1. Gear-up: Content Literacy Jackson Independent/Breathitt Co Schools October 29, 2012 Diane.johnson@uky.edu

3. Preparation for Next Meeting October 29 th Identify topic Identify several readings, videos, materials you may use in your module Draft your essential question for your task.

4. Session Goals Review components of LDC Module Determine criteria for a strong task Identify strategies needed for accessing identified complex texts Begin draft of LDC Module

5. Reading and Writing Strategies Practiced to Date 1-word summary Partner talk Standing meeting New American Notebook organizer Summary frames Text structures Important book page Analysis of text for rigor “Sticky” note summary Chunking text Reading for Meaning – Gettysburg Address Socrative App – FA check Power Point slide summary 3 X 3 Frame RAFT Metaphor summary Placemat Consensus I-Chart Organizer Twitter Summary Memory Box Design an icon Wordle Mini-version of template task

7. Module Development Literacy Design Collaborative (LDC) – Proposes a systematic approach to creating explicit literacy instruction in many parts of the curriculum built on the CCSS. Teaching Tasks – Template tasks are an easy-to-use way to create strong, challenging teaching tasks in many subjects and grades. Instructional Ladder – Back mapping design that calls for clear definition of skills students will need, and then a sequence of student “mini-tasks” that build each skill. – Students receive feedback on each step as they develop the overall understanding to complete the main assignment. Shared Scoring – Built-in rubrics that allow teachers to discuss student work across grades and disciplines. – Rubrics target important elements of the CCSS.

8. The LDC Framework

10. Module Section 1: What Task? What task sets clear, measurable goals for learning?  YOU select template  YOUR CCSS standards are “hard-wired” in  YOU add your state/local content standards  YOU “plug and play” to build teaching task  YOU score results using LDC common rubric 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.

11. Module Section 2: What Skills? What skills do students need to succeed on the teaching task? YOU identify, define, cluster, and order the skills students need to complete the task. Skills Cluster 2: Reading Process 1. Reading “habits of mind” Ability to select appropriate texts and understand necessary reading strategies needed for the task. 2. Essential Vocabulary Ability to apply strategies for developing an understanding of a text(s) by locating words and phrases that identify key concepts and facts, or information. 3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase. 4. OrganizingAbility to prioritize and narrow supporting information.

12. Module Section 3: What Instruction? How will students be taught to succeed on the teaching task? Skills Cluster 2: Reading Process (Skill: Essential Vocabulary) Mini-Task: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage you are reading. Add terms we identified as the “language of the discipline.” Scoring Guide:  Selects appropriate text(s) for task  Creates a first draft of a bibliography (if applicable).  Writes in readable prose. Instruction: Lesson plans, pacing guides to teach skill via mini-task(s)  YOU establish the instructional plan – or instructional ladder – to teach students the skills necessary to succeed on the task  YOU create plan includes mini-tasks w/ scoring guide, instructional strategies, pacing guide

13. Module Section 4: What Results? How good is good enough? Benchmark papers are being produced by SCALE (Stanford), Measured Progress You can also produce your own as a state (Pennsylvania did a first round) And you can also produce your own locally.  YOU score and share sample student work  YOU can opt create classroom assessment tasks by using same template task– a “dipstick” to see how well students do on their own

15. Inside the Classroom

17. Developing a Great Teaching Task

18. Task Development Can this task be saved? Look at the sample task your group has been given Decide what, if anything, is wrong with the task. Share ideas with whole group. How can this inform your task development?

19. Module Development Examine the sample module. Note how the instructional ladder helps you to plan by clustering the skills students will need to be successful on the task. Note how the instructional ladder allows you to provide feedback throughout the development process – heading off problems before the student has gone too far. How might the sample inform your task development?

20. Task Development Template Task 2 – Agrumentative – Uses essential question Choose your topic – A significant issue in your discipline – Congruent to the KCAS

21. Task Development Practice writing the opening paragraph to your task. Adjust task as needed based on your experience writing.

23. LDC Module

24. Tools for Teaching Content Literacy Determine Lexile Level of texts using Determine what makes your selections complex Identify specific strategies for accessing the texts Identify specific strategies for note-taking, synthesizing, using text evidence for support

25. Module Templates http://www.literacydesigncollaborative.org/re sources/module-development-tools/ http://www.literacydesigncollaborative.org/re sources/module-development-tools/

26. Session Goals Review components of LDC Module Determine criteria for a strong task Identify strategies needed for accessing identified complex texts Begin draft of LDC Module

27. Preparation for Next Meeting November 12 th Draft Teaching Task Determine strategies for introducing the task, understanding the rubric (criteria for quality), and accessing the reading selections