Your Facilitators for Today

Carole Mullins Regional Network Content Specialist, English/LA

Mary McCloud KVEC Literacy Consultant

Linda Holbrook KDE Literacy Consultant

Jennifer Carroll Instructional Supervisor, Wolfe County Schools

AGENDA• WELCOME• Today’s Learning Targets• Plan-Do-Review Reflection• Breakout Sessions

Module Creator KCAS 3 Modes of Writing and LDC Seven Strategies of Assessment for Learning

• LDC Module Rubric: Taking A Harder Look• Informational/Explanatory Writing: Introduction to Task 11, 12 &14• Grade Level Groups: Resources & First Steps in Developing an

Informational/Explanatory LDC Task Grade Level Specific KCAS Standards and CHETL LDC Rubric for Informational/Explanatory Task 11, 12 & 14

• Connections: Standards-CHETL-Assessment-Leadership• Leadership: Personal Goal Setting

• Extended Learning and Closing

Today’s Learning Targets• I can use module creator to create and/or publish LDC modules.• I can make connections between LDC and the KCAS Three Modes

of Writing.• I can articulate the Seven Strategies of Assessment for Learning

and describe how they relate to components of HETL, especially rigor.

• I can explain the criteria of informational/explanatory writing and it’s connection to CHETL.

• I can begin the process of creating an informational/explanatory teaching task.

• I can set personal goals and make an action plan to advance the vision of 21st century learning

PLAN-DO-REVIEW

Share your Plan-Do-Review work since our last meeting.

Guiding Questions

1.What information did you share?

2.How did you share the information?

3.What worked?

4.What concerns do you still have?

Three 50 Minute Breakout Sessions

K-5

6-8

9-12

12:20 – 1:05 p.m.

Plan-Do-Review Take a moment and add notes to your P-D-R

Guiding Questions1. What information will

you share?2. How will you share the

information?3. What concerns do you

still have?

We Must Remember That...

• The Literacy Design Collaborative work is a 2-4 week module. 

• It is a teaching and learning opportunity with a prompt.

• It is COACHED INSTRUCTION FROM THE BEGINNING TO THE END.

• It is NOT just a response to a prompt.

Be Comfortable With PRODUCTIVE STRUGGLE!

• LDC is a very constructivist framework. In addition to the guaranteed hardwiring of standards, a strength of the design is that it allows teachers to bring their expertise and knowledge to it.

• But this very strength also causes some discomfort. Perceptions and past experiences must sometimes be revised in the process, and gaps in knowledge addressed.

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Taking A Harder Look…

Module Rubric: Taking a Harder Look…

Guiding Questions for Conversation

•Review Page 2 of the Handout

•Highlight words you think are the most important

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Think AloudHow are a culture’s values reflected in literature? After reading a version of Cinderella from a different culture (s) write an essay that discusses the similarities and differences between each story and evaluates how they reflect which values are most important in that culture(s). Be sure to support your position with evidence from the texts.

Written as an argumentation

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Think Aloud

After reading “The Tell-Tale Heart”, and other works by Edgar Allan Poe, write a report that defines tone and explains how Poe established tone in the text.

Readings included biographical information and other commentaries about Poe’s life and works.

Written as informational

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Think Aloud

What are the qualities of a good reader and a good writer? After reading Vladimir Nabokov’s essay “Good Readers and Good Writers” and other essays, write an essay that addresses the question and support your position with evidence from the text.

Written as argumentation

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Think Aloud

What makes a relationship enduring and mutually beneficial to both individuals? After reading ‘Romeo and Juliet’ and various informational texts about different types of relationships and marriage, write an essay that addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views.

Written as argumentation

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Template TasksAll LDC tasks require students to:

Read, analyze, and comprehend texts as specified by the common core

Write products as specified by the common core (focusing on argumentation, informational/explanatory, and narrative)

Apply common core literacy standards to content (ELA, social studies, and/or science)

The tasks are designed to ensure that students receive literacy and content instruction in rigorous academic reading and writing tasks that prepare them for success in college by the end of their high school career.

Template TasksTeachers use additional “plug and play” flexibility within the template to adjust:

•Task level: Select level 1, 2, or 3 task

•Reading requirements: Vary text complexity, genre, length, familiarity, etc.

•Writing demands: Vary product, length, etc.

•Pacing requirements: Vary workload and time allowed to complete

Basic Task Design Process

Revised LDC Guidebook: Page 31

LDC Task Requirements

LDC Task Flexibility

A Great LDC Teaching Task

• Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue.

• Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative).

• Selects reading texts that use and develop academic understanding and vocabulary.

A Great LDC Teaching Task

• Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts.

• Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content.

KCAS Writing Standard #2

Anchor Standard

Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and

analysis of content.

Informational/Explanatory Writing

• Conveys information accurately

• Serves one or more closely related purposes: To increase reader’s knowledge about something To help readers better understand a procedure or

process To provide readers with an enhanced comprehension

of a concept

(Appendix A)

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Informational/Explanatory Writing

• Students draw from what they already know• Students draw from primary and secondary

sources

“With practice, students become better able to develop a controlling idea and a coherent focus

on a topic and more skilled at selecting and incorporating relevant facts, examples, and

details into their writing.”

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(Appendix A)

Arguments and Explanations: Each Has a Different Aim:

• Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior.

• Explanations…start with the assumption of truthfulness and answer questions about why or how. Their aim to make the reader understand rather than persuade him or her to accept a certain point of view.”

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(Appendix A)

Organizational Structures for Informative Writing

• Definition

• Description

• Procedural-Sequential

• Synthesis

• Analysis

• Comparison

• Cause/Effect

Informational/Explanatory Definition Template Task 11

• Task 11:After researching________ (informational texts)on________ (content),write a________ (report or substitute) that defines ________ (term or concept) and explains________ (content). Support your discussion with evidence from your research. L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)

Task 11 ELA Example: • After researching articles on modernism in American literature, write

a report that defines “modernism” and explains its impact on contemporary arts. Support your discussion with evidence from your research. (Informational or Explanatory/Definition)

Informational/Explanatory Definition Template Task 12

• Task 12:[Insert question] After reading________ (literature or informational texts),write a/an________ (essay, report, or substitute) that defines________ (term or concept) and explains________ (content). Support your discussion with evidence from the text(s). L2 What ________ (conclusions or implications) can you draw?(Informational or Explanatory/Definition)

Task 12 ELA Example:• What is a “metaphor”? After reading The House on Mango Street and

drawing from other works you’ve read this year, write an essay that defines “metaphor” and explains how authors use it to enhance their writing. Support your discussion with evidence from the texts. (Informational or Explanatory/Definition)

Informational/ExplanatoryDescription Template Task

• Task 14: [Insert question] After reading________ (literature or informational texts),write a/an________ (essay, report, or substitute) that describes________ (content) and addresses the question. Support your discussion with evidence from the text(s).

(Informational or Explanatory/Description)

Task 14 ELA Example: • How does Esperanza deal with her challenges as an immigrant to

the United States? After reading Esperanza Rising, write an essay that describes her challenges and addresses the question. Support your discussion with evidence from the text.

(Informational or Explanatory/Description)

Writing Forms for LDC Tasks

• Materials Needed: • List of Possible Writing Forms for LDC Tasks• Highlighter

• Instructions:• Review each category and highlight those forms

you have previously taught. • Review those that you haven’t taught and identify

3-5 choices that you could possibly teach.

Grade Level Groups

2:00-2:10 p.m.

Informational/Explanatory Task Connections to Grade Level KCAS

•CCSS Anchor Standards are embedded within an LDC Module for Teaching Task 2.Grade level specific KCAS must be included by the teacher.•Read through the deconstructed KCAS connected to Task 11, 12 and 14 Anchor Standards for your grade level. •REMINDER: Pay close attention to the targets. They will become part of your instructional ladder).•After developing your informational/explanatory task, be sure to plan for inclusion of these learning targets/deconstructed standards within your instructional ladder.

Why Are the Template Task Scoring Rubrics Important?

LDC template tasks use shared rubrics (scoring guides) to decide whether student work meets expectations. One scoring guide works for all argumentation tasks, another for all informational and explanatory tasks, and a third for the narrative tasks.

Shared rubrics support teacher collaboration across grades and subjects, including:

Shared scoring to develop common expectations and languageJoint analysis of student workCollaborative planning around instructional strategies and improvements

A Quick Glance at the LDC Scoring Rubric for Informational/Explanatory

Focus

Attempts to address

prompt, but lacks focus or

is off-task.

 

Addresses prompt

appropriately, but with a weak

or uneven focus.

 

Addresses prompt

appropriately and maintains a

clear, steady focus.

 

Addresses all aspects of prompt appropriately and

maintains a strongly developed focus.

Focus

Attempts to address

prompt, but lacks focus or

is off-task.

 

Addresses prompt

appropriately and establishes a position, but

focus is uneven.

 

Addresses prompt

appropriately and maintains a

clear, steady focus. Provides

a generally convincing position.

 

Addresses all aspects of prompt

appropriately with a consistently strong

focus and convincing position.

Informational/Explanatory

Argumentation

A Quick Glance at the LDC Scoring Rubric for Informational/Explanatory

Controlling Idea

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.

 

Establishes a strong controlling

idea with a clear purpose maintained

throughout the response.

Controlling Idea

Attempts to establish a claim, butlacks a clear purpose. (L2) Makesno mention of counter claims.

 

Establishes a claim. (L2) Makes noteof counter

claims.

Establishes a credible claim. (L2) Develops

claim and counter claims

fairly.

Establishes and maintains a substantive

and credible claim or proposal.

(L2) Develops claims and counter

claims fairly and thoroughly.

Informational/Explanatory

Argumentation

Constructing Your Own Teaching Task: Texts to Teach

• Literature: novels, stories, poems, plays,

• Informational texts: Newspaper articles, journal articles, primary source documents

• Opinion pieces: editorials, speeches, essays on an issue

• Reference works: encyclopedias, almanacs, manuals, how-to books

Revised LDC Guidebook: Page 18

Revised LDC Guidebook Additional Resource Pages

Task Pages: 16-31

35-37

  39

  42

  43

45-46

LadderPages: 47-48

50-55

Argumentation Module Examples: Pages 66-112

5th Grade Informational Module Example: Distributed Today

Your Turn!Before beginning your task development you may want to:

Review the LDC development basics graphic (handout pg. 31) from earlier today. This lays out the fluid process/thinking that goes into designing a task. Take a look at the specifications (TTC Pg. 2) – the absolute requirements – for a full completed teaching task. Next, take a look at the characteristics that should be included in a great teaching task. Feel free to use the blank LDC Info/Ex template provided to you today as you begin your work.

A Resource for You!

Plan-Do-Review Take a moment and add notes to your P-D-R

Guiding Questions1. What information will

you share?2. How will you share the

information?3. What concerns do you

still have?

Extended Learning

• Design an Informational/Explanatory Teaching Task (#11, 12, or 14) and bring it with you to the March meeting.

Logs should be submitted to

Carole Mullins in hard copy or via e-mail at the end of each month.

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Impact Logs

Making Connections

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OUR NEXT MEETING

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