunities to engage with text of
appropriate complexity for the grade level; includes appropriate scaffolding so
that students directly experience the complexity of the text.
 Focuses on challenging sections of text(s) and engages students in a
productive struggle through discussion questions and other supports that build
toward independence.
 Integrates appropriate supports for students who are ELL, have disabilities, or
read well below the grade level text band.
 Provides extensions and/or more advanced text for students who read well
above the grade level text band.
In addition, for units:
 Includes a progression of learning where concepts and/or skills advance and
deepen over time.
 Gradually removes supports, requiring students to demonstrate their
independent capacities.
 Provides for authentic learning, application of literacy skills, student-directed
inquiry, analysis, evaluation, and/or reflection.
 Integrates targeted instruction in such areas as grammar and conventions,
writing strategies, discussion rules, and all aspects of foundational reading for
grades 3-5.
 Includes regular independent reading based on student choice and interest to
build stamina, confidence, and motivation; indicates how students are
accountable for that reading.
 Uses technology and media to deepen learning and draw attention to evidence
and texts as appropriate.
Engagement and Differentiation
 Lessons include instructional
strategies and supports to
engage ALL students in the
content being studied. (ELL,
EC, AIG)
 Expectations are clearly
communicated to students.
Gradual Release of
Responsibility
 Students are provided with
opportunities to engage in a
“productive struggle” with
challenging sections of text.
 Scaffolding can be provided
using text-dependent
questions and varied tasks.
IV. Assessment
The lesson/unit regularly assesses whether students are mastering
standards-based content:
 Elicits direct, observable evidence of the degree to which a student can
independently demonstrate the major targeted grade level CCSS standards
with appropriately complex text(s).
 Assesses student proficiency using methods that are unbiased and accessible
to all students.
 Includes aligned rubrics or assessment guidelines that provide sufficient
guidance for interpreting student performance.
In addition, for units:
 Uses varied modes of assessment, including a range of pre, formative,
summative, and self-assessment measures.
Use these steps to complete your rubric:
1. Record the grade and title
2. Scan the lesson
3. Identify the grade-level standards
4. Study and measure the text(s) used in the lesson
5. Analyze the lesson for evidence of the dimensions
6. Check the box for each criteria met or make
suggestions for improvements
Where Do I Go When My Lessons
Are Not Aligned?
Remember….
The purpose of the rubric is to:
 Align lessons and units to the CCSS
 Evaluate lessons and instructional resources
 Serve as a guide to develop new lessons
Planning for Instruction
1. Read the standard - understand the expected outcomes.
2. Develop ways to explicitly model the outcomes for students.
3. Design guided practice activities where you will provide support
and targeted feedback as your students develop skills and abilities to
meet the outcome.
4. Develop a balance of assessments (formative and summative) for
students to show you they have met the outcome.
Lesson Example
Grade 7:
later
“The Star Spangled Banner”, 200 years
What did you notice?
 How is
instruction
different?
 What
instructional
components
were evident
in this
lesson?
Grade 7: “The Star Spangled
Banner”, 200 years later
Evidence Includes:
 Writing arguments
 Integrating Standards (Reading, Speaking and
Listening, Writing)
 Close Reading
 Text-Dependent Questions / Text-Based Evidence
 Using the Standards as the criteria for the writing
assessment
Resources to Support Your Work
 ELA Resource LiveBinder:
http://www.livebinders.com/play/play/297779
 ELA Self Study LiveBinder:
http://www.livebinders.com/play/play/262077
 Common Core: http://www.corestandards.org/
 NCDPI Common Core Support Tools:
http://www.ncpublicschools.org/acre/standards/common-core-tools/
http://rt3nc.org/objects/standards/cclitmap/ela.html
Resources to Support Your Work
Evidence
Let’s find evidence in the standards!
color coding
Click evidence to see where it occurs in
the standards.
Empowerment in implementation means knowing what to keep and what
to let go. Shoulders can quickly get heavy in education. It can feel like
every new idea is added to the heap of “everything to accomplish in a
single day.” In order to implement the Core with success we’ll not only
need to make sense of what it is, but we’ll also need to empower
ourselves to determine what we let go of. Whether we decide to let go of a
textbook we’ve always taught from in favor of a primary text or to keep the
narrative piece of writing that sparks creativity in our students, we must
remember that when our choices are purposeful we’ll find ways to
intersect the Common Core Standards with the integrity of our
classrooms.
-Sarah Wessling's Top Ten Common Core Insider Secrets
Q&A
Contact Information:
Julie Joslin, Ed.D.
Section Lead
English Language Arts
919-807-3935
Julie.Joslin@dpi.nc.gov
Anna Lea Frost, M.Ed.
6-8 English Language Arts
Consultant
919-807-3952
Anna.Frost@dpi.nc.gov
Lisa McIntosh, MSA
K-5 English Language Arts
Consultant
919-807-3895
Lisa.Llewellyn@dpi.nc.gov
Alex Kaulfuss, Ph.D.
Grades 9-12 English
Language Arts
919-807-3833
Alex.Kaulfuss@dpi.nc.gov
ELA Common Core State Standards Self Study LiveBinder:
http://www.livebinders.com/play/play/262077
Have you Seen…
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779
COLLABORATIVE CONFERENCE
FOR
STUDENT ACHIEVEMENT
Common Core Lesson
Alignment K-12
North Carolina Department of Public Instruction
English Language Arts Department
Anna Lea Frost, English Language Arts Consultant
Anna.frost@dpi.nc.gov