a framework to move from common core to classroom practice introduction to ldc elementary bowling...
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A framework to move from common core to classroom practice
Introduction to LDCElementary
Bowling Green, Kentucky - Reach AssociatesSeptember 11, 2013 1
Overview of the Sessions
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Outcomes• Understand how the LDC Framework is a strategy to
bring the Common Core State Standards (CCSS) into classroom practice
• Know the components of the LCD Framework and its function within the LDC system
• Choose an LDC Template Task to create a Teaching Task • Use an LDC Module Template to begin to write an
argumentative or informational module for your Teaching Task
• Explore supports for writing and implementing LDC
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Norms• What are some working agreements
you feel would help to make today successful?
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Why Common Core Standards?
To ensure that ALL students are:
oreceiving a high quality education consistently, from school to school and state to state.
ocollege and career-ready.
oready, as adults, to meet the reading and writing demands of the 21st century.
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Overview of the LDC Framework
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Leading with a Task
Skills and Instructional Strategies
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A Look at LDC in the Classroom A Look at LDC in the Classroom
Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
A Sample Timeline for an LDC Module
• Introducing the Unit (Preparing for the Task)• Approximately 1-2 days
• Reading & Learning about the Topic (Reading Process)• Approximately 2-5 days
• Processing the New Information (Transition to Writing)• Approximately 1-2 days
• Responding to the Task (Writing Process)• Approximately 2-5 days
------------------------------------------------• Suggestion: Implementation could occur across different periods
throughout the day.
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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 ElmoreRounds 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
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The CCSS are Hard Wired into the Template Tasks
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Elementary Task 1: [Insert question] After reading_______ (literary orinformational text/s), write a/n_____ (product) in which you answer thequestion and explain your reasons_____ (content). Give ________ (an,several, or #) examples from ____ (text/s) to support your opinion.(Argumentation/Explain)
Elementary Task 6): [Insert optional question] After reading _____ (literary or informational text/s), write a/n_____ (product) in which you describe_______(content). Give ________(an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Describe)
Template Task CollectionThe “Template Task Collection” is organized by…• Writing Type: Argumentation, Informational/Explanatory,
Narrative • Text Structure: Define, Describe, Explain, Cause-Effect,
Determine, etc.
• Essential Question is optional in new template drafts
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ARGUMENTATION INFORMATIONAL OR EXPLANATORY
NARRATIVE
Determine ELA, science, social studies
Note: Narrative will be added to the task bank at a later date.
Define ELA, science, social studies
Describe ELA, science, social studies
Explain ELA, science, social studies ELA, science, social studies
Compare ELA, science, social studies ELA, science, social studies
Discuss ELA, science, social studies
Cause-Effect ELA, science, social studies
Interpret ELA, science, social studies
Identify-Argue ELA, science, social studies
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Elementary Task 1 Template: [Insert question] After reading_______(literary or informational text/s), write a/n_____ (product) in which youanswer the question and explain your reasons_____ (content). Give________ (an, several, or #) examples from ____(text/s) to support youropinion. (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.
LDC Template Task Teaching TaskTeachers fill–in-the-blank by choosing:
targeted content standard - text - writing product - content - text structure
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Elementary Task 8 Template: [Insert optional question] After reading _____
(literary or informational text/s), write a/n_____ (product) in which youcompare______(content). Give ____ (an, several, or #) example/s from____(text/s) to support your discussion. (Informational orExplanatory/Compare)
Elementary Task 8 ELA Example: After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, write an essay in which you compare themes in each work. Give two examples from each work to support your discussion.
LDC Template Task Teaching Task
Teachers fill–in-the-blank by choosing:
targeted content standard - text - writing product - content - text structure
Strong Teaching Tasks:
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•Are worthy of 2, 3 or 4 weeks of instruction•Ask students to grapple with important content to the discipline•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 •Evolve from a rigorous text-dependent task directly related to the content being taught•Involve products written for an authentic audiences
Important Note:Engage students in a balanced set of writing tasks over the course of the year
Jurying Teaching Tasks
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Write a Task• Choose a topic• Identify the targeted standard • Determine mode of writing
• Informational or Argumentation• Choose a template task
• Text structure• Write the proposed teaching task
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Jury Draft Teaching Tasks
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Looking at an LDC Module:
• What task?• What skills?• What instruction?• What results?
Mother to Son 18
Overview and Background
• Overview = to another teacher• Background = to the students
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•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.
Choose the Texts (and if desired, multi-media)
Considering Text Complexity
• Quantitative• Qualitative• Reader and Task
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Choosing Texts and Other Resources - Tips
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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
Section 2: What Skills?
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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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SKILLS CLUSTER 1: PREPARING FOR THE TASK 1.Task Engagement Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module 2. Task analysis Ability to understand and explain the task’s prompt and rubric (SL8.1). 3. Project Planning Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time (SL8.1). SKILLS CLUSTER 2: READING PROCESS 1. Readying for Reading Ability to ready for reading by preparing a note-taking format. 2. Close Active Reading, Essential Vocabulary and Note Taking
Ability to: read purposefully; cite and record the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text (RI8.1); use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 8 academic/domain specific language
(L8.4, L8.5, L8.6); analyze in detail the structure of key paragraph in a text (RI8.5); determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas
(RI8.2); summarize text (RI8.2); assess credibility and accuracy of each source and follow a standard format for citation (W8.8, RI8.1).
3. Organizing Notes Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one’s own writing (W8.8, RI8.1, RI8.2).
SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Conversations Ability to:
explain the rubric and begin linking reading, notes, and discussion to writing task; engage in a range of collaborative conversations to interpret information, delineate a speaker’s or author’s argument and specific
claims, assessing whether the reasoning is sound and identifying when irrelevant evidence is introduced (SL8.1, SL8.2, SL8.3, RI8.8); analyze and Integrate knowledge and ideas, including competing arguments and disagreement on matters of fact or interpretation,
from multiple media formats (RI8.8, RI8.9). 2. Readying as a Writer Ability to explain the mode and text structure, the rubric, and link discussions to the writing task (SL8.1, W8.5). SKILLS CLUSTER 4: WRITING PROCESS 1. Establishing a Claim Ability to introduce claim(s) (W8.1). 2. Planning Ability to organize the reasons and evidence logically (W8.1). 3. Development 1 Ability to:
write an initial draft of an opening paragraph which introduces the claim and reasons logically (W8.1); use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1); use precise language and domain-specific vocabulary (W8.1, L8.6);
3. Development 2 Ability to: construct an initial draft of the body paragraphs which support claims with logical reasoning and relevant evidence from accurate
and credible sources (W8.1, RI8.1); acknowledge and distinguish the claim(s) from alternate or opposing claims introduce a claim(s) (W8.1); use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1); use precise language and domain-specific vocabulary (W8.1, L8.6);
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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.
Skills and DefinitionsAn Informational Skills Ladder
Section 2: What Skills? SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task Analysis 2. Project Planning SKILLS CLUSTER 2: READING PROCESS 1. Readying for
Reading
2. Close Active Reading, Essential Vocabulary and Note Taking
3. Organizing Notes SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging
Conversation to Writing
2. Readying as a Writer
SKILLS CLUSTER 4: WRITING PROCESS 1. Establishing Focus 2. Planning 3. Development 1 4. Development 2 5. Development 3 6. Revision 1 7. Revision 2 8. Editing
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Deconstructing a Standard –Reading Standard for Informational Text 1Anchor 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
K - With prompting and support, ask and answer questions about key details in a text.
1st - Ask and answer questions about key details in a text.
2nd - 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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Grade and Standard2nd - Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of key details in a text.
3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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Grade and Standard
5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8th - 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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Grade and Standard
8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11th and 12th - 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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Section 3: What Instruction?
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pacing skill prompt and product scoring guide instructional strategies
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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.
PACING SKILL AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES
PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)
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.
Prompt: Review the task and your notes. Write an opening paragraph that includes a thesis statement, has a controlling idea and supporting details.
Product: short response
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. 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 includes supporting details and establishes a controlling idea. Discourse- constructing meaning, sharing and
recording thinking. Exit Slip – student reflection on day’s learning
and student work sample (short response).
Sections 2 and 3High Leverage Instructional Strategies
• Cluster 1 – Preparing for the Task• Cluster 2 – Reading Process• Cluster 3 – Transition to Writing• Cluster 4 – Writing Process
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Skill Cluster 1: Preparing for the Task
What is the theme of the poem Mother to Son? After reading Mother to Son write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of figurative language contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion.
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Recommended Strategy: Deconstruct the Teaching Task
Skill: Task AnalysisDefinition: Ability to understand and explain the teaching task and rubric.
Skill Cluster 2: Reading Process
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Some Possible Strategies for Reading Texts:•Think Aloud•Shared Reading•Guided Instructive Practice•Close Reading with Text Dependent Questions•Small Group Guided Reading•Partner Reading with Note-Taking•Individual Reading with Annotation
Remember to keep speaking, listening and writing an integral part of the instruction.
‘Close Reading Lessons’• Analysis of a short piece of complex text• Multiple readings• Multiple instructional lessons• Use of text-dependent questions, student
discussion and writing• Guidance to assist students in closely and
actively reading, comprehending and appreciating the text
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Skill Cluster 2: Reading Process
37Recommended Strategy: Close Reading with text-dependent questions
Skill: Active Reading, Essential Vocabulary and Note Taking 1Definition: 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;•determine the meaning of figurative language used in the poem.
Skill Cluster 3: Transition to Writing
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Recommended Strategy: Partner and class discussion
Skill: Bridging Conversation to WritingDefinition: Ability to use notes to engage in a range of collaborative conversations to process and synthesize information previously read.
Skill Cluster 4: Writing Process
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Some Possible Strategies:•Mentor Texts•Deconstructing an Exemplar Text•Graphic Organizers•Small Group Instruction•Peer Revisions•Peer Editing
Work Session
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Exploring R-GroupSpace
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Questions
Next Steps
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