summer 2012 day 2, session 6 10/13/2015r/ela.eea.2012.©msde1 educator effectiveness academy english...

Summer 2012Summer 2012Day 2, Session 6Day 2, Session 6

04/19/23 R/ELA.EEA.2012.©MSDE 1

Educator Effectiveness AcademyEducator Effectiveness AcademyEnglish Language ArtsEnglish Language Arts

And the journey continues…

“Transitioning to the Common Core State Standards by Making Strategic and Informed Choices in the Classroom”

04/19/23 R/ELA.EEA.2012.©MSDE 2

Participants will Participants will learn the tool and process for considering the alignment of an ELA lesson to the CCSS.

Session OutcomeSession Outcome

ELA EEA Day 2, Session 6

Aligned or not aligned???


How’s a teacher to know?


ELA Lesson Alignment ProjectELA Lesson Alignment Project

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Key Shifts for ELAKey Shifts for ELA






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

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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: 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.

Tool for Considering Lesson Alignment to the Common Core State StandardsEnglish Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

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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





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.

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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.


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I. Rigor of the CCSS II. Key Areas of Focus/Shift in CCSS III. Instructional Supports IV. Assessment/Measurability





-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.

04/19/23 R/ELA.EEA.2012.©MSDE 8

ELA Lesson Alignment Project ELA Lesson Alignment Project InstructionsInstructions

Step 1Step 1:: Navigate the CMS to review the unit for your Navigate the CMS to review the unit for your grade band:grade band:• Grade 1Grade 1• Grade 4Grade 4• Grade 7 Grade 7 • Grade 11Grade 11






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Step 2Step 2:: Select a lesson plan to consider for alignment to Select a lesson plan to consider for alignment to the CCSS.the CCSS.• from your from your core reading program or anthologycore reading program or anthology• from a respected online source, e.g., The Learning from a respected online source, e.g., The Learning Network: Network: http://learning.blogs.nytimes.com/: readwritethink: : readwritethink: http://www.readwritethink.org/

• from your own archives from your own archives • from the CMSfrom the CMS







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Step 3Step 3:: Determine the complexity of the text used in this Determine the complexity of the text used in this lesson by applying the text complexity tools:lesson by applying the text complexity tools:• QuantitativeQuantitative• Qualitative, e.g., literary or informationalQualitative, e.g., literary or informational• Reader and TaskReader and Task







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Step 4Step 4:: Apply the tool for considering lesson alignment Apply the tool for considering lesson alignment to the CCSS for ELA.to the CCSS for ELA.• Rigor of the CCSSRigor of the CCSS• Key Areas of Focus/Shift in the CCSSKey Areas of Focus/Shift in the CCSS• Instructional SupportsInstructional Supports• Assessment/MeasurabilityAssessment/Measurability







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Step 6Step 6:: Make suggestions for strengthening areas of Make suggestions for strengthening areas of weak or no alignment so that the lesson is more in line with weak or no alignment so that the lesson is more in line with the expectations of the CCSS.the expectations of the CCSS.






Step 7Step 7:: Bring 5 copies of the lesson and your Bring 5 copies of the lesson and your completed tool with you for sharing with your group completed tool with you for sharing with your group tomorrow.tomorrow.

Step 5Step 5:: Determine the overall alignment of the lesson Determine the overall alignment of the lesson to the CCSS.to the CCSS.


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Are there any questions about the tool or the Are there any questions about the tool or the procedure for the project?procedure for the project?







summer 2012 day 2, session 6 10/13/2015r/ela.eea.2012.©msde1 educator effectiveness academy english...

Documents

ela lesson alignment

text of appropriate

text types

sequence of text

ell students

observable evidence

building students vocabulary

grade level