a framework to move from common core to classroom practice lexington, kentucky revisiting ldc april...
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A framework to move from common core to classroom practice
Lexington, KentuckyRevisiting LDCApril 18, 2014
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Overview of the Sessions
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Outcomes• Develop a deeper understanding writing LDC
modules• Gain a deeper understanding of the role of text
complexity• Share high-leverage instructional strategies• Calibrate expectations when scoring and analyzing
student work• Explore Socratic Seminar as an effective strategy for
synthesizing information
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Norms
• What working agreements will help make today be successful for you?
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Guiding Questions• How is LDC a strategy for
implementing the common core? • How does our conversation benefit
the students we service?• How does our conversation impact
instruction in our classrooms?
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`How is LDC a strategy for implementing the common core? After reading informational texts, participating in discussions, and engaging with multimedia, write notes, to be used in a Socratic Seminar, that explain the impact of this strategy on students. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source. (Task 19: Informational/Synthesis)
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A Look at LDC in the Classroom A Look at LDC in the Classroom
Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
What do you notice that the
teacher is saying and doing?
What do you notice that the students are
saying and doing?
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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 8
JigsawHow does LDC support the implementation of the instructional shifts and expectations demanded by the Common Core State Standards?
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Instructional Shifts Required by the Common Core
Increasing rigor and relevance
Reading, writing, speaking and listening grounded in evidence from texts
Sharing responsibility of teaching reading and writing across content areas
Building knowledge through content-rich nonfiction and informational text
Practicing regularly with complex text and its academic vocabulary
Emphasizing 3 modes of academic writing 10
Overview of the LDC Framework
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Introduce Collection 2Task 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). 12
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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DemandsYou 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). 14
Task 21: [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (report, essay or substitutes) in which you analyze ________ (content), providing examples to clarify your analysis. (Informational or Explanatory/Analysis)
Task 21 (Informational or Explanatory/Analysis): What is the theme of the poem Mother to Son? After reading Mother to Son and an informational text on metaphors, write an essay for our class literary magazine in which you analyze how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem, providing examples to clarify your analysis. Include a bibliography.
LDC Template Task Teaching TaskTeachers fill–in-the-blank by choosing:
text - writing product - content - text structure
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Strong Teaching Tasks:•Are worthy of 2, 3 or 4 weeks of instruction•Ask students to grapple with important content to the discipline•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 •Evolve from a rigorous text-dependent question directly related to the content being taught•Involve products written for an authentic audiences Important Note:Engage students in completing a balanced set of writing tasks over the course of the year
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Discipline SpecificGrade 7 ELATask 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.
RI7.8Which 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:•Are worthy of 2, 3 or 4 weeks of instruction•Ask students to grapple with important content to the discipline•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 •Evolve from a rigorous text-dependent question directly related to the content being taught•Involve products written for an authentic audiences Important Note:Engage students in completing a balanced set of writing tasks over the course of the year
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Jurying Teaching Tasks
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Write a Task• Choose a topic and/or texts• Identify the targeted standard(s) and GLEs• Decide what you want students to learn• Determine mode of writing
• Informational or Argumentation• Determine text structure
• Choose a template task• Write the proposed teaching task• Decide which demands you will include
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Checklist for Teaching Tasks
Checklist for Teaching Tasks
What content/discipline specific standards are being addressed by this teaching task?
Guiding Questions yes no
Were the words of the template task used exactly as stated?
Does the teaching task address a standard within the discipline?
Does the teaching task build students’ content knowledge important to the discipline?
Does the teaching task have a clear purpose and focus?
Is the teaching task rigorous?
Is the teaching task worthy of the intended instructional time?
Is the teaching task text-dependent?
Is the teaching task written in a bias-free manner?
Does the teaching task build higher order thinking skills?
Is the written product rigorous and authentic?
Does the teaching task require grade level specific writing expectations?
Does the teaching task engage students in applying CCSS writing skills to produce writing in a genre that is appropriate for the task content?
Does the teaching task reflect the appropriate mode of writing? (Please note: If choosing argumentative, be sure there is more than one side that can be argued with text-based evidence.)
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Jury Draft Teaching Tasks
• Offer one compliment• Pose one question
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Jurying ModulesHow are modules deemed ‘exemplar’?How can we support this process?
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Jurying a Module
-Section 1: What Task-Section 2: What Skills-Section 3: What Instruction
5 Most Effective Components 24
Investment Research
Retelling Corduroy
•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 arent biased.
Choosing the Texts (and if desired, multi-media)
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Text Complexity
• Quantitative Measures
• Qualitative Characteristics
• Considerations of Readers and Task26
Quantitative Dimensions
…refer to those aspects of text complexity, such as word
length or frequency, sentence length, and text cohesion,
that are difficult … for a human reader to evaluate
efficiently… and are thus today typically measured by
computer software
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Qualitative Characteristics
…refer to those aspects of text complexity best measured
or only measurable by an attentive human reader, such as
levels of meaning or purpose; structure; language
conventionality and clarity; and knowledge demands.
- Levels of Meaning (literary texts) or Purpose (informational texts)- Structure- Language Conventionality and Clarity- Knowledge Demands: Life Experiences (literary texts)- Knowledge Demands: Cultural/Literary Knowledge (literary texts)- Knowledge Demands: Content/Discipline Knowledge (informational texts)
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Qualitative Features of Text
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Matching Reader and Task…variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as
purpose and the complexity of the task assigned and the
questions posed) must also be considered… Such assessments
are best made by teachers employing their professional
judgment, experience, and knowledge of their students and
the subject.
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Text Complexity• Read page one of The Book Thief excerpt
• Lexile Level = 730L • 2nd-3rd Grade Recommended Lexile Levels = 420-820• 4th-5th Grade Recommended Lexile Levels = 740-1010
• What are the qualitative features noted?
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Example - The Book Thief
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Quantitative Analysis730 Lexile
Qualitative AnalysisText Structure - ComplexLanguage Features – Complex Meaning - ComplexKnowledge Demands – Somewhat Complex
The Book Thief
• The Book Thief would probably be most appropriate in middle school.
• Specifically 7th-8th grade• Less mature readers could definitely
read and understand pieces of, but a more sophisticated read does it more justice.
Collegial Sharing of Best PracticesGive One – Get One
Quick Write – Instructional Strategy for:Preparing for the TaskDeveloping VocabularyActive Reading and Note-TakingBridging Conversation from Reading to WritingWriting, Planning and DevelopmentRevision and Editing
Alignment between all components is critical!Creates an opportunity for a formative cycle! 34
High Leverage Instructional Strategies
• Deconstructing the Teaching Task• Translating the Rubric
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Skill Cluster 1: Preparing for the Task
Recommended Strategy: Deconstruct the Teaching TaskWhat are the features of an ideal mixed
economy? After reading informational texts, editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.
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Skill Cluster 1: Preparing for the TaskRecommended Strategy: Translate the Rubric
Rubric Translation
L1: What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.
Focus
Controlling Idea
Reading – Research
Development
Organization
Conventions
Content Understanding
What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.
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Rubric Elements within the Context of the Teaching Task
• Focus – Addresses key aspects of prompt in a detailed response; stays on task
My essay will stay on the topic of a mixed economy. I will compare the characteristics of market and command economies. I will make a claim about which combination of these characteristics would be most beneficial in the US today.
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What Results? What Results? – Section 4
Scoring Student Work with the LDC Rubric
• Can be used to score holistically or analytically
• 2 rubrics – Informative/explanatory & Argumentative
• 7 Scoring Elements:
• Focus• Controlling Idea• Reading/Research• Development• Organization• Conventions• Content Understanding 39
LDC Rubrics – Scoring v. Grading
The LDC rubric…•provides feedback to students and teachers•helps students know expectations prior to completing the task•helps teachers gauge the effectiveness of their instructional choices
Scoring Rubric for Argumentation Template Tasks
Scoring Elements
Not Yet Approaches Expectations Meets Expectations Advanced
1 1.5 2 2.5 3 3.5 4
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.
Controlling Idea
Attempts to establish a claim, but lacks a clear purpose. (L2)
Makes no mention of counter claims.
Establishes a claim. (L2) Makes
note of 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.
Reading/ Research
Attempts to reference reading materials to develop response,
but lacks connections or relevance to the purpose of the
prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor
lapses in accuracy or completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials to develop argument or claim.
Development
Attempts to provide details in response to the prompt, but lacks
sufficient development or relevance to the purpose of the
prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.
Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning,
examples, or explanations. (L3) Makes a connection with a weak
or unclear relationship to argument or claim.
Presents appropriate and sufficient details to support and develop the
focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify
argument or claim.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or
claim. (L3) Makes a clarifying connection(s) that illuminates argument
and adds depth to reasoning.
Organization Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational structure for
development of reasoning and logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate organizational structure to address specific
requirements of the prompt. Structure reveals the reasoning and logic of the
argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances
development of the reasoning and logic of the argument.
Conventions
Attempts to demonstrate standard English conventions,
but lacks cohesion and control of grammar, usage, and mechanics.
Sources are used without citation.
Demonstrates an uneven command of standard English
conventions and cohesion. Uses language and tone with
some inaccurate, inappropriate, or uneven features. Inconsistently
cites sources.
Demonstrates a command of standard English conventions and cohesion, with
few errors. Response includes language and tone appropriate to the
audience, purpose, and specific requirements of the prompt. Cites
sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English
conventions and cohesion, with few errors. Response includes language and tone
consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using
appropriate format.
Content Understanding
Attempts to include disciplinary content in argument, but
understanding of content is weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows
basic or uneven understanding of content; minor errors in
explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient
explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough
explanations that demonstrate in-depth understanding.
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Common Misconceptions about Scoring with the LDC
Rubric• Confusion between Focus and Controlling Idea• Grading only the final product• Using a straight percentage score for a grade
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Collaborative Scoring
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LDC
Is Not• a program• a set of materials
Is• an instructional strategy• a framework
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How does LDC look and sound?
• Teaching Task - highlighted daily• Gradual Release of Responsibility• Students empowered and held accountable as learners • Instruction and facilitation• High level of engagement• Daily oral and written discourse• Active reading• Academic writing • Formative Assessment • Academic Behaviors• Goal setting and reflection by students
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What is special about the LDC strategy?
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Skill Cluster 3: Transition to WritingPossible Strategy: Socratic Seminarhttps://www.teachingchannel.org/videos/teaching-the-n-word
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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.47
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?
Adapted from http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley 48
Socratic Seminar• 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.
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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…• I’d like to talk with people about…
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Readying for a Socratic Seminar
Annotating text: How is LDC a strategy for implementing the common core?
RI-1: Ask yourself - and make notes (underline, circle, record important information in the margins) - about what the text says explicitly and what inferences you can logically make from the text. Record specific textual evidence that addresses the teaching task/guiding questions.
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`How is LDC a strategy for implementing the common core? After reading informational texts, participating in discussions, and engaging with multimedia, write notes, to be used in a Socratic Seminar, that explain the impact of this strategy on students. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source. (Task 19: Informational/Synthesis)
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We Have Been Discussing…• How is LDC a strategy for
implementing the common core? • How does our conversation benefit
the students we service?• How does our conversation impact
instruction in our classrooms?
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Socratic SeminarIf your principal had no prior LDC training, can you justify spending 20 instructional days on an LDC module?
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Readying for a Socratic Seminar
Reviewing notesReviewing rolesSetting a goal
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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…• I’d like to talk with people about…
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SupportsWhat are expectations?What assistance is available?
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Supportswww.reachassoc.net
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LDC Websitewww.ldc.org
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Work Session
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Questions and AnswersExit Slip
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