Transcript English Core Learning Goals

Educator Effectiveness Academy
English Language Arts
Summer 2012
Day 2, Session 6
“Transitioning to the Common Core State Standards
by Making Strategic and Informed Choices in the Classroom”
And the journey continues…
7/21/2015
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Session Outcome
Participants will learn the tool and process for
considering the alignment of an ELA lesson to the CCSS.
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ELA EEA Day 2, Session 6
Key Shifts for ELA
The CCSS for ELA require an increased focus on
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• complex text
• writing from sources
• close reading
• academic vocabulary
• text-dependent questions
• speaking & listening
• text-based evidence
• short, focused research
• balance of text types
• integration of standards
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ELA EEA Day 2, Session 6
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)
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 evidencebased discussions.
☐ 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 evidencebased writing through specific,
thought-provoking questions.
☐ Lesson provides all students with
multiple opportunities to engage with
text of appropriate complexity for the
grade level.
☐ Lesson includes appropriate
scaffolding so that students directly
experience the complexity of the text.
☐ Lesson regularly assesses whether
students are mastering standardsbased content through a variety of
formative assessment practices.
☐ 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 gradelevel 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:
General Comments:
General Comments:
General Comments:
*Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity.
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ELA EEA Day 2, Session 6
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)
Grade:
Unit Title:
Overall Alignment:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
I. Rigor of the CCSS
II. Key Areas of Focus/Shift in CCSS
III. Instructional Supports
IV. Assessment/Measurability
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
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.
7/21/2015
R/ELA.EEA.2012.©MSDE
5
ELA EEA Day 2, Session 6
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)
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 evidencebased discussions.
 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 evidencebased writing through specific,
thought-provoking questions.
☐ Lesson provides all students with
multiple opportunities to engage with
text of appropriate complexity for the
grade level.
☐ Lesson includes appropriate
scaffolding so that students directly
experience the complexity of the text.
 Lesson regularly assesses whether
students are mastering standardsbased content through a variety of
formative assessment practices.
 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 gradelevel 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.
7/21/2015
R/ELA.EEA.2012.©MSDE
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ELA EEA Day 2, Session 6
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)
Grade:
Aligned
Partially aligned (+) Partially aligned (-) Not aligned
Unit Title:
Overall Alignment:
I. Rigor of the CCSS
II. Key Areas of Focus/Shift in CCSS
III. Instructional Supports
IV. Assessment/Measurability
Suggestions for strengthening areas of
no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
Suggestions for strengthening areas
of no or weak alignment
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.
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.
7/21/2015
R/ELA.EEA.2012.©MSDE
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Step 1: Navigate the CMS to review the unit for your
grade band:
• Grade 1
• Grade 4
• Grade 7
• Grade 11
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Step 2: Select a lesson plan to consider for alignment to
the CCSS.
• 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 your own archives
• from the CMS
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Step 3: Determine the complexity of the text used in this
lesson by applying the text complexity tools:
• Quantitative
• Qualitative, e.g., literary or informational
• Reader and Task
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R/ELA.EEA.2012.©MSDE
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Step 4: Apply the tool for considering lesson alignment to
the CCSS for ELA.
• Rigor of the CCSS
• Key Areas of Focus/Shift in the CCSS
• Instructional Supports
• Assessment/Measurability
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Step 5: Determine the overall alignment of the lesson to
the CCSS.
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.
Step 7: Bring 5 copies of the lesson and your completed
tool with you for sharing with your group tomorrow.
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ELA EEA Day 2, Session 6
ELA Lesson Alignment Project
Instructions
Are there any questions about the tool or the
procedure for the project?
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