1. An instructional framework guiding teachers to make certain decisions which support alignment with instructional shifts and demands of the Common Core. - Lee Kappes PSESD - Seattle, Washington Introduction to LDC October 10, 2014 Day 3 1 Reach Associates 2014

2. Norms A ppreciate one another E xchange ideas freely I nfluence what we can O ffer opportunities to reflect U nite in a purpose 2 Reach Associates 2014

3. Outcomes Deepen understanding of each section in the LDC Framework and how each section supports implementing the Common Core Standards (CCSS) Understand the 7 elements and scoring used on the LDC Rubrics Calibrate thinking about student work Score student work samples 3 Reach Associates 2014

4. Reconnecting Conversations: Partner Discussions As you reflected on June’s session, what is one positive thought you have? 4 Reach Associates 2014

5. Practice Experts’ Sharing Share one of the following…  something that yielded an increase in student achievement  a change in instructional practice  a new learning from the experience of working on the LDC module  a positive result on Teacher Effectiveness Rating 5 Reach Associates 2014

6. Overview of the LDC Framework 6 Reach Associates Mini-Tasks Differentiated instruction Discipline specific reading and writing strategies Formative assessment Rich tasks Targeting grade level standard Choosing text UbD Grade level CCSS reading, writing, speaking and listening skills Scoring student work Analyzing data to plan instruction

7. Revisit Section 1: What Task? 7 Reach Associates 2014 Rich tasks Targeting grade level reading and writing standards Choosing text

8. Reconnecting Conversations: Partner Discussions How would you explain an LDC Teaching Task to a colleague? 8 Reach Associates 2014

9. Choosing Appropriate Texts www.newsela.com EBSCO Library www.63000resources.com. - CoreTaskProject www.63000resources.com Library of Congress – primary source docs http://sheg.stanford.edu/corroboration-poster - History http://sheg.stanford.edu/corroboration-poster http://historicalthinkingmatters.org/ https://beyondthebubble.stanford.edu/ http://www.twurdy.com/index.php Read Works www.nsf.gov/news/classroom/ - Science www.nsf.gov/news/classroom/ 9 Reach Associates 2014

10. Revisiting Section 2: What Skills? 10 Reach Associates 2014 UbD Grade level CCSS reading, writing, speaking and listening skills Preparing Cluster Reading Cluster Transition to Writing Writing Cluster

11. Deconstruct the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 11 Reach Associates 2014

12. 12 Reach Associates 2014 Cluster 1: Preparing for the Task *Task Engagement *Task Analysis *Rubric Analysis Cluster 2: The Reading Process *Text Selection (if using “After researching…..”) *Active Reading - (add Your Targeted ELL Skill) * Active Reading, Note Taking and Essential Vocabulary *Academic Integrity Cluster 3: Transition to Writing *Bridging Conversation Cluster 4: Writing Process *Claim or Thesis Statement *Planning *Developing *Revision *Editing *Completion Sample LDC Skill Cluster Ladder 1-2 Days 3-7 Days 1-2 Days

13. Skill Cluster 2: Reading Process (Grade 8) -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. 13 Reach Associates 2014

14. What Skills Do Students Need? 14 Reach Associates 2014 Consider the following to determine skills to target: Demands of the task itself Expectations of your grade level standards Strengths and needs of the students

15. Grade Specific Demands and Expectations Work in pairs or triads. Create a definition for the skill citing sources. Use grade level standards to assist you in defining. Be ready to share out. Hint: Look at your grade level version of W8. 15 Reach Associates 2014

16. Section 3: What Instruction? 16 Reach Associates 2014 Mini- Tasks Differentiated instruction Discipline specific reading and writing strategies Formative assessment

17. 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. 17 Reach Associates 2014

18. Let’s Build a Mini-Task 18 Reach Associates 2014 Skill and Definition Product and Prompt Scoring Instructional Strategies Pacing

19. 19 Reach Associates 2014 Skill and Definition: Annotating – Ability to cite strong and thorough explicit and inferential evidence from authoritative print sources (RI9-10.1, W9-10.8) Product and Prompt Prompt – Read carefully and annotate the text using the annotation key, identifying strong evidence which supports the author’s claim Product – Annotations on the text Scoring Meets expectations if: o At least 1 strong detail supporting the author’s claim is underlined in each section o At least 3 key vocabulary words are circled o At least 2 questions are noted in margin

20. Instructional Strategies o Annotation Key is introduced. o Teacher reads, thinks aloud and models annotation of first paragraph. o Partners read and discuss second paragraph. o Partners agree on (and draw a box around) one strong piece of evidence to support the author’s claim. Share out. o Partners agree on one vocabulary word that is essential to comprehension. Share out. o Partners add one question in the margin and discuss. Share out. o Partners continue with next paragraph… Pacing 30 minutes 20 Reach Associates 2014

21. Your Turn… Think about the skill of revising a first draft. Build a mini-task with a partner for this skill. Be sure to include: 21 Reach Associates 2014 Skill and Definition Product and Prompt Scoring Instructional Strategies Pacing SKILL

22. Let’s Look at a Module 22 Reach Associates 2014 What Task? What Skills? What Instruction? Grade 5 ELA: A Closer Look at Mother to Son - https://coretools.ldc.org/#/mods/a6c48a89- 72c3-4768-98b6-e7bdaecbba98https://coretools.ldc.org/#/mods/a6c48a89- 72c3-4768-98b6-e7bdaecbba98 Grades 9-10 History: Calculating the Costs – Atomic Bombs in 1945 - https://coretools.ldc.org/#/mods/3e4b7308-8ab9-41ed-aca1-7b9585622de6https://coretools.ldc.org/#/mods/3e4b7308-8ab9-41ed-aca1-7b9585622de6 Grades 9-12 Physics: Building Bridges - https://coretools.ldc.org/#/mods/d518c79d-407b-4e4b- a0d4-56a96460f866https://coretools.ldc.org/#/mods/d518c79d-407b-4e4b- a0d4-56a96460f866 Grades 11-12 Chemistry: Fire Down Under-Examining the Effects of Various Antacids https://coretools.ldc.org/#/mods/4298dd88-7195-4b48-a917-f1db4cd53e86 https://coretools.ldc.org/#/mods/4298dd88-7195-4b48-a917-f1db4cd53e86 Grades 11-12 ELA: Rhetorical Analysis for Pre-AP English - https://coretools.ldc.org/#/mods/f092a64e-f128-4e8f-89fb-7fbdb093f9bb https://coretools.ldc.org/#/mods/f092a64e-f128-4e8f-89fb-7fbdb093f9bb

23. Writer’s Notebooks 23 Reach Associates 2014 LDC

24. Turn and Talk 24 Reach Associates 2014 What did you notice? What will you add to your module? What questions do you have?

25. Revisit an LDC in the Classroom Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGIhttp://www.youtube.com/watch?v=O5EnOVjRPGI Where do you see evidence of the four sections in planning? Where do you see evidence of the four clusters of the module? 25 Reach Associates 2014

26. Independently Grading Paper X  Read Paper X, envisioning that you gave your students this assignment at some point during the school year.  Using your own frame of reference, quickly determine a grade for Paper X. Write the grade in the top right corner. 26 Reach Associates 2014

27. Debrief How did you arrive at your grade? 27 Reach Associates 2014

28. Grading vs Scoring 28 Grading: Reflects the performance of students relative to expectations at a particular point in time. Scoring: Uses fixed standards of quality that do not change over time. Reach Associates 2014

29. LDC Rubrics – Scoring vs Grading The LDC rubric is constructed for classroom use and to provide feedback to students and teachers. It is for feedback. It is not a summative rubric, as might be used in state exams to measure a set of absolute criteria. Reach Associates 2014 29

30. LDC Rubrics – Scoring vs Grading It helps students know expectations before the task is completed, and where their strengths and weaknesses are after the task is completed. Reach Associates 2014 30

31. LDC Rubrics – Scoring vs Grading It helps teachers gauge the effectiveness of their instructional choices and delivery. Reach Associates 2014 31

32. LDC Rubrics – Scoring vs Grading This rubric is designed for teaching that looks for progress NOT failure. No one fails. Students use the feedback to improve - as do teachers. Reach Associates 2014 32

33. Basics on Rubric Seven scoring elements Four performance levels Four correlating score points plus mid-point scores 33 Reach Associates 2014

34. Deconstruct the Rubric 34 Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding Reach Associates 2014

35. Controlling Idea - Similarities Start with ‘3 – Meets Expectations’ Highlight the words that are included in every level of controlling idea. What do you see? How does the student establish an overall claim, as well as recognize and address competing claims? Scoring Element 11.522.533.54 Controllin g Idea Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. Establishes a claim. (L2) Makes note of counter claims. Establishes a credible claim. (L2) Develops claim and counter claims fairly. Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly. 35 Reach Associates 2014

36. Controlling Idea - Differences Now let’s look at the differences in each level of controlling idea element. 36 Scoring Element 11.522.533.54 Controlling Idea Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. Establishes a claim. (L2) Makes note of counter claims. Establishes a credible claim. (L2) Develops claim and counter claims fairly. Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly. Reach Associates 2014

37. Organization - Similarities Start with ‘3 – Meets Expectations’ Highlight the words that are included in every level of controlling idea. What do you see? How controlled and logical is the essay’s structure? Scoring Elements11.522.533.54 Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. 37 Reach Associates 2014

38. Organization - Differences Now let’s look at the differences in each level of organization element. 38 Scoring Elements11.522.533.54 Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Reach Associates 2014

39. Organization How controlled and logical is the essay’s organizational structure? 39 Scoring Elements11.522.533.54 Organization Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Reach Associates 2014

40. Focus How steadily and thoroughly does the student address the prompt? Scoring Element 11.522.533.54 Focus Attempts to address prompt, but lacks focus or is off-task. Addresses prompt appropriately and establishes a position, but focus is uneven. Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. 40 Reach Associates 2014

41. Focus Look at the ponds with ducks swimming in different patterns. Use the Scoring Element Focus on your rubric to determine ascending order. Write down the correct letter sequence. Lacks focus Focus is uneven Clear, steady focus Consistently strong focus A B C D 41 Reach Associates 2014

42. C = Lacks Focus 42 Reach Associates 2014

43. A = Focus Is Uneven 43 Reach Associates 2014

44. D = Clear, Steady Focus 44 Reach Associates 2014

45. B = Consistently Strong Focus 45 Reach Associates 2014

46. Understanding Focus C A D B “lacks focus”“focus is uneven” “clear, steady focus” “consistently strong focus” 46 Reach Associates 2014

47. Is It Possible? Could a student possibly earn a 4 for controlling idea and a 1 for focus? Give an example. 47 Reach Associates 2014

48. Reading and Research 48 Scoring Element 11.522.533.54 Reading/ Research Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Accurately and effectively presents important details from reading materials to develop argument or claim. How does the student transfer relevant content from the reading materials to the writing product? Reach Associates 2014

49. Development How thoroughly does the student provide and explain details in support of the controlling idea? 49 Scoring Element11.522.533.54 Development Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim. Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning. Reach Associates 2014

50. Conventions 50  On your handout, read Paragraphs A, B, C, D.  Assign a Conventions score to Paragraphs A, B, C, and D and provide a brief scoring rationale.  Discuss your scores and rationales with others at the table. Reach Associates 2014

51. Conventions How much command does the student have over standard English conventions, cohesion, and sentence structures? How appropriate are language and tone? Are citations of sources appropriate? 51 Scoring Element 11.522.533.54 Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Reach Associates 2014

52. Paragraph B Convention Score = 1 Attempts to demonstrate a command, but lacks control in standard English conventions and cohesion Spelling, grammar usage errors interfere with communication 52 Reach Associates 2014

53. Paragraph D Conventions Score = 2 Uneven command in standard English conventions and cohesion Sentence structure, grammar and mechanics begin to interfere with understanding Many errors relative to complexity of sentence structures 53 Reach Associates 2014

54. Paragraph A Conventions Score = 3 Solid control of sentence structure and standard English conventions Appropriate language and tone Few errors Misspelling (incandescent) Minor lapse in punctuation (apostrophe) 54 Reach Associates 2014

55. Paragraph C Conventions Score = 4 Well-developed control of sentences Maintains an effective tone Intentional use of language Consistent control of standard English conventions 55 Reach Associates 2014

56. Content Understanding How firmly does the student grasp the relevant content? 56 Scoring Element 11.522.533.54 Content Understanding Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in- depth understanding. Reach Associates 2014

57. What’s Missing? Culminating Rubric Activity 57 Reach Associates 2014

58. Scoring Principles 1.Know the rubric. 2.Trust evidence, not intuition. 3.Match evidence to language in the rubric. 4.Weigh evidence carefully’ base judgment on the preponderance of evidence. 5.Know your biases; leave them at the door. 6.Focus on what the student does, not on what the student does not do. 7.Isolate your judgment. One bad element does not equal a bad paper. 8.Resist seduction. One good element does not equal a good paper. 9.Recognize direct copy or plagiarism. 10.Stick to the rubric! 58 Reach Associates 2014

59. Use the LDC Rubric to Score the Student Sample 59 Reach Associates 2014

60. Table Sharing Share how you scored Paper X using the rubric. Provide evidence. 60 Reach Associates 2014

61. LDC Rubric for Argumentation Template Tasks Paper X Official Scores Reach Associates 2014 61

62. Grading 3.5 2.0 2.5 2.0 4.0 2.5 2.0 Total = 18.5 18.5 divided by 28 total points =.66 18.5 divided by 7 elements = 2.64 62 Reach Associates 2014

63. Lunch 63 Reach Associates 2014

64. 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 Alignment between all components is critical! Creates an opportunity for a formative cycle! 64 Reach Associates 2014

65. Scoring Student Work Samples 65 Reach Associates 2014

66. LDC Website www.ldc.org 66 Reach Associates 2014

67. Work Session 67 Reach Associates 2014

68. GIST How does scoring with the LDC Rubric guide instruction and learning? Write the GIST in EXACTLY 25 words! 68 The word gist is defined as "the main or essential part of a matter." Reach Associates 2014

69. Questions and Answers Exit Slip 69 Reach Associates 2014

70. Feel free to be in touch… Kathy - kthiebes@gmail.comkthiebes@gmail.com Jody – jody.pittock@reachassoc.netjody.pittock@reachassoc.net www.reachassoc.net 70

71. 71 Reach Associates 2014