keeping students at the heart of the work while preparing them for college and career!

Keeping Students at the Heart of the WorkWhile Preparing Them for College and

Career! 11

I Used to think the networks were…, but now I know they are…

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What About Our Norms?

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http://www.polleverywhere.com

http://www.polleverywhere.com/

Today’s Agenda• WelcomeWelcome• Today’s Learning TargetsToday’s Learning Targets• KY Leadership Networks Purpose/GoalsKY Leadership Networks Purpose/Goals• KCAS Writing Standards and Instructional KCAS Writing Standards and Instructional

Implications (persuasion, opinion & argument)Implications (persuasion, opinion & argument)• Literacy Design Collaborative and CHETLLiteracy Design Collaborative and CHETL• Grade Level Groups:Grade Level Groups:

LDC Teaching Task 2: ArgumentationLDC Teaching Task 2: ArgumentationAssessment Literacy: Book StudyAssessment Literacy: Book StudyLeadership and Personal Goal SettingLeadership and Personal Goal Setting

• Extended Learning, I and I Logs, Blackboard, Extended Learning, I and I Logs, Blackboard, Network Feedback Forms, Meeting ScheduleNetwork Feedback Forms, Meeting Schedule

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• I can articulate the goals and purpose of the content leadership networks.

• I can explain how the ELA KCAS differentiate between persuasion and opinion/argument.

• I can recognize instruction that makes the connection among the standards: Literacy Design Collaborative

• I can create a LDC teaching task for argumentation that integrates the ELA strands.

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

Today’s Learning Targets

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Focus of Kentucky’s Plan

Leadership Networks

Kentucky Core Academic Standards

Characteristics of Highly Effective Teaching and Learning

Balanced Assessment/Assessment Literacy77

Purpose/Goal of the Networks is to…

• Provide equal representation to all school Provide equal representation to all school districts districts

• Build capacity at the Build capacity at the DISTRICT DISTRICT level to understand how to implement KCAS within the context of HETL and assessment

• Create a professional learning community of content and administrator leaders

• Provide the leaderships skills, tools and resources necessary to effectively implement new standards

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Taking a Quick Look Back… Vertical and Horizontal Progression of the ELA

common core standardsAssessment of/for Learning: CASL & Formative

AssessmentDeconstruction of StandardsStudent Friendly TargetsBuilding Leadership Skills: Break Out SessionsAnalyzing Resources: Becoming a Critical ConsumerContent Gap Analysis Planning and Pacing Guides 99

What’s Ahead for Year 2?

• Plan rigorous and congruent learning experiences for instruction

• Select evidence-based strategies and resources to enhance instruction and support CHETL

• Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning

• Work collaboratively within and across networks to populate CIITS

• Participate in grade level appropriate book studies that will further an in-depth study of current and best practices in literacy

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• Informative/Explanatory• Opinion (K-5)/Argumentative (6-12)• Narrative (Not Personal Narrative!!)

Modes may be applied in a variety of forms, and instruction should not limit choices

based on anticipated test formats.

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KY Writing DRAFT Instructional RubricLook at a copy of the KCAS and identify where the standards

appear in the rubric for the sub-domain of STRUCTURE.

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Your Turn• Use your copy of:

Reading Informational Standard #8 Speaking/Listening #3

• Identify an example(s) of how the KCAS standards appear in the Instructional Rubric for one (or more) of the Writing Instructional Rubric sub-domains

• Share your findings with others at your table

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One big change in the writing standards is the

shift from opinion/persuasion to

argumentation…

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Opinion, Persuasion and Argumentation: What’s the difference?

Opinion Persuasion Argumentation

May acknowledge other perspectives on the issue, but generally focuses on 1 point of view

Relies on opinion to support ideas; often uses emotional appeals; generalized support

Focuses on convincing the reader to adopt the opinion

May consider other perspectives on the issue

Blends facts and emotion to make its case, relying often on opinion

May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion

Considers other perspectives on the issue

Offers facts that support the reasons; provides textual evidence

Anticipates and evaluates the consequences of accepting the argument

Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

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And then there’s Propaganda…

Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

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Does it meet the intent of the Standard?

Items Needed• Copy of Writing

Deconstructed Standard #1 (5, 8 or 10)

• Copy of Student Writing Response (5, 8 or 10)

Instructions• Review Writing

Standard #1• Read the Student

Response• Determine whether or

not the response meets the intent of Writing Standard #1

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Arguments: From…To…

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Break

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10:30 – 10:45 a.m.Prize Drawing

State Strategy

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What is theLiteracy Design Collaborative?

A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning.

Just as CASL was the touchstone text for assessment literacy, so is LDC the touchstone for

highly effective teaching and learning. 2121

Literacy Design CollaborativeSample Task

Teacher’s Task Before LDC• After reading the book A

Wrinkle in Time, write a book review explaining why you did or did not like this book.

Teacher’s Task After LDCTask 2 ELA:(Argumentation/Analysis L1): • Would you recommend A

Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text.

Scaling LDC/MDC Work-Partnership

Pilot DistrictsPilot Districts

Leadership NetworksLeadership Networks

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Literacy & Math Design CollaborativePilot Districts

-- Literacy Design Collaborative (LDC)

-- (Math) Formative Assessment Lessons (FAL)

-- LDC and FAL

Kentucky Writing Project

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Kentucky is the first state to implement the LDC at the elementary level.

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corestandards.org, July 29, 2011

*

Common Core State Standards Now Shared by Most States

LDC StatesColoradoGeorgiaKentuckyLouisiana

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The Common Core State Standards

are a blueprint.are a blueprint.

• They set clear goals.• They define literacy in content areas.• They offer great opportunity for

sharing.2727

But We Need to Move …From blueprint to action!

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Where are We Starting from?If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?”

Grade 9 Reading Writing

English

U.S. History

Math

Science

PE/Health

World Language

Elective

Elective

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Where are We Starting from?Too often, the answer is …

Grade 9 Reading Writing

English Low Low-Medium

U.S. History Low Low

Math Low Low

Science Low Low

PE/Health Low Low

World Language Low Low

Elective Low Low

Elective High Low

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LDC Offers a Different Choice!So teachers don’t have to ‘move from blueprint to action’

alone.

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LDC: The Main IdeaA systematic framework for developing reading, writing, and thinking skills within each discipline, with:Science work focused on skills students need to succeed in scienceHistory work focused on skills students need in historyWork in many other classes focused on skills essential to those subjects

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Introduction to the LDC Materials

•What’s in your LDC Guide for Teachers binder/packet?

•Read the overview: Tab #1, Page 2

•Make note of your wonderings on a sticky note.

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Student Assignments

Engaging and demanding learning through:Teaching tasks with prompts and scoring rubricsInstructional modules, supporting the tasks with

plans for needed skills, effective instructions, and sample student work

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Teacher ToolsTools to implement that approach:Templates educators can fill in to create

the tasks and teaching plansModels educators can consider and reviseSample work from other teachers and their

students to use as models for new designs

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LDC Framework

& other Common Core & other Common Core Standards when appropriate*Standards when appropriate*

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill3636

LDC is Not . . .

a unit. a unit. The LDC framework fits with a unit.

for every unit.for every unit.

Just those that make sense.

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Tools …“Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.”

LDC design team,The LDC Guidebook for Teachers

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OurOur Project Project

Ready, Set, Go!3939

Come Build with Us

Teaching tasksInstructional ladders (plans for the teaching)Sample student workModules that share your designs with other

educators (A module = a task + an instructional ladder + sample work + other information you add to explain how you did the teaching)

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Tasks

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LDC FrameworkLDC Framework


TEMPLATE TASKS


elementary grades)




Texts



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Why Tasks?“What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education

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Template TasksLDC template tasks are “shells” of assignments that ask students to read, write, and think about important academic content in science, social studies, English, or another subject.

Teachers fill in those shells, deciding the texts students will read, the writing students will produce, and the content students will engage.

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Template TasksTemplate tasks come with rubrics for scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address.

Some template tasks provide optional additions to the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)

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Template Task 2

[Insert essential question] After reading ___________ (literature or informational texts), write 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.

LDC design team, Template Task Bank

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From Templates Task to Teaching Task

Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks.

The content can be science, history, language arts, or another subject.

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Teaching TasksTeachers fill in the prompt, including:The content of the taskTexts to readText students will write, including suggestion of or choice of audienceWhether to use the Level 2 and Level 3 options to make the task more demanding

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Let it sink in.

• Read over Tab #2, Page 4 of the LDC Guide for Teachers.• Talk at your table to share your understanding of LDC

and template tasks.

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Some Sample Tasks

To see how this works, consider examples of:Template Task 2Filled in three different ways by three

different teachersContent added by those teachers is

underlinedNotice how the teachers added their state

content area standards

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Take a Look-Handout: Tab #2, Page 5

With a partner . . .•Look over the sample tasks together.•on your handout, list some plusses that make sense to you and some puzzles you want to know more about.•Share with the others at your table

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Template Task Collection 1In the LDC Guide for Teachers, Appendix C (Tab #7, Page 51) shows the tasks: The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds/modes of writing) The template tasks start either with an essential question or with “after researching)They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect

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Skills for the Teaching Task

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LDC Framework


TEMPLATE TASKS


elementary grades)




Texts





What Skills?Turn and Talk

Choose one of the sample tasks from Handout/Tab #2, Page 5.

Start by thinking through what skills a student will need to complete the teaching task (a familiar “backward mapping” process for planning instruction”).

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Some Sample Answers

The LDC design team offers a sample list of skills that teachers can consider and then:Use without changesUse with changesReplace with another list based on their judgment about their task and their students

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Each Skill Card Shows

One skill from the LDC sample list A definition for that skill

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Try out the ConnectionsWith a partner and a set of cards, using the sample task you’ve been discussing . . . With each card, decide if students will need that skill to succeed on the teaching taskDiscuss whether students need another skill not shown, and if so, add that skill on one of the blank cards

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Instruction for those Skills

Designing the instructional

ladder

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LDC Framework


TEMPLATE TASKS


elementary grades)




Texts





What Instruction?

The next step is to develop a mini-task for each skill, including:A prompt for students to addressA product for students to createA simple scoring guide (meets expectations/not yet)

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Again, Sample Answers

The LDC design team offers a sample set of mini-tasks, for educators to use, revise, or replace as they design instruction for their own teaching tasks.

And, again, we’ve listed each sample mini-task on a card.

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Connect Another Step

With a partner, take a set of the mini-task cards

Read each oneMatch each one to a skill card from

your earlier set

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Instructional Strategies

Each mini-task is backed up byinstructional strategies.

The LDC materials again providestarting samples.

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Take a Look• Tab #8, Page 59 (skills)• Tab #8, Pages 60-63 (skills with

instruction)

Skills are clustered in a way that makes sense for instruction.

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Modules

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A Complete Example

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Modules are for SharingCompleted LDC modules can be shared from teacher to teacher, school to school, and state to state.

Having a common, clear design approach will allow teachers to search, study, use, and revise one another’s teaching ideas.

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LDC Module Components

Introductory information on the cover page (Tab #4, Page 25)

What Task?What Skills? (design team sample answers)What Instruction? (again, with sample answers)What Results? (sample student work)Supporting information can be added to help other

teachers implement the design

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TEACHING TASK DESIGN

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3 Types of LDC Tasks (Tab #7, Page 51 – 53 )

• Argumentation• Informational/Explanatory• Narrative

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Template Tasks

Template Tasks are fill-in-the-blank “shells” built off the Common Core. To turn a template task into a teaching task, teachers fill in the texts to be read, writing to be produced, and content to be addressed.

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Task 2 First, At the Basic Level

With argumentation, students may engage more quickly

With an essential question task, teachers do not have to manage a student research process: they simply select the texts

Without L2 and L3, the task will be a good starting point for teachers and students

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In Choosing Texts to Read, Consider

Literature: novels, stories, poems, plays Informational texts: Newspaper articles, journal

articles, primary source documentsOpinion pieces: editorials, speeches, essays on an

issueReference works: encyclopedias, almanacs, manuals,

how-to booksOther content areas– science, social studies, etc.

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For Writing AssignmentsRemember, the writing assignment can be:

An essayA reportA narrativeA poemA letterAn articleA scriptA speech An editorialA proposal

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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.

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ENJOY YOUR LUNCH!ENJOY YOUR LUNCH!

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Prize Drawing

12:00 – 12:45 p.m.

Let’s Give It A Try! Choose a partner Together, choose a debatable or arguable issue or a text

you enjoy teaching (Opinion K-5; Argument 6-12)

Write an essential question about the arguable topic.

Look at examples Fill in the top Task 2 template (handout) to make a

strong assignment on that subject. Share Out: Easy? Hard? Questions?

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An Example:• Issue: High profile individuals and their private

mistakes/faux pas and the effect on their public image.

• Essential Question: After high-profile individuals make public mistakes, can they still be seen as effective?

• Task 2: After reading an article from GoodTherapy.org, unescosources.com, People Magazine, Twitter excerpts and watching Inside Edition, You tube videos, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text.

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Task Design Method

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The Formative ClassroomThe Formative ClassroomReal Teachers. Real Students. Real Process.Real Teachers. Real Students. Real Process.

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http://www.youtube.com/watch?v=rL54bfmZPzY&feature=related

Grade Level GroupsGrade Level Groups

• Template Tasks Template Tasks

• Book Study Book Study

• Goal Setting (Plan, Do, Review) Goal Setting (Plan, Do, Review)

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Extended Learning

• Prior to the October 27th TLN meeting, write a teaching task using the LDC Template 2 (argument).

• Bring the teaching task and text used to the next meeting.

• Read the Assessment Research Brief and be prepared for grade level group discussion and an activity.

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• I can articulate the goals and purpose of the content leadership networks.

• I can explain how the ELA KCAS differentiate between persuasion and opinion/argument.

• I can recognize instruction that makes the connection among the standards: Literacy Design Collaborative

• I can create a LDC teaching task for argumentation that integrates the ELA strands.

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

Revisiting Today’s Learning Targets

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IMPACT LOGS Logs should be

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

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CLOSING

• ELA Network Meeting Schedule ELA Network Meeting Schedule • Blackboard UpdateBlackboard Update• Complete Network Feedback FormComplete Network Feedback Form• Certificate of Participation Certificate of Participation • See Carole for EILA certificateSee Carole for EILA certificate

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http://www.youtube.com/watch?v=45mMioJ5szchttp://www.youtube.com/watch?v=45mMioJ5szc

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Have a Safe Trip Home. See You on October 27th!

keeping students at the heart of the work while preparing them for college and career!

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