1. A framework to move from common core to classroom practice April 17, 2014 Introduction to LDC Lexington, Kentucky - Reach Associates 1

2. Overview of the Sessions 2

3. Outcomes Learn about LDC as a strategy for implementing the Common Core Use an LDC Template Task to create a Teaching Task Begin to incorporate grade level skills and demands of the Common Core into Section 2 and 3 Discuss and begin to plan aligned/coherent mini tasks that provide formative teaching and learning opportunities Discuss LDC scoring elements and practices Discover supports for implementing LDC 3

4. Norms What are some working agreements you feel would help to make today successful? 4

5. Why Common Core Standards?  To ensure that ALL students are: o receiving a high quality education consistently, from school to school and state to state. o college and career-ready. o ready, as adults, to meet the reading and writing demands of the 21 st century. 5

6. 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 6

7. Overview of the LDC Framework 7

8. A Look at LDC in the Classroom Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGIhttp://www.youtube.com/watch?v=O5EnOVjRPGI What do you notice that the teacher is saying and doing? What do you notice that the students are saying and doing? 8

9. Turn and Talk 9

10. 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 10

11. 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 What Task? - What Task? - Section 1 The Core of the LDC Framework 11

12. The CCSS are Hard Wired into the Template Tasks 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). 12

13. 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 13

14. 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

15. 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

16. Original 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. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure 16

17. Elementary Task 1 Template: [Insert question] After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____(text/s) to support your opinion. (Argumentation/Explain) Elementary Task 1 Science Example: Is pizza a nutritious food product? After reading the two provided articles, write a report in which you answer the question and explain your reasons from a health and science point of view. Give an example from the articles to support your opinion. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure 17

18. Elementary Task 8 Template: [Insert optional question] After reading _____(literary or informational text/s), write a/n_____ (product) in which you compare______(content). Give ____ (an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Compare) Elementary Task 8 ELA Example: After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, write an essay in which you compare themes in each work. Give two examples from each work to support your discussion. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure 18

19. After researching the 1948 Nobel Presentation Speech for the discovery of DDT and selected sections of Rachel Carson's "Silent Spring" on DDT, write an essay that compares the evidence about DDT’s impact from the speech and the book and argues whether the pesticide discovery should have received the Nobel Prize. Be sure to support your position with evidence from the texts. 19

20. 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. 20

21. After reading Corduroy write or draw a retelling of the story in which you describe the key events of the story. Give at least 3 examples of key events from Corduroy to support your discussion. 21

22. 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 Stay true to the wording of the template task Important Note: Engage students in a balanced set of writing tasks over the course of the year 22

23. Jurying Teaching Tasks 23

24. 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 24

25. Jury Draft Teaching Tasks Check the template wording A positive A question A suggestion 25

26. 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) Approximately 1-2 days Responding to the Task (Writing Process) Approximately 3-8 days 26

27. 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. If an argumentation task, be sure the quantity and content of texts aren’t biased. Choose the Texts (and if desired, multi-media) 27

28. Section 2: What Skills? 28

29. What Skills Do Students Need? 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. 29

30. Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 30

31. Skill Cluster 2: Reading Process (Grade 7) -Skills are from ELA and content specific grade level standards. -Definition (ability to….) creates instructional clarity. -Specific skills guide teacher in planning instruction.. Each skill cluster is broken into specific skills which helps guides teacher in planning instruction. 31

32. Section 3: What Instruction? 32

33. pacing skill prompt and product scoring guide instructional strategies What Instruction? What Instruction? - Section 3 - The instruction for each skill is called the “mini-task”. - Each mini-task is organized into a formative teaching and learning cycle. 33

34. Looking at an LDC Module: What task? What skills? What instruction? What results? Comparing Economic Systems Mother to Son 34

35. Work Session 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. Mini-Task Check In… Skills Ladder Check In… Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills. 35

36. What Results? 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 36

37. 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 37

38. High Leverage Instructional Strategies Deconstructing the Teaching Task Translating the Rubric 38

39. 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. 39

40. 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. -Divide class into 7 groups -Each group is assigned an element -Group rewrites their element in student-friendly terms within the context of the teaching task -Class does a Gallery Walk and takes notes on expectations of each element 40

41. 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 compare the features of market and command economies. I will make a claim about the characteristics of each which should be included in the creation of the most beneficial mixed economy for the United States now. My essay will include the evidence to prove my reasoning. 41

42. Supports www.reachassoc.net 42

43. LDC Website www.ldc.org 43

44. Topic #1: What is LDC CoreTools? 44

45. What is LDC CoreTools? (Outline) ●Teacher-designed ●Efficient, simple, and flexible online platform ●Vetted teacher-created curriculum exemplars (modules, mini-tasks, etc.) ●Teacher-created help resources (videos, guides, samples, etc.) ●Sharing and real-time collaboration -- co-editing and commenting ●Connects the national community of practice ●Professional growth for teachers ●Academic success for students 45

46. What is LDC CoreTools? (Details) CoreTools is an educator-designed online platform that enables teachers to collaboratively create, manage, and revise Common Core-aligned curriculum using the Literacy Design Collaborative (LDC) framework. Using CoreTools, teachers can leverage the wisdom of the LDC community of practice by accessing LDC curriculum exemplars and teacher-created help resources, as well as by utilizing features that allow for real-time co- authoring, commenting, and sharing with teacher colleagues and literacy coaches. CoreTools optimizes teacher efficiency during every step of the LDC process, which results in increased professional growth for teachers and improved outcomes for students. The goal of CoreTools is to provide teachers with all of the tools they need to efficiently design and implement high-quality literacy instruction and manage the student work that results from it, while being able to seamlessly collaborate with their colleagues and to access vetted resources created by LDC users across the country. 46

47. What are the main components of LDC CoreTools? 47

48. What are the main components of LDC CoreTools? My Workspace Module Library Collaborative Module-Authoring Tool Help Resources Mini-Task Library 48

49. How do I access LDC CoreTools? 49

50. Core Tools www.ldc.org 50

51. LDC CoreTools: Topic #2: Teacher Workspace & Module Library ●Overview of the Teacher Workspace Page ○Create a new module ■From blank template ■From a “prototype” template ○Share modules and adjust collaboration settings ○Make a copy of a module that exists in My Module Collection ●Overview of the Module Library ○Exemplary modules vs. other public modules ○Copy a module from the library into My Module Collection 51

52. LDC CoreTools DEMO Topic #3: Building a complete module in the module design tool 52

53. LDC CoreTools DEMO Topic #4: Real-Time Collaboration 53

54. LDC CoreTools: Topic #4: Real-Time Collaboration ●Sharing and Collaboration Settings ○Share publicly as “view only” -- your module is available publicly in the Module Library to all CoreTools users ○Share with other specific CoreTools users -- your collaborators ■View only ■View and comment only ■View, comment, and edit ■Tag other users as “authors” ●Collaboration Options ○Similar to a Google Doc -- multiple users can access same document “in the cloud” simultaneously ○Commenting ○Editing 54

55. LDC CoreTools DEMO VIDEOS Topic #5: Help Resources Embedded Throughout Module Authoring Tool 55

56. LDC CoreTools DEMO VIDEOS Topic #6: Mini-Task Library 56

57. Work Session 57

58. What is special about the LDC strategy? Aligns with Common Core StandardsDistributes responsibility for teaching reading and writingMakes tasks centralConnects reading and writing instruction with contentFosters a responsive systemEncourages creativity and local choiceSupports effective teaching 58

59. Questions 59

60. Next Steps 60

61. Exit Slip - Something that surprised you - Something that you are excited by - A goal you are setting for yourself 61

62. jody.pittock@reachassoc.net – Jody jody.pittock@reachassoc.net dideesutton@msn.com - Diane dideesutton@msn.com www.reachassoc.net 62