A framework to move from common core to classroom practice Introduction to LDC Louisiana Teachers - Reach Associates Teachers Session 1 of 3

Overview of the Sessions © 2009 Bill & Melinda Gates Foundation

Opportunities and Commitments

Outcomes Understand how the LDC Framework is a strategy to bring the Common Core State Standards (CCSS) into classroom practice Know the components of the LDC Framework and its function within the LDC system Choose an LDC Template Task to create a Teaching Task Begin to write an argumentative or informational module for your Teaching Task Explore supports for writing and implementing LDC Excited --- Strategy to implement CCSS Higher outcomes in Lit reported --- speak, listen, read, write, think Shifts in instruction with CCSS Shifts LDC intro Instructional Strategies and Learning Behaviors Support © 2009 Bill & Melinda Gates Foundation

Norms What are some working agreements you feel would help to make today successful? Each person comes up with one norm – table share Share

Overview of the LDC Framework LDC as a strategy leads with a task UbD --- 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?

A Look at LDC in the Classroom Literacy Matters Video Video Clip – lens of teacher and students 9.5 minutes --- Brooklyn New York © 2009 Bill & Melinda Gates Foundation

The Core of the LDC Framework What Task? - Section 1 The Core of the LDC Framework 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 Elmore Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel The core/heart of the strategy: lead with robust, rigorous teaching task Refer to Elmore – highlighted comments When looking at student products, the number one variant was the rigor of the tasks and expectations in the classroom Rounds in Education By Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel © 2009 Bill & Melinda Gates Foundation

The CCSS are Hard Wired into the Template Tasks 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 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. Task 14 Template: (Informational/Description) [Insert question] After reading ________ (literature or informational texts), write ________ (essay, report, or substitutes) that describes ________ (content) and addresses the question. Support your discussion with evidence from the text(s). Handout #5 – template task quick reference chart Approximately 30 template tasks in the bank Hard-wired to CCSS Fill in the blanks Keep words the same to address CCSS (vetted) Informational, Argumentation, Narrative Elementary Task 6: (Informational or Explanatory/Describe) [Insert optional question] After reading ___________ (literary or informational text/s), write a/an __________ (product) in which you describe __________ (content). Give ____ (an, several, or #) example/s from ____ (text/s) to support your discussion. © 2009 Bill & Melinda Gates Foundation

Template Task Collection The “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 Mode of writing Text structure Left side – after researching Right side – insert essential question – texts provided ---- Essential question optional in new drafts of templates Possibly discuss: New Templates: Question could be used with either side now… and is optional on both sides. © 2009 Bill & Melinda Gates Foundation

LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure 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 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. 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. Approximately 30 template tasks in the bank Hard-wired to CCSS Informational, Argumentation, Narrative © 2009 Bill & Melinda Gates Foundation

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   Important Note: Engage students in a balanced set of writing tasks over the course of the year © 2009 Bill & Melinda Gates Foundation

Write a Task Choose a topic Identify the targeted standard(s) Determine mode of writing Informational or Argumentation Choose a template task Text structure Write the proposed teaching task © 2009 Bill & Melinda Gates Foundation

Choose the Texts (and if desired, multi-media) 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. 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 point Look 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 and content of texts aren’t biased.

Looking at an LDC Module: What task? What skills? What instruction? What results? Comparing Economic Systems © 2009 Bill & Melinda Gates Foundation

Looking at an LDC Module: Section 1: What Task? Module Title Overview Grade Level, Discipline, Course Author’s Contact Background to Students Texts Possible Extension Anchor Standards Custom/Content Standards Rubric © 2009 Bill & Melinda Gates Foundation

Module Creator – Section 1 Signing into Module Creator Create a new module Overview Title Description Discipline Grade Course Author Contact info Task Task Bank Writing Type Text Structure Template Task Teaching Task Reading Texts Digital Articles Background & Extension Rubric Standards © 2009 Bill & Melinda Gates Foundation

Section 2: What Skills?

Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Clusters Provides a roadmap for the instruction and learning © 2009 Bill & Melinda Gates Foundation

Close Active Reading and Note-Taking Each skill cluster is broken into specific skills which helps guides teacher in planning instruction. Skills are from ELA and content specific grade level standards. Definition (ability to….) creates instructional clarity. Specific skills guide teacher in planning instruction.. Skill Cluster 2: Reading Process (Grade 7) Skill Definition Close Active Reading and Note-Taking Ability to: Read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text; Determine and analyze the development of central idea(s) of text; And cite reference source. © 2009 Bill & Melinda Gates Foundation

What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified. What are the features of an ideal mixed economy? After reading informational texts, editorials and interactive infographic texts, 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 text acknowledge competing views. UbD After analyzing task, teacher thinks about what skills and instruction are needed for student to be successful. Module is created around these. (Red words are the filled-in blanks) Referencing Sara’s module © 2009 Bill & Melinda Gates Foundation

Module Creator Preparing for the Task Task Engagement Task Analysis Reading Process Text Selection Active Reading Essential Vocabulary Academic Integrity Note-Taking K. Thiebes

Module Creator Transition to Writing Bridging Writing Process Controlling Idea Planning Development Revision Editing Completion K. Thiebes Show Module Creator and how to make changes © 2009 Bill & Melinda Gates Foundation

Defining Skills… using grade level specific standards Active Reading: Ability to…

Change in Expectations Deconstructing a Standard –Reading Standard for Informational Text 1 Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1st - Ask and answer questions about key details in a text. 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Change in Expectations Ask and answer questions about key details in a text. (no prompting) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Change in Expectation Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Change in Expectation Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th and 12th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Change in Expectation Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. © 2009 Bill & Melinda Gates Foundation

Let’s Create Grade Level Definitions Active Reading Grade 1 – Ability to ask and answer questions about key details in a text Grade 5 – Ability to accurately quote explicit and inferential information from a text Grade 8 - Ability to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as text-based inferences Grade 11-12 – Ability to cite strong and thorough textual evidence to support analysis and determine where the text leaves matters uncertain © 2009 Bill & Melinda Gates Foundation

Looking at an LDC Module: What skill? Active Reading Comparing Economic Systems © 2009 Bill & Melinda Gates Foundation

Module Creator – Section 2 Modify Skills Add a skill Edit a skill Delete a skill Move a skill Save © 2009 Bill & Melinda Gates Foundation

Section 3: What Instruction?

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) Responding to the Task (Writing Process) © 2009 Bill & Melinda Gates Foundation

What Instruction? - Section 3 Skill and Definition Product and Prompt Pacing Scoring Guide Teaching Strategies © 2009 Bill & Melinda Gates Foundation

Looking at an LDC Module: What instruction? Active Reading Mini-Task Comparing Economic Systems © 2009 Bill & Melinda Gates Foundation

Module Creator – Section 3 Define Mini-Tasks for Each Skills Cluster Product Prompt Pacing Scoring Guide Instructional/Teaching Strategies Notes Accomodations and Interventions Editing a Mini-Task – Save Mini-Task Adding a Mini-Task Add Resources © 2009 Bill & Melinda Gates Foundation

Skills Ladder Check In… Work Session Skills Ladder Check In… Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills. Mini-Task Check In… 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.  © 2009 Bill & Melinda Gates Foundation

LDC and Teacher Support Toolbox LDC provides a framework that supports teachers through the behaviors outlined in the Teacher Support Toolbox. Specifically, LDC supports assessment creation and lesson and unit planning. 38

Louisiana Believes

Next Steps © 2009 Bill & Melinda Gates Foundation