Transcript Creating an LDC Module

Writing a Module
Some questions to ask yourself…
- what content
- what type/mode of academic writing
- what text structure
- what length of the module
- what writing product
- what text and/or multimedia
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At the Core of the LDC
Framework is the Task
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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Consider:
- content
- mode of writing
- text structure
1st Choose a Template Task from the Template
Task Bank
Task 2 Template: [Insert question] After reading
________ (literature o r informational texts),
write a/an ________ (essay or substitute) that
addresses the question and support your position
with evidence from the text(s).
(Argumentation/Analysis)
Task 14 Template: [Insert question] After reading
_______ (literature or informational texts), write
_________(essay, report, or substitutes) that
describes _______and addresses the question.
Support your discussion with evidence from the
text(s). (Informational/Description)
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Add the Template Task to the Module
Module title:
Module description
(overview):
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Author(s):
Contact
information:
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2nd Turn the LDC Template Task into a Teaching
Task by filling in the blanks
• text
• writing product
• content
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).
Task 14 Template: Informational/Description How are effects of
colonialism in Africa still seen today? After reading informational texts,
write an essay that describes current issues of genocide, AIDS, and
hunger in Africa and addresses the question. Support your discussion
with evidence from the texts.
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The Teaching Task is pivotal for module
success.
– Decide task level. (L1, L2 or L3)
– Do not change the words in the template
task. (The CCSS are hard wired into the template tasks.)
– Use learning targets and state content
standards.
– Consider the content, desired product, and
your students.
– Revisit frequently during module creation
and implementation.
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Add the Teaching Task to the Module
Module title:
Module description
(overview):
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Author(s):
Contact
information:
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3rd Complete the Information Sheet
• Module Title (optional graphic)
Module title:
Module description
(overview):
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Author(s):
Contact
information:
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4th Complete the Information Sheet
(cont.)
• Module Description/Overview (Should be written to a
fellow colleague and include: what will be learned, the input
medium students will use, the final product, and where in the
content instruction the task stands)
Module title:
Module
description
(overview):
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Author(s):
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5th Complete the Information Sheet (cont.)
• General Information (Intended Grade Level(s),
Discipline/Content Area, Course , Author(s), and Contact
Information)
Module title:
Module
description
(overview):
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Author(s):
Contact
information:
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6th Complete Section 1: ‘What Task’
• Teaching Task
(copied from page 1)
Background to
share with
students:
Teaching task:
Reading texts:
Extension
(optional):
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7th Complete Section 1: ‘What Task’ (cont.)
• Background (written to students , provides context)
•Is written to and is readable by students
•Connects the task to prior content learning
•Helps students gain a focus
•Is a hook for students into the module
•Can be incorporated into the getting
ready/preparing for the module
Section 1: What Task?
Background to
share with
students:
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8th Choose the Texts
(and if desired, multi-media)
•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.
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Choosing Texts and Other Resources
- Tips
Ask yourself….Will the texts and/or multimedia
I’ve chosen provide the students with the
information they need to completely respond to
the prompt?
Check….
the ‘do-ability’ of the task by
using the readings to complete
the task yourself
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9th Add the Texts
Background to
share with
students:
Teaching task:
Reading texts:
Extension
(optional):
10th Add Extension (if desired – including an extension is optional)
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11th Complete the Common Core Section
• Do not change standards on the left side of the
chart (Standards are hardwired into template tasks.)
• May add additional standards “when
appropriate – if addressed in the module”
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to make
3- Analyze how and why individuals, events, and ideas develop and interact over
logical inferences from it; cite specific textual evidence when writing or
the course of a text. Not evident in this module.
speaking to support conclusions drawn from the text.
2- Determine central ideas or themes of a text and analyze their
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
development; summarize the key supporting details and ideas.
larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each
other and the whole. Not evident in this module.
4- Interpret words and phrases as they are used in a text, including
7- Integrate and evaluate content presented in diverse formats and media, including
determining technical, connotative, and figurative meanings, and analyze
visually and quantitatively, as well as in words. Evident in this module.
how specific word choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a
8- Delineate and evaluate the argument and specific claims in a text, including the
text.
validity of the reasoning as well as the relevance and sufficiency of the evidence.
Not evident in this module.
10- Read and comprehend complex literary and informational texts
9- Analyze how two or more texts address similar themes or topics in order to
independently and proficiently.
build knowledge or to compare the approaches the authors take.
Evident in this module.
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12th Complete the Content Standards Section
• Include state content standards appropriate
to the module
• Content Standards can be used to design
mini-tasks in the module
Standards
source:
NUMBER
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CONTENT STANDARDS
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13th LDC Rubric – do not change
Scoring Rubric for Informational or Explanatory Template Tasks
Scoring Elements
Not Yet
1
1.5
Approaches Expectations
2
Meets Expectations
3
2.5
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Attempts to address prompt, but lacks focus or is offtask.
Addresses prompt appropriately, but with a weak or uneven
focus.
Addresses prompt appropriately and maintains a clear, steady focus.
Attempts to establish a controlling idea, but lacks a clear
purpose.
Establishes a controlling idea with a general purpose.
Establishes a controlling idea with a clear purpose maintained
throughout the response.
Attempts to present information in response to the
prompt, but lacks connections or relevance to the
purpose of the prompt. (L2) Does not address the
credibility of sources as prompted.
Presents information from reading materials relevant to the
purpose of the prompt with minor lapses in accuracy or
completeness. (L2) Begins to address the credibility of sources
when prompted.
Presents information from reading materials relevant to the prompt
with accuracy and sufficient detail. (L2) Addresses the credibility of
sources when prompted.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from reading materials. (L2) Addresses
the credibility of sources and identifies
salient sources when prompted.
Development
Attempts to provide details in response to the prompt,
including retelling, but lacks sufficient development or
relevancy. (L2) Implication is missing, irrelevant, or
illogical. (L3) Gap/unanswered question is missing or
irrelevant.
Presents appropriate details to support the focus and
controlling idea. (L2) Briefly notes a relevant implication or
(L3) a relevant gap/unanswered question.
Presents appropriate and sufficient details to support the focus and
controlling idea. (L2) Explains relevant and plausible implications, and
(L3) a relevant gap/unanswered question.
Presents thorough and detailed
information to strongly support the
focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant
gaps/unanswered questions.
Organization
Attempts to organize ideas, but lacks control of
structure.
Uses an appropriate organizational structure to address the
specific requirements of the prompt, with some lapses in
coherence or awkward use of the organizational structure
Maintains an appropriate organizational structure to address the
specific requirements of the prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
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 an appropriate format with only
minor errors.
Demonstrates and maintains a welldeveloped 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 an
appropriate format.
Content Understanding
Attempts to include disciplinary content in explanations,
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.
Focus
Controlling Idea
Reading/ Research
LDC Scoring Elements: Focus, Controlling Idea, Reading Research,
Development , Organization, Conventions, Content Understanding
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14th Complete Section 2 – What Skills
• Deconstruct the teaching task to identify the
skills students need to complete the task.
• Skills are defined by “Ability to…”
• Organize the skills into clusters such as:
SKILL
• Preparing for
the Task
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SKILLS CLUSTER 2: READING PROCESS
• The Reading
Process
• Transition to
Writing
• Writing
Process
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SKILLS CLUSTER 3: TRANSITION TO WRITING
SKILLS CLUSTER 4: WRITING PROCESS
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Include Common Core Grade Specific
Expectations in the Skills’ Definitions
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.
2.
3.
Academic Learning
Behaviors (ARTS)
Task Analysis
Project Planning
Ability to recognize and demonstrate learning behaviors (ARTS).
Ability to understand and explain the task’s prompt and rubric.
Ability to plan so that the task is accomplished on time.
SKILLS CLUSTER 2: READING PROCESS
1.
2.
Readying for Reading
Close Active Reading
and Note Taking
3.
Organizing Notes
Ability to ready for reading by preparing a note-taking format.
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 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.
Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize relevant content.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1.
2.
Readying as a Writer
Bridging Conversation
to Writing
Ability to understand the descriptive text structure and informational/explanatory writing.
Ability to transition from reading to writing phase.
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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15th Complete Section 3 – What Instruction
• Skills
What should I remember about the skills?
• Cut and paste the skills from Section 2
• The instruction of the skills become
mini-tasks
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16th Plan the Prompt for Each Mini-Task
•Written to students
• Asks students to practice and demonstrate an ‘in- progress”
skill
• Refer to specific state, district, content grade level standards
• When implementing the module, make connections
between mini-task and teaching task
PACING
SKILL AND DEFINITION
INSTRUCTIONAL STRATEGIES
MINI-TASK
PRODUCT AND PROMPT
SCORING (PRODUCT
“MEETS EXPECTATIONS”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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17th Determine a Product for Each Mini-Task
• Specify student work that can be used to determine
student’s understanding of skill being taught
• Might be a tangible artifact of student work or
participation in a group task
• Use as formative assessment
PACING
SKILL AND DEFINITION
INSTRUCTIONAL STRATEGIES
MINI-TASK
PRODUCT AND PROMPT
SCORING (PRODUCT
“MEETS EXPECTATIONS”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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18th Determine the Pacing for Each Skill
• Be realistic in determining pacing
• Envision the step-by-step lessons and how long
each will take
• One skill does not always equate to one class period
PACING
MINI-TASK
SKILL AND DEFINITION
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING (PRODUCT
“MEETS EXPECTATIONS”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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19th Determine the Instructional Strategies
•Think about what instruction is needed for students to
be successful
•Plan effective instructional strategies based on your
knowledge of your students
PACING
MINI-TASK
SKILL AND DEFINITION
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING (PRODUCT
“MEETS EXPECTATIONS”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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20th Write a Scoring Guide for Each Mini-Task
•Keep mini-task rubrics manageable
•Empower students in knowing the expectation
•Provides the teacher with formative assessment
Think about what additional scaffolding, instructional
strategies and supports you will provide for students
who do not meet expectations of mini tasks
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
MINI-TASK
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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21st Complete Materials, References and
Supports
•Copy materials, references and supports into last
part of Section 3 – What Instruction
FOR TEACHERS
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FOR STUDENTS
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22nd Determine whether to include a Classroom
Assessment Task
• The pre and post classroom assessment tasks are optional.
• If used, the task needs to mirror the sentence structure of
the teaching task.
• Choose a short text for students to independently read and
analyze.
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom
assessment task
Background to share
with students
(optional):
Reading texts:
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23rd After Implementation …
Complete Section 4 - What Results
•Provide student samples
•Include teacher reflection on implementation of
the module in the Teacher Work Section in the
Teacher Work Section
•Include student and teacher
supports in the Appendix
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LDC
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