Transcript PD Advisory PPT

A framework to move from common core to
classroom practice
K. Thiebes 1
Why the Common Core - Data to Consider
 High school graduation rate in the Unites States is now well behind
that of countries such as Denmark (96%), Japan (93%), and Italy
(79%)
 40% of all students who enter college must take remedial courses
(David Conley, Toward a More Comprehensive Conception of College Readiness, 3/08
 65% of college professors report that what is taught in high school
does not prepare students for college. Tony Wagner, The Global Achievement Gap
 All students need new skills to thrive in a global knowledge
economy.
http://www.youtube.com/user/TheHuntInstitute
http://www.achievethecore.org/
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Purposes of the 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 and able to compete in the global
economy.
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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
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Instructional Shifts… A Closer Look
1. Increasing rigor and relevance
• High expectations for all students
• Career and college ready
• Applicable and significant
Instructional Shifts… A Closer Look
2. Reading, writing, speaking and
listening grounded in evidence
from texts
• “Read like detectives and write like reporters.” –
analytically and close
• Currently, students are sometimes asked to
respond to questions where reading the text is not
necessary
• Citing supporting evidence is a must
• Underlying requirement of all standards
Instructional Shifts… A Closer Look
3. Sharing responsibility of teaching
reading across content areas
• Literacy development is not only the ELA teacher’s
responsibility
Instructional Shifts… A Closer Look
4. Building knowledge through
content-rich nonfiction and
informational text
• Informational text used more often in college and
career, yet has been historically under-represented in
classrooms
• By Grade 4 – 50% Literary + 50% nonfiction
• By Grade 8 – 45% Literary + 55% nonfiction
• By Grade 12 – 30% Literary + 70% nonfiction
• NF texts viewed as sources of knowledge
Instructional Shifts… A Closer Look
5. Practicing regularly with complex
text and academic vocabulary
• Gap between high school and college level text
• (350L Lexile gap – Williamson)
• School experience should build a staircase of increased
text complexity
• Teach students to persevere as readers and build
stamina
• Currently – “Sometimes, leveled readers are keeping
kids out of complex text.” – Need for balance!
• Academic language = vocab + syntax
Instructional Shifts… A Closer Look
6. Emphasizing 3 modes of academic
writing
• Argumentation
• Informational / Explanatory
• Narrative
And so…
Literacy Design Collaborative
The design team created an instructional framework:
• Based on the Common Core Standards
• Supports and guides teachers in creating quality
literacy-based curriculum
• While allowing decision making opportunities and
encouraging creativity for teachers, schools, and
states.
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LDC Framework is a Strategy for Implementing
the Instructional Shifts of the Common Core
• leading with a high level, rigorous and relevant
task
• engaging students in active/close reading of
complex text
• sharing one’s thinking through oral discourse
• recording and sharing one’s thinking in a
written product
….across content areas
7/18/2015
copyright REACH Associates
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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 CCSS are Hard Wired into the Template Tasks
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).
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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, Problem-Solution, etc.
• Task Types: “After researching...” or “Insert Essential Question”
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LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
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: 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.
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LDC Template Task  Teaching Task
Teachers fill–in-the-blank by choosing:
text - writing product - content - text structure
Elementary Task 1: [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.
Elementary Task 1 ELA Example: Would you recommend Charlotte’s Web to a
friend? After reading this book, write a book review in which you answer the
question and explain your reasons with reference to the author’s use of storytelling strategies. Give several examples from the book to support your opinion.
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What Skills? –
Section 2
By deconstructing the teaching task the needed skills are identified.
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.
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What Skills? –
Section 2
By deconstructing the teaching task the needed skills are identified
and grouped into skill clusters.
• Preparing for
the Task
• The Reading
Process
• Transition to
Writing
• Writing
Process
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Academic Learning
Ability to recognize and demonstrate learning behaviors (ARTS).
Behaviors (ARTS)
2. Task Analysis
Ability to understand and explain the task’s prompt and rubric.
3. Project Planning
Ability to plan so that the task is accomplished on time.
SKILLS CLUSTER 2: READING PROCESS
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading
Ability to:
and Note Taking
1. read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text;
2. determine and analyze the development of central idea(s) of text
3. determine connotative and denotative definitions of words and phrases (and analyze their impact on meaning)
4. and cite reference source.
3. Organizing Notes
Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize relevant content.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Readying as a Writer
Ability to understand the descriptive text structure and informational/explanatory writing.
2. Bridging Conversation
Ability to transition from reading to writing phase.
to Writing
SKILLS CLUSTER 4: WRITING PROCESS
1. Initiation of Task
Ability to introduce a topic clearly, write a focus/thesis statement and initial draft of an opening paragraph which previews what is to follow.
2. Planning
Ability to develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing.
3. Development 1
Ability to:
1. construct an initial draft of the body paragraphs which develops the topic with relevant facts, definitions, concrete details,
quotations and examples.
2. incorporate transition words, phrases and clauses
3. use precise language and domain-specific vocabulary.
4. Development 2
Ability to construct an initial draft of a concluding statement and closing paragraph which follows from and supports the information
presented.
5. Revision
Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, focusing on purpose and
audience while maintaining a formal style.
6. Editing
Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and
knowledge of language and its conventions when writing and speaking.
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Each skill cluster is broken into specific skills which
help to guide teachers 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 7)
Skill
Close Active
Reading and NoteTaking
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Definition
Ability to:
1. Read purposefully; cite and record several pieces of textual evidence
to support analysis of what the text says explicitly as well as
inferences drawn from text;
2. Determine and analyze the development of central idea(s) of text;
3. Determine connotative and denotative definitions of words and
phrases (and analyze their impact on meaning);
4. And cite reference source.
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
PACING
skill
prompt and product
SKILL AND DEFINITION
scoring guide
MINI-TASK
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
Prompt: Review the task and your
notes. Write an opening paragraph
that includes a thesis statement, has
a controlling idea and supporting
details.
Meets:
 Writes an opening
paragraph that includes a
focus/thesis statement.
 Writes an opening
paragraph that establishes a
controlling idea.
 Writes an opening
paragraph that includes
supporting details.
 Writes in readable prose.
instructional strategies
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 4: WRITING PROCESS
Day 13
Initiation of Task
Ability to write a focus/thesis
statement and initial draft of
an opening paragraph relevant
to completing the
informational/explanatory
writing.
Product: short response
Not yet: Attempts to meet the
criteria for “meets”
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to discussions
about the task and what students need
to do to complete the writing portion.
(Refer back to prompt rewrite during
the task analysis lesson.)
 Front Loading –synthesizing
important/relevant information from
students’ notes to plan a thesis
statement.
 Front Loading – deconstructing,
analyzing and writing a ‘quality’ thesis
statement.
 Front Loading - deconstructing,
analyzing and writing an introductory
paragraph that previews what is to follow and 22
includes supporting details and establishes a
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
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A Look at LDC in the
Classroom
• Leading with a Task
• Skills and Instructional Strategies
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What is special about the LDC strategy?
Aligns with Common Core Standards
Distributes responsibility for teaching reading and writing
Makes tasks central
Connects reading and writing instruction with content
Fosters a responsive system
Encourages creativity and local choice
Supports effective teaching
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