A framework to move from common core to classroom practice Introduction to LDC Elementary Bowling Green, Kentucky - Reach Associates September 11,

Overview of the Sessions 2

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 LCD Framework and its function within the LDC system Choose an LDC Template Task to create a Teaching Task Use an LDC Module Template to begin to write an argumentative or informational module for your Teaching Task Explore supports for writing and implementing LDC 3

Norms What are some working agreements you feel would help to make today successful? 4

Why Common Core Standards?  To ensure that ALL students are: o receiving a high quality education consistently, from school to school and state to state. o college and career-ready. o ready, as adults, to meet the reading and writing demands of the 21 st century. 5

Overview of the LDC Framework 6

Leading with a Task Skills and Instructional Strategies 7 A Look at LDC in the Classroom Literacy Matters

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 2-5 days Processing the New Information (Transition to Writing) Approximately 1-2 days Responding to the Task (Writing Process) Approximately 2-5 days Suggestion: Implementation could occur across different periods throughout the day. 8

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 9

The CCSS are Hard Wired into the Template Tasks 10 Elementary Task 1: [Insert question] After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____ (text/s) to support your opinion. (Argumentation/Explain) Elementary Task 6): [Insert optional question] After reading _____ (literary or informational text/s), write a/n_____ (product) in which you describe_______(content). Give ________(an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Describe)

Template Task Collection The “Template Task Collection” is organized by… Writing Type: Argumentation, Informational/Explanatory, Narrative Text Structure: Define, Describe, Explain, Cause-Effect, Determine, etc. Essential Question is optional in new template drafts 11 ARGUMENTATION INFORMATIONAL OR EXPLANATORY NARRATIVE Determine ELA, science, social studies Note: Narrative will be added to the task bank at a later date. Define ELA, science, social studies Describe ELA, science, social studies ExplainELA, science, social studies CompareELA, science, social studies Discuss ELA, science, social studies Cause-Effect ELA, science, social studies InterpretELA, science, social studies Identify-ArgueELA, science, social studies

12 Elementary Task 1 Template: [Insert question] After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____(text/s) to support your opinion. (Argumentation/Explain) Elementary Task 1 Science Example: Is pizza a nutritious food product? After reading the two provided articles, write a report in which you answer the question and explain your reasons from a health and science point of view. Give an example from the articles to support your opinion. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure

13 Elementary Task 8 Template: [Insert optional question] After reading _____ (literary or informational text/s), write a/n_____ (product) in which you compare______(content). Give ____ (an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Compare) Elementary Task 8 ELA Example: After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, write an essay in which you compare themes in each work. Give two examples from each work to support your discussion. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure

Strong Teaching Tasks: 14 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 task 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

Jurying Teaching Tasks 15

Write a Task Choose a topic Identify the targeted standard Determine mode of writing Informational or Argumentation Choose a template task Text structure Write the proposed teaching task 16

Jury Draft Teaching Tasks 17

Looking at an LDC Module: What task? What skills? What instruction? What results? Mother to Son 18

Overview and Background Overview = to another teacher Background = to the students 19

20 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. If an argumentation task, be sure the quantity and content of texts aren’t biased. Choose the Texts (and if desired, multi-media)

Considering Text Complexity Quantitative Qualitative Reader and Task 21

Choosing Texts and Other Resources - Tips 22 Ask yourself….Will the texts and/or multimedia I’ve chosen provide the students with the information they need to completely respond to the prompt? Check…. the ‘do-ability’ of the task by using the readings to complete the task yourself

Section 2: What Skills? 23

Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 24

25 Skill Cluster 2: Reading Process (Grade 7) -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.

Skills and Definitions 26

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. 27

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. 28

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. 29

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. 30

Section 3: What Instruction? 31

pacing skill prompt and product scoring guide instructional strategies 32 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.

Sections 2 and 3 High Leverage Instructional Strategies Cluster 1 – Preparing for the Task Cluster 2 – Reading Process Cluster 3 – Transition to Writing Cluster 4 – Writing Process 33

Skill Cluster 1: Preparing for the Task What is the theme of the poem Mother to Son? After reading Mother to Son write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of figurative language contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. 34 Recommended Strategy: Deconstruct the Teaching Task Skill: Task Analysis Definition: Ability to understand and explain the teaching task and rubric.

Skill Cluster 2: Reading Process 35 Some Possible Strategies for Reading Texts: Think Aloud Shared Reading Guided Instructive Practice Close Reading with Text Dependent Questions Small Group Guided Reading Partner Reading with Note-Taking Individual Reading with Annotation Remember to keep speaking, listening and writing an integral part of the instruction.

‘Close Reading Lessons’ Analysis of a short piece of complex text Multiple readings Multiple instructional lessons Use of text-dependent questions, student discussion and writing Guidance to assist students in closely and actively reading, comprehending and appreciating the text 36

Skill Cluster 2: Reading Process 37 Recommended Strategy: Close Reading with text-dependent questions Skill: Active Reading, Essential Vocabulary and Note Taking 1 Definition: Ability to: read purposefully; accurately quote textual evidence to support explanation of what the text says explicitly as well as inferences drawn from the text; determine the meaning of figurative language used in the poem.

Skill Cluster 3: Transition to Writing 38 Recommended Strategy: Partner and class discussion Skill: Bridging Conversation to Writing Definition: Ability to use notes to engage in a range of collaborative conversations to process and synthesize information previously read.

Skill Cluster 4: Writing Process 39 Some Possible Strategies: Mentor Texts Deconstructing an Exemplar Text Graphic Organizers Small Group Instruction Peer Revisions Peer Editing

Work Session 40

Exploring R-GroupSpace 41

Questions

Next Steps 43

- Cathy – Jody - Beverly 44