1. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Making Thinking Visible Daniel Rock, Education Program Specialist, Georgia Department of Education 9/13/2015

2. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Possible Sentences Write four sentences. Use two of the above words in each sentence until all words are gone. 9/13/2015 complex textacademic vocabulary Text-based evidenceliteracy standards integratedbuilding knowledge Taskscollege and career readiness

3. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Key Questions What are our expectations for student reading and writing in science, social studies, and CTAE? What strategies and tools will help students meet these expectations? 9/13/2015

4. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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? 9/13/2015

5. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learning Task: What Do We Expect 9/13/2015 Student Achievement Student Behaviors? Teacher Behaviors?

6. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Reading Study Summary * Source of National Test Data: MetaMetrics 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Interquartile Ranges Shown (25% - 75%)

7. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org What do the Standards Say? But first, remember, more important than individual standards are… 9/13/2015

8. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org …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. 9/13/2015

9. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Standard Bands and Domains 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 9/13/2015

10. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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. 9/13/2015 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.

11. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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. 9/13/2015

12. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 9/13/2015 Domain (Key Ideas and Details) Concepts Teacher Support Needed What makes a good question. Main idea skills Evidence of Mastery How to connect text to an answer. Multi-sentence answer that explains main idea of text with summary or quote from text. Writing different types Of questions Strategies for teaching questioning skills

13. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 9/13/2015

14. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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? 9/13/2015

15. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How Does This Lesson Address the Three Shifts? (Handout) Reading Like a Historian Science Current Events 9/13/2015 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.

16. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learnzillion Lesson Sets Brief, focused “screencast” lessons Aligned to Common Core Common Misconceptions Practice/Extensions 9/13/2015

17. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How Do These Lessons Address the Three Shifts? (Handout) Drafting/Writing Evidence/Citing Sources 9/13/2015

18. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org LearnZillion: How To Use Flipped Classroom Direct Instruction Stations/Centers Review/Practice Ready-made presentations ?????? 9/13/2015

19. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Letter to Confused I have had difficulty explaining to administrators what a classroom looks like that is addressing the Common Core literacy standards. Help! Write a brief letter to an administrator explaining what they should see in a science or social studies class where students are meeting the literacy standards. 9/13/2015

20. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Lunch 9/13/2015

21. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Welcome Back: Let’s Get Textual! 9/13/2015

22. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 9/13/2015 Reciprocal Teaching Predicting Clarifying Questioning Visualizing Summarizing Students take the role of teacher by learning and teaching these skills. What is it?

23. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Reciprocal Teaching 9/13/2015 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.

24. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 9/13/2015 Each member of group has a role

25. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 9/13/2015

26. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learning Task: Reciprocal Teaching Practice 1.Assign everyone in your group one of the reciprocal teaching roles. More than one person can have the same role. 2.Read the first half of “Researchers Find Three Unique Cell-to- Cell Bonds” or the excerpt by Fredrick Douglass. 3.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. 4.Answer each other’s questions and comment on responses. 5. Repeat this process after reading the entire article. 9/13/2015

27. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Example 9/13/2015

28. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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. 9/13/2015

29. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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) 9/13/2015

30. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Argument and Writing 9/13/2015

31. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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” 9/13/2015

32. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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” 9/13/2015

33. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 9/13/2015

34. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Adding Evidence and Warrants Evaluating Evidence Revisit Four Corners They Say, I Say Warrant Workout Evaluating Evidence (again) 9/13/2015

35. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Framing a Content-Area Unit around Argumentation With templates that can make this easy--

36. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

37. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How does LDC work? Create a teaching Tasks Determine required skills to complete task. Teach skills for task Analyze results

38. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

39. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

40. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

41. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 editorial the use of filters by schools censorship

42. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

43. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 editorial the use of filters by schools censorship

44. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Template 25 (Informational/Cause Effect) Template 25: [Essential Question] After reading [literature or informational texts] on [content], write a [report or substitute] that examines the causes of [content] and explains the effect(s) of [content]. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

45. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org A Middle School Social Studies Task What is the effect of oppression on the people in a country? After reading informational texts and memoirs on apartheid in South Africa, write an essay that examines the causes of apartheid and explains the effect(s) of apartheid on the people of South Africa. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

46. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Georgia Historical Understandings A.SS7H1:The student will analyze continuity and change in Africa leading to the 21st century. A.SS7H1.a: Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries. A.SS7H1.b: Explain how nationalism led to independence in South Africa, Kenya, and Nigeria. A.SS7H1.c: Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.

47. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org A Middle School Science Task What is the effect of algal blooms on the marine environments off the coast of the US? After reading selected scientific texts, write a letter to the Environmental Protection Agency that examines the causes of algal blooms and explains the effect(s) on marine environments. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

48. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Georgia Science Standards S7L4. Students will examine the dependence of organisms on one another and their environments. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). S7CS9. Students will investigate the features of the process of scientific inquiry. b. Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.

49. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Template Task 2 Argumentation/Analysis [Insert essential question] After reading ___________ (literature or informational texts), write 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.

50. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org An Economics Teaching Task What combination of market and command systems do you believe an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the text(s). 9/13/2015

51. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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 9/13/2015

52. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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? 9/13/2015

53. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 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.

54. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org LDC in the Classroom Literacy Matters video

55. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Sample LDC Unit Plans for Argumentation and Explanation www.literacydesigncollaborative.org 9/13/2015

56. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org For more information-- Daniel Rock, drock@doe.k12.ga.usdrock@doe.k12.ga.us Jan Powell, Jpowell@cpresa.org 9/13/2015