PD Advisory PPT

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C-3 Leadership 1 Powerpoint
Literacy Design Collaborative A framework to
move from common core to classroom practice
A framework to move from common core to classroom
practice Louisiana Leadership Session 1 of 3
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Overview of the Sessions
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Outcomes

• Develop a deeper understanding of the LDC
  Framework as a strategy for implementing the
  instructional shifts and demands of the Common
  Core in order to support teachers writing and
  implementing LDC modules
• Develop structures and processes to support
  teachers implementing LDC

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LEA Expectations

• Provide teachers with the following resources
• Time to plan and collaborate
• Access to an electronic literature database
• Travel/substitute reimbursement to participate in
  professional development

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Participant Expectations

• Teachers
• Participate in all trainings and any virtual
  support
• Develop and implement a minimum of two modules, 1
  per semester
• Score student assignments with colleagues using a
  common writing rubric
• Principals
• Participate in the first teacher training and all
  leadership meetings
• Provide support for teachers to implement LDC
  (e.g. release time, resources, time to plan)
• Provide feedback to teachers on their modules at
  least once a month
• Central Office
• Participate in all teacher and leadership
  trainings (3 days each)
• Provide support for teachers and principals to
  successfully implement LDC
• Provide feedback to teachers on their modules at
  least once a month

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Norms

• What working agreements will help make today be
  successful for you?

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A Look at LDC in the Classroom
Literacy Matters http//www.youtube.com/watch?vO5
EnOVjRPGI
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What Does LDC Look and Sound Like in a Classroom?
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Instructional Shifts Required
by the Common Core

• 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
• Addressing grade level literacy outcomes

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Overview of the LDC Framework
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What Task? - Section 1 The Core of the LDC
Framework
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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The Template Tasks and the CCSS
Task 2 Template (Argumentation/Analysis)
Insert optional question After reading
________ (literature or informational texts),
write a/an ________ (essay or substitute) in
which you address the question and
argue_______(content) Support your position with
evidence from the text(s).
Task 14 Template (Informational/Description)
Insert optional question After reading
________ (literature or informational texts),
write a/an ________ (essay, report, or
substitute) in which you describe ________
(content). Support your discussion with evidence
from the text(s).
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Template Task Collection

• The Template Task Collection is organized by
• Writing Type Argumentation, Informational/Explan
  atory, Narrative
• Text Structure Definition, Description,
  Analysis, Problem-Solution, etc.
• Task Types After researching... or Insert
  Essential Question
• Essential Question is optional in new template
  drafts

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Demands

• Demands are additional writing and cognitive
  challenges that you can add to a template task.
• Demands are developed from language in the CCSS.
• Demands can scaffold your instruction.

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Demands

• You may choose one or more of these demands (D)
  to increase the challenge
• D1 Be sure to acknowledge competing views.
• D2 Give ____(one ) example/s from past or
  current ____ (events issues) to illustrate and
  clarify your position.
• D3 What _____(conclusions implications) can you
  draw ____?
• D4 In your discussion, address the credibility
  and origin of sources in view of your research
  topic.
• D5 Identify any gaps or unanswered questions.
• D6 Use ________ (stylistic devices) to develop
  your work.
• D7 Use ________ (techniques) to convey multiple
  storylines.  
• D8 Include ________ (e.g. bibliography,
  citations, references, endnotes).

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Elementary Template Tasks

• BETA Template Tasks
• Released in May 2014
• Grade Bands
• K-1
• 2-3
• 4-5
• BETA Rubrics available
• Sample Teaching Tasks to follow

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LDC Template Task ? Teaching Task
Teachers fillin-the-blank by choosing text -
writing product - content - text structure
Original Task 2 Template (Argumentation/Analysis)
Insert questionAfter reading ________
(literature or informational texts), write a/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.
Teaching Task 2 (High School) Were the
achievements and growth of the Industrial
Revolution Era worth the cost to society? After
reading secondary and primary sources pertaining
to the British Industrial Revolution, write an
argumentation essay that addresses the question
and support your position with evidence from the
texts. Be sure to acknowledge competing views.
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Elementary LDC Template Task ? Teaching Task

• K-1 Task 2 Insert question After _______
  (reading or listening to) _______ (literary or
  informational text/s), _______ (draw/write/dictate
  ) _______ (product) in which you answer the
  question and explain _______ (content). Support
  your opinion with evidence from the text/s.
  (Opinion/Explain)
• --------------------------------------------------
  --------------------------
• Teaching Task 1 (Grade 1) Which Kevin Henkes
  book is your favorite? After reading and
  listening to several books written by Kevin
  Henkes, write a review in which you answer the
  question and explain your reasons considering the
  story and illustrations. Include at least 2
  examples from the texts to support your response.

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Strong Teaching Tasks

• Strong Teaching Tasks are
• Are worthy of 2, 3 or 4 weeks of instruction
• Ask students to grapple with important content to
  the discipline
• Target grade specific Common Core literacy
  standards and content GLEs
• Evolve from a rigorous text-dependent question
  directly related to the content or
  standard(s)being taught
• 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 to demonstrate
  understanding and new knowledge
• Involve products written for an authentic
  audiences
• Stay true to the wording of the template task
• Important Note
• When looked at cumulatively, strong teaching
  tasks engage students in a balanced set of rich
  writing tasks over the course of the year.

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Discipline Specific

• Grade 7 ELA
• Task Template 2 Argumentation Analysis

When, if ever, is it morally responsible to
disobey authority? After reading primary and
secondary document sources write a speech to the
mayor and local officials that addresses the
question and support your position with evidence
from the texts.
RI7.8 Which author articulates the most
convincing claim as to when it is morally
responsible to disobey authority?  After reading
primary and secondary document sources, write an
essay to display at our upcoming literary sharing
session that addresses the question and support
your position with evidence from the texts.
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Strong Teaching Tasks

• Strong Teaching Tasks are
• Are worthy of 2, 3 or 4 weeks of instruction
• Ask students to grapple with important content to
  the discipline
• Target grade specific Common Core literacy
  standards and content GLEs
• Evolve from a rigorous text-dependent question
  directly related to the content or
  standard(s)being taught
• 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 to demonstrate
  understanding and new knowledge
• Involve products written for an authentic
  audiences
• Stay true to the wording of the template task
• Important Note When looked at cumulatively,
  strong teaching tasks engage students in a
  balanced set of rich writing tasks over the
  course of the year.

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Jurying Teaching Tasks

• Standard being addressed
• Academic mode of writing
• Text structure

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What Does LDC Look and Sound Like in a
Classroom?Add to your chart
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Jurying Materials

• How are modules deemed exemplar?
• How can we support this process?

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Jurying Section 1 What Task?

• Module Title
• Overview
• Template Task
• Teaching Task
• Grade Level, Discipline, Course
• Authors Contact
• Background to Students
• Texts
• Possible Extension
• Anchor Standards
• Content Standards
• Rubric

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Jurying Section 2 What Skills?

• Grade Level Specific Skills from the Common Core

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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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Each skill cluster is broken into specific skills
which helps guides teacher in planning
instruction.

• Skills are from ELA and content specific grade
  level standards.
• Definition (ability to.) creates instructional
  clarity.
• Specific skills guide teacher in planning
  instruction..

Skill Cluster 2 Reading Process (Grade 5)
Skill Definition
CLOSE READING USING TEXT DEPENDENT QUESTIONS (ACTIVE READING, ESSENTIAL VOCABULARY AND NOTE TAKING) 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 (RL5.1) determine the meaning of metaphors used in the poem (RL5.4)
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CCSS Build Upon One Another
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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.

• Change in Expectations
• Ask and answer questions about key details in a
  text. (no prompting)
• 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 Standard
• 2nd - 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.

• Change in Expectation
• Ask and answer such questions as who, what,
  where, when, why, and how to demonstrate
  understanding of key details in a text.
• Ask and answer questions to demonstrate
  understanding of a text, referring explicitly to
  the text as the basis for the answers.
• Refer to details and examples in a text when
  explaining what the text says explicitly and when
  drawing inferences from the text.
• 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.

• Change in Expectation
• Quote accurately from a text when explaining what
  the text says explicitly and when drawing
  inferences from the text.
• Cite textual evidence to support analysis of what
  the text says explicitly as well as inferences
  drawn from the text.
• Cite several pieces of textual evidence to
  support analysis of what the text says explicitly
  as well as inferences drawn from the text.
• 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.

• Change in Expectation
• Cite the textual evidence that most strongly
  supports an analysis of what the text says
  explicitly as well as inferences drawn from the
  text.
• Cite strong and thorough textual evidence to
  support analysis of what the text says explicitly
  as well as inferences drawn from the text.
• 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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Jurying Section 2 What Skills?

• Grade Level Specific Skills from the Common Core

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Jurying Section 3 What Instruction?

• Alignment and Coherence of Mini-Tasks

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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
prompt and product scoring guide
instructional strategies



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Jurying Section 3 What Instruction?

• Alignment and Coherence of Mini-Tasks

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Expectations
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Periodic Scheduled Check-Ins
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Supports

• What assistance is available?

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LDC Websitewww.ldc.org
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Supports
www.reachassoc.net



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