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Language Arts Florida Standards (LAFS)
& EQuIP Rubrics Training
July 21, 22, and 232014
Professional Development Action Plan (PDAP)
FL Standards, Shifts, Instructional Supports, Assessment
Depth of LAFSEQuIP Rubric Dimension I Student Achievement
It is important that each and every child in this state have the opportunity to learn and succeed in college, career and in life.
Instructional SupportsEQuIP Rubric Dimension IIISBPR
AssessmentEQuIP Rubric Dimension IV•Lesson/Unit• District QBAs• FL Assessments www.fsassessments.org
Key Shifts in LAFSEQuIP Rubric Dimension II
AlignedDistrict Curriculum With Students As Top Priority
Learning Goals:Be able to explain the new ELA standards for grades K-5 and understand how instruction and assessment must change to support the new standards.
Understand the changes to District and State assessments and know about State assessment resources and how to access them
Understand the importance of collaborative planning in helping teachers and students adjust to the expectations of the new standards
Understand the EQuIP Rubric and be able to use it
Essential Question:How will understanding the depth of the new Florida standards. assessments and the EQuIP Rubric help teachers adjust to the expectations of the new standards?
Scale of Understanding
0 1 2 3 4Even with help, little or no understanding of the depth or key shifts in the new Florida standards or assessments.
With help, partial
understanding
of the depth and key shifts in the new Florida standards, instructional supports, and some modes of assessment.
Partial understanding of the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment.
Clear understandingand able to explain the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment.
Clear understandingand able to explain the depth and key shifts in the new Florida standards, instructional supports, and varied modes of assessment, as well as a keen insight when sharing expectations and procedures with others.
Making professional development our priority
Professional Development Action Plan (PDAP)
. . . core programs, outside experts, new resources, or upgraded standards will not, by themselves, improve and sustain achievement.
The only thing we know for certain that positively affects and sustains student achievement is the highly knowledgeable and effective teacher.
Regie Routman2012
Part 1The Depth of LAFS (EQuIP Rubric Dimension I)
Key Shifts in LAFS (EQuIP Rubric Dimension II)
Aligned District Curriculum Resources
Evaluate a Lesson using the EQuIP Rubric
Objective:Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.http://www.achieve.org/EQuIPThe rubrics do not require a specific template for lesson or unit design
EQuIP = Educators Evaluating the Quality of Instructional Products
Overview and Objectives of EQuIP
The criteria are organized into four dimensions:
The Four Dimensions1. Alignment to the depth of the LAFS; 2. Key shifts in the LAFS;3. Instructional supports; and4. Assessment
The Rubrics Organize Criteria that Describe Quality Lessons/Units
Criteria that define the rubric are organized to describe quality in four dimensions.
The Standards
How have you prepared yourself for a deep understanding of the ELA FL Standards?
Read grade level standards
View the progression of the standards across grade levels
Analyze the depth of what students are required to know and be able to do
Activity
1. Read the RL and RI standards.
2. Highlight or underline what students should know and be able to do.
3. Compare your work with a partner.
4. Discuss the expectations in each standard. What’s new?
Re: Learning Goals and Scales
K-5 Standards Progression(RL.1.1)
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
Grade K
LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.(Cognitive Complexity: Level 2)LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.(Cognitive Complexity: Level 2)LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.(Cognitive Complexity: Level 2)
LAFS.2.RL.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.(Cognitive Complexity: Level 2)LAFS.1.RL.1.1 Ask and answer questions about key details in a text.(Cognitive Complexity: Level 2)
LAFS.K.RL.1.1 With prompting and support, ask and answer questions about key details in a text. (Cognitive Complexity: Level 2)
K-5 Standard Progression(RI.2.6)
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
Grade K
LAFS.5.RI.2.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.(Cognitive Complexity: Level 3)LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (Cognitive Complexity: Level 3)
LAFS.3.RI.2.6 Distinguish their own point of view from that of the author of a text. (Cognitive Complexity: Level 2)
LAFS.2.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (Cognitive Complexity: Level 2)
LAFS.1.RI.2.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (Cognitive Complexity: Level 1)LAFS.K.RI.2.6 With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (Cognitive Complexity: Level 1)
With a Shoulder Partner!
1. Select a standard from either the RL or RI standards.
2. Note the changes in the expectations from one grade level to the next.
3. Discuss the progression with a partner.
Key Shiftsin the Language Arts Florida Standards
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, questions about 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 (e.g., notes, summaries, short responses, or formal essays).
Academic Vocabulary: Focuses on building students’ academic vocabulary in context throughout instruction.
Notice and Note!Evidence of the Key ShiftsPrep for a whole group conversation:
1. Examine the curriculum guides.
2. Circle evidence that aligns with the key shifts in the LAFS.
3. Share your findings.
Reference: EQuIP Rubric for key shifts
Part 2
LAFS Instructional Supports (and CTEM) (EQuIP Rubric Dimension III)
Assessments that align with LAFS content and skills (EQuIP Rubric Dimension IV)
Florida Standards Assessment (FSA) and District Assessments (Test Design Summary and Blueprint)
Standards Based Progress Reporting (SBPR)
Standards & Curriculum
Curriculum Guides: • The Standards Using core reading program Breakdown of Standards Q1, Q2, Q3, Q4
Teach all of the Standards!
How do you decide which grade-level standards to target when planning instruction?
–
Literature LAFS.5.RL.1.2-Learning Goal: The student determines a theme of a story, drama or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (Scale)(Student I Can Statement) LAFS.5.RL.1.3-Learning Goal: The student compares and contrasts two or more characters, settings or events in a story or drama, drawing on specific details in the text. (Scale)(Student I Can Statement) LAFS.5.RL.2.4-Learning Goal: The student determines the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (Scale)(Student I Can Statement) LAFS.5.RL.2.5-Learning Goal: The student explains how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem. (Scale)(Student I Can Statement) LAFS.L.3.4 –Learning Goal: The student will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (Scale)(Student I Can Statement) Standards also covered this quarter: LAFS.5.RL.1.1, LAFS 5.RL.3.9, LAFS.5.RL. 3.7, LAFS.5.SL. 1.1
Informational Texts LAFS.5.RI.1.2-Learning Goal: The student determines two or more main ideas of a text and explains how they are supported by key details; summarize the text. (Scale)(Student I Can Statement) LAFS.5.RI.1.3 -Learning Goal: The student explains the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.( (Scale)(Student I Can Statement) LAFS.5.RI.2.4-Learning Goal: The student determines the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (Scale)(Student I Can Statement) LAFS.5.RI.2.5-Learning Goal: The student compares and contrasts the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (Scale)(Student I Can Statement) LAFS.5.SL.1.2 – Learning Goal: The student determines the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (Scale)(Student I Can Statement) LAFS.L.3.4 –Learning Goal: The student will determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. (Scale)(Student I Can Statement) Standards also covered this quarter: LAFS.5.SL. 1.1, LAFS.5.RI. 3.7
Narrative Writing ESSENTIAL QUESTION: How do I plan, revise, and edit in order to produce a narrative that helps the reader understand my characters and a sequence of events (Scale)(Student I Can Statement)
Informative/Explanatory Writing ESSENTIAL QUESTION:
(Scale)(Student I Can Statement)
Opinion (Argumentative) Writing ESSENTIAL QUESTION:
(Scale)(Student I Can Statement) LAFS.5.W.1.3- Learning Goal: The student writes narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (Scale)(Student I Can Statement)
LAFS.5.W.1.2- Learning Goal: The student writes informative/explanatory texts to examine a topic and convey ideas and information clearly. (Scale)(Student I Can Statement)
LAFS.5.W.1.1- Learning Goal: The student writes opinion pieces on topics or texts, supporting a point of view with reasons and information. (Scale)(Student I Can Statement)
LAFS.5.W.2.4 -Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. LAFS.5.W.2.5-With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. LAFS.5.L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Foundational Skills LAFS.5.RF.3.3 - Learning Goal: The student knows and applies grade-level phonics and word analysis skills in decoding words. (Scale)(Student I Can Statement) LAFS.5.RF.4.4 - The student reads with sufficient accuracy and fluency to support comprehension.
Poetry (Week 9) LAFS.5.RF.4.4- The student reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. LAFS.5.RL.2.5- The student refers to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describes how each successive part builds on earlier sections. LAFS.5.RL.2.6- The student distinguishes their own point of view from that of the narrator or those of the characters. LAFS.5.L.3.5-Learning Goal: The student demonstrates understanding of word relationships and nuances in word meanings. (Scale)(Student I Can Statement)
Differentiated Instruction – Guided Reading (60 minutes daily)
Leveled texts – based on the needs of the students Running Records to determine F & P levels and monitor
progress including comprehension and fluency • Balanced use of literary and informational texts • Reading Horizons Discovery
Centers Independent Reading based on student choice Reader Response Writing – text based evidence responses Phonics/Spelling – Word Wise; Word Work Vocabulary – Words to Know Fluency – Get Fluent Independent Research Projects/Directed Inquiry
Assessments Process Writing of each genre (portfolio) Analytical Writing Constructed Responses to Text Research Projects Running Records with comprehension & fluency rubrics Quarterly Benchmark Tests Readers Response Journals
ESE/ELLs ELL Literacy Strategies (district list) Reading Street ELL DI Teacher Resources on SuccessNet ELL Handbook & Weekly Posters • ESE Pearson Access for All – Strategic Intervention Tips
Advanced Learners Pearson Advanced Readers Pearson Access for All – Advanced Intervention Tips • Independent Research Projects • Reading extensions • Directed Inquiry
BYOD Edmodo Infused Learning
(assessment) Educreations Padlet Tellagami Animoto/i-Movie
Digital Resources Story/word sort Vocabulary Activities Pearson eText Concept Videos Grammar Jammers Inspiration
Strand: READING STANDARDS FOR LITERATURE
Cluster 1: Key Ideas and Details
STANDARD CODE STANDARD Q1 Q2 Q3 Q4
LAFS.3.RL.1.1 Nt’l: RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.1.2 Nt’l: RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.1.3 Nt’l: RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Cluster 2: Craft and Structure
STANDARD CODE STANDARD Q1 Q2 Q3 Q4
LAFS.3.RL.2.4 Nt’l: RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.2.5 Nt’l: RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.2.6 Nt’l: RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Cluster 3: Integration of Knowledge and Ideas
STANDARD CODE STANDARD Q1 Q2 Q3 Q4
LAFS.3.RL.3.7 Nt’l: RL.3.7
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
LAFS.3.RL.3.9 Nt’l: RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Cluster 4: Range of Reading and Level of Text Complexity
3rd grade ELA Florida Standards
Newly Aligned with LAFS content and Skills
Curriculum Maps
Score Tracker
SBPR (Reports and Manual)
Parent Guides
Instructional Materials
Reading Writing
Core Resources:Foundational Skills Main Selections Paired SelectionsSleuth Poetry (additional resources)Other paired texts (content area)
Writing to Sources (RS)
Wee Can Write (K)Trait Crates (1 & 2)Write Traits (3-5)Choice (Writer’s Workshop)
Language Arts/Literacy/Science: Picture Perfect Lessons(when the lesson aligns with what is being taught in the
Science curriculum)
Take a Break
LAFS Instructional Supports
How do you plan your lessons and units of study so they align with the ELA standards?
EQuIP Rubric – Dimension III
CTEM – District Instructional Model
Alignment to the Depth of the LAFS
How do you ensure your plans include a clear and explicit purpose for instruction?https://www.teachingchannel.org/videos/analyzing-text-lesson
Activity: On your EQuIP rubric, mark the instructional supports that are evident in the video.
Is there a clear and explicit purpose for instruction?
Instructional Supports
How do you integrate reading, writing, speaking and listening so that students apply and synthesize literacy skills?
https://www.teachingchannel.org/videos/analyzing-text-writing
What classroom routines are necessary to ensure shifts in reading, writing, speaking and listening are natural and productive?
EQuIP Rubric QUALITY Review Session Opportunity to apply the EQuIP Rubrics to a common lesson in ELA/Literacy
Opportunity to apply the EQuIP Student Work Protocol to a common lesson
(Directions are on back side of the EQuIP Rubric Handout.)
Florida Standards Assessment (FSA)
Test Design Summary and BlueprintItem SpecificationsTraining Tests – Let’s take the test
Website: http://www.fsassessments.org/training-tests
Reflection
1. What did you notice that’s new?
2. How did it feel taking the test?
3. How will your students feel?
4. How can we prepare them better?
District /Classroom Assessments
FLKRS – (K)F.A.I.R.-FS (K-5)Quarter 1 and 2 Benchmark Assessments (3-5)
Foundational Skills Running RecordsConstructed Responses & Reading Response JournalsWriting Portfolio pieces
District Classroom
5 Take AwaysNew Standards: Instruction and assessment must change to support the new standards.
The key shifts in the new standards will focus instruction on reading text closely, text-based evidence, writing from sources and academic vocabulary.
Curriculum guides and District resources support the new standards and the key shifts.
The EQuIP rubric can be used to evaluate lesson/unit plans - to ensure instruction is responsive to varied student learning needs - integrating reading, writing, speaking and listening
New online portal is open to view the new test design summary and blueprint, test item specifications and practice tests.Website: http://www.fsassessments.org/training-tests
Make Writing a Top Priority!
Remember this
It’s not debatable. Effective leadership is essential for
excellent school wide reading and writing practices across the curriculum, for creating a healthy school culture, and for sustaining achievement. Routman, 2014
