1. A framework to move from common core to classroom practice
Lexington, Kentucky
Revisiting LDC
April 18, 2014

2. Overview of the Sessions
© 2009 Bill & Melinda Gates Foundation

3. Outcomes Develop a deeper understanding writing LDC modules
Gain a deeper understanding of the role of text complexity
Share high-leverage instructional strategies
Calibrate expectations when scoring and analyzing student work
Explore Socratic Seminar as an effective strategy for synthesizing information
© 2009 Bill & Melinda Gates Foundation

4. Norms
What working agreements will help make today be successful for you?
© 2009 Bill & Melinda Gates Foundation

5. Guiding Questions
How is LDC a strategy for implementing the common core? 
How does our conversation benefit the students we service?
How does our conversation impact instruction in our classrooms?
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

6. `
How is LDC a strategy for implementing the common core? After reading informational texts, participating in discussions, and engaging with multimedia, write notes, to be used in a Socratic Seminar, that explain the impact of this strategy on students. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source. (Task 19: Informational/Synthesis)
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

7. A Look at LDC in the Classroom
What do you notice that the teacher is saying and doing?
What do you notice that the students are saying and doing?
Video Clip – lens of teacher and students
9.5 minutes --- Brooklyn New York
Literacy Matters
© 2009 Bill & Melinda Gates Foundation

8. 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
© 2009 Bill & Melinda Gates Foundation

9. Jigsaw
How does LDC support the implementation of the instructional shifts and expectations demanded by the Common Core State Standards?
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

10. Instructional Shifts Required by the Common Core
Increasing rigor and relevance
Reading, writing, speaking and listening grounded in evidence from texts
Sharing responsibility of teaching reading and writing across content areas
Building knowledge through content-rich nonfiction and informational text
Practicing regularly with complex text and its academic vocabulary
Emphasizing 3 modes of academic writing
© 2009 Bill & Melinda Gates Foundation

11. 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?

12. Introduce Collection 2 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).
Collection 2
Hard-wired to CCSS
Fill in the blanks
Keep words the same to address CCSS (vetted)
Informational, Argumentation, Narrative
© 2009 Bill & Melinda Gates Foundation

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. LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
Task 21: [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (report, essay or substitutes) in which you analyze ________ (content), providing examples to clarify your analysis. (Informational or Explanatory/Analysis)
Task 21 (Informational or Explanatory/Analysis):
What is the theme of the poem Mother to Son? After reading Mother to Son and an informational text on metaphors, write an essay for our class literary magazine in which you analyze how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem, providing examples to clarify your analysis. Include a bibliography.
© 2009 Bill & Melinda Gates Foundation

16. 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 completing a balanced set of writing tasks over the course of the year
© 2009 Bill & Melinda Gates Foundation

17. 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.

18. 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 completing a balanced set of writing tasks over the course of the year
© 2009 Bill & Melinda Gates Foundation

19. Jurying Teaching Tasks
© 2009 Bill & Melinda Gates Foundation

20. Write a Task Choose a topic and/or texts
Identify the targeted standard(s) and GLEs
Decide what you want students to learn
Determine mode of writing
Informational or Argumentation
Determine text structure
Choose a template task
Write the proposed teaching task
Decide which demands you will include
© 2009 Bill & Melinda Gates Foundation

21. Checklist for Teaching Tasks

22. Jury Draft Teaching Tasks
Offer one compliment
Pose one question
© 2009 Bill & Melinda Gates Foundation

23. How are modules deemed ‘exemplar’? How can we support this process?
Jurying Modules
How are modules deemed ‘exemplar’?
How can we support this process?

24. Jurying a Module Investment Research Retelling Corduroy
Section 1: What Task
Section 2: What Skills
Section 3: What Instruction
5 Most Effective Components

25. Choosing 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 arent biased.

26. Text Complexity Quantitative Measures Qualitative Characteristics
Considerations of Readers and Task
1 minute
Quantitative – Lexile, Flesch-Kincaid, ATOS, etc
Qualitative – Purpose (explicitly stated, subtle, implied)
Language demands (literal-figurative, familiar-unfamiliar, conversational-formal, vocab, sentence structure)
Knowledge demands (simple-complex theme, everyday experience, single-multiple perspectives, like own perspective-different)
Knowledge demands (familiarity with genre, low intertextuality-high)
Meaning (single-multiple, explicit-implicit-hidden-obscure)
Text structure (main ideas stated-not, text features, use of graphics, organization)
Consideration of Readers/Task – matching reader to text – keep in mind motivation and purpose

27. Quantitative Dimensions
…refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult … for a human reader to evaluate efficiently… and are thus today typically measured by computer software

28. Qualitative Characteristics
…refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.
Levels of Meaning (literary texts) or Purpose (informational texts)
Structure
Language Conventionality and Clarity
Knowledge Demands: Life Experiences (literary texts)
Knowledge Demands: Cultural/Literary Knowledge (literary texts)
Knowledge Demands: Content/Discipline Knowledge (informational texts)

29. Qualitative Features of Text

30. Matching Reader and Task
…variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered… Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.

31. Read page one of The Book Thief excerpt
Text Complexity
Read page one of The Book Thief excerpt
Lexile Level = 730L
2nd-3rd Grade Recommended Lexile Levels =
4th-5th Grade Recommended Lexile Levels =
What are the qualitative features noted?
The extraordinary #1 New York Times bestseller that is now a major motion picture, Markus Zusak's unforgettable story is about the ability of books to feed the soul.
It is Nazi Germany. The country is holding its breath. Death has never been busier, and will become busier still.
Liesel Meminger is a foster girl living outside of Munich, who scratches out a meager existence for herself by stealing when she encounters something she can’t resist–books. With the help of her accordion-playing foster father, she learns to read and shares her stolen books with her neighbors during bombing raids as well as with the Jewish man hidden in her basement.
In superbly crafted writing that burns with intensity, award-winning author Markus Zusak, author of I Am the Messenger, has given us one of the most enduring stories of our time.

32. Example - The Book Thief
Angie
Walk participants through the various qualitative features of the Book Thief by examining the 2 page excerpt that participants have.

33. The Book Thief
Quantitative Analysis
730 Lexile
Qualitative Analysis
Text Structure - Complex
Language Features – Complex
Meaning - Complex
Knowledge Demands – Somewhat Complex
The Book Thief would probably be most appropriate in middle school.
Specifically 7th-8th grade
Less mature readers could definitely read and understand pieces of, but a more sophisticated read does it more justice. 
Angie
We are going to look at these aspects of text complexity in more detail now using the Book Thief as an example.
We’ll be begin with the quantitative complexity.
Quantitative complexity of the Book Thief is 730, placing it in the 4th-5th grade band
Qualitative complexity for the book thief is:
Meaning is Complex as the purpose of the text is revealed in pieces throughout the course of the novel and there are several levels of meaning.
Structure is also Complex – While the book remains mostly in the present, the narrator interjects large pieces from the past and present, making it more complex.
Knowledge Demands – Somewhat complex. There’s some assumed knowledge of the Holocaust, but students can comprehend the text with limited exposure to the topic.
Language Features – Closer explanation on the following page.

34. Collegial Sharing of Best Practices
Give One – Get One
Quick Write – Instructional Strategy for:
Preparing for the Task
Developing Vocabulary
Active Reading and Note-Taking
Bridging Conversation from Reading to Writing
Writing, Planning and Development
Revision and Editing
Handout– Give One Get One
Alignment between all components is critical!
Creates an opportunity for a formative cycle!
© 2009 Bill & Melinda Gates Foundation

35. High Leverage Instructional Strategies
Deconstructing the Teaching Task
Translating the Rubric
Mini tasks that translate into any instruction
© 2009 Bill & Melinda Gates Foundation

36. Skill Cluster 1: Preparing for the Task Recommended Strategy: Deconstruct the Teaching Task
What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic 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 texts.

37. Skill Cluster 1: Preparing for the Task Recommended Strategy: Translate the Rubric
What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic 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 texts.
Handout Task re-write
© 2009 Bill & Melinda Gates Foundation

38. Rubric Elements within the Context of the Teaching Task
Focus – Addresses key aspects of prompt in a detailed response; stays on task
My essay will stay on the topic of a mixed economy. I will compare the characteristics of market and command economies. I will make a claim about which combination of these characteristics would be most beneficial in the US today.
What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic 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 texts.
© 2009 Bill & Melinda Gates Foundation

39. 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
© 2009 Bill & Melinda Gates Foundation

40. LDC Rubrics – Scoring v. Grading
The LDC rubric…
provides feedback to students and teachers
helps students know expectations prior to completing the task
helps teachers gauge the effectiveness of their instructional choices
© 2009 Bill & Melinda Gates Foundation

41. Common Misconceptions about Scoring with the LDC Rubric
Confusion between Focus and Controlling Idea
Grading only the final product
Using a straight percentage score for a grade

42. Collaborative Scoring

43. LDC Is Not Is a program a set of materials an instructional strategy
a framework

44. How does LDC look and sound?
Teaching Task - highlighted daily
Gradual Release of Responsibility
Students empowered and held accountable as learners
Instruction and facilitation
High level of engagement
Daily oral and written discourse
Active reading
Academic writing
Formative Assessment
Academic Behaviors
Goal setting and reflection by students
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

45. What is special about the LDC strategy?
Aligns with Common Core Standards
Distributes responsibility for teaching reading and writing
Makes tasks central – teaching tasks and mini tasks
Connects reading and writing instruction with content
Fosters a formative teaching and learning system
Encourages creativity and local choice
Supports effective teaching
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

46. Skill Cluster 3: Transition to Writing
Possible Strategy: Socratic Seminar

47. Socratic Seminar: Expectations
We read and think about the text in advance.
We refer to the text and give enough time for fellow classmates to locate text.
We engage in conversation; we don’t talk at each other.
We show we are listening by tracking the speaker and summarizing what a classmate said.
We don’t raise our hand, but we wait for speaker to finish.
We ask questions, give comments, but always give evidence to support our opinions.

48. Follow-Up Questions Tell me more about that.
What about the reading made you think that ___?
Using evidence, convince us that __.
In what other context does that idea play out?
What evidence would you give to someone who thought ___?
Based on what we have read, what do you think that we will discover in the next chapter?
After reading this information, how would handle a situation like ___?
How is your answer different or the same from others?
So, this leads to you to what conclusions?
What did you discover?
Adapted from

49. Socratic Seminar
It’s OKAY to disagree, so long as you do so respectfully
I understand what you are saying, but I disagree because…
I respect your opinion, but I disagree because…
I hear where you are coming from, but…
Most importantly, in a discussion there are no right or wrong answers.
Take notes throughout
© 2009 Bill & Melinda Gates Foundation

50. Sentence Starters So what you’re saying is… I disagree/agree…
I’d like to raise a question…
I’m confused about…
What is your opinion of…
I think this means…
What puzzles me is…
This relates to…
Do you agree/disagree….
Don’t you think this is similar to…
I’d like to talk with people about…

51. Readying for a Socratic Seminar
Annotating text: How is LDC a strategy for implementing the common core?
RI-1: Ask yourself - and make notes (underline, circle, record important information in the margins) - about what the text says explicitly and what inferences you can logically make from the text. Record specific textual evidence that addresses the teaching task/guiding questions.
Handout– Readings for Socratic Seminar
© 2009 Bill & Melinda Gates Foundation

52. `
How is LDC a strategy for implementing the common core? After reading informational texts, participating in discussions, and engaging with multimedia, write notes, to be used in a Socratic Seminar, that explain the impact of this strategy on students. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source. (Task 19: Informational/Synthesis)
© 2009 Bill & Melinda Gates Foundation

53. We Have Been Discussing…
How is LDC a strategy for implementing the common core? 
How does our conversation benefit the students we service?
How does our conversation impact instruction in our classrooms?
© 2009 Bill & Melinda Gates Foundation

54. Socratic Seminar
If your principal had no prior LDC training, can you justify spending 20 instructional days on an LDC module?
© 2009 Bill & Melinda Gates Foundation

55. Readying for a Socratic Seminar
Reviewing notes
Reviewing roles
Setting a goal

56. Sentence Starters So what you’re saying is…” I disagree/agree…
I’d like to raise a question:
I’m confused about
What is your opinion of…
I think this means…
What puzzles me is…
This relates to…
Do you agree/disagree….
Don’t you think this is similar to…
I’d like to talk with people about…

57. What are expectations? What assistance is available?
Supports
What are expectations?
What assistance is available?

58. Supports

59. LDC Website www.ldc.org Should we be doing website and coretools?
Go to website
© 2009 Bill & Melinda Gates Foundation

60. Work Session
© 2009 Bill & Melinda Gates Foundation

61. Questions and Answers Exit Slip
2 minutes

62. Feel free to be in touch…
Diane -
Jody –