11 Overview of the LDC Framework LDC as a strategy leads with a taskUbD ---What does success look like? What task to demo that success?What skills do they need to be successful?What instruction will get them there?What will the results be?
13 DemandsDemands 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.
14 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).
17 Discipline SpecificGrade 7 ELA Task Template 2 — Argumentation & AnalysisWhen, if ever, is it morally responsible to disobey authority? After reading primary and secondary document sources write a speech to the mayor and local officials that addresses the question and support your position with evidence from the texts.RI7.8Which author articulates the most convincing claim as to when it is morally responsible to disobey authority? After reading primary and secondary document sources, write an essay to display at our upcoming literary sharing session that addresses the question and support your position with evidence from the texts.
23 How are modules deemed ‘exemplar’? How can we support this process? Jurying ModulesHow are modules deemed ‘exemplar’?How can we support this process?
24 Jurying a Module Investment Research Retelling Corduroy Section 1: What TaskSection 2: What SkillsSection 3: What Instruction5 Most Effective Components
25 Choosing the Texts (and if desired, multi-media) The text selection is critical!Look for the perfect balance:reading level of studentscomplexity of text (demands on skills and stamina of reader)background knowledge required for comprehensionsufficiency of content for writing taskKeep Gradual Release in mind:-whole group-small group-independentBe sure text provides students with informationneeded to respond completely to the teaching task.Text selection is critical to a successful module. As you are deciding texts, think about these tips:- Be sure the text provides ample content specific information for the student to successfully complete the teaching task. (Highlighting the key information may be a helpful strategy for you to make this determination.)Consider the complexity of the text (quantitative level, structure, language features and demands, knowledge demands, purpose and meaning, and layout).Look at the Lexile level of each text as a starting pointLook for a balance of texts.Consider instructional opportunities. Remembering the Gradual Release of Responsibility, consider text that will be appropriate for whole group, small group and independent reading.Also consider other quantitative and qualitative measures to determine complexity of the texts.For argumentation tasks, be sure the quantity and content of texts aren’t biased.We will continue our discussion regarding text selection on the next slide.If an argumentation task, be sure the quantity andcontent of texts arent biased.
26 Text Complexity Quantitative Measures Qualitative Characteristics Considerations of Readers and Task1 minuteQuantitative – Lexile, Flesch-Kincaid, ATOS, etcQualitative – Purpose (explicitly stated, subtle, implied)Language demands (literal-figurative, familiar-unfamiliar, conversational-formal, vocab, sentence structure)Knowledge demands (simple-complex theme, everyday experience, single-multiple perspectives, like own perspective-different)Knowledge demands (familiarity with genre, low intertextuality-high)Meaning (single-multiple, explicit-implicit-hidden-obscure)Text structure (main ideas stated-not, text features, use of graphics, organization)Consideration of Readers/Task – matching reader to text – keep in mind motivation and purpose
27 Quantitative Dimensions …refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult … for a human reader to evaluate efficiently… and are thus today typically measured by computer software
28 Qualitative Characteristics …refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.Levels of Meaning (literary texts) or Purpose (informational texts)StructureLanguage Conventionality and ClarityKnowledge Demands: Life Experiences (literary texts)Knowledge Demands: Cultural/Literary Knowledge (literary texts)Knowledge Demands: Content/Discipline Knowledge (informational texts)
30 Matching Reader and Task …variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered… Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
31 Read page one of The Book Thief excerpt Text ComplexityRead page one of The Book Thief excerptLexile Level = 730L2nd-3rd Grade Recommended Lexile Levels =4th-5th Grade Recommended Lexile Levels =What are the qualitative features noted?The extraordinary #1 New York Times bestseller that is now a major motion picture, Markus Zusak's unforgettable story is about the ability of books to feed the soul.It is Nazi Germany. The country is holding its breath. Death has never been busier, and will become busier still.Liesel Meminger is a foster girl living outside of Munich, who scratches out a meager existence for herself by stealing when she encounters something she can’t resist–books. With the help of her accordion-playing foster father, she learns to read and shares her stolen books with her neighbors during bombing raids as well as with the Jewish man hidden in her basement.In superbly crafted writing that burns with intensity, award-winning author Markus Zusak, author of I Am the Messenger, has given us one of the most enduring stories of our time.
32 Example - The Book Thief AngieWalk participants through the various qualitative features of the Book Thief by examining the 2 page excerpt that participants have.
33 The Book ThiefQuantitative Analysis730 LexileQualitative AnalysisText Structure - ComplexLanguage Features – ComplexMeaning - ComplexKnowledge Demands – Somewhat ComplexThe Book Thief would probably be most appropriate in middle school.Specifically 7th-8th gradeLess mature readers could definitely read and understand pieces of, but a more sophisticated read does it more justice. AngieWe are going to look at these aspects of text complexity in more detail now using the Book Thief as an example.We’ll be begin with the quantitative complexity.Quantitative complexity of the Book Thief is 730, placing it in the 4th-5th grade bandQualitative complexity for the book thief is:Meaning is Complex as the purpose of the text is revealed in pieces throughout the course of the novel and there are several levels of meaning.Structure is also Complex – While the book remains mostly in the present, the narrator interjects large pieces from the past and present, making it more complex.Knowledge Demands – Somewhat complex. There’s some assumed knowledge of the Holocaust, but students can comprehend the text with limited exposure to the topic.Language Features – Closer explanation on the following page.
36 Skill Cluster 1: Preparing for the Task Recommended Strategy: Deconstruct the Teaching Task 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 to support your position with evidence from the texts.
46 Skill Cluster 3: Transition to Writing Possible Strategy: Socratic Seminarhttps://www.teachingchannel.org/videos/teaching-the-n-word
47 Socratic Seminar: Expectations We read and think about the text in advance.We refer to the text and give enough time for fellow classmates to locate text.We engage in conversation; we don’t talk at each other.We show we are listening by tracking the speaker and summarizing what a classmate said.We don’t raise our hand, but we wait for speaker to finish.We ask questions, give comments, but always give evidence to support our opinions.
48 Follow-Up Questions Tell me more about that. What about the reading made you think that ___?Using evidence, convince us that __.In what other context does that idea play out?What evidence would you give to someone who thought ___?Based on what we have read, what do you think that we will discover in the next chapter?After reading this information, how would handle a situation like ___?How is your answer different or the same from others?So, this leads to you to what conclusions?What did you discover?Adapted from
50 Sentence Starters So what you’re saying is… I disagree/agree… I’d like to raise a question…I’m confused about…What is your opinion of…I think this means…What puzzles me is…This relates to…Do you agree/disagree….Don’t you think this is similar to…I’d like to talk with people about…
55 Readying for a Socratic Seminar Reviewing notesReviewing rolesSetting a goal
56 Sentence Starters So what you’re saying is…” I disagree/agree… I’d like to raise a question:I’m confused aboutWhat is your opinion of…I think this means…What puzzles me is…This relates to…Do you agree/disagree….Don’t you think this is similar to…I’d like to talk with people about…
57 What are expectations? What assistance is available? SupportsWhat are expectations?What assistance is available?