A framework to move from common core to classroom practice Louisiana Leadership Session 1 of 3 1 C-3 Leadership 1 Powerpoint Reach Associates Literacy Design Collaborative A framework to move from common core to classroom practice

Overview of the Sessions 2

Outcomes Develop a deeper understanding of the LDC Framework as a strategy for implementing the instructional shifts and demands of the Common Core in order to support teachers writing and implementing LDC modules Develop structures and processes to support teachers implementing LDC 3

LEA Expectations 4 Provide teachers with the following resources: o Time to plan and collaborate o Access to an electronic literature database o Travel/substitute reimbursement to participate in professional development

Participant Expectations 5 Teachers Participate in all trainings and any virtual support Develop and implement a minimum of two modules, 1 per semester Score student assignments with colleagues using a common writing rubric Principals Participate in the first teacher training and all leadership meetings Provide support for teachers to implement LDC (e.g. release time, resources, time to plan) Provide feedback to teachers on their modules at least once a month Central Office Participate in all teacher and leadership trainings (3 days each) Provide support for teachers and principals to successfully implement LDC Provide feedback to teachers on their modules at least once a month

Norms What working agreements will help make today be successful for you? 6

7 A Look at LDC in the Classroom Literacy Matters Reach Associates

What Does LDC Look and Sound Like in a Classroom? 8 Reach Associates

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  Addressing grade level literacy outcomes 9

Overview of the LDC Framework 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 Elmore Rounds 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 11

The Template Tasks and the CCSS 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 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 13

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. 14

Demands You 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

Elementary Template Tasks BETA Template Tasks Released in May 2014 Grade Bands: K BETA Rubrics available Sample Teaching Tasks to follow 16

17 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 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. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure

Elementary LDC Template Task  Teaching Task K-1 Task 2: [Insert question] After _______ (reading or listening to) _______ (literary or informational text/s), _______ (draw/write/dictate) _______ (product) in which you answer the question and explain _______ (content). Support your opinion with evidence from the text/s. (Opinion/Explain) Teaching Task 1 (Grade 1): Which Kevin Henkes’ book is your favorite? After reading and listening to several books written by Kevin Henkes, write a review in which you answer the question and explain your reasons considering the story and illustrations. Include at least 2 examples from the texts to support your response. 18

Strong Teaching Tasks: Strong Teaching Tasks are:  Are worthy of 2, 3 or 4 weeks of instruction  Ask students to grapple with important content to the discipline  Target grade specific Common Core literacy standards and content GLEs  Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught  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 to demonstrate understanding and new knowledge  Involve products written for an authentic audiences  Stay true to the wording of the template task Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. 19

Discipline Specific Grade 7 ELA Task Template 2 — Argumentation & Analysis When, 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. RI7.8 Which 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. 20

Strong Teaching Tasks: Strong Teaching Tasks are:  Are worthy of 2, 3 or 4 weeks of instruction  Ask students to grapple with important content to the discipline  Target grade specific Common Core literacy standards and content GLEs  Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught  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 to demonstrate understanding and new knowledge  Involve products written for an authentic audiences  Stay true to the wording of the template task Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. 21

Jurying Teaching Tasks Standard being addressed Academic mode of writing Text structure 22

What Does LDC Look and Sound Like in a Classroom? Add to your chart 23

Jurying Materials How are modules deemed ‘exemplar’? How can we support this process? 24

Jurying Section 1: What Task? Module Title Overview Template Task Teaching Task Grade Level, Discipline, Course Author’s Contact Background to Students Texts Possible Extension Anchor Standards Content Standards Rubric 25

Jurying Section 2: What Skills? Grade Level Specific Skills from the Common Core 26

Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 27

Skill Cluster 2: Reading Process (Grade 5) -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. 28

CCSS Build Upon One Another 29

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. 1 st - Ask and answer questions about key details in a text. 2 nd - 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. 30

Grade and Standard 2 nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3 rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4 th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5 th - 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. 31

Grade and Standard 5 th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6 th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7 th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8 th - 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. 32

Grade and Standard 8 th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9 th and 10 th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11 th and 12 th - 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. 33

Jurying Section 2: What Skills? Grade Level Specific Skills from the Common Core 34

Jurying Section 3: What Instruction? Alignment and Coherence of Mini-Tasks 35

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. 36

Jurying Section 3: What Instruction? Alignment and Coherence of Mini-Tasks 37

Expectations 38

Periodic Scheduled Check-Ins 39

Supports What assistance is available? 40

LDC Website

Supports 42

Reach Associates 43

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