1. Literacy Design Collaborative Session Two, One Day Training

2. WELCOME TO THE COLORADO’S LITERACY DESIGN COLLABORATIVE Session Two, One Day Training

3. Outcomes for Session 2 Deepen understanding of the LDC process and how it will enable you to teach the reading and writing skills required by the Common Core State Standards (CCSS) while honoring the integrity of your content Analyze and understand how to use the LDC argumentative & informational rubrics for scoring student work Calibrate and practice scoring student work

4. Outcomes for Session 2 Identify formative assessment opportunities imbedded in LDC modules Focus on the Grade Level Expectations of the CCSS and Colorado Academic Standards (CAS) in developing a second module Apply research-based instructional strategies to module development Create a second Teaching Task and construct a second module

5. Quick Draw: Successes and Challenges Create a visual representation of your experience with your first module Stand and share

6. LDC and PARCC Colorado is a member of the PARCC Consortium PARCC will assess student achievement of the CCSS LDC will help students learn the literacy skills required by the CCSS

7. The PARCC Assessments Read the released sample item from the PARCC Assessment Review each section – what did you notice? In pairs, discuss the three guiding questions Be prepared to report out from pairs to whole group

8. Deconstructing the LDC Rubric Form groups of 3-5: Read page 36 in Guidebook Identify who is going to “close read” each of the scoring elements For your scoring element(s): Read the section again Identify vocabulary that will need direct instruction to support student comprehension Identify the key differences between each rating level (1-4) What instructional strategies might help students understand the rubric?

9. Deconstruction Worksheet Use the worksheet, “Literacy Design Collaborative Rubric Deconstruction Worksheet” Follow the instructions, paraphrasing the elements as you would explain them to your students Share your analysis from the previous slide with your group members

10. Scoring Student Work Insights from Teacher Trainers Score student work in groups of three or four

11. Reflecting on Practice What do I need to consider changing or revising when writing my second module? What am I going to change in my instructional practice based on what I have learned? (Relate to Educator Effectiveness) Do a quick-write of your answers to these questions and any reflections or questions you have

12. Review of Example Module Look at the Teaching Task Section: Overview, Student Background, Task, and Text Selection Look at the Skills Section: Notice the Grade Level Expectations Look at the mini-tasks

13. Review of the Module Using the Module Review Sheet, review 3 Modes of Academic Writing and write one or two comments in each category Share with a partner when finished Identify three things you would do differently in your module

14. LDC Task Development pg. 31

15. Beginning Your Second Module: Teaching Task Select a curriculum focus for next semester where you will use your module Write your Teaching Task for this module Have one of the trainers review your task

16. Tips for Choosing Texts and Other Resources 16 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 your selected readings to complete the task yourself

17. 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 Choose the Texts (and if desired, multi-media)

18. New Lexile Ranges

19. The Dimensions of Text Complexity

20. Quantitative measures look at factors impacting “readability” as measured by particular computer programs Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive reader Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text Measuring Text Complexity

21. Quantitative Measures using new, more demanding CCR Lexile Requirement Qualitative Measures that analyze critical features of the text that computers cannot analyze Considerations for Reader and Task that guide the use of the text in the classroom Final Placement Recommendation that sums up the findings of all three factors Tools for Selecting Complex Texts

22. Why Text Complexity Matters ACT Reading Between the Lines, 2006

23. Why Practice With Complex Text? Gap between complexity of college and high school texts is huge The complexity that students can read is the greatest predictor of success in college (ACT study) Too many students are reading at too low a level (<50% of graduates can read sufficiently complex texts) Standards include a staircase of increasing text complexity from elementary through high school Standards also focus on building general academic vocabulary so critical to comprehension

24. Source: Metametrics Change in text complexity in textbooks over the last century

25. Text Complexity It is critical that all students develop the skill, concentration, and stamina to read complex texts for success in college and the workplace. CCSS emphasizes regular practice with complex text and academic language.

26. Quantitative Measures of Text Complexity Lexile Framework by MetaMetrics Module Creator Lexile.com EBSCO

27. Quantitative Measures and Real Text

28. Quantitative Measures: Strengths and Limitations Quantitative metrics are excellent at situating informational texts Offer a starting point for placing narrative fiction Unable to rate drama and poetry

29. Qualitative Measures of Text Complexity Considers: –Meaning/Purpose –Knowledge Demands –Language Features –Text Structures –Use of Graphics Judgments about these factors add additional information to the process of determining text complexity that quantitative measures cannot assess.

30. Qualitative Measures

31. Qualitative Measures and Real Texts Lexile Score: 870 Grade Band Placement: 4-5

32. Qualitative Measures and Real Texts Knowledge Demands: The book asks readers to wrestle with serious moral issues—how both an individual and southern society before the era of civil rights conceive of justice. Meaning/Purpose: The book explores the protagonist’s discovery of how her town and her family understand race and prejudice.

33. Qualitative Measures and Real Texts Text Structure: While the narrative is largely linear in fashion, flashback is employed to look back on events when the protagonist was young, and the narrative perspective is not wholly reliable as a result of her youth. Language Features: The book contains both slang and southern dialect, but the vocabulary the text employs is accessible to average readers.

34. Weighing each measure equally, use professional judgment to factor together the results of the Quantitative, Qualitative, and Reader and Task Analyses to produce a Final Placement Recommendation. Recommendation and Real Texts

35. Reader and Task Analysis Considers : – Complexity of Content – Cognitive Capacities – Reading Skills – Motivation & Engagement – Prior Knowledge – Tasks and Assessment

36. Text Complexity and Your Module Use the Text Complexity Analysis Worksheet to analyze one of the texts selected for Module 2. Are the texts you’ve selected appropriately complex for your students?

37. What strategies do you currently use that support students using more complex or difficult text?

38. Exit Ticket 1. I used to think_____________. 2. Now, I think_________________________. 3.One idea I learned about LDC this morning is_______. 4.One question I have is__________________. 5. I want to learn more about______________.

39. Reminder of LDC Module

40. Scaffolding Complex Text Shifts in standards require a shift in practice! Multiple readings Read aloud Chunking text Close reading (re-reading, vocabulary, questions about structure, purpose, etc.) Provide support while reading (a planned Think Aloud)

41. Customizing Mini Tasks Utilize the support of your teacher trainer and customize a mini task to scaffold the complexity of the text you’ve selected. Multiple readings Read Aloud Chunking text Close Reading (re-reading, vocabulary, questions about structure, purpose, etc.) Provide support while reading (a planned Think Aloud)

42. Skills and Instruction Guided by Grade Level Expectations from CCSS The Skills section needs to be refined to reflect the grade-level expectations of the selected skills An exemplary mini-task needs to reflect the grade-level expectations for the skill being taught

43. Finding the Connection Look at grade-level standards 7.1, 7.2, and 7.4 on p. 5 of 3 Academic Modes of Writing How are these standards addressed in the Reading Skills Cluster on p. 7? Which mini-tasks teach these skills? (pp. 10-12) Discuss in pairs

44. The Teaching Task Revise if needed Complete all sections of the Teaching Task tab in Module Creator Use the learning from the review of the Exemplar Module

45. Lessons Learned from Teacher Trainers Teacher Trainer will share lessons learned about developing modules.

46. Completing Your Module Teacher Trainers will help vet a section before you move on. Remember to focus on Grade Level Expectations!

47. Skills Selection Use Module Creator to select your skills Add at least one grade-level expectation to each skill in the reading cluster and one to each in the writing cluster Have your skills section vetted

48. Constructing Mini-Tasks Text-Dependent Questions Close Reading

49. Text Dependent Questions

50. Read the handout with the excerpt from Alice’s Adventures in Wonderland In pairs, write three text-dependent questions related to the excerpt Be prepared to share one of your questions with the larger group

51. What are Text-Dependent Questions? Draw the reader back to the text to discover what it says Have concrete and explicit answers rooted in the text Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation

52. Differences in Depth Non-Text-Dependent Questions Text-Dependent Questions Are books without pictures or conversations useful? What kind of books does Alice find useful? How would you react if you saw a talking rabbit? How did Alice react when she saw a talking rabbit? Would Alice have followed the rabbit down the hole had she not seen it look at a watch? Why did Alice follow the rabbit down the rabbit-hole? What do you know about Lewis Carroll? What does the reader know about the rabbit?

53. Creating Text-Dependent Questions An effective text dependent question delves into a text to guide students in extracting the key meanings or ideas and events found there To achieve this end, text dependent questions begin by exploring specific words, details, explanations and arguments Students investigate the text by utilizing the Anchor and/or Grade-level Reading Standards to generate the question

54. Level of Text Specificity CCSS Anchor Standard Close Reading Skill Text Dependent Question Words/ Phrases Analyze how specific word choices shape tone (Standard 4) Why wasn’t Alice “burning with curiosity” when she initially saw the rabbit? What subsequent events led to her feeling this way? Creating Text-Dependent Questions

55. Level of Text Specificity CCSS Anchor Standard Close Reading Skill Text Dependent Question Sentences Assess how point of view shapes content (Standard 6) In the opening paragraph Alice states “what is the use of a book … without pictures or conversation?” What does that sentence reveal about her? Creating Text-Dependent Questions

56. Level of Text Specificity CCSS Anchor Standard Close Reading Skill Text Dependent Question Paragraphs Summarize key supporting details (Standard 2) What details about the rabbit catch Alice’s eye in the third paragraph? Investigate the structure of specific sentences, paragraphs, and sections of text (Standard 5) Around what word does the meaning of the third paragraph pivot? How does that change the initial meaning of the paragraph and channel it in a new direction? Creating Text-Dependent Questions

57. Review and Revise Read the Handout, Text-Dependent Questions and the CCSS Revise your questions as needed to be effective text- dependent questions

58. A systematic approach to creating text- dependent questions for complex texts while aligning them with the demands of the CCSS. Tools for Creating Text-Dependent Questions

59. Work on Mini-Tasks Begin designing mini-tasks for your selected skills Make sure at least one mini-task for reading and one for writing reflect grade-level expectations Use peers and the expertise of the teacher trainers to review your mini-tasks

60. Keep Working! Continue to develop your module using the Module Review Sheet as a guide along the way.

61. In Closing Available Support (PDS Units) Debrief Evaluation

62. Participant Expectations Finish and implement second module Collect student work to use in Session III Focus on grade-level expectations for CCSS Literacy Standards Teach reading and writing skills directly through the mini- tasks