writing a module some questions to ask yourself… - what content - what type/mode of academic...

Writing a ModuleSome questions to ask yourself…

- what content - what type/mode of academic writing - what text structure - what length of the module - what writing product - what text and/or multimedia04/20/23 1copyright REACH Associates

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 ElmoreRounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

At the Core of the LDC Framework is the Task

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Consider: - content - mode of writing - text structure

1st Choose a Template Task from the Template Task Bank

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Task 2 Template: [Insert question] After reading ________ (literature o r informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). (Argumentation/Analysis)

Task 14 Template: [Insert question] After reading _______ (literature or informational texts), write _________(essay, report, or substitutes) that describes _______and addresses the question. Support your discussion with evidence from the text(s). (Informational/Description)

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Add the Template Task to the Module

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Module title:

Module description (overview):

Template task (include number, type, level):

Teaching task:

Grade(s)/Level:

Discipline: (e.g., ELA, science, history, other?)

Course:

Author(s):

Contact information:

2nd Turn the LDC Template Task into a Teaching Task by filling in the blanks

Task 14 Template: Informational/Description [Insert question] After reading ________ (literature or informational texts), write ________ (essay, report, or substitutes) that describes ________ (content) and addresses the question. Support your discussion with evidence from the text(s).

Task 14 Template: Informational/Description How are effects of colonialism in Africa still seen today? After reading informational texts, write an essay that describes current issues of genocide, AIDS, and hunger in Africa and addresses the question. Support your discussion with evidence from the texts.

• text• writing product• content

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The Teaching Task is pivotal for module success.

– Decide task level. (L1, L2 or L3) – Do not change the words in the template task.

(The CCSS are hard wired into the template tasks.)

– Use learning targets and state content standards.

– Consider the content, desired product, and your students.

– Revisit frequently during module creation and implementation.


Add the Teaching Task to the Module


Module title:



Teaching task:

Grade(s)/Level:


Course:

Author(s):


3rd Complete the Information Sheet

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• Module Title (optional graphic)


Module title:



Teaching task:

Grade(s)/Level:


Course:

Author(s):


4th Complete the Information Sheet (cont.)

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• Module Description/Overview (Should be written to a fellow colleague and include: what will be learned, the input medium students will use, the final product, and where in the content instruction the task stands)

Module title:



Teaching task:

Grade(s)/Level:


Course: Author(s): Contact information:

5th Complete the Information Sheet (cont.)• General Information (Intended Grade Level(s),

Discipline/Content Area, Course , Author(s), and Contact Information)

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Module title:



Teaching task:

Grade(s)/Level:


Course: Author(s): Contact information:

6th Complete Section 1: ‘What Task’

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• Teaching Task (copied from page 1)


Background to share with students:

Teaching task:

Reading texts:

Extension (optional):

7th Complete Section 1: ‘What Task’ (cont.)

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• Background (written to students , provides context)

•Is written to and is readable by students•Connects the task to prior content learning•Helps students gain a focus•Is a hook for students into the module•Can be incorporated into the getting ready/preparing for the module



Section 1: What Task?

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•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.

8th Choose the Texts (and if desired, multi-media)


Choosing Texts and Other Resources - Tips

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Ask yourself….Will the texts and/or multimedia I’ve chosen provide the students with the information they need to completely respond to the prompt?

Check…. the ‘do-ability’ of the task by using the readings to complete the task yourself


9th Add the Texts

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10th Add Extension (if desired – including an extension is optional)



Teaching task:

Reading texts:

Extension (optional):

11th Complete the Common Core Section• Do not change standards on the left side of the chart (Standards are hardwired into

template tasks.)

• May add additional standards “when appropriate – if addressed in the module”

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READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY“Built In” Reading Standards “When Appropriate” Reading

1- 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.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Not evident in this module.

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. Not evident in this module.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Evident in this module.

6- Assess how point of view or purpose shapes the content and style of a text.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Not evident in this module.

10- Read and comprehend complex literary and informational texts independently and proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Evident in this module.copyright REACH Associates

12th Complete the Content Standards Section• Include state content standards appropriate

to the module • Content Standards can be used to design

mini-tasks in the module


Standards source:

NUMBER CONTENT STANDARDS

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13th LDC Rubric – do not change

Scoring Elements Not Yet Approaches Expectations Meets Expectations Advanced1 1.5 2 2.5 3 3.5 4

FocusAttempts to address prompt, but lacks focus

or is off-task. Addresses prompt appropriately, but with a weak

or uneven focus. Addresses prompt appropriately and maintains a clear,

steady focus.

Addresses all aspects of prompt appropriately and maintains a

strongly developed focus.

Controlling IdeaAttempts to establish a controlling idea, but

lacks a clear purpose. Establishes a controlling idea with a general

purpose. Establishes a controlling idea with a clear purpose

maintained throughout the response.

Establishes a strong controlling idea with a clear purpose

maintained throughout the response.

Reading/ Research

Attempts to present information in response to the prompt, but lacks connections or

relevance to the purpose of the prompt. (L2) Does not address the credibility of sources

as prompted.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins

to address the credibility of sources when prompted.

Presents information from reading materials relevant to

the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.

Accurately presents information relevant to all parts of the

prompt with effective selection of sources and details from

reading materials. (L2) Addresses the credibility of

sources and identifies salient sources when prompted.

Development

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2)

Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or

irrelevant.

Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant

implication or (L3) a relevant gap/unanswered question.

Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant

and plausible implications, and (L3) a relevant gap/unanswered question.

Presents thorough and detailed information to strongly support the focus and controlling idea.

(L2) Thoroughly discusses relevant and salient

implications or consequences, and (L3) one or more significant

gaps/unanswered questions.

OrganizationAttempts to organize ideas, but lacks control

of structure.

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of

the organizational structure

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

Maintains an organizational structure that intentionally and

effectively enhances the presentation of information as

required by the specific prompt.

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 an 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 an appropriate format.

Content Understanding

Attempts to include disciplinary content in explanations, 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.

Scoring Rubric for Informational or Explanatory Template Tasks

LDC Scoring Elements: Focus, Controlling Idea, Reading Research, Development , Organization, Conventions, Content Understanding copyright REACH Associates

• Deconstruct the teaching task to identify the skills students need to complete the task.

• Skills are defined by “Ability to…”• Organize the skills into clusters such as:

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14th Complete Section 2 – What Skills

• Preparing for the Task

• The Reading Process

• Transition to Writing

• Writing Process

SKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR THE TASK

SKILLS CLUSTER 2: READING PROCESS

SKILLS CLUSTER 3: TRANSITION TO WRITING

SKILLS CLUSTER 4: WRITING PROCESS

Include Common Core Grade Specific Expectations in the Skills’ Definitions

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SKILL DEFINITION


1. Academic Learning Behaviors (ARTS)

Ability to recognize and demonstrate learning behaviors (ARTS).

2. Task Analysis Ability to understand and explain the task’s prompt and rubric. 3. Project Planning Ability to plan so that the task is accomplished on time.

SKILLS CLUSTER 2: READING PROCESS

1. Readying for Reading Ability to ready for reading by preparing a note-taking format. 2. Close Active Reading

and Note Taking Ability to:

1. read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

2. determine and analyze the development of central idea(s) of text; 3. determine connotative and denotative definitions of words and phrases (and analyze their impact on meaning); 4. and cite reference source.

3. Organizing Notes Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize relevant content.

SKILLS CLUSTER 3: TRANSITION TO WRITING

1. Readying as a Writer Ability to understand the descriptive text structure and informational/explanatory writing. 2. Bridging Conversation

to Writing Ability to transition from reading to writing phase.

SKILLS CLUSTER 4: WRITING PROCESS

1. Initiation of Task Ability to introduce a topic clearly, write a focus/thesis statement and initial draft of an opening paragraph which previews what is to follow. 2. Planning Ability to develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing. 3. Development 1 Ability to:

1. construct an initial draft of the body paragraphs which develops the topic with relevant facts, definitions, concrete details, quotations and examples.

2. incorporate transition words, phrases and clauses 3. use precise language and domain-specific vocabulary.

4. Development 2 Ability to construct an initial draft of a concluding statement and closing paragraph which follows from and supports the information presented.

5. Revision Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, focusing on purpose and audience while maintaining a formal style.

6. Editing Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and knowledge of language and its conventions when writing and speaking.

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15th Complete Section 3 – What Instruction

• Skills

What should I remember about the skills?

• Cut and paste the skills from Section 2• The instruction of the skills become

mini-tasks


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16th Plan the Prompt for Each Mini-Task•Written to students

•Asks students to practice and demonstrate an ‘in- progress” skill

•Refer to specific state, district, content grade level standards •When implementing the module, make connections between mini-task and teaching task

PACING SKILL AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIESPRODUCT AND PROMPT SCORING (PRODUCT

“MEETS EXPECTATIONS” IF IT…)


17th Determine a Product for Each Mini-Task

• Specify student work that can be used to determine student’s understanding of skill being taught

• Might be a tangible artifact of student work or participation in a group task

• Use as formative assessment





18th Determine the Pacing for Each Skill• Be realistic in determining pacing• Envision the step-by-step lessons and how long

each will take• One skill does not always equate to one class period





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19th Determine the Instructional Strategies

•Think about what instruction is needed for students to be successful

•Plan effective instructional strategies based on your knowledge of your students





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20th Write a Scoring Guide for Each Mini-Task•Keep mini-task rubrics manageable•Empower students in knowing the expectation•Provides the teacher with formative assessment Think about what additional scaffolding, instructional strategies and supports you will provide for students who do not meet expectations of mini tasksPACING SKILL AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES

PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)


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21st Complete Materials, References and Supports

•Copy materials, references and supports into last part of Section 3 – What Instruction

FOR TEACHERS FOR STUDENTS


22nd Determine whether to include a Classroom Assessment Task

• The pre and post classroom assessment tasks are optional. • If used, the task needs to mirror the sentence structure of the teaching task.•Choose a short text for students to independently read and analyze.

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Classroom assessment task

Background to share with students (optional):

Reading texts:

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)


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23rd After Implementation … Complete Section 4 - What Results

•Provide student samples

•Include teacher reflection on implementation of the module in the Teacher Work Section in the Teacher Work Section •Include student and teacher supports in the Appendix


LDC

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writing a module some questions to ask yourself… - what content - what type/mode of academic...

Documents

ldc template task

template task bank

task level

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template tasks

module creation

module success