Transcript PD Advisory PPT - Literacy Design Collaborative

Reach Associates
C-3
Leadership 1 Powerpoint
Collaborative
ALiteracy
framework Design
to move from
common core to
classroomtopractice
A framework
move from
common core to classroom practice
Louisiana Leadership Session 1 of 3
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Overview of the Sessions
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Outcomes
• Develop a deeper understanding of the LDC
Framework as a strategy for implementing the
instructional shifts and demands of the Common
Core in order to support teachers writing and
implementing LDC modules
• Develop structures and processes to support
teachers implementing LDC
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LEA Expectations
• Provide teachers with the following resources:
o Time to plan and collaborate
o Access to an electronic literature database
oTravel/substitute reimbursement to participate in
professional development
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Participant Expectations
Teachers
• Participate in all trainings and any virtual support
• Develop and implement a minimum of two modules, 1 per semester
• Score student assignments with colleagues using a common writing
rubric
Principals
• Participate in the first teacher training and all leadership meetings
• Provide support for teachers to implement LDC (e.g. release time,
resources, time to plan)
• Provide feedback to teachers on their modules at least once a month
Central Office
• Participate in all teacher and leadership trainings (3 days each)
• Provide support for teachers and principals to successfully implement
LDC
• Provide feedback to teachers on their modules at least once a month
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Norms
• What working agreements will help make today
be successful for you?
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Reach Associates
A Look at LDC in the
Classroom
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Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
Reach Associates
What Does LDC Look and Sound
Like in a Classroom?
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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
 Addressing grade level literacy outcomes
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Overview of the LDC Framework
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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
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The Template Tasks and the CCSS
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).
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Template Task Collection
The “Template Task Collection” is organized by…
• Writing Type: Argumentation, Informational/Explanatory,
Narrative
• Text Structure: Definition, Description, Analysis, ProblemSolution, etc.
• Task Types: “After researching...” or “Insert Essential
Question”
• Essential Question is optional in new template drafts
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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.
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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).
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Elementary Template Tasks
• BETA Template Tasks
• Released in May 2014
• Grade Bands:
• K-1
• 2-3
• 4-5
• BETA Rubrics available
• Sample Teaching Tasks to follow
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LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
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.
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Elementary LDC Template Task  Teaching Task
K-1 Task 2: [Insert question] After _______ (reading or
listening to) _______ (literary or informational text/s),
_______ (draw/write/dictate) _______ (product) in which
you answer the question and explain _______ (content).
Support your opinion with evidence from the text/s.
(Opinion/Explain)
---------------------------------------------------------------------------Teaching Task 1 (Grade 1): Which Kevin Henkes’ book is
your favorite? After reading and listening to several
books written by Kevin Henkes, write a review in which
you answer the question and explain your reasons
considering the story and illustrations. Include at least 2
examples from the texts to support your response.
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Strong Teaching Tasks:
Strong Teaching Tasks are:

Are worthy of 2, 3 or 4 weeks of instruction

Ask students to grapple with important content to the discipline

Target grade specific Common Core literacy standards and content GLEs

Evolve from a rigorous text-dependent question directly related to the content or
standard(s)being taught

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 to
demonstrate understanding and new knowledge

Involve products written for an authentic audiences

Stay true to the wording of the template task
Important Note:
When looked at cumulatively, strong teaching tasks engage students in a balanced set
of rich writing tasks over the course of the year.
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Discipline Specific
Grade 7 ELA
Task Template 2 — Argumentation & Analysis
When, if ever, is it morally responsible to disobey authority? After reading
primary and secondary document sources write a speech to the mayor and
local officials that addresses the question and support your position with
evidence from the texts.
RI7.8
Which author articulates the most convincing claim as to when it is morally
responsible to disobey authority? After reading primary and secondary
document sources, write an essay to display at our upcoming literary
sharing session that addresses the question and support your position with
evidence from the texts.
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Strong Teaching Tasks:
Strong Teaching Tasks are:

Are worthy of 2, 3 or 4 weeks of instruction

Ask students to grapple with important content to the discipline

Target grade specific Common Core literacy standards and content GLEs

Evolve from a rigorous text-dependent question directly related to the content or
standard(s)being taught

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 to
demonstrate understanding and new knowledge

Involve products written for an authentic audiences

Stay true to the wording of the template task
Important Note: When looked at cumulatively, strong teaching tasks engage students
in a balanced set of rich writing tasks over the course of the year.
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Jurying Teaching Tasks
• Standard being
addressed
• Academic mode
of writing
• Text structure
C-4
Strong Teaching Tasks 6
Strong Teaching Tasks are:
 Are worthy of 2, 3 or 4 weeks of instruction
 Ask students to grapple with important content to the discipline
 Target grade specific Common Core literacy standards and content GLEs
 Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught
 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 to demonstrate understanding and new
knowledge
 Involve products written for an authentic audiences
 Stay true to the wording of the template task
Important Note:
When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course
of the year.
Copyright © 2013 Reach Associates
Sample #1: Social Studies – Grade 9
Module Title: Does Colonialism Continue to Impact Africa Today?
Module Description (overview): This module is intended to help students understand how colonialism continues to impact
Africa today; students will explore the current issues of genocide, AIDS, and hunger in Africa. The module is used as the final piece of
a unit on the history of colonialism in Africa and was created for high school freshman with low literacy skills.
Template Task (include number, type, level)
Task 14 – 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).
Teaching Task
Are effects of colonialism in Africa still seen today? After
reading informational texts, write an essay that describes
current issues of AIDS, hunger, genocide in Africa and
addresses the question. Support your discussion with
evidence from the texts.
Sample Task #2: ELA – Grade 6
Module Title: Weighing in On Adolescent Obesity
Module Description (overview): In this module students will learn about choices that students and schools could adopt to
positively impact a healthy lifestyle for adolescents. By reading articles, watching videos, exploring multimedia resources and
participating in classroom discussions, students will make a claim as to whether increasing access to physical activity or decreasing
access to unhealthy food in schools would have a greater effect on the physical and emotional health of adolescents. Students will
write an argumentative essay, citing logical and thorough text-based evidence to support their claim.
Template Task (include number, type, level)
Teaching Task
2 – Argumentative/Analysis
(Insert question.) After reading ______________ write ____________
that addresses the question and support your position with evidence
from the texts. L2 Be sure to include competing views. L3 Give
examples from past or current events or issues to illustrate and clarify
your position.
Which is a more effective strategy for schools to adopt to
positively impact a healthy lifestyle for adolescents: Increasing
physical activity within the school day or decreasing unhealthy
foods within the school day? After reading informational texts
and multimedia resources, write an essay that addresses the
question and support your position with evidence from the
texts. L2 Be sure to include competing views.
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What Does LDC Look and Sound
Like in a Classroom?
Add to your chart
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Jurying Materials
How are modules deemed ‘exemplar’?
How can we support this process?
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Jurying Section 1: What Task?
• Module Title
• Overview
• Template Task
• Teaching Task
• Grade Level, Discipline, Course
• Author’s Contact
• Background to Students
• Texts
• Possible Extension
• Anchor Standards
• Content Standards
• Rubric
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Jurying Section 2: What Skills?
• Grade Level Specific Skills from the
Common Core
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Deconstruct the teaching task into skill clusters
• Preparing for
the Task
• The Reading
Process
• Transition to
Writing
• Writing
Process
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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 5)
Skill
CLOSE READING
USING TEXT
DEPENDENT
QUESTIONS (ACTIVE
READING, ESSENTIAL
VOCABULARY AND
NOTE TAKING)
Definition
Ability to:
• read purposefully; accurately quote textual evidence to
support explanation of what the text says explicitly as well as
inferences drawn from the text (RL5.1);
• determine the meaning of metaphors used in the poem
(RL5.4)
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CCSS Build Upon One Another
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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
Change in Expectations
K - With prompting and support, ask
and answer questions about key
details in a text.
st
1 - Ask and answer questions about
key details in a text.
nd
2 - 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 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.
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nd
2
rd
3
th
4
th
5
Grade and Standard
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 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.
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.
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.
Quote accurately from a text when explaining
what the text says explicitly and when
drawing inferences from the text.
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th
5
th
6
th
7
th
8
Grade and Standard
Change in Expectation
- Quote accurately from 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.
- Cite textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn 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 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.
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from
the text.
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th
8
Grade and Standard
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 the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from
the text.
th
th
9 and 10 - Cite strong and thorough
textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
th
th
11 and 12 - 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.
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.
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Jurying Section 2: What Skills?
• Grade Level Specific Skills from the
Common Core
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Jurying Section 3:
What Instruction?
• Alignment and Coherence of Mini-Tasks
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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.
pacing
skill
prompt and product
scoring guide
instructional strategies
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Jurying Section 3:
What Instruction?
• Alignment and Coherence of Mini-Tasks
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Expectations
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Periodic Scheduled Check-Ins
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Supports
What assistance is available?
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LDC Website
www.ldc.org
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Supports
www.reachassoc.net
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Reach Associates
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Reach Associates
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