1. A framework to move from common core to classroom practice
Introduction to LDC
Louisiana Teachers - Reach Associates
Teachers Session 1 of 3

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

3. Opportunities and Commitments

4. 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 LDC Framework and its function within the LDC system
Choose an LDC Template Task to create a Teaching Task
Begin to write an argumentative or informational module for your Teaching Task
Explore supports for writing and implementing LDC
Excited ---
Strategy to implement CCSS
Higher outcomes in Lit reported --- speak, listen, read, write, think
Shifts in instruction with CCSS
Shifts
LDC intro
Instructional Strategies and Learning Behaviors
Support
© 2009 Bill & Melinda Gates Foundation

5. Norms
What are some working agreements you feel would help to make today successful?
Each person comes up with one norm – table share
Share

6. 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?

7. A Look at LDC in the Classroom
Literacy Matters Video
Video Clip – lens of teacher and students
9.5 minutes --- Brooklyn New York
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8. The Core of the LDC Framework
What Task? - Section 1
The Core of the LDC Framework
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
The core/heart of the strategy: lead with robust, rigorous teaching task
Refer to Elmore – highlighted comments
When looking at student products, the number one variant was the rigor of the tasks and expectations in the classroom
Rounds in Education
By Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel
© 2009 Bill & Melinda Gates Foundation

9. The CCSS are Hard Wired into the Template Tasks
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).
Handout #5 – template task quick reference chart
Approximately 30 template tasks in the bank
Hard-wired to CCSS
Fill in the blanks
Keep words the same to address CCSS (vetted)
Informational, Argumentation, Narrative
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.
© 2009 Bill & Melinda Gates Foundation

10. 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
Mode of writing
Text structure
Left side – after researching
Right side – insert essential question – texts provided ---- Essential question optional in new drafts of templates
Possibly discuss: New Templates: Question could be used with either side now… and is optional on both sides.
© 2009 Bill & Melinda Gates Foundation

11. LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
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.
Approximately 30 template tasks in the bank
Hard-wired to CCSS
Informational, Argumentation, Narrative
© 2009 Bill & Melinda Gates Foundation

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

13. Write a Task Choose a topic Identify the targeted standard(s)
Determine mode of writing
Informational or Argumentation
Choose a template task
Text structure
Write the proposed teaching task
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14. Choose 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 aren’t biased.

15. Looking at an LDC Module:
What task?
What skills?
What instruction?
What results?
Comparing Economic Systems
© 2009 Bill & Melinda Gates Foundation

16. Looking at an LDC Module: Section 1: What Task?
Module Title
Overview
Grade Level, Discipline, Course
Author’s Contact
Background to Students
Texts
Possible Extension
Anchor Standards
Custom/Content Standards
Rubric
© 2009 Bill & Melinda Gates Foundation

17. Module Creator – Section 1
Signing into Module Creator
Create a new module
Overview
Title
Description
Discipline
Grade
Course
Author
Contact info
Task
Task Bank
Writing Type
Text Structure
Template Task
Teaching Task
Reading Texts
Digital Articles
Background & Extension
Rubric
Standards
© 2009 Bill & Melinda Gates Foundation

18. Section 2: What Skills?

19. Deconstruct the teaching task into skill clusters
Preparing for
the Task
The Reading
Process
Transition to
Writing
Clusters
Provides a roadmap for the instruction and learning
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20. Close Active Reading and Note-Taking
Each skill cluster is broken into specific skills which helps guides teacher in planning instruction.
Skills are from ELA and content specific grade level standards.
Definition (ability to….) creates instructional clarity.
Specific skills guide teacher in planning instruction..
Skill Cluster 2: Reading Process (Grade 7)
Skill
Definition
Close Active Reading and Note-Taking
Ability to:
Read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text;
Determine and analyze the development of central idea(s) of text;
And cite reference source.
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21. What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified.
What are the features of an ideal mixed economy? After reading informational texts, editorials and interactive infographic texts, 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 text acknowledge competing views.
UbD
After analyzing task, teacher thinks about what skills and instruction are needed for student to be successful. Module is created around these.
(Red words are the filled-in blanks)
Referencing Sara’s module
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22. Module Creator Preparing for the Task Task Engagement Task Analysis
Reading Process
Text Selection
Active Reading
Essential Vocabulary
Academic Integrity
Note-Taking
K. Thiebes

23. Module Creator Transition to Writing Bridging Writing Process
Controlling Idea
Planning
Development
Revision
Editing
Completion
K. Thiebes
Show Module Creator and how to make changes
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24. Defining Skills… using grade level specific standards
Active Reading: Ability to…

25. Change in Expectations
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.
1st - Ask and answer questions about key details in a text.
2nd - 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.
© 2009 Bill & Melinda Gates Foundation

26. Grade and Standard Change in Expectation
2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5th - 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.
© 2009 Bill & Melinda Gates Foundation

27. Grade and Standard Change in Expectation
5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8th - 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.
© 2009 Bill & Melinda Gates Foundation

28. Grade and Standard Change in Expectation
8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11th and 12th - 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.
© 2009 Bill & Melinda Gates Foundation

29. Let’s Create Grade Level Definitions
Active Reading
Grade 1 – Ability to ask and answer questions about key details in a text
Grade 5 – Ability to accurately quote explicit and inferential information from a text
Grade 8 - Ability to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as text-based inferences
Grade – Ability to cite strong and thorough textual evidence to support analysis and determine where the text leaves matters uncertain
© 2009 Bill & Melinda Gates Foundation

30. Looking at an LDC Module:
What skill?
Active Reading
Comparing Economic Systems
© 2009 Bill & Melinda Gates Foundation

31. Module Creator – Section 2
Modify Skills
Add a skill
Edit a skill
Delete a skill
Move a skill
Save
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32. Section 3: What Instruction?

33. 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 3-8 days
Processing the New Information (Transition to Writing)
Responding to the Task (Writing Process)
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34. What Instruction? - Section 3
Skill and Definition Product and Prompt Pacing Scoring Guide Teaching Strategies
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35. Looking at an LDC Module:
What instruction?
Active Reading Mini-Task
Comparing Economic Systems
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36. Module Creator – Section 3
Define Mini-Tasks for Each Skills Cluster
Product
Prompt
Pacing
Scoring Guide
Instructional/Teaching Strategies
Notes
Accomodations and Interventions
Editing a Mini-Task – Save Mini-Task
Adding a Mini-Task
Add Resources
© 2009 Bill & Melinda Gates Foundation

37. Skills Ladder Check In…
Work Session
Skills Ladder Check In…
Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills.
Mini-Task Check In…
Reminder: The components of the mini task need to be aligned/purposefully connected. This means the skill and definition you've listed should guide your choice of the daily prompt, product and the instructional strategies used to teach that skill. 
© 2009 Bill & Melinda Gates Foundation

38. LDC and Teacher Support Toolbox
LDC provides a framework that supports teachers through the behaviors outlined in the Teacher Support Toolbox. Specifically, LDC supports assessment creation and lesson and unit planning. 38

42. Louisiana Believes

43. Next Steps
© 2009 Bill & Melinda Gates Foundation