a framework to move from common core to classroom practice november 25-26, 2013 kentucky intro and...
DESCRIPTION
A framework to move from common core to classroom practice November 25-26, 2013 Kentucky Intro and Session B (Revisit LDC). Overview of the Sessions. Norms. What are some working agreements you would request of all participants to make today as productive as possible?. Schedule for the Day. - PowerPoint PPT PresentationTRANSCRIPT
A framework to move from common core to classroom practice
November 25-26, 2013Kentucky
Intro and Session B (Revisit LDC) 1
Norms
• What are some working agreements you would request of all participants to make today as productive as possible?
3
Schedule for the Day• Welcome and Overview of Day (9:00 – 9:15)
• Break Out Sessions (9:15 – 11:30)• Session A – New to LDC• Session B – Revisiting LDC
• Lunch (11:30-12:45)
• Instructional Strategies for Mini Tasks (12:45-1:00)
• GIST Strategy (1:00 – 1:15) • R-GroupSpace – Module Creator - What’s New (1:15 – 1:45)
• Work Session: Writing an LDC Module (1:45 – 3:00)
4
Outcomes for the Day• Understand how the LDC Framework is a strategy to
bring the Common Core State Standards (CCSS) into classroom practice
• Extend understanding of writing a strong teaching task• Deepen understanding of the formative teaching and
learning system in Section 3: What Instruction• Identify instructional strategies to use for mini tasks in
Reading, Writing and Bridging to Writing Clusters of Section 3: What Instruction
5
Instructional Shifts Required by the Common Core
1. Building knowledge through content-rich nonfiction and informational text
2. Practicing regularly with complex text and its academic vocabulary
3. Reading, writing, speaking and listening grounded in evidence from texts
4. Increasing rigor and relevance
5. Sharing responsibility of teaching reading and writing across content areas
6. Emphasizing 3 modes of academic writing
6
LDC
Is Not• a program• a set of materials
Is• an instructional strategy• a framework 7
Breakout Sessions
9:15 – 11:30Session A – New to LDCSession B – Revisiting LDC
8
Revisiting LDC… A Deeper Dive
Session B 9
Objectives for This Morning’s Session
• Discuss what is new with LDC• Discuss balance in “Balanced Literacy”• Deepen an understanding of effective teaching tasks• Develop an understanding of Close Active Reading
with Text Dependent Questioning• Discuss the role of writing in reading instruction
10
Overview of the LDC Framework
11
12
A Look at LDC in the Classroom
Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
What’s New with LDC?
13
Template Tasks
14
Literacy Design Collaborative
Common Core Template Task Collection 2 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need to succeed in their later education, their careers, and their communities, working through many different partnerships to meet that literacy challenge. We believe students can and must reach significantly higher levels of reading, writing, and thinking, and we embrace the challenging expectations set by the new Common Core State Standards. Since its original collection of template tasks, LDC has produced other collections, including the original collection, ones for elementary, and an “edited” collection in which some changes to the original were made. This collection provides yet another kind of template based closely on grade-level standards. Teachers should choose from these collections the templates that work best for them for any given task. This collection as does the original and other collections aims to help teachers craft tasks that engage students in writing in response to reading. It provides template tasks for implementing the Literacy Design Collaborative (LDC) strategy by drawing directly from the language and skills articulated in each Common Core Anchor Standards. When filled in, a template task becomes a teaching task that sets up a context for teaching the specific skills and demands embedded in the standard. This collection is an edited version of the original piloted collection of template tasks. As in the original LDC collection, the template tasks are fill-in-the-blank “shells” that allow teachers to insert the texts to be read, writing to be produced, and content to be addressed. When filled in, template tasks create high-quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, and other subjects. They specify the subjects and levels of student work for which they can be used, and they come with rubrics that can be used to score the resulting student work. This Collection differs from the original piloted collection in that L2’s and L3’s are now a separate list of “demands” or “D’s” to choose from. Accordingly, the L2 and L3 statements in the rubric are also deleted and replaced with a statement about meeting demands. For example, under Advanced in the Informational/Explanatory rubric you will see, “D: Addresses additional demands with thoroughness and makes a connection to controlling idea.”
• Upper Elementary• K-2• Collection 2• Educurious Science
Strong Teaching Tasks:
15
• 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
Teaching Task Considerations• Discipline specific• Mode of writing aligns with template• Mode of writing aligns with essential question• Keeping true to the words in the template• Argument having two sides• Begin with essential question or the template itself• Remain unbiased
16
Sample Task 1 Social Studies – Grade 9
17
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).
Are effects of colonialism in Africa still seen today? After reading informational texts, write an essay in which you describe current issues of AIDS, hunger, genocide in Africa. Support your discussion with evidence from the texts.
Sample Task 2Science – Kindergarten
18
EC3 – Informational/DescriptionAfter reading _____ (informational texts) on _________ (content), draw*/write a _________ (report or substitute) that describes __________ (content). Use what you know from _________ (text) to draw*write your response.
Worms are amazing animals. After reading silly stories about worms, draw and write a labeled diagram that describes characteristics, homes, eating habits, and interesting facts about worms. Color your picture.
Sample Task 3ELA – Grade 7
19
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.
Looking at an LDC Module
• What task?• What skills?• What instruction?• What results?
Mother to Son
20
Brainstorming Session
• What are some other rigorous, authentic products in addition to essays?
• What could/should a narrative product look like in LDC?
21
Section 3: What InstructionIntentional Reading Instruction
22
Revisiting Gradual Release Of Responsibility
23
The teaching of reading is a complex, multilayered effort
that requires the orchestration of a myriad of intentional
instructional decisions and a variety of instructional
techniques…. Organized around the gradual release of
responsibility, a comprehensive literacy framework serves as
a roadmap to assure teachers provide all students
opportunities for the modeling, guided practice, and
independent practice necessary to acquire the new and
higher-level skills that will allow them to master grade-level
text. - Aspen 2012
24
Revisiting Gradual Release Of Responsibility
Close Reading withText Dependent Questions
25
Gradual Release of Responsibility
Modeling Guided Practice Collaborative Independent Practice
Dependence Independence
Teacher models, explains, demonstrates, and/or thinks aloud.
Teacher explicitly guides students. Teacher and students practice together.
Students practice with peers and coaching from the teacher.
Students apply practice on their own and receive feedback.
Students transfer learning to a new situation.
Close Reading:Reading closely is the ultimate goal of all reading instruction.
26
‘Close Reading Lessons’• Analysis of a short piece of complex text• Multiple readings• Multiple instructional lessons• Use of text-based questions and discussion• Allow for some productive struggling with
text• Guidance to assist students in closely and
actively reading, comprehending and appreciating the text
27
Additional Considerations• Close Reading should be a component of a
comprehensive literacy framework.• Close Reading strategy should be implemented
across content areas.• Close Reading lessons are intentionally
employed.• Close Reading builds skills and motivation in the
reader.
28
Text ComplexityIt is important that we have a solid understanding of text complexity and text dependent questions.
• Quantitative Measures• Qualitative Characteristics• Considerations of Readers and Task
29
Quantitative Dimensions
…refer to those aspects of text complexity, such as word
length or frequency, sentence length, and text cohesion,
that are difficult … for a human reader to evaluate
efficiently… and are thus today typically measured by
computer software
30
Qualitative Characteristics
…refer to those aspects of text complexity best measured
or only measurable by an attentive human reader, such as
levels of meaning or purpose; structure; language
conventionality and clarity; and knowledge demands.
31
- Levels of Meaning (literary texts) or Purpose (informational texts)- Structure- Language Conventionality and Clarity- Knowledge Demands: Life Experiences (literary texts)- Knowledge Demands: Cultural/Literary Knowledge (literary texts)- Knowledge Demands: Content/Discipline Knowledge (informational texts)
Matching Reader and Task…variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as
purpose and the complexity of the task assigned and the
questions posed) must also be considered… Such assessments
are best made by teachers employing their professional
judgment, experience, and knowledge of their students and
the subject.
32
Resources to Find Out More About Text Complexity
• http://www.aspendrl.org/
• http://achievethecore.org
• http://www.engageny.org
• http://lexile.com/analyzer/
34
Close Reading of Text• Implementing the Common Core State
Standards: A Primer on Close Reading of Text • By Sheila Brown and Lee Kappes
35
Professional Reading• Close Reading Defined
• How is ‘Close Reading’ defined in this section? Define it now in your own words.
• What is the goal of a teacher using Close Reading?
• How is Close Reading considered to be a way of thinking?
• What do you now know about the characteristics of a Close Reading lesson? 36
Close Reading – Demonstration Lesson
• The Dinner Party• By Mona Gardner
37
Debrief the Lesson• What did you notice…
• … the teacher do and say?• … the students would do and say?
38
Close Reading Lessons• Targeted standards are identified• Focus on short piece (or portion) of complex text • Individual reading of the text• Group reading aloud• Multiple reads for multiple purposes• Text-dependent questions • Discourse among students• Writing about the task
39
Planning• Read for overall meaning – independently• Read whole group • Paraphrase• Text dependent questions• Vocabulary • Culminating task
40
Alice’s Adventure in Wonderland
41
• Read the excerpt
Targeting Standards• Close Reading lessons will target Reading
standards 1 & 10• Review reading standards 2-9• Which could you be targeting in this lesson?
42
Paraphrasing• Which sections of this text would be most
effective to paraphrase?• Why?• Select one section to paraphrase yourself.
43
Text-Dependent Questions- a strategy to support students in reading closely
44
Text-Dependent Questions 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
45
Why Stay In the Text?• Departing from the text in classroom discussion
privileges only those who already have experience with the topic.
• It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
• The CCSS are College and Career Readiness Standards.
46
Text-Dependent Questions are Not…
Low-level, literal, or recall questions
Focused on comprehension strategies
Just questions…
47
Text Dependent Questions…• Are questions that can only be answered with
evidence from the text• Can be literal but can also involve analysis,
synthesis, evaluation• Focus on word, sentence and paragraph as well as
larger ideas, themes or events• Focus on difficult portions of text in order to
enhance reading proficiency• Do not rely on students possessing background
knowledge or experiences to answer48
Non-Examples and Examples
49
•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Not Text-Dependent Text-Dependent
Creating Text-Dependent Questions1. Identify the core understandings & key ideas of the
text.2. Determine reading standard(s) being targeted3. Start small to build confidence.4. Target vocabulary and text structure.5. Tackle tough sections head-on.6. Create coherent sequence of text-dependent
questions.
50
Alice’s Adventure in Wonderland
• Work with a partner to create text-dependent questions
51
Non-Text Dependent Questions• Are books without pictures or conversations
useful?• How would you react if you saw a talking rabbit?• Would Alice have followed the rabbit down the
hole had she not seen it look at a watch?• What do you know about Lewis Carroll?
52
3 Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider the following three categories:
1. Questions that assess themes and central ideas
2. Questions that assess knowledge of vocabulary
3. Questions that assess syntax and structure
53
1 - Themes and Central Ideas:Core Understanding and Key Ideas
• Reverse-engineered or backwards-designed
• Crucial for creating an overarching set of successful questions
• Critical for creating an appropriate culminating assignment
54
Alice’s Adventure in Wonderland
• What text dependent questions might be created to assess the theme or central idea?
• interactions of characters• important events
55
2 - VocabularyWhich words should be taught?
• Essential to understanding text• Likely to appear in future reading
Which words should get more time and attention?• More abstract words
• Words which are part of semantic word family56
persist vs. checkpoint noticed vs. accident
secure, securely, security, secured
Alice’s Adventure in Wonderland
• What vocabulary words could be targeted?• Abstract words• Word families• Multiple meaning words
57
3 - Syntax• Syntax can predict student performance as much as
vocabulary does.
• Questions and tasks addressing syntax are powerful.
58
Example:
Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg. 377. The semi-colons separate or list each member in the pack.
3 - Structure
Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding
59
Alice’s Adventure in Wonderland
When thinking about the syntax and structure of this text, what sections could be targeted for text-dependent questions?
60
Text Dependent Questions• Why wasn’t Alice “burning with curiosity”
when she initially saw the rabbit? Whatsubsequent events led to her feelingthis way?
• In the opening paragraph Alice states“what is the use of a book… withoutpictures or conversation?” What doesthat sentence reveal about her? 61
Text Dependent Questions• What details about the rabbit catch
Alice’s eye in the third paragraph?
• Around what word does the meaning ofthe third paragraph pivot? How does thatchange the initial meaning of the paragraphand channel it in a new direction?
62
Culminating Task / Exit Slip• Should relate to core understanding and key ideas.
• A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
63
Goal and Strategy• Outcome = Students reading closely• Strategy = Text dependent questioning
64
Looking at an LDC Module with Close Reading Lessons:
• What task?• What skills?• What instruction?• What results?
Mother to Son
65
What Does Close Reading Look and Sound Like in the
Classroom?• Kaycee Eckhardt teaching The Lottery
http://commoncore.americaachieves.org/samplevideo/4f88b96526b6154034000001
66
Resources about Close Reading• http://achievethecore.org
• www.edmodo.com
• http://www.achievethecore.org/ela-literacy-common-core/aligning-materials/anthology-alignment-project/
• http://www.aspendrl.org/
• http://www.engageny.org
67
Additional Thoughts• There is no one right way to have students work with
text- dependent questions.
• Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.
• Listening and speaking should be built into any sequence of activities along with reading and writing.
• “Re-read it, think it, talk it, write it”
• The CCSS require ALL students to read and engage with grade appropriate complex text regularly.
68
Discussion Questions• What resources and structures are necessary?• What does a classroom look and sound like when
evidence-based reading and writing is a priority?• What are the opportunities related to the shift
toward evidence-based reading and writing?• What are the challenges related to the shift toward
evidence-based reading and writing? Brainstorm suggestions to problem-solve.
69
Gradual Release of Responsibility• Bridging from ‘I Do’ to ‘We Do’ to ‘You Do’• Bridging from ‘Modeling’ to ‘Guided’ to ‘Independent
Practice’ • Bridging from ‘To’ to ‘With’ to ‘By’
70
Questions
71
Lunch Time
73
Welcome Back Together!
74
Schedule for the Day• Welcome and Overview of Day (9:00 – 9:15)
• Break Out Sessions (9:15 – 11:30)• Session A – New to LDC• Session B – Revisiting LDC
• Lunch (11:30-12:45)
• Instructional Strategies for Mini Tasks (12:45-1:00)
• GIST Strategy (1:00 – 1:15) • R-GroupSpace – Module Creator - What’s New (1:15 – 1:45)
• Work Session: Writing an LDC Module (1:45 – 3:00)
75
Questions
76
Support Requests
• Per Table• Please print neatly
77
Email Need Module Creator
Need R-
GroupSpace
Collegial Sharing of Best Practices
78
Give One – Get One
Quick Write – Instructional Strategy for: Preparing for the Task Developing Vocabulary Active Reading and Note-Taking Bridging Conversation from Reading to Writing Writing, Planning and Development Revision and Editing
Mini-Task Alignment
• Skill and Definition (from Section 2)• Instructional Strategies• Prompt• Product• Scoring Guide• Pacing
79
GIST
How is LDC a strategy for implementing the Common Core?
Write the GIST in EXACTLY 25 words! 80
The word gist is defined as "the main or essential part of a matter."
Exploring R-GroupSpace
81
