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Authentic Writing Common Core Template Tasks Claudia Rowe/Rose Sedely August 9, 2012 1.

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Presentation on theme: "Authentic Writing Common Core Template Tasks Claudia Rowe/Rose Sedely August 9, 2012 1."— Presentation transcript:

1 Authentic Writing Common Core Template Tasks Claudia Rowe/Rose Sedely August 9,

2 Common Board Configuration Date: August 9, 2012 Benchmark:  Domain 1: Elements 1, 2, 3, 6, 7, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22,  Domain 2: Elements 42, 43, 44, 45,  Domain 3: Element 51 and 52  Domain 4: Element 55 Benchmark:  Domain 1: Elements 1, 2, 3, 6, 7, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22,  Domain 2: Elements 42, 43, 44, 45,  Domain 3: Element 51 and 52  Domain 4: Element 55 Bell Ringer: Think about and discuss, with your shoulder partner, What writing in the Science classroom looks like. Essential Question: What components are necessary to have authentic writing in content area classrooms? Vocabulary: template task, module, common core, complex test, argumentation, informational, narrative, rubric, LDC Objective: The participants will review the 4 sections of the LDC module and the implementation for the classroom. Agenda: a. 21 st Century Skills b.Highly Effective Indicators c.Writing in the Content areas using LDC d.Practice a task template e.Reflect on the process Agenda: a. 21 st Century Skills b.Highly Effective Indicators c.Writing in the Content areas using LDC d.Practice a task template e.Reflect on the process Summarizing Activity: a.Reflection slide b. Participation Scale and Reflection Summarizing Activity: a.Reflection slide b. Participation Scale and Reflection Homework: Reflect on this session on how there can be an increase in writing across the content areas.. Learning Goal: The participates will be able to understand the use for the LDC for increasing writing in the content areas. 2

3 Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute 3

4 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination 4

5 High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education,

6 Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies 6

7 Why Writing in a Content Area “ Writing allows students to organize their thoughts and provides a means by which students can form and extend their thinking, thus deepening their understanding ” Vicki Jacobs Harvard Graduate School of Education 7

8 The LITERACY DESIGN COLLABORATIVE is a new way of thinking about and preparing all students to have the literacy skills they need to be college/career ready. It is not a program. It is not a random selection of curriculum ideas. It is a literacy framework that connects common core standards with secondary ELA, social studies and science classrooms. LITERACY DESIGN COLLABORATION 8

9 A Systematic Approach Modules written by the Literacy Design Collaborative (LDC) are designed to support core-content teachers in implementing the Common Core Standards. A standard format provides clarity and support for teachers as well as the flexibility to be creative. Each module focuses on a specific teaching task and includes the skills students need to be successful, a set of mini-tasks to guide instruction, and a scoring guide or rubric to help assess the students’ rate of success. 9

10 The LDC Framework Common standards, local choices! 10 Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars

11 Writing Structures July 2012 Florida Academic Literacy Network 11

12 Module Section 1: What Task? 12 What task sets clear, measurable goals for learning?  Guidebook pp  Teachers select task template  Common Core Standards are “hard-wired”  Teachers add state/local content standards  Teachers “plug and play” to build the teaching task Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

13 Example: Template Task 2: Argumentation/Analysis [Insert question] After reading ______________ (literature or informational texts), write _________________ (essay or substitute) that addresses the question, and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

14 Teaching Task: Argumentation/Analysis In Social Studies: How did the political views of the signers of the Constitution impact the American political system? After reading Founding Brothers: The Revolutionary Generation, write a report that addresses the question, and support your position with evidence from the text.

15 In ELA: Would you recommend a Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your evidence from the text. Teaching Task: Argumentation/Analysis

16 In Science: Does genetic testing have the potential to significantly impact how we treat disease? After reading scientific sources, write a report that addresses the question and support your evidence from the texts. L2 Be sure to acknowledge competing views. Or L3 Give examples from past or current events or issues to illustrate and clarify your position, Teaching Task: Argumentation/Analysis

17 Reminder It does not matter whether the evaluator agrees with the claim. What matters is whether the position is appropriately supported by the reading materials that were investigated. That is why finding credible sources must be part of the instruction. 17

18 PRACTICE Template Task After researching _____ (informational texts) on _____ (content), write a(n) _____ (report or substitute) that defines _____ (term or concept) and explains _____ (content). Support your discussion with evidence from your research. L2 What _____ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

19 Practice Topic: Monsters Template Task 11 With a partner, write a Teaching Task from Template Task 11 on the topic monsters. Share your Teaching Task and talk through what’s easy, what’s challenging, and what skills will be needed. Revise as needed

20 Monsters 20 After researching informational and fictional texts on real and fictional monsters, write a three to five page paper that defines what a monster is and explains the point at which wickedness crosses the line into “monsterness.” Support your discussion with evidence from your research. L2 What conclusions about human behavior can you draw?

21 Module Section 2: What Skills? 21 What skills are needed for success?  Guidebook p. 71  Identify skills  Define skills  Organize by clusters SKILLDEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagementAbility to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysisAbility to understand and explain the task’s prompt and rubric.

22 Module Section 3: What Instruction? 22 How will students be taught to succeed on the teaching task? What work will they do?  Establish the instructional plan – or instructional ladder – to teach students the skills necessary to succeed on the task  Include mini-tasks, scoring, and instructional strategies Guidebook pp. 72 – 76. How are the Skills Clustered?

23 Mini-Task on controlling idea, as part of argumentation teaching task Prompt: Write a draft claim in one to three sentences. (This claim can be modified as you develop your ideas.) Product: Draft claim, 1-3 sentences Scoring Guide:  “Yes” – Writes a credible claim based on task and unit.  “No” – Fails to writes a credible claim based on task and unit. Skills Cluster 4: Writing Process Skill: Initiation of Task Skill defined: Ability to establish a controlling idea and consolidate information relevant to task

24 Module Section 4: What Results? 24 How good is good enough? Emerging examples with your help– and help from Stanford University, Measured Progress and many others!  Examine student work  Create classroom assessments by using the teaching task  Connect assessment to common rubric used for teaching task  Identify exemplars

25 Basic Task Design Process Guidebook p. 31

26 Texts Literature: novels, stories, poems, plays Informational texts: Newspaper articles, journal articles, primary source documents Opinion pieces: editorials, speeches, essays Reference works: encyclopedias, almanacs, manuals, how-to books Electronic text: EBSCO and the like Others?

27 Student Products Essays Reviews Articles Editorials Speeches Lab reports Manuals Scripts Others?

28 Template Tasks All LDC tasks require students to:  Read, analyze, and comprehend texts as specified by the common core  Write products as specified by the common core (focusing on argumentation, informational/explanatory, and narrative)  Apply common core literacy standards to content (ELA, social studies, and/or science) 28

29 REFLECTION QUESTIONS? Will this project help to infuse Common Core into content area classes? Will the modules meet the requirements of the state NGSSS for social studies and science? Can this project help the teachers to teach out Common Core Literacy Standards? Will the module process help have a more in-depth knowledge of the Common Core Literacy for their content areas? 29

30 Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2- Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways 30


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