revisiting ldc, day 2 elementary bowling green, kentucky – reach associates november 15, 2013 1
TRANSCRIPT
Revisiting LDC, Day 2Elementary
Bowling Green, Kentucky – Reach AssociatesNovember 15, 2013
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Good to see you again!
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Outcomes• Deepen an appreciation of the LDC Framework as a
strategy to implement the CCSS• Develop a better understanding of the components
of an LDC module• Create a clearer comprehension of effective teaching
tasks• Explore high leverage instructional strategies• Investigate the LDC rubric • Calibrate scoring of student work• Continue to design an effective LDC module• Explore supports for writing and implementing LDC
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Norms
• What are some working agreements you would request of all participants to make today as productive as possible?
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How Does LDC Meet the Common Core Instructional Shifts for Literacy?
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
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Overview of the LDC Framework
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Elementary Template Tasks
• Take a minute to re-familiarize yourself with the elementary template tasks.
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Strong Teaching Tasks:
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•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 task directly related to the content being taught•Involve products written for an authentic audiences
Important Note:Engage students in a balanced set of writing tasks over the course of the year
Discipline SpecificGrade 2 LiteracyElementary Task 6 — Informational or Explanatory/Describe
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What makes an insect an insect? After reading informational texts, write a well-developed paragraph in which you describe common characteristics of an insect. Give several examples from at least two texts to support your discussion.
RI2.6Why did Bob Barner and Lucille Recht Penner write books about insects? After reading the informational texts Bugs! and Monster Bugs, write a well-developed paragraph in which you describe the authors’ purpose. Give several examples from both texts to support your discussion.
Strong Teaching Tasks:
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•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 task directly related to the content being taught•Involve products written for an authentic audiences
Important Note:Engage students in a balanced set of writing tasks over the course of the year
Jurying Sample Teaching Tasks
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Write a Task• Choose a topic• Identify the targeted standard•What do you want students to learn? • Determine mode of writing • Informational or Argumentation• Choose a template task• Text structure•Write the proposed teaching task
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Collegial Feedback on Teaching Tasks for Our Modules
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Looking at an LDC Module:• What task?• What skills?• What instruction?• What results?
Mother to Son
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Sections 2 and 3High Leverage Instructional
Strategies• Cluster 1 – Preparing for the Task• Cluster 2 – Reading Process• Cluster 3 – Transition to Writing• Cluster 4 – Writing Process
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Skill Cluster 1: Preparing for the Task – Day 1
What is the theme of the 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 figurative language contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion.
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Recommended Strategy: Deconstruct the Teaching Task
Skill: Task AnalysisDefinition: Ability to understand and explain the teaching task and rubric.
Skill Cluster 2: Reading Process
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Some Possible Strategies for Reading Texts:• Read Aloud/Think Aloud• Shared Reading• Guided Instructive Practice• Close Reading with Text Dependent Questions• Small Group Guided Reading• Partner Reading with Note-Taking• Individual Reading with Annotation
Remember to keep speaking, listening and writing an integral part of the instruction.
Skill Cluster 2: Reading Process – Day 3
18Recommended Strategy: Close Reading with text-dependent questions
Skill: Active Reading, Essential Vocabulary and Note Taking 1Definition: 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;
• determine the meaning of figurative language used in the poem.
Skill Cluster 3: Transition to Writing – Day 4
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Recommended Strategy: Partner and class discussion
Skill: Bridging Conversation to WritingDefinition: Ability to use notes to engage in a range of collaborative conversations to process and synthesize information previously read.
Skill Cluster 4: Writing Process
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Some Possible Strategies:• Mentor Texts• Deconstructing an Exemplar Text• Graphic Organizers• Small Group Instruction• Peer Revisions• Peer Editing
Reflections from a Colleague on Teaching an LDC Module
Mother to Son21
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
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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
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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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Exploring R-GroupSpace
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Collegial Sharing of Best Practices
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Give One – Get One
Quick Write – Instructional Strategy for: Preparing for the Task Developing Vocabulary Active Reading and Note-Taking Bridging Conversation from Reading to Writing Writing, Planning and Development Revision and Editing
Alignment between all components is critical!Creates an opportunity for a formative cycle!
Questions
Next Steps
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Our next meeting is February 27th.
Goals of the next session include:• Sharing of modules• Scoring student work• Sharing of effective strategies• Begin creation of another module
