1. A framework to move from common core to classroom practice CCSS Regional Conference June 2013 1

2. Norms Ask questions Treat each other as gifts Keep an open mind Monitor technology Stay in one conversation Let your voice be heard 2

3. Outcomes  Develop an understanding of the instructional shifts of the Common Core Standards as a premise for LDC  Become familiar with LDC (Literacy Design Collaborative) as a strategy to implement the Common Core 3

4. 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. 4

5. The CCSS Set Clear Goals December 24, 2015December 24, 2015December 24, 2015December 24, 2015December 24, 2015December 24, 2015 5 The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. - http://www.corestandards.org

6. Instructional Shifts Required by the Common Core  Building knowledge through content-rich nonfiction and informational text  Practicing regularly with complex text and its academic vocabulary  Reading, writing, speaking and listening grounded in evidence from texts ---------------------------------------------------------------------------------------------  Increasing rigor and relevance  Sharing responsibility of teaching reading and writing across content areas  Emphasizing 3 modes of academic writing 6

7. And so… The design team created an instructional framework: Literacy Design Collaborative Based on the Common Core Standards Supports and guides teachers in creating quality literacy-based curriculum Allows decision making opportunities and encourages creativity for teachers, schools, and states 7

8. LDC Framework is a Strategy for Implementing the Instructional Shifts of the Common Core leading with a high level, rigorous and relevant task close reading of complex text sharing one’s thinking through oral discourse sharing one’s thinking in a written product ….across content areas 8

9. Overview of the LDC Framework 9

10. 10 A Look at LDC in the Classroom Leading with a Task Skills and Instructional Strategies Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGIhttp://www.youtube.com/watch?v=O5EnOVjRPGI

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 12 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).

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” 13

14. 14 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): What combination of market and command systems do you believe creates 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 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

15. The Teaching Task 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. 15

16. What Skills? What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified. 16 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. -Task analysis - Claim -Note-taking - Develop -Active reading - Edit -Vocabulary - Revise

17. What Skills? What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified. 17 Teaching Task 2: What combination of market and command systems do you believe creates 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 texts. Be sure to acknowledge competing views.

18. Deconstructing the teaching task into skill clusters Preparing for the Task The Reading Process Transition to Writing Process 18

19. 19 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.

20. pacing skill prompt and product scoring guide instructional strategies 20 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.

21. What Instruction? 21

22. 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: o Focus o Controlling Idea o Reading/Research o Development o Organization o Conventions o Content Understanding 22.

23. How does LDC look and sound?  Teaching Task - highlighted daily  Gradual Release of Responsibility  Instruction and facilitation  High level of engagement  Discourse  Active reading  Academic Writing  Exit slips  ARTS  Goal setting and reflection by students 23

24. 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 24

25. Questions and Answers 25

26. Feel free to be in touch… Jody Pittock 814-739-9418 (Home) 814-873-2028 (Cell) jpittock6591@gmail.com www.reachassoc.net 26