A framework to move from common core to classroom practice November 25-26, 2013 Kentucky Session A (New to LDC) 1

Overview of the Sessions 2

Outcomes Learn about LDC as a strategy for implementing the Common Core Use an LDC Template Task to create a Teaching Task 3

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. 4 The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

Instructional Shifts Required by the Common Core 1.Building knowledge through content-rich nonfiction and informational text 2.Practicing regularly with complex text and its academic vocabulary 3.Reading, writing, speaking and listening grounded in evidence from texts 4.Increasing rigor and relevance 5.Sharing responsibility of teaching reading and writing across content areas 6.Emphasizing 3 modes of academic writing 5

Instructional Shifts… A Closer Look 1. Building knowledge through content-rich nonfiction and informational text Informational text used more often in college and career, yet has been historically under-represented in classrooms By Grade 4 – 50% Literary + 50% nonfiction By Grade 8 – 45% Literary + 55% nonfiction By Grade 12 – 30% Literary + 70% nonfiction NF texts viewed as sources of knowledge Connection to LDC 6

Instructional Shifts… A Closer Look 2. Practicing regularly with complex text and academic vocabulary Gap between high school and college level text (350L Lexile gap – Williamson) School experience should build a staircase of increased text complexity Teach students to persevere as readers and build stamina Currently – “Sometimes, leveled readers are keeping kids out of complex text.” – Need for balance! Academic language = vocab + syntax Connection to LDC 7

Instructional Shifts… A Closer Look 3. Reading, writing, speaking and listening grounded in evidence from texts “Read like detectives and write like reporters.” – analytically and close Currently, students are sometimes asked to respond to questions where reading the text is not necessary Citing supporting evidence is a must Underlying requirement of all standards Connection to LDC 8

Instructional Shifts… A Closer Look 4. Increasing rigor and relevance High expectations for all students Career and college ready Applicable and significant Connection to LDC 9

Instructional Shifts… A Closer Look 5. Sharing responsibility of teaching reading across content areas Literacy development is not only the ELA teacher’s responsibility Connection to LDC 10

Instructional Shifts… A Closer Look 6. Emphasizing 3 modes of academic writing Argumentation Informational / Explanatory Narrative Connection to LDC 11

Turn and Talk 12

And so… 13 The design team created an instructional framework: Literacy Design Collaborative Based on the Common Core Standards Supports and guides teachers in creating quality literacy-based curriculum While allowing decision making opportunities and encouraging creativity for teachers, schools, and states.

LDC Framework is a Strategy for Implementing the Instructional Shifts of the Common Core 14 leading with a high level, rigorous and relevant task active/close reading of complex text sharing one’s thinking through oral discourse sharing one’s thinking in a written product ….across content areas

Overview of the LDC Framework 15

16 A Look at LDC in the Classroom Literacy Matters

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 17

The CCSS are Hard Wired into the Template Tasks 18 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). 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.

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 19

20 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 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) Teaching Task 1 (Grade 4): Which geographical area in Pennsylvania would be the most ideal place to live? After reading the textbook and several informational articles, write a report in which you answer the question and explain your reasons based on geographic, recreational and economic facts. Give several examples from the texts to support your opinion. 21

Strong Teaching Tasks: 22 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

Discipline Specific Grade 2 Literacy Elementary Task 6 — Informational or Explanatory/Describe 23 What makes an insect an insect? After reading informational texts, write a well-developed paragraph in which you describe common characteristics of an insect. Give several examples from at least two texts to support your discussion. RI2.6 Why did Bob Barner and Lucille Recht Penner write books about insects? After reading the informational texts Bugs! and Monster Bugs, write a well- developed paragraph in which you describe the authors’ purpose. Give several examples from both texts to support your discussion.

Strong Teaching Tasks: 24 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

Try On a Task Choose a topic Identify the targeted standard What do you want students to learn? Determine mode of writing Informational or Argumentation Choose a template task Text structure Write the proposed teaching task 25

Looking at an LDC Module: What task? What skills? What instruction? What results? Mother to Son 26

Overview and Background Overview = to another teacher Background = to the students 27

28 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 29

Choosing Texts and Other Resources - Tips 30 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? 31

Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 32

33 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 34

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. 35

Grade and St andard 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. 36

Grade and St andard 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. 37

Grade and St andard 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. 38

Section 3: What Instruction? 39

pacing skill prompt and product scoring guide instructional strategies 40 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.

What Results? What Results? – Section 4 Scoring Student Work with the LDC Rubric Can be used to score holistically or analytically 2 rubrics – Informative/explanatory & Argumentative 7 Scoring Elements: Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding 41.

What is special about the LDC strategy? 42 Aligns with Common Core StandardsDistributes responsibility for teaching reading and writingMakes tasks centralConnects reading and writing instruction with contentFosters a responsive systemEncourages creativity and local choiceSupports effective teaching

Feel free to be in touch… Diane 43

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Sections 3 High Leverage Instructional Strategies Cluster 1 – Preparing for the Task Cluster 2 – Reading Process Cluster 3 – Transition to Writing Cluster 4 – Writing Process 45

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. 46 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 47 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 48

Skill Cluster 2: Reading Process 49 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 50 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 51 Some Possible Strategies: Mentor Texts Deconstructing an Exemplar Text Graphic Organizers Small Group Instruction Peer Revisions Peer Editing