1. Making Thinking Visible
Daniel Rock, Education Program Specialist, Georgia Department of Education
9/18/2018

2. Possible Sentences
Write four sentences. Use two of the above words in each sentence until all words are gone.
complex text
academic vocabulary
Text-based evidence
literacy standards
integrated
building knowledge
Tasks
college and career readiness
9/18/2018

3. Today’s Meet for Back Channel Discussion
todaysmeet.com/fdresa
9/18/2018

4. Key Questions
What are our expectations for student reading and writing in my career pathway?
What strategies and tools will help students meet these expectations?
Why do kids need to read or and write? If students need these skills to succeed in content classes and they don’t have them, then we may have no choice but to teach them.
How? The way a students needs to read in a social studies class does not mirror the way a students must read in an ELA class. Thus, if we only rely on ELA teachers to teach reading skills, they will never be truly prepared for our classes.
9/18/2018

5. Learning Targets
Teachers will be able explain the reasons for literacy standards in science and technical subjects.
Teachers will intentionally teach strategies that improve technical literacy skills.
What are your goals for today?
9/18/2018

6. Learning Task: What Do We Expect
Student Behaviors?
Student Achievement
Teacher Behaviors?
Teachers will brainstorms examples for these: It will become a multi-flow chart. Mention that we care creating a multiflow map used to help students understand cause and effect.
How do we define student achievement? Yes, standards. But what does this look like in terms of student work products?
What student behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement
What teacher behaviors or evidence would we expect to see in and out of classrooms that would lead to this achievement?
9/18/2018

7. Interquartile Ranges Shown (25% - 75%)
Reading Study Summary
600
800
1000
1400
1600
1200
Text Lexile Measure (L)
High
School
Literature
College
Textbooks
Military
Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
Interquartile Ranges Shown (25% - 75%)
Meta-metrics created lexiles to measure text complexity. It is one of many quantitative measures used. Imperfect. This shows the difference in quantitative measurements between high school lit/college lit and content text. What conclusions can we draw. ELA teachers need to incorporate non-fiction and content teachers need to incorporate direct literacy instruction.
* Source of National Test Data: MetaMetrics

8. What do the Standards Say?
But first, remember, more important than individual standards are…
These shifts and explanations are in the literacy strategies packet in the folder.
9/18/2018

9. …the three big shifts
Building content knowledge through (reading) rich nonfiction
Reading, writing, and speaking grounded in evidence from the text, both literary and informational.
Regular practice with complex text and its academic language.
Building content knowledge through reading: How do people learn new things in your career? What do the training materials look like? How is important information transferred from person to person? What did you have to read in order to become certified? To do it well?
Evidence from Text: How much of your pathway/cluster involves conveying information or providing an argument? What makes an explanation or an argument worth listening to? How does one demonstrate an strong understanding of the concepts in their writing.
Complex Text/Academic Language? How do we create an environment where struggle is encouraged and celebrated? Your text is hard. That is okay. If we don’t push students to read more complex levels, they will not have a chance.
And we will show you how to do it. So pay attention!
Do not stress about posting standards and making sure the kids know them. Do stress out about making these three components part of daily instruction.
9/18/2018

10. Standard Bands and Domains
Key Ideas and Details
Craft and Structure
Integration of Knowledge
Range of Reading and Level of Text Complexity
Grade Bands:
6-8, 9-10, 11-12
The standards are organized into four bands. These are the two most important for success.
9/18/2018

11. Learning Task: Identifying Progressions of Complexity
You have been given all of the literacy standards from one domain cut up by standard.
Place the standards in ascending order by grade band.
Third Grade Standard 1
 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Fourth Grade Standard 1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Fifth Grade Standard 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
The standards are created to demonstrate the levels of complexity of for literacy in each grade band.
They can guide you when trying to decide the quality of work you should expect from your students based on grade level.
Teachers put standards in ascending order for one domain.
This activity will help teachers understand the levels of complexity and identify where their students should be performing.
9/18/2018

12. Learning Task: Unpacking Standards
Read the standards given to you.
Create a tree map that identifies the following:
Concepts required to meet
Skills needed to meet
Evidence of mastery of standards in your class
Teacher support needed.
The purpose of standards is to help us know what our students must be able to know, understand, and do in terms of reading and writing.
This learning task will help us break this down. Using a tree map teachers will put the key concepts, skills, evidence of mastery, and teacher support into categories. Teachers will be instructed to identify a specific product their students might create to demonstrate these skills and concepts.
9/18/2018

13. Domain (Key Ideas and Details)
Third Grade Standard 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Domain (Key Ideas and Details)
skills
Teacher Support Needed
Concepts
Evidence of Mastery
How to connect
text to an answer.
What makes a good question.
Multi-sentence answer that explains main idea of text with summary or quote from text.
Strategies for teaching questioning skills
Main idea
Writing different types
Of questions
9/18/2018

14. Standards in Action:Teaching Channel
Real teachers/real student teaching and learning in a variety of settings and content areas
Strategies that work
Reflection
From one minute strategies to series of long lesson studies
We will now transition into looking at classroom examples. These come from The Teaching Channel. They demonstrate strategies and ideas real teachers.
9/18/2018

15. Learning Task: Lesson Analysis
Identify where the shifts are present in this video for students or teachers.
Discuss your observation with a partner.
How does this type of instruction compare with your instruction?
9/18/2018

16. How Does This Lesson Address the Three Shifts? (Handout)
Science Word Clouds
Designing an Ipad Cover
Building content knowledge through (reading) rich nonfiction
Reading, writing, and speaking grounded in evidence from the text, both literary and informational.
Regular practice with complex text and its academic language.
9/18/2018

17. Learnzillion Lesson Sets Brief, focused “screencast” lessons
Aligned to Common Core
Common Misconceptions
Practice/Extensions
9/18/2018

18. How Do These Lessons Address the Three Shifts? (Handout)
Drafting/Writing
Evidence/Citing Sources
9/18/2018

19. LearnZillion: How To Use
Flipped Classroom
Direct Instruction
Stations/Centers
Review/Practice
Ready-made presentations
??????
9/18/2018

20. Letter to Confused
I have had difficulty explaining to math teachers what a classroom looks like that is addressing the Common Core literacy standards. Help! Write a brief letter to a math teacher at your school explaining key ideas of literacy CCGPS in science, social studies or technical subjects. Give examples of what to expect in these classrooms.
9/18/2018

21. Lunch
9/18/2018

22. Welcome Back: Let’s Get Textual!
What strategies interested you? How could you use this in your classroom?
9/18/2018

23. What is it? Visualizing Predicting Questioning Reciprocal Teaching
Students take the role of teacher by learning and teaching these skills.
Summarizing
Clarifying
We are going to learn specific strategies for helping kids comprehend the complex texts of our classrooms. We will jigsaw once again to learn a variety of strategies. For each strategy we will answer the questions: What is it and what does it look like? We will also create examples to demonstrate to our peers.
I will model with Reciprocal Teaching. This is what it is.
9/18/2018

24. Reciprocal Teaching
Teacher explicitly teaches strategies.
Students take turns practicing strategies independently and in groups with text or media.
Students rotate through the roles.
Students share and compare responses within small groups.
Students collaboratively answer their own questions.
Students share best questions and answers with class.
Students learn to predict, question, clarify, and summarize independently.
This is the process of what it might look like in the classroom, but it can be modified in several different ways.
9/18/2018

25. Each member of group has a role
9/18/2018

26. 9/18/2018

27. THESE are the times that try men's souls
THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value.
9/18/2018

28. Learning Task: Reciprocal Teaching Practice
Assign everyone in your group one of the reciprocal teaching roles. More than one person can have the same role.
Read the first half of “Researchers Find Three Unique Cell-to-Cell Bonds
Using the bookmark, complete your assigned role: ask a question, make a prediction, summarize…Write your response on a Post-it note and post it on the chart paper in the appropriate box.
Answer each other’s questions and comment on responses.
Repeat this process after reading the entire article.
9/18/2018

29. Example
9/18/2018

30. Jig-Saw 1. Establish a home group. 2. Count off within home group 1-6.
3. Read silently and begin activity on your own.
4. Find “expert group” and complete activity together.
5. Return to home group and share results. Take notes based on what you hear.
Then participants will complete the handout as a jigsaw. They will
Read the strategy in their home group.
Become experts in their expert groups and complete the activity sheet and create an example.
Go back and teach their home group,.
Take notes from their fellow home group members.
9/18/2018

31. Expert Groups 1s: Anticipation Guide (p. 1) 2s: Squeepers (p. 4)
3s: Evaluating Evidence (p. 6)
4s: Close Reading (p. 8)
5s: Key Concept Synthesis (p.10)
6s: History Events Chart (p. 13)
Time keeper.
9/18/2018

32. Argument and Writing
What can they do with what they have learned? Making the reading/writing connection explicit.
9/18/2018

33. Why Argument?
“Knowing a lot of stuff won’t do you much good unless you can do something with what you know by turning it into an argument.”
Gerald Graff, “An Argument Worth Having”
But argumentation has the potential to teach students much more—it is a critical method for teaching students to evaluate evidence and apply what they have learned.
9/18/2018

34. Argument
Controversy clarifies, intellectual issues become intelligible to us at points of controversy, when we become able to see who’s where on the issues, what the relationships between positions are, and what’s at stake.”
Gerald Graff, “Clueless in Academe”
Teaching students how to read argument in our disciplines is really teaching students to understand our disciplines, how to think within our disciplines. It also teaches students what is at stake within our disciplines—why our disciplines matter today—here and now.
9/18/2018

35. Strategies to Help Students Argue Well
Claim
Four Corners/Vote with your Feet
They say/I say
Evidence
Evaluating Evidence graphic organizer
Warrant
Warrant Workout
Pulling it all together with LDC
Use packet: have teachers examine each strategy and discuss how it would help students learn to stake a claim, select and provide evidence, and include a warrant.
Again—let’s step back a bit and think about an entire unit that is designed to move students toward being able to frame a position and effectively argue that position.
9/18/2018

36. Framing a Content-Area Unit around Argumentation
With templates that can make this easy--
We are going to begin by looking at an important unit that you teach—one that has some space for argumentation. If you watched the SS webinars on GPB, you may have seen a discussion about John Brown—and whether he was a saint or a fanatic. In that lesson, students were asked to research John Brown and take a position on the question of whether John Brown was crazy—or just passionate about a just cause. This question framed the reading students engaged in, framed their thinking as they learned the content. So let’s look at how you might create some frames for your own content. To do this we are going to use templates to write Teaching Tasks for the students.

37. What is LDC?
LDC tools embed Common Core Literacy Standards into content-area lessons so that students meet the Literacy Standards while also meeting content demands at high levels of performance.
The tools are designed to support teachers in implementing CC Literacy Standards while teaching their content.
This year, six systems in Georgia have teachers being trained to use LDC tools; they are also field testing the lessons they have created using LDC. We plan to publish the best of these units on the GaDOE site.

38. Create a teaching Tasks
How does LDC work?
Create a teaching Tasks
Determine required skills to complete task.
Basically, LDC has three steps—and tools that support teachers in each of these steps.
So three important steps to create an LDC lesson:
the Teaching Task (what the students will do with the content knowledge)
The Skills kids will need to complete the task
The Instruction teachers will deliver to help students get the skills they need to complete the Task.
LDC tools support teachers in every step of the process, from planning to instruction to scoring rubrics.
Teach skills for task
Analyze results

39. A Good Teaching Task Should--
Engage students in a substantial issue.
Model high levels of thinking, reading, and writing.
Challenge students’ thinking and literacy practices beyond what they can already do.
At the Heart of LDC is the Teaching Task—a rigorous task for students that requires students to demonstrate higher DOK levels to complete the task.
To create a Teaching Task, teachers need to think about the content they want to teach, the reading students will complete, and the produce the students will produce. The LDC templates help them with the rest. LDC has 29 templates teachers may choose from, organized by the type of writing students will produce (informational, argumentative, or narrative) and the type of thinking teachers want from students (analysis, cause-effect, synthesis, etc.)

40. Templates for the Teaching Tasks
Teachers fill in the template to create a teaching task—a major student assignment to be completed over five –ten days.
LDC provides 29 templates for creating these tasks. Teachers need only fill in the content, select the reading students will complete, and the product students will turn in at the end of the unit.

41. How It Works An Example: Template 1
Task 1 Template (Argumentation/Analysis L1, L2, L3):
After researching ___________(informational texts) on ____________(content), write __________ (essay or substitute) that argues your position on_____ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
So let’s say my EQ relates to whether or not it is an infringement on rights for schools to censor students. Specifically, whether schools should be able to use filters in schools that limit internet access.
So let’s take a look at one example of a blank LDC template
Always upper half of Rigor and Relevance scale
The Teaching Task is the actual assignment. Notice that the connection between with reading and writing is very explicit from the beginning of the unit. This helps students read with purpose, gather evidence with a focus on goals. Students know from the very beginning where they are headed.
But teachers also have input into the design of the Teaching Task – what texts she will be teaching students, what content students will be grappling with based on district/state standards and what product students will complete.
So now, let’s fill in the blanks with some sample social studies material: .

42. Social Studies Teaching Task (Argumentation/Analysis)
After researching ___________ on _________, write an _______ that argues your position on ___________________. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Supreme Court arguments
censorship
editorial
the use of filters by schools
Here’s what the template looks like when used to create a task in a social studies course; this task is what students will be asked to do; the connection between reading and writing is clear from the beginning of the unit.
Note the additions of L2 and L3 options; these are optional additions for the teacher, opportunities increase the difficulty and complexity of the assignment. But even L1 alone requires some depth of knowledge from students, requiring them to do something with what they learn rather than merely repeat what they have learned.
Now let’s see how the Tasks look with Georgia social studies content.

43. Task Template 16: Informational/Procedural
L1: Insert Question After reading literature or informational texts on content, write a report or substitute that relates how content. Support your discussion with evidence from the text(s).
9/18/2018

44. CTAE Task 16: Informational/Procedural
L1: What is considered appropriate dress for the workplace and why? After reading at least 3 articles on on how workers in your career field are required to dress, write (or create) a brochure that relates how you could dress on the job, being sure to include any special equipment that must be worn on the job. Support your discussion with evidence from the text(s)
9/18/2018

45. Template Task 8: Argumentation and Problem/Solution
L1: Insert Question After reading literature or informational texts on content, write an essay or substitute that identifies a problem content and argues for a solution content. Support your position with evidence from the text(s).
9/18/2018

46. Education Task 8: Argumentation-Problem/Solution
Education Task 8: Argumentation-Problem/Solution
L1: How can teachers help a special needs child overcome barriers to learning in a traditional classroom? After reading informational articles on special needs, write a letter to a classroom teacher that identifies a problem barriers children with special needs may face and argues for a solution that can be implemented in the classroom and in the home to help the child feel more successful. Support your position with evidence from the text(s).
9/18/2018

47. Template Task 3: Argumentation and Comparison
L1: After researching informational texts on content, write an essay or substitute that compares content and argues content. Be sure to support your position with evidence from the texts.
9/18/2018

48. Education Task 3: Informational/Definition
L1: After researching informational articles and completing a personal assessment on learning styles, write an informational webpage that defines your learning style and explains the benefits of using it personally to learn in the classroom and to succeed in a career. Support your discussion with evidence from your research.
9/18/2018

49. Template Task 1: Argumentation and Analysis
After researching informational texts on content, write an essay or substitute that argues your position on content. Support your position with evidence from your research.
9/18/2018

50. Engineering Task Argumentative/Analysis
L1: After researching informational texts on various prototyping methods, write an article to be published on Engineering.com that argues your position on the most effective method of prototyping. Support your position with evidence from your research.
9/18/2018

51. Template Task Argumentative/Analysis
Essential Question: _________________?After reading selected sources write ________(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
9/18/2018

52. Template Task: Argumentative/Analysis
Was the TARP “Bailout” Necessary and Effective? After reading selected sources write a position paper 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
9/18/2018

53. Template Task Argumentative/Comparison
Task 4: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (essay or substitute)
that compares ________ (content) and argues ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Comparison)
9/18/2018

54. Template Task: Argumentative/Comparison
Was the discovery of DDT worthy of a Nobel Prize? After reading the 1948 Nobel Presentation Speech and selected sections of Rachel Carson's "Silent Spring" write an essay that compares Muller and Carson's evidence of how DDT works and argues whether the pesticide should have received the Prize. Be sure to support your position with evidence from the texts.
9/18/2018

55. Essential Questions
Essential Questions derived from enduring understandings are “provocative and multilayered questions that reveal the richness and complexities of a subject.” – Grant Wiggins and Jay McTighe
9/18/2018

56. Characteristics of Essential (Unit) Questions
Provide subject and topic-specific doorways to enduring understandings
What can be learned from the Holocaust?
Have no one obvious “right” answer
What is causing Global Warming?
Are deliberately framed to provoke and sustain student interest
Was Thomas Jefferson a hypocrite? Why?
With your team, write a couple of essential questions that might guide instructional units in your classes. Then determine the kind LDC Teaching Task template that might work well with each question: argumentation/informational; cause-effect/analysis/comparison/etc. Select one question to craft a Teaching Task. (15 minutes—then show them how to use MC to create a module and write a Teaching Task.
9/18/2018

57. Creating your own
With your team, select one essential question that might frame an instructional unit in your classes.
Determine the kind of Teaching Task template that might work with each question: argumentative/informational; comparison/analysis/cause-effect/etc.
Then show how to create a module with MC: write a brief introduction, etc. Then select the template you want to use to write your Teaching Task.

58. LDC in the Classroom Literacy Matters video
Show video and bring Marcus and Misty up

59. Sample LDC Unit Plans for Argumentation and Explanation
Spend some time looking at the modules posted on the LDC site. What do you see about the organization of the modules? What instruction do you see that you could use?
9/18/2018

60. For more information--
Daniel Rock,
Mary Lynn Huie,
Laura Kipp:
Melinda Akins:
9/18/2018