The EQuIP ELA Rubric
A Tool To Align Lesson Plans and Units to
the New Illinois Learning Standards
Grades K-12
Illinois State Board of Education
English Language Arts Content
Specialists
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Dimension I: Alignment to the Depth of the CCSS
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I: Alignment to the Depth of the CCSS
Targets a set of grade-level
CCSS (New Illinois Learning
Standards) ELA/Literacy
standards.
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A Look at a 7th Grade Lesson
www.achievethecore.org
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?
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What questions do we still have?
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Primary
Secondary
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I can summarize the
causes of the oil spill
after reading the
article.
RI 6.2
Kindergarten:
http://vimeo.com/44052221
Allnhttp://vimeo.com/94438639
8th Grade
http://vimeo.com/channels/assess
ment/44052220
Resources
The New Illinois Learning Standards
www.corestandards.org
Articles from ASCD:
Knowing Your Learning Target
http://www.ascd.org/publications/educationalleadership/mar11/vol68/num06/Knowing-Your-Learning-Target.aspx
Leveling the Playing Field: Sharing Learning Targets and Criteria for
Success
http://www.ascd.org/publications/books/109031/chapters/Leveling-thePlaying-Field@-Sharing-Learning-Targets-and-Criteria-forSuccess.aspx
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I. Alignment to the Depth of the CCSS
Includes a clear and explicit
purpose for instruction.
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Clear and Explicit Purpose
Resource
Handout
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I. Alignment to the Depth of the CCSS
K-2 Only:
Provides opportunities for students to
present ideas and information through
writing and/or drawing and speaking
experiences.
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I. Alignment to the Depth of the CCSS
Selects text(s) that
measure within the gradelevel text complexity band
and are of sufficient quality
and scope for the stated
purpose.
K-2 – quality texts not
complex texts
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Where else on the rubric do you see
challenging text?
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What does this indicate that needs to
be present in our classrooms?
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?
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How is text complexity defined in CCSS?
◦ Readability measures using word length or
frequency, sentence length, text cohesion
(for example, Lexiles)
◦
◦
◦
◦
Levels of meaning
Text structure
Language conventionality and clarity
Knowledge demands
◦ Reader variables (motivation, knowledge, experiences)
◦ Task variables (purpose, complexity of the task assigned)
15
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Resources
CCSSO: Chief Council State School Officers
Navigating Text Complexity
http://www.ccsso.org/Navigating_Text_Complexity.html
Check the Specs
Timothy Shanahan Video Clip
Achieve The Core
http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11
/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
http://education.illinoisstate.edu/casei/ela/textcomplexity/
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Newsela
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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
www.newsela.com
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ReadWorks – K-8
www.readworks.org
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ReadWorks
ReadWorks is a leading national non-profit
organization that provides FREE, research-based,
and Common Core-aligned reading comprehension
curriculum.
•Informational and literary passages and question sets for
grades K-8
•Skill and Strategy lesson units for grades K-4
•Comprehension (close reading) units for grades K-5
•Novel study units for grades 5-6
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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.
Emphasize the explicit,
systematic development of
foundational literacy skills.
Regularly include specific
fluency-building techniques
supported by research.
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How To Synthesize
Gallagher
Handout
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Resources
Building the Foundation: Sub-skills of the
Foundational Skills in the CCSS
http://www.centeroninstruction.org/files/Building%20the%20Foundation.
pdf
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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.
(Grades K-2) - through a
coherent series of questions
that build knowledge.
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Dimension II: Key Shifts in the CCSS
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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.teachingchannel.org/videos/
student-annotated-reading-strategy
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11th Grade Unit – “Nostalgia”
Taken from www.achieve.org/equip
Scroll Down - Click on Equip Exemplars
Does this task support this
criteria? Turn and Talk
http://www.achieve.org/files/mcu-ELAg11-Nostalgia.PDF
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Resources
Shift Kits: Close Reading
http://education.illinoisstate.edu/casei/ela/closereading/
Edutopia Website
http://www.edutopia.org/blog/modeling-close-readingvideos-webinars-janice-dole
Teach Like This Video
https://www.youtube.com/watch?v=I_hhMeE7Osw
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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).
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Creating Text-Dependent Questions
Step 1 Identify the core understandings and key ideas of
the text.
Step 2 Start small to build confidence.
Step 3 Target vocabulary and text structure.
Step 4 Tackle tough sections head-on.
Step 5 Create coherent sequences of text-dependent
questions.
Step 6 Identify the standards that are being addressed.
Step 7 Create the culminating assessment.
31
Handout
The Great Fire
http://achievethecore.org/content/upload/The_Great_Fire_11L-MA.pdf
TextDependent
Questions
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Resources
Text-Dependent Questions
http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/
7/8/9/10/11/12/page/710/text-dependent-question-resources
Text-Dependent Questions Shift Kit
http://education.illinoisstate.edu/casei/ela/textdependent/
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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).
K-2 does not have this
criteria
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Resources
Writing from Sources Shift Kit:
http://education.illinoisstate.edu/casei/ela/writingsources/
Illinois Writing Matters Website:
Ready in
Early
October!
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II. Key Shifts in the CCSS
Academic Vocabulary:
Focuses on building
students’ academic
vocabulary in context
throughout instruction.
K-2 add concepts of syntax
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Too Many Words to Teach
Handout
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3 Tiers of Words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., lava, aorta, legislature, circumference
–Abstract, general academic (across
content areas); encountered in written language;
high utility across instructional areas
◦ E.g., vary, relative, innovation, accumulate, surface,
layer
– Basic, concrete, encountered in
conversation/ oral vocabulary; words most student
will know at a particular grade level
◦ E.g., clock, baby,
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.
Tier 1
Tier 2
Tier 3
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Context Clues
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Context Clue Challenge
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Resources
Academic Vocabulary Shift Kit:
http://education.illinoisstate.edu/casei/ela/vocabulary/
Academic Vocabulary – The Aspen Institute
http://www.aspendrl.org/portal/browse/DocumentDetail?doc
umentId=1416&download
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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.
K-2 Includes a progression of
texts as students learn to read –
toward independent reading.
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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
TAG Handout
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Complex Text Gameplan
End of the
Year
Beginning of
the Year
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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, disciplinespecific texts.
Not on K-2 Rubric
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Build knowledge about a topic
by analysis of multiple texts.
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Resources
Content Area Literacy Shift Kit:
http://education.illinoisstate.edu/casei/ela/contentliteracy/
Informational Text Shift Kit:
http://education.illinoisstate.edu/casei/ela/informationaltext/
Classrooms in Action
http://www.ilclassroomsinaction.org
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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).
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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.
K-2 – varied writing opportunities
that balance communicating
thinking and answering questions
with self–expression and
exploration.
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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?
Reading
Writing
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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
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Two Biggest Problems Faced by
Content Teachers
1. Students have difficulty reading the
texts of various content areas.
2. Students don’t want to read.
C. Shanahan, 2013
Unfortunately many students have
found ways to avoid reading.
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Teachers Often Solve These
Problems By….
1. Removing the texts and telling students
what the text says
2. Reading the texts to them (or showing
them the movie)
3. Having only the best readers read them
aloud
4. Assigning the reading for homework
Reading and Writing
They go hand in hand!
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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
http://www.ascd.org/publications/educationalleadership/mar12/vol69/num06/Every-Child,-EveryDay.aspx
http://www.readingrockets.org/article/six-ts-effectiveelementary-literacy-instruction
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Dimension III: Instructional Supports
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TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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
“I do it”
Focus Lesson
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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)
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
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
“I do it”
Focus Lesson
Guided
Instruction
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT 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.
Dimension III: Instructional Supports
1. Scan the criteria in Dimension III.
2. Watch the video and identify the criteria
being addressed in the lesson.
http://vimeo.com/54007714
3. Compare identified criteria with a partner.
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Resources
The Gradual Release of Responsibility Model in 6
Simple Words
http://www.teachthought.com/teaching/the-gradualrelease-of-responsibility-model-in-6-simple-words/
Instructional Supports www.ilclassroomsinaction.org
Better Learning Through Structured Teaching:
A Framework for the Gradual
Release of Responsibility
by Douglas Fisher and Nancy Frey
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Dimension IV: Assessment
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Dimensions I and IV
Is there enough evidence on the
assessment to prove the students
have mastered (independently) the
targeted standards?
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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.
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Students and Targets
When a classroom
The Nintendo
balances formative and
summative student
Generation
learning/achievement
http://www.youtube.com/watch?v=OGd_
5ApljyA
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.
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Learning Targets: GPS for the
Classroom
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How We Should View
Assessments
http://vimeo.com/94426586
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Assessment Resources
ISBE
Guiding Principles for Classroom Assessment
http://www.isbe.net/common_core/pls/level2/html/assessunbiased.htm
Standards Based Assessment Website
http://www.isbestandardsbasedreporting.com/
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Exit Ticket
3 resources to look at closer.
2 things to start doing.
1 thing to stop doing.
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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