What am I going to do for Learning Teams 2?: Literacy Design Collaborative

1. What am I going to do for Learning Teams 2?:Literacy Design Collaborative October 2012 ELA Curriculum Council

2. Introduction • Why are we here? • Introduce or reacquaint you with the Literacy Design Collaborative’s College Ready tools • Prepare you for the presentations you’ll make for your Learning Teams 2, Session 1

3. Table Talk: Talk with your colleagues at your table to choose ONE answer that all can agree on. • What movie title best describes the highlight of your school year so far, and why? • The Avengers • The Help • Mission Impossible • Extremely Loud and Incredibly Close

4. Table Talk: Talk with your colleagues at your table to choose ONE answer that all can agree on. • Which mode of transportation best describes the English teachers of our school and why? • Pickup Truck • Mini Van • Sports Car • Luxury Sedan

5. Teaching Task • What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and argumentative texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. • Grade(s) Level: 10/11 • Discipline: Social Studies • Course: Economics

6. What are the tools it offers us? • The tools are flexible, allowing for teacher creativity and choice. • The tools are easy to understand. • The lessons that are produced using these tools can be used by one team or can be used for a project across a team. • The tools are closely tied to the Common Core.

7. Analysis of Teaching Task • 1.What skills are students to know and be able to do before attempting the task and during the task? • 2. Do you know whether or not students know and are able to do each identified skill? • For each skill identified yes, what practice will be given and evidence collected from students to ensure that they know and are able to do ______? • For each skill identified no, what is the best way to teach the skill necessary to complete the task?

8. What are College Ready Tools? (CRT) • Template Tasks = Fill-in-the-blank “shells” that are derived from Content Standards • Argumentation • Information or Explanatory • Narrative

9. What are College Ready Tools? (CRT) • Template Tasks = Fill-in-the-blank “shells” that are derived from Content Standards • Argumentation • Information or Explanatory • Narrative • When personalized for an assignment, they become teaching tasks • Teachers fill in a template task with • the texts to be read, • writing to be produced and • the content to be addressed

10. Example:Argumentative Teaching Task • What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. What task did they use? What do you think about using this for your students?

11. What are College Ready Tools? (CRT) • Template Tasks = Fill-in-the-blank “shells” that are derived from Content Standards • When personalized for an assignment, they become Teaching tasks • Teaching Tasks are tools used to demonstrate mastery of the standards • Common Core Standards • Built in Standards for Reading • Built in Standards for Writing • Built in Common Core Standards for Literacy in Social Studies, Science and Language Arts

12. The Non-Negotiables of CRT Tools • TEMPLATE TASK—AS IS • when filled in this becomes the TEACHING TASK—AS IS • IDENTIFICATION OF STANDARDS (Teacher choice) • READING TEXTS (Teacher choice) • BACKGROUND INFORMATION (For teacher to discern/supply) • RUBRIC—AS IS

13. Each Genre has its own templates and Rubric

14. Differentiation Example: Argumentative Template Tasks Non-Negotiable [Insert essential question] After reading (different levels of text)(literature or informational texts), write a _______ (essay or substitute) that addresses the question and support your position with evidence from the text(s). Optional Differentiation L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

15. Differentiation and Teacher Choice • Choices of substantive content • Choices of reading texts • Choices of questions and content students will address in their writing • Differentiation for learners: L2 and L3 options

16. LDC Task Development Basics

17. Practice Creating Argumentative Teaching Tasks [Insert essential question] After reading ______ (literature or informational texts), write a _______ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

18. Glenetta’s practiceArgumentative Teaching Tasks How do the characters in The Crucible exemplify our school’s core values? After reading The Crucible, write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

19. Evaluate your practice Teaching Tasks • Swap Teaching Tasks with someone at your table. • Use the LDC Teaching Task Scoring Guide to score a teaching task (not your own) • LDC “Good to Go” Scoring Rubric • Is it “GOOD TO GO”?

20. Modules-- a series of teaching tasks becomes a module

21. Sample Module: Comparing Economic Systems

22. Module Template Components

23. The Modules Document • Start documentation early • This gives you time for mid-course corrections • Meant to be written to share with colleagues for feedback Document Document Document

24. Section 1: What Task? What template task will be used to drive my instruction? • Background knowledge students have • Standards • What standards or cluster of standards am I teaching towards? • Product • What completed tasks (content, information sources and product) will students do?

25. Section 2: What Skills? • Preparing for Task • Reading Process • Transition to Writing • Writing Process • Identifying the skills necessary for success on the teaching task. • Specific skills – the essential skills needed • (skills defined using: “Student is able to…..”) • Skills clusters- grouping similar skills so that they can be taught together

26. Section 3: What Instruction? • Preparing for Task Plan Task Engagement Task Analysis

27. Section 3: What Instruction? • Preparing for Task • Reading Process Is it a challenging text that will help us teach the task? Text Selection Active Reading Task Engagement Task Analysis What preparation do our students need to tackle the text?

28. Section 3: What Instruction? • Preparing for Task • Reading Process • Transition to Writing This is difficult for your colleagues to do. Text Selection Active Reading • Bridging • Linking readings to writing task Task Engagement Task Analysis

29. Section 3: What Instruction? • Preparing for Task • Reading Process • Transition to Writing • Writing Process • Controlling Idea, Planning • Development, Revision, Editing, & Completion Text Selection Active Reading • Bridging • Linking readings to writing task Task Engagement Task Analysis

30. Section 3: What Instruction? • Preparing for Task • Reading Process • Transition to Writing • Writing Process • Controlling Idea, Planning • Development, Revision, Editing, & Completion Text Selection Active Reading Task Engagement Task Analysis • Bridging • Linking readings to writing task

31. Skills and Instructional Ladders

32. Your Turn: Complete Instructional Ladder • What Skills? • Skills and definition • Prompt • Product • What Instruction? • Scoring • Instructional Strategies

33. Glossary: • Template • Template Task • Literacy Design Collaborative: • The people who made this framework. • Lesson/Unit/Project: • Framework: • The tool the LDC designed to help write lesson plans

34. Websites that help: • https://www.teachingchannel.org/videos/using-socratic-seminars-in-classroom • http://www.literacydesigncollaborative.org/ • http://www.readworks.com • http://www.literacydesigncollaborative.org/resources/sample-modules/ • http://www.literacydesigncollaborative.org/resources/module-development-tools/ For a copy of all of the materials we’ve used today: • https://sites.google.com/site/krausenewteachers/

35. How am I ever going to get a hold of Glenetta? • krauseg@cps-k12.org or mrs.krauseg.hughes@gmail.com • http://englishteacherinthestemschool.wordpress.com • http://pinterest.com/msblair/for-the-classroom/ • http://www.delicious.com/krauseg/englishdept • http://www.delicious.com/krauseg/english • http://www.delicious.com/krauseg/edtech