Welcome to LDC Presented by Kelly Philbeck kelly

Welcome to LDC! Presented by: Kelly Philbeck kelly. philbeck@education. ky. gov

Meeting Materials are on www. kellyphilbeck. com 2

Goals & Outcomes • Deepen an understanding of the instructional shifts, structure and demands of the Common Core State Standards • Learn about using the LDC framework to design instruction to meet the expectations of the Common Core • Use an LDC Template Task to create a Teaching Task to target grade level KCAS aligned skills and instruction • Plan aligned/coherent mini tasks that provide formative teaching and learning opportunities • Share high-leverage instructional strategies • Discuss LDC scoring elements and practices • Discover supports for implementing LDC

What is LDC? • Well, if you Google it, did you mean…

What is LDC? • If you Google it, it’s DEFINITELY NOT…

What is LDC? LDC is… LDC is NOT… a set of template tasks aligned to CCSS. a strategy to integrate reading, writing, language, speaking/listening, and content standards. a text dependent strategy. a costly program. a mandate. a prescribed curriculum. • not telling you what • not telling you when • not telling you how

How Can I Use LDC? am r g Pro iew v Re 05/30/13 LDC 7

Writing Program Reviews: C&I • 2 b) Curriculum integrates the • 3 b) Students research strands of literacy (reading, information to seek a new or writing, speaking, listening, and deeper understanding based language use) to apply on inquiry around a topic and communication skills to demonstrate new meaningful work across understanding through content areas. products that may be used by others for further • 2 e) Curriculum provides understanding of the topic. opportunities for students to actively use knowledge as it is being learned through applying the skills of critical thinking, problem solving and creativity to content knowledge and collaborating and communicating locally and/or globally.

Formative & Summative Assessments • 1 b) Teachers consistently • 1 c) Teachers, peers, and implement plan to monitor others provide regular, student progress in specific feedback on writing and student’s writing and communication skills communication products consistent with gradeas part of a constructive level writing standards, feedback process that is formative assessments, subsequently applied by and respond to evidence students to improve their through revised communications and instruction. initiate student-directed learning.

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 05/30/13 10

Brainstorming for Your Teaching Task Topics/Units You Teach 05/30/13 LDC 11

LDC by the Numbers A Closer Look at Template Task Collection 2

29 Template Tasks (6 -12) 22 Template Tasks (K-1, 2 -3, 4 -5) “After Reading” 05/30/13

3 Modes of Writing… 9 Levels of Thinking (6 -12) 3 Modes of Writing… 7 Levels (K-1) 8 Levels (2 -3, 4 -5) 05/30/13

LDC 3 Modes of Writing = 3 Rubrics Rubric for Argumentation Template Tasks

LDC Rubric 7 Scoring Elements for Argumentation Template Tasks

8 Demands=Cognitive Challenges (6 -12) 7 Demands=Cognitive Challenges (K-5) • • D 1 Be sure to ______ (acknowledge; refute) competing views. (Argumentation) D 2 Give (an example; # of examples) from past or current (events; issues) to illustrate and clarify your position. (Argumentation or Informational/Explanatory) D 3 What ____ (conclusions; implications) can you draw? (Argumentation or Informational/Explanatory) D 4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory) D 5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory) D 6 Use ____ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative) D 7 Use ____ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative) D 8 Include ____ (e. g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)

LDC by the Numbers Template Tasks Modes of Writing Levels of Thinking/Text Structures Rubrics (Argumentation, Informational, Narrative) Scoring Elements Demands (to increase rigor)

LDC Template Task Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure Original Task 2 Template (Argumentation/Analysis): [Insert question] After 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). L 2 Be sure to acknowledge competing views. L 3 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.

A Look Inside an LDC Classroom

LDC in Action • http: //www. literacydesigncollaborative. org/ about/videos/ • List key words/concepts/noticings about LDC as you view the “Literacy Matters” clip. 05/30/13 Task Reading Processes Writing Processes Student Results

Core. Tools: Log On www. ldc. org 22

LDC: A Coaching Process

Break Time!

Narrowing Your Teaching Task Which topics… • Are worth 2 -4 weeks of study? Timing? • Ask students to grapple with an important issue? • Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? • Have students working in the most effective text structure? • Evolve from rigorous text dependent questions? • Provide for an authentic purpose/audience?

Module Brainstorming Guide • Narrow your list of topics based on the guidelines for a strong teaching task. • Which of your topics/units would work well with the LDC template tasks? • Look through several task examples from task lists and Core. Tools. • Sample Modules (Mother to Son, Corduroy, etc. )

Strong Teaching Tasks • Review Characteristics of a Strong Teaching Task • Work with table partners to troubleshoot the tasks provided using the Strong Teaching task criteria. • Discussion

Narrowing Your Teaching Task Which topics… • Are worth 2 -4 weeks of study? Timing? • Ask students to grapple with an important issue? • Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? • Have students working in the most effective text structure? • Evolve from rigorous text dependent questions? • Provide for an authentic purpose/audience?

Good to Go…or Oh, No! • http: //www. youtube. com/watch? v=Qu. Py. X FSk. Ue. E&feature=player_embedded

Narrowing Your Teaching Task Which topics… • Are worth 2 -4 weeks of study? Timing? • Ask students to grapple with an important issue? • Provide opportunities to address text complexity and the use of informational text as called for in the CCSS? Address standards? • Have students working in the most effective text structure? • Evolve from rigorous text dependent questions? • Provide for an authentic purpose/audience?

Module Brainstorming Guide • Select a topic from your list that you could use with an LDC template task. • Write the topic on the front of your Module Brainstorming Guide. • List the texts that you currently have that support your task.

Stretch Your Ideas for Texts • • • Short stories/novels Essays Speeches Poetry Maps Art works Timelines Data Video Political Texts (laws, policies, etc. ) – See Text Resources section on the Favorites tab of kellyphilbeck. com for more resources

Choosing the Texts (and multi-media) • The text selection is critical! • Look for the perfect balance: -reading level of students -complexity of text (demands on skills and stamina of reader) -background knowledge required for comprehension -sufficiency of content for writing task • Keep Gradual Release in mind: -whole group -small group -independent • Be sure text provides students with information needed to respond completely to the teaching task. • If an argumentation task, be sure the quantity and content of texts aren’t biased. 34

Targeted Standards A Closer Look at “Mother to Son”—Ele. Task 9 What is theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of theme of this poem. Give several examples from the poem to support your discussion. RL. 5. 2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL. 5. 4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

Targeted Standards K S A C 4. 1

Possible Products • • • Essays Reports Speeches Research papers Journalistic products (feature articles) • Editorials • Formal Letters • Memos • • Proposals Lab Reports Responses/Reactions Cost/Benefit Analyses Critical Reviews Interviews as articles Non-Fiction narratives accounting an event • Manuals

Module Brainstorming Guide • • • Mode of Writing? Level of Thinking? Researching or Reading? Select the appropriate Template Task Practice Writing a Teaching Task

Teaching Task Checklist • Get with a partner who has not seen your task. • Select task to begin. • Discuss task in terms of checklist criteria. • Make any revisions to your teaching task.

Lunch Time!

Structure of a Module • Module Description… – Written to colleagues – Provides background and context for a fellow teacher – Includes who, what, when, where, why, how Mother to Son: Module Description excerpt… This module has been written with the intent of implementation mid school year. This informational module has been designed with four purposes in mind: 1. Deepen the students’ ability to analyze meanings of figurative language in poetry 2. Develop a better understanding of how an author develops a theme through word choice. 3. Allow students to demonstrate their learning through an informational essay. 4. Address ELA grade level specific standards. During this module, students will focus on RI. 5. 2, …

Student Background Section • Written to the students • Include who, what, when, where, why, how In this unit of study, you will closely read Langston Hughes’ poem, Mother to Son. You will focus on his use of figurative language and analyze how it contributes to your understanding of the poem’s theme. You will take notes… 42

Core. Tools: Section 1 www. ldc. org 43

What Skills? A Closer Look at “Mother to Son”—Ele. Task 9 What is theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of theme of this poem. Give several examples from the poem to support your discussion. RL. 5. 2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL. 5. 4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

Deconstruct the teaching task into skill clusters • Preparing for the Task • The Reading Process • Transition to Writing 46 • Writing Process

Build a Quality Instructional Ladder • • Preparing for the Task Reading Processes Transition to Writing Processes Formative Assessment Rungs: SA, ER, ODW

Give One-Get One • Fill in the top row of the Give One Get One with your best instructional strategies. • Number top three areas of need. • Give One-Get One with other teachers in the room. • Look at LDC Module samples to see other strategies/mini-tasks. • Add to your list.

Core. Tools: Section 2 & 3 www. ldc. org 49

New to LDC! • Stand alone literacy Mini-Tasks • Big Task Bank

Questions?

www. kellyphilbeck. com ,

Structure of our Literacy Standards. Strand Anchor Standard Grade Level Standard

4 Strands • Reading – Literature - RL – Informational - RI – Foundations - RF • Writing - W • Speaking and Listening - SL • Language - L

Getting to Know the Anchor Standards

Sections of an LDC Module.

Goal Sample e m i T rval e Int th For the 2012 -2013 school year, w ro g 100% of my students will make ic d f i c ee e n p measurable progress in S argumentative writing. Each th w ro g student will improve by at least ic ure f i ec eas one performance level in p S m three or more areas of the LDC argumentation rubric. Furthermore 80% of my students will score a 3 or better overall. Pro ficie Mea ncy sure 23

LDC Argumentation Rubric LDC Rubric for Argumentation Template Tasks