A framework to move from common core to classroom practice

April 17, 2014Introduction to LDC

Lexington, Kentucky - Reach Associates1

Overview of the Sessions

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Outcomes• Learn about LDC as a strategy for implementing the Common

Core• Use an LDC Template Task to create a Teaching Task• Begin to incorporate grade level skills and demands of the Common Core into Section 2 and 3• Discuss and begin to plan aligned/coherent mini tasks that provide formative teaching and learning opportunities • Discuss LDC scoring elements and practices• Discover supports for implementing LDC

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Norms• What are some working agreements

you feel would help to make today successful?

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Why Common Core Standards?

To ensure that ALL students are:

oreceiving a high quality education consistently, from school to school and state to state.

ocollege and career-ready.

oready, as adults, to meet the reading and writing demands of the 21st century.

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Instructional Shifts Required by the Common Core

Increasing rigor and relevance

Sharing responsibility of teaching reading and writing across content areas

Building knowledge through content-rich nonfiction and informational text

Reading, writing, speaking and listening grounded in evidence from texts

Practicing regularly with complex text and its academic vocabulary

Emphasizing 3 modes of academic writing 6

Overview of the LDC Framework

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A Look at LDC in the Classroom A Look at LDC in the Classroom

Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI

What do you notice that the

teacher is saying and doing?

What do you notice that the students are

saying and doing?

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Turn and Talk

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Instructional Shifts Required by the Common Core

Increasing rigor and relevance

Sharing responsibility of teaching reading and writing across content areas

Building knowledge through content-rich nonfiction and informational text

Reading, writing, speaking and listening grounded in evidence from texts

Practicing regularly with complex text and its academic vocabulary

Emphasizing 3 modes of academic writing 10

Why the emphasis on tasks?

“What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.”

– Richard ElmoreRounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

What Task? What Task? - - Section 1

The Core of the LDC Framework

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The CCSS are Hard Wired into the Template Tasks

Task 2 Template (Argumentation/Analysis): [Insert optional question] After reading ________ (literature or

informational texts), write a/an ________ (essay or substitute) in which you address the question and argue_______(content) Support your position with evidence from the text(s).

Task 14 Template: (Informational/Description): [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) in which you describe ________ (content). Support your discussion with evidence from the text(s). 12

Template Task CollectionThe “Template Task Collection” is organized by…• Writing Type: Argumentation, Informational/Explanatory,

Narrative • Text Structure: Definition, Description, Analysis, Problem-

Solution, etc. • Task Types: “After researching...” or “Insert Essential Question”

• Essential Question is optional in new template drafts

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Demands

• Demands are additional writing and cognitive challenges that you can add to a template task.

• Demands are developed from language in the CCSS.

• Demands can scaffold your instruction.

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DemandsYou may choose one or more of these demands (D) to increase the challenge:•D1 Be sure to acknowledge competing views. •D2 Give ____(one; #) example/s from past or current ____ (events; issues) to illustrate and clarify your position. •D3 What _____(conclusions; implications) can you draw ____? •D4 In your discussion, address the credibility and origin of sources in view of your research topic. •D5 Identify any gaps or unanswered questions. •D6 Use ________ (stylistic devices) to develop your work. •D7 Use ________ (techniques) to convey multiple storylines. •D8 Include ________ (e.g. bibliography, citations, references, endnotes). 15

Original Task 2 Template (Argumentation/Analysis): [Insert question] After

Reading ________ (literature or informational texts), write a/an ________(essay or substitute) that addresses the question and support yourposition with evidence from the text(s). L2 Be sure to acknowledgecompeting views. L3 Give examples from past or current events or issuesto illustrate and clarify your position.

Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

LDC Template Task Teaching TaskTeachers fill–in-the-blank by choosing:

text - writing product - content - text structure

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Elementary Task 1 Template: [Insert question] After reading_______(literary or informational text/s), write a/n_____ (product) in which youanswer the question and explain your reasons_____ (content). Give________ (an, several, or #) examples from ____(text/s) to support youropinion. (Argumentation/Explain)

Elementary Task 1 Science Example: Is pizza a nutritious food product? After reading the two provided articles, write a report in which you answer the question and explain your reasons from a health and science point of view. Give an example from the articles to support your opinion.

LDC Template Task Teaching TaskTeachers fill–in-the-blank by choosing:

targeted content standard - text - writing product - content - text structure

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Elementary Task 8 Template: [Insert optional question] After reading _____(literary or informational text/s), write a/n_____ (product) in which you compare______(content). Give ____ (an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Compare)

Elementary Task 8 ELA Example: After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, write an essay in which you compare themes in each work. Give two examples from each work to support your discussion.

LDC Template Task Teaching Task

Teachers fill–in-the-blank by choosing:

targeted content standard - text - writing product - content - text structure

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After researching the 1948 Nobel Presentation Speech for the discovery of DDT and selected sections of Rachel Carson's "Silent Spring" on DDT, write an essay that compares the evidence about DDT’s impact from the speech and the book and argues whether the pesticide discovery should have received the Nobel Prize. Be sure to support your position with evidence from the texts.

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What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues whatcombination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.

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After reading Corduroy write or draw a

retelling of the story in which you describe

the key events of the story. Give at least 3

examples of key events from Corduroy to

support your discussion.

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Strong Teaching Tasks:•Are worthy of 2, 3 or 4 weeks of instruction•Ask students to grapple with important content to the discipline•Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level •Have students working in the most effective mode of discourse/text structure •Evolve from a rigorous text-dependent question directly related to the content being taught•Involve products written for an authentic audiences•Stay true to the wording of the template task

Important Note:Engage students in a balanced set of writing tasks over the course of the year

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Jurying Teaching Tasks

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Write a Task• Choose a topic and/or texts• Identify the targeted standard(s) and GLEs• Decide what you want students to learn• Determine mode of writing

• Informational or Argumentation• Determine text structure

• Choose a template task• Write the proposed teaching task• Decide which demands you will include

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Jury Draft Teaching Tasks

• Check the template wording• A positive• A question• A suggestion 25

A Sample Timeline for an LDC Module

• Introducing the Unit (Preparing for the Task)• Approximately 1-2 days

• Reading & Learning about the Topic (Reading Process)• Approximately 3-8 days

• Processing the New Information (Transition to Writing)• Approximately 1-2 days

• Responding to the Task (Writing Process)• Approximately 3-8 days

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•The text selection is critical!•Look for the perfect balance:

-reading level of students-complexity of text (demands on skills and stamina of reader)-background knowledge required for comprehension-sufficiency of content for writing task

•Keep Gradual Release in mind:-whole group-small group-independent

•Be sure text provides students with information needed to respond completely to the teaching task.•If an argumentation task, be sure the quantity and content of texts aren’t biased.

Choose the Texts (and if desired, multi-media)

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Section 2: What Skills?

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What Skills Do Students Need?

Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

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Deconstruct the teaching task into skill clusters

• Preparing for the Task

• The Reading Process

• Transition to Writing

• Writing Process

SKILLS CLUSTER 1: PREPARING FOR THE TASK 1.Task Engagement Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module 2. Task analysis Ability to understand and explain the task’s prompt and rubric (SL8.1). 3. Project Planning Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time (SL8.1). SKILLS CLUSTER 2: READING PROCESS 1. Readying for Reading Ability to ready for reading by preparing a note-taking format. 2. Close Active Reading, Essential Vocabulary and Note Taking

Ability to: read purposefully; cite and record the textual evidence that most strongly supports an analysis of what the text says explicitly as well as

inferences drawn from the text (RI8.1); use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 8 academic/domain specific language

(L8.4, L8.5, L8.6); assess credibility and accuracy of each source and follow a standard format for citation (W8.8, RI8.1).

3. Organizing Notes Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one’s own writing (W8.8, RI8.1, RI8.2).

SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Conversations Ability to:

explain the rubric and begin linking reading, notes, and discussion to writing task; engage in a range of collaborative conversations to interpret information, delineate a speaker’s or author’s argument and specific

claims, assessing whether the reasoning is sound and identifying when irrelevant evidence is introduced (SL8.1, SL8.2, SL8.3, RI8.8); 2. Readying as a Writer Ability to explain the mode and text structure, the rubric, and link discussions to the writing task (SL8.1, W8.5). SKILLS CLUSTER 4: WRITING PROCESS 1. Establishing a Claim Ability to introduce claim(s) (W8.1). 2. Planning Ability to organize the reasons and evidence logically (W8.1). 3. Development 1 Ability to:

write an initial draft of an opening paragraph which introduces the claim and reasons logically (W8.1); use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1); use precise language and domain-specific vocabulary (W8.1, L8.6);

3. Development 2 Ability to: construct an initial draft of the body paragraphs which support claims with logical reasoning and relevant evidence from accurate

and credible sources (W8.1, RI8.1); acknowledge and distinguish the claim(s) from alternate or opposing claims introduce a claim(s) (W8.1); use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1);

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Skill Cluster 2: Reading Process (Grade 7)

- Skills are from ELA and content specific grade level standards.

- Definition (ability to….) creates instructional clarity.- Specific skills guide teacher in planning instruction..

Each skill cluster is broken into specific skills which helps guides teacher in planning instruction.

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Section 3: What Instruction?

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pacing skill prompt and product scoring guide instructional strategies

What Instruction? What Instruction? - Section 3

- The instruction for each skill is called the “mini-task”.

- Each mini-task is organized into a formative teaching and learning cycle.

PACING SKILL AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES

PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

SKILLS CLUSTER 4: WRITING PROCESS

Day 13 Initiation of Task

Ability to write a focus/thesis statement and initial draft of an opening paragraph relevant to completing the informational/explanatory writing.

Prompt: Review the task and your notes. Write an opening paragraph that includes a thesis statement, has a controlling idea and supporting details.

Product: short response

Meets: Writes an opening

paragraph that includes a focus/thesis statement.

Writes an opening paragraph that establishes a controlling idea.

Writes an opening paragraph that includes supporting details.

Writes in readable prose. Not yet: Attempts to meet the criteria for “meets”

ARTS - purposefully thinking about the day’s learning objectives.

Frame-It - link back to discussions about the task and what students need to do to complete the writing portion. (Refer back to prompt rewrite during the task analysis lesson.) Front Loading –synthesizing important/relevant information from students’ notes to plan a thesis statement. Front Loading – deconstructing, analyzing and writing a ‘quality’ thesis statement. Front Loading - deconstructing, analyzing and writing an introductory paragraph that previews what is to follow and includes supporting details and establishes a controlling idea. Discourse- constructing meaning, sharing and

recording thinking. Exit Slip – student reflection on day’s learning

and student work sample (short response).

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Looking at an LDC Module:• What task?• What skills?• What instruction?• What results?

Comparing Economic Systems

Mother to Son34

Work Session

Reminder: The components of the mini task need to be aligned/purposefully connected. This means the skill and definition you've listed should guide your choice of the daily prompt, product and the instructional strategies used to teach that skill.

Mini-Task Check In…

Skills Ladder Check In…Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills.

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What Results? What Results? – Section 4

Scoring Student Work with the LDC Rubric

• Can be used to score holistically or analytically

• 2 rubrics – Informative/explanatory & Argumentative

• 7 Scoring Elements:

• Focus• Controlling Idea• Reading/Research• Development• Organization• Conventions• Content Understanding 36

LDC Rubrics – Scoring v. Grading

The LDC rubric…•provides feedback to students and teachers•helps students know expectations prior to completing the task•helps teachers gauge the effectiveness of their instructional choices

Scoring Rubric for Argumentation Template Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt, but

lacks focus or is off-task.

Addresses prompt appropriately and establishes a position, but

focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing

position.

Addresses all aspects of prompt

appropriately with a consistently strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2)

Makes no mention of counter claims.

Establishes a claim. (L2) Makes

note of counter claims.

Establishes a credible claim. (L2) Develops claim and counter claims

fairly.

Establishes and maintains a substantive and credible claim or proposal. (L2)

Develops claims and counter claims fairly and thoroughly.

Reading/ Research

Attempts to reference reading materials to develop response,

but lacks connections or relevance to the purpose of the

prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor

lapses in accuracy or completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop

argument or claim.

Accurately and effectively presents

important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt, but lacks

sufficient development or relevance to the purpose of the

prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning,

examples, or explanations. (L3) Makes a connection with a weak

or unclear relationship to argument or claim.

Presents appropriate and sufficient details to support and develop the

focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify

argument or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or

claim. (L3) Makes a clarifying connection(s) that illuminates argument

and adds depth to reasoning.

Organization Attempts to organize ideas, but

lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and logic, with minor lapses in

structure and/or coherence.

Maintains an appropriate organizational structure to address specific

requirements of the prompt. Structure reveals the reasoning and logic of the

argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances

development of the reasoning and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions,

but lacks cohesion and control of grammar, usage, and mechanics.

Sources are used without citation.

Demonstrates an uneven command of standard English

conventions and cohesion. Uses language and tone with

some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with

few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites

sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few errors. Response includes language and tone

consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using

appropriate format.

Content Understanding

Attempts to include disciplinary content in argument, but

understanding of content is weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows

basic or uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough

explanations that demonstrate in-depth understanding.

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High Leverage Instructional Strategies

• Deconstructing the Teaching Task• Translating the Rubric

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Skill Cluster 1: Preparing for the Task

Recommended Strategy: Deconstruct the Teaching TaskWhat are the features of an ideal mixed

economy? After reading informational texts,editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.

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Skill Cluster 1: Preparing for the TaskRecommended Strategy: Translate the RubricRubric Translation

Focus

Controlling Idea

Reading – Research

Development

Organization

Conventions

Content Understanding

What are the features of an ideal mixed economy? After reading informational texts,editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure tosupport your position with evidence from the texts.

- Divide class into 7 groups- Each group is assigned an element- Group rewrites their element in

student-friendly terms within the context of the teaching task

- Class does a Gallery Walk and takes notes on expectations of each element

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Rubric Elements within the Context of the Teaching Task

• Focus – Addresses key aspects of prompt in a detailed response; stays on task

My essay will compare the features of market and command economies. I will make a claim about the characteristics of each which should be included in the creation of the most beneficial mixed economy for the United States now. My essay will include the evidence to prove my reasoning.

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Supportswww.reachassoc.net

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LDC Websitewww.ldc.org

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Topic #1: What isLDC CoreTools?

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What is LDC CoreTools? (Outline)

● Teacher-designed

● Efficient, simple, and flexible online platform

● Vetted teacher-created curriculum exemplars (modules, mini-tasks, etc.)

● Teacher-created help resources (videos, guides, samples, etc.)

● Sharing and real-time collaboration -- co-editing and commenting

● Connects the national community of practice

● Professional growth for teachers

● Academic success for students45

What is LDC CoreTools? (Details)

CoreTools is an educator-designed online platform that enables teachers to collaboratively create, manage, and revise Common Core-aligned curriculum using the Literacy Design Collaborative (LDC) framework. Using CoreTools, teachers can leverage the wisdom of the LDC community of practice by accessing LDC curriculum exemplars and teacher-created help resources, as well as by utilizing features that allow for real-time co-authoring, commenting, and sharing with teacher colleagues and literacy coaches. CoreTools optimizes teacher efficiency during every step of the LDC process, which results in increased professional growth for teachers and improved outcomes for students.

The goal of CoreTools is to provide teachers with all of the tools they need to efficiently design and implement high-quality literacy instruction and manage the student work that results from it, while being able to seamlessly collaborate with their colleagues and to access vetted resources created by LDC users across the country.

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What are the main components ofLDC CoreTools?

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What are the main components of LDC CoreTools?

• My Workspace

• Module Library

• Collaborative Module-Authoring Tool

• Help Resources

• Mini-Task Library48

How do I accessLDC CoreTools?

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Core Tools• www.ldc.org

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LDC CoreTools:Topic #2: Teacher Workspace &

Module Library

● Overview of the Teacher Workspace Page○ Create a new module

■ From blank template■ From a “prototype” template

○ Share modules and adjust collaboration settings○ Make a copy of a module that exists in My Module

Collection

● Overview of the Module Library○ Exemplary modules vs. other public modules○ Copy a module from the library into My Module

Collection

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LDC CoreToolsDEMO

Topic #3: Building a complete module in the module design tool 52

LDC CoreToolsDEMO

Topic #4: Real-Time Collaboration53

LDC CoreTools:Topic #4: Real-Time Collaboration

● Sharing and Collaboration Settings○ Share publicly as “view only” -- your module is available publicly in

the Module Library to all CoreTools users○ Share with other specific CoreTools users -- your collaborators

■ View only■ View and comment only■ View, comment, and edit■ Tag other users as “authors”

● Collaboration Options○ Similar to a Google Doc -- multiple users can access same

document “in the cloud” simultaneously○ Commenting○ Editing

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LDC CoreToolsDEMO VIDEOS

Topic #5: Help Resources Embedded Throughout Module Authoring Tool 55

LDC CoreToolsDEMO VIDEOS

Topic #6: Mini-Task Library56

Work Session

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What is special about the LDC strategy?

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Questions

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Next Steps

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Exit Slip

- Something that surprised you - Something that you are excited by - A goal you are setting for yourself

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• jody.pittock@reachassoc.net – Jody

• dideesutton@msn.com - Diane

www.reachassoc.net 62