Upload Your Standards Apps Go to your App

Upload Your Standards Apps! • Go to your App Store • Search for… – “Kentucky Standards” Yellow: All content standards – “Standards” Green: Literacy across content areas (Yes, you need both) 1

Welcome to LDC! Introduction Please sit with your content/grade level group 2

Our Facilitators Denise Carrell JCPS Middle School ELA Specialist Denise. carrell@jefferson. kyschools. us Diane Batts Cole JCPS Goal Clarity Coach Diane. batts@jefferson. kyschools. us Debi Phillips JCPS Goal Clarity Coach Deborah. Phillips 2@jefferson. kyschools. us Kate Grindon KDE Effectiveness Coach, KDE Kate. grindon@education. ky. gov www. kategrindon. com @kategrindon

Norms Working Agreements for a Successful PL Opportunity • Rule of Two Feet • Keep yourself comfortable! (snacks, restroom, movement) • Honor Time • Start/End/Breaks • Limit Side Conversations • Pause Points/Transitions • Respectful Technology • Cell phones on vibrate • Relevant Technology when required 4

Today’s Targets • I can explain what LDC is and is not. • I can explain how an LDC mini-task is used to formatively assess student understanding. • I can demonstrate how incorporating LDC mini-tasks can help students more deeply engage with what they are reading. • I can discover how LDC connects to Deeper Learning.

The Literacy Design Collaborative (LDC) is a national community of educators providing a teacher-designed and researchproven framework, online tools, and resources for creating literacy-rich opportunities across content areas to help students meet and exceed the demands of the content standards. 6

Deeper Learning

Rethinking Literacy: Kenton County, Kentucky Notice and Note. . . What strategies does the teacher from Kenton County use to help students engage with difficult content? https: //www. youtube. com/watch? v=nl. Wge. NXk. AFI 8

The CCRS Emphasize Three Main Shifts 1. Regular practice with complex text and its academic language 2. Reading, writing and speaking grounded in evidence from text 3. Building knowledge through content-rich text 9

Why LDC? “Students who think critically use writing as an important tool both for communicating important ideas and for learning. . . to deepen their understanding of important concepts and to clarify interrelationship between concepts. . . they use writing as an important tool for learning ideas deeply and permanently. ” Paul and Elder 2006, 5 10

Why LDC? “Collaborative learning is one of the critical linchpins through which students access complex text [and content] because it enables them to consolidate their understanding with peers and provide support for one another in the absence of the teacher. ” Fisher and Frey, Rigorous Reading, 2013 11

Why LDC? “Through the social interaction of discussion, students make meaning. Discussion can lead to a richer, deeper understanding of the curriculum and can promote higher-level thinking. It also increases engagement and ownership of ideas and invites participation of all students, regardless of their literacy level. ” -D. Spiegel, Classroom Discussion, 2005 12

Content vs Disciplinary Literacy • The idea that we should use the specialized ways of reading, writing, and thinking used in each academic discipline. • Privileges reading and writing by professional role (historian, scientist, novelist, teacher, etc. ) • Acknowledges different priorities in different disciplines (citation v. dates v. content, etc. ) Content Literacy • Content literacy focuses on every teacher being a “teacher of reading” • Content literacy privileges ELA skills/standards/strategies and uses content area texts 13

First Year in LDC 14

LDC in Action • List key words/concepts/noticings about LDC as you view the “Literacy Matters” clip. Student Engagement Content Learning Teacher Planning Student Results/Outcomes 15

A Look Inside an LDC Classroom 16

Featured LDC Template Task End Learning Goal 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. 17

Table Talk How did this teacher use Reading, Writing, Speaking & Listening in service of her content? 18

What is LDC? LDC is… LDC is NOT… a set of instructional tools to a prescribed curriculum… help integrate reading, writing, • not telling you what language, speaking/listening, • not telling you when and content standards • not telling you how a ladder of learning strategies in isolation of each experiences to move students other toward mastery of content standards a backwards-design framework bank of lessons 19

LDC is NOT Every Assignment • LDC is NOT every assignment. • LDC does not cover every piece of content. • LDC is the kind of assignment for when you think students should write in response to reading. – “reading”(e. g. , articles, videos, artworks, timelines, data sets, stories) 20

LDC Is… a research-proven framework for creating literacy-rich opportunities across content areas to help students meet and exceed the demands of the content standards. 21

Our overarching question How can I use mini-tasks as formative assessment tools to prepare students for successful learning experiences?

Does the NSA infringe upon our rights or protect them?

Does the National Security Agency infringe upon our rights or protect them? In a quick write (2 minutes), write your initial response to the essential question an index card.

Does the NSA infringe upon our rights or protect them? After a reading variety of informational texts on the role of government in protecting the safety and rights of its citizens, write an editorial for your school newspaper in which you argue whether the NSA protects our rights or infringes upon them. Support your position with evidence from the text/s. Be sure to acknowledge competing views.

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Vocabulary Development Mini-Task: Vocabulary/Concept Mapping

Does the NSA infringe upon our rights or protect them? • Brainstorm: What concepts or words come to mind when you think about this question? • How would you group these words? • How would you connect these groups?

Vocabulary Development Mini-Task: Probable Passage 29

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Read to understand what the article says about your assigned category. Highlight the related words/phrases. 31

With your table, chart a summary of what the article says about your assigned category. What do others need to know about this perspective? Include the related words/phrases. 32

How might you determine success for this mini-task? 33

Grade Level Standard identified for the Probable Passage mini-task RH. 9 -10. 4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. 34

Ways to modify Probable Passage • Provide vocabulary, students suggest categories • Suggest categories, students identify vocabulary • Provide vocabulary as card sorts • Grouping can vary 35

Vocabulary Development Mini-Task: Possible Sentences/KWL 2. 0

Procedure: • With a partner, write 5 sentences we might find in the text we’re about to read • Use words and phrases from the list (no fewer than 3, no more than 6)

10 -15 Words or Phrases from Article: • World of Warcraft • Virtual universes • In-game messaging systems • 12 million paying subscribers • Monitor activity • Intelligence targets • World’s most powerful espionage agencies • Real-world espionage success • Trawling online games • Fantasy worlds • Months worth of realworld time • Virtual weapons training

How might you determine success for this mini-task? 39

Today’s Targets • I can explain what LDC is and is not. • I can explain how an LDC mini-task is used to formatively assess student understanding. • I can demonstrate how incorporating LDC mini-tasks can help students more deeply engage with what they are reading. • I can discover how LDC connects to Deeper Learning.

Turn and Talk • Name one thing from today’s learning that invigorates you as a teacher. • What’s one thing you are really excited about using in your classroom? Talk at your table and be ready to share out one thing from the group. 41

Feedback: Pluses & Deltas What went well today? What would you like to be different next time?

Day 2 Please sit with your content/grade level group 43

Today’s Targets • I can explain how LDC mini-tasks use literacy to lift content learning and enhance engagement. • I can explain how LDC tools can help my students get to the end learning goal. • I can articulate how LDC connects to Deeper Learning.

Norms Working Agreements for a Successful PL Opportunity • Rule of Two Feet • Keep yourself comfortable! (snacks, restroom, movement) • Honor Time • Start/End/Breaks • Limit Side Conversations • Pause Points/Transitions • Respectful Technology • Cell phones on vibrate • Relevant Technology when required 45

LDC Connections s s e n e v i t c e ff e r e h c a e t r e fo g a u g n a l n o m Com Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 46

Where Do You See Evidence for TPGES? 47

Does the NSA infringe upon our rights or protect them? After a reading variety of informational texts on the role of government in protecting the safety and rights of its citizens, write an editorial for your school newspaper in which you argue whether the NSA protects our rights or infringes upon them. Support your position with evidence from the text/s. Be sure to acknowledge competing views.

Active Reading Mini-Task: Carousel Reading

Carousel Directions With your table group: • Go to assigned station. Decide plan for reading (Who? How? ). • Together, discuss. Use markers to respond to the text. • When signaled, move to the next excerpt and repeat. • Also respond to other groups’ responses.

Responding to Text • • This reminds me of. . . I wonder. . . I connect this to. . . I don’t get why. . . A question I have is. . Why did. . . I think. . . • I don’t agree with. . . • This interests me because. . . • This is really bad because. . . • This is great because. .

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Whole Group Discussion • What surprised you? OR • What did you learn that you didn’t know? • What else do you want to know before you decide whether the NSA infringes upon our rights or protects them?

How might you determine success for this mini-task? 56

Grade Level Standard identified for the Carousel Reading mini-task RH. 9 -10. 2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. 57

Socratic Seminar 58

Collaborative Conversation Mini-task: Socratic Seminar • https: //www. teachingchannel. org/videos/tea ching-the-n-word • Viewing lens: Structure of Socratic Seminar

Socratic Seminar:

Socratic Seminar: Expectations • We read and think about the text in advance. • We refer to the text and give enough time for fellow classmates to locate text. • We engage in conversation; we don’t talk at each other. • We show we are listening by tracking the speaker and summarizing what a classmate said. • We don’t raise our hand, but we wait for speaker to finish. • We ask questions, give comments, but always give evidence to support our opinions. 61

Follow-Up Questions • • • Tell me more about that. What about the reading made you think that ___? Using evidence, convince us that __. In what other context does that idea play out? What evidence would you give to someone who thought ___? Based on what we have read, what do you think that we will discover in the next chapter? After reading this information, how would handle a situation like ___? How is your answer different or the same from others? So, this leads to you to what conclusions? What did you discover? 62 Adapted from http: //www. edutopia. org/blog/rethinking-whole-class-discussion-todd-finley

It’s Okay to disagree, • It’s OKAY to disagree, so long as you do so respectfully – I understand what you are saying, but I disagree because… – I respect your opinion, but I disagree because… – I hear where you are coming from, but… • Most importantly, in a discussion there are no right or wrong answers. 63

Sentence Starters 64 – So what you’re saying is… – I disagree/agree… – I’d like to raise a question… – I’m confused about… – What is your opinion of… – I think this means… – What puzzles me is… – This relates to… – Do you agree/disagree…. – Don’t you think this is similar to… – I’d like to talk with people about…

Socratic Seminar: Let’s practice Does the National Security Agency (NSA) infringe upon our rights or protect them? 65

Readying for a Socratic Seminar Reviewing notes Reviewing roles Setting a goal 66

Sentence Starters – So what you’re saying is… – I disagree/agree… – I’d like to raise a question… – I’m confused about… – What is your opinion of… – I think this means… – What puzzles me is… – This relates to… – Do you agree/disagree…. – Don’t you think this is similar to… 67– I’d like to talk with people about…

How might you determine success for this mini-task? 68

Grade Level Standard identified for the Socratic Seminar mini-task SL. 9 -10. 1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9 -10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 69

Before you go to lunch or as soon as you return from lunch, register for Core. Tools on LDC. org 70

Core Tools Log On www. ldc. org 71

Collaborative Conversations Mini-Task: Philosophical Chairs • https: //www. teachingchannel. org/videos/re ading-like-a-historian-taking-positions 72

Does the NSA infringe upon our rights or protect them? After a reading variety of informational texts on the role of government in protecting the safety and rights of its citizens, write an editorial for your school newspaper in which you argue whether the NSA protects our rights or infringes upon them. Support your position with evidence from the text/s. Be sure to acknowledge competing views.

Table Discussion How does the instruction along the way help students attain the end task? How do the mini-tasks act as formative assessments to support students to attain the end task? How has having the question visible impacted your learning? 74

Section 3: What Instruction? • Mini-Task: Small, scorable assignments that address a targeted literacy skill identified by the teacher for a particular LDC teaching task. A complete mini-task includes: – Prompt: Instructions to students regarding the product they will develop in the mini-task – Product: Evidence students will produce to demonstrate competency with the targeted skill – Pacing: An estimate of how long the mini-task will take to complete – Scoring Guide: Criteria for what teachers should expect in the product – Instructional Strategies: A description of what happens in 75 the classroom

Our overarching question How can I use mini-tasks as formative assessment tools to prepare students for successful learning experiences during cycle one?

Mini-task Search After searching through the mini-tasks available in Core Tools, select the tasks you find most appealing, and record them on your “Give One, Get One” handout. Be prepared to share the task you find most appealing and relevant to cycle one during tomorrow’s Share Fair. 77

Suggested Search Terms: • • Facing History and Ourselves Benchmark Mini Tasks Close Reading Close Viewing Vocabulary Development Text Annotation Summarizing Grindon 78

Today’s Targets • I can explain how LDC mini-tasks enhance engagement with content area learning through literacy. • I can explain how LDC tools can help my students get to the end learning goal. • I can articulate how LDC connects to Deeper Learning.

Turn and Talk • After spending two days with LDC, reflect using your Deeper Learning worksheet. • With your table group, define at least three ways you see LDC work as evidence of Deeper Learning 80

Homework • Think about some key content words and phrases specific to cycle 1 and jot them down • You will revisit your list tomorrow. 81

Feedback: Pluses & Deltas What went well today? What would you like to be different next time?

Day 3 Please sit with your content/grade level group

Today’s Targets • I can modify a mini-task to align it to my grade level and content standards. • I can identify 2 -3 mini-tasks I will commit to using in Cycle 1.

Norms Working Agreements for a Successful PL Opportunity • Rule of Two Feet • Keep yourself comfortable! (snacks, restroom, movement) • Honor Time • Start/End/Breaks • Limit Side Conversations • Pause Points/Transitions • Respectful Technology • Cell phones on vibrate • Relevant Technology when required 85

Why LDC in JCPS? JCPS teacher perspectives Kammerer Middle School 86

Revisit Your Homework • Think about this list as you gather minitasks during the Share Fair. 87

Mini-task Share Fair 88

Mini-task Search & Save 89

What Am I Teaching? • Use your curriculum maps • What content will you teach in Cycle 1? • What mini-tasks will help you teach that content? 90

Remember mini-tasks should scaffold Disciplinary Literacy! What is Disciplinary Literacy? • The idea that we should use the specialized ways of reading, writing, and thinking used in each academic discipline. • Privileges reading and writing by professional role (historian, scientist, novelist, teacher, etc. ) • Acknowledges different priorities in different disciplines (citation v. dates v. content, etc. ) How is it different from Content Literacy? • Content literacy focuses on every teacher being a “teacher of reading” • Content literacy privileges ELA skills/standards/strategies and uses content area texts 91

Instruction of Skills = Mini-Tasks g in n r a e dl n a g n i h teac Use e v i t a rm o. f n a a l n p l ig a s n e o d i o ct t u r s t k s as in T i n Mi 92

We’ll start again in one hour!

Section 3: What Instruction? • Mini-Task: Small, scorable assignments that address a targeted literacy skill identified by the teacher for a particular LDC teaching task. A complete mini-task includes: – Prompt: Instructions to students regarding the product they will develop in the mini-task – Product: Evidence students will produce to demonstrate competency with the targeted skill – Pacing: An estimate of how long the mini-task will take to complete – Scoring Guide: Criteria for what teachers should expect in the product – Instructional Strategies: A description of what happens in 94 the classroom

Work Session Prompt Check In… Reminder: Be sure to refer to your specific grade level Kentucky Academic Standards when defining the prompt. Mini-Task Check In… Reminder: The components of the mini task need to be aligned and purposefully connected to build the disciplinary literacy skill. This means the skill and definition you've listed should guide your choice of the prompt, product, and the instructional strategies used to teach that skill. 95

Initial Literacy Reflection • Please use the following link: https: //goo. gl/forms/DRg. IYBv 48 s. OVlmz. Q 2 to complete the Google form reflecting on the current state of literacy in your classroom.

Talking Trio Discuss… Ø Something you learned that you are excited about using in your instruction. Ø A goal you are setting for yourself before our next meeting.

Training This Year: • New teacher cohort: – October 11, 2017 – December 6, 2017 – February 20, 2018 • Joining the current teacher cohort: – Specific after school stipend session dates TBD

Your Assignment – October 11, 2017 • Copy of the mini-task(s) used in instruction AND • Student work samples from the minitask(s)

Housekeeping • Make sure you have signed in today • You must do pd. Central evaluations for all three days • It will be YOUR responsibility to reserve subs throughout the year • Fill in your Professional Leave form and give to Diane

Today’s Targets • I can modify a mini-task to align it to my grade level and content standards. • I can identify 2 -3 mini-tasks I will commit to using in Cycle 1.

Day 3 Exit Slip • Identify three topics coming up next year that: – Are complex and you think you’ll need to spend time to unpack – Lend themselves to a written product to allow students to demonstrate their understanding of your content

Please Complete Your Evaluation