Introduction to LDC Framework for Classroom Practice

1. A framework to move from common core to classroom practice Introduction to LDC Louisiana Teachers - Reach Associates Teachers Session 1 of 3

2. Overview of the Sessions

3. Opportunities and Commitments

4. Outcomes • Understand how the LDC Framework is a strategy to bring the Common Core State Standards (CCSS) into classroom practice • Know the components of the LDC Framework and its function within the LDC system • Choose an LDC Template Task to create a Teaching Task • Begin to write an argumentative or informational module for your Teaching Task • Explore supports for writing and implementing LDC

5. Norms • What are some working agreements you feel would help to make today successful?

6. Overview of the LDC Framework

7. A Look at LDC in the Classroom Literacy Matters Video

8. What Task? - Section 1 The Core of the LDC Framework • 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 Elmore • Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

9. The CCSS are Hard Wired into the Template Tasks 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). L2 Be sure to acknowledge competing views. L3Give examples from past or current events or issues to illustrate and Clarify your position. 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). Elementary Task 6: (Informational or Explanatory/Describe) [Insert optional question] After reading ___________ (literary or informational text/s), write a/an __________ (product) in which you describe __________ (content). Give ____ (an, several, or #) example/s from ____ (text/s) to support your discussion.

10. Template Task Collection The “Template Task Collection” is organized by… • Writing Type: Argumentation, Informational/Explanatory, Narrative • Text Structure: Definition, Description, Analysis, Problem-Solution, etc. • Task Types: “After researching...” or “Insert Essential Question” • Essential Question is optional in new template drafts

11. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure 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). L2 Be sure to acknowledge competing views. L3 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.

12. 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 a balanced set of writing tasks over the course of the year

13. Write a Task • Choose a topic • Identify the targeted standard(s) • Determine mode of writing • Informational or Argumentation • Choose a template task • Text structure • Write the proposed teaching task

14. Choose the Texts (and if desired, 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.

15. Looking at an LDC Module: • What task? • What skills? • What instruction? • What results? Comparing Economic Systems

16. Looking at an LDC Module:Section 1: What Task? • Module Title • Overview • Grade Level, Discipline, Course • Author’s Contact • Background to Students • Texts • Possible Extension • Anchor Standards • Custom/Content Standards • Rubric

17. Module Creator – Section 1 • Signing into Module Creator • Create a new module • Overview • Title • Description • Discipline • Grade • Course • Author • Contact info • Task • Task Bank • Writing Type • Text Structure • Template Task • Teaching Task • Reading Texts • Digital Articles • Background & Extension • Rubric • Standards

18. Section 2: What Skills?

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

20. Each skill cluster is broken into specific skills which helps guides teacher in planning instruction. • Skills are from ELA and content specific grade level standards. • Definition (ability to….) creates instructional clarity. • Specific skills guide teacher in planning instruction.. Skill Cluster 2: Reading Process (Grade 7)

21. What Skills? – Section 2By deconstructing the teaching task the neededskillsare identified. • What are the features of an ideal mixed economy? After reading informational texts, editorials and interactive infographic texts, 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 text acknowledge competing views.

22. Module Creator • Preparing for the Task • Task Engagement • Task Analysis • Reading Process • Text Selection • Active Reading • Essential Vocabulary • Academic Integrity • Note-Taking K. Thiebes

23. Module Creator • Transition to Writing • Bridging • Writing Process • Controlling Idea • Planning • Development • Revision • Editing • Completion K. Thiebes

24. Defining Skills… • using grade level specific standards Active Reading: Ability to…

25. Deconstructing a Standard –Reading Standard for Informational Text 1Anchor Standard: 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. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1st - Ask and answer questions about key details in a text. 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text. Change in Expectations Ask and answer questions about key details in a text. (no prompting) Ask and answer such questions as who, what, where, when, why, and howto demonstrateunderstanding of key details in a text.

26. Grade and Standard 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text. 3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Change in Expectation Ask and answer such questions as who, what, where, when, why, and howto demonstrateunderstanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

27. Grade and Standard 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Change in Expectation Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

28. Grade and Standard 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th and 12th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Change in Expectation Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

29. Let’s Create Grade Level Definitions Active Reading • Grade 1 – Ability to ask and answer questions about key details in a text • Grade 5 – Ability to accurately quote explicit and inferential information from a text • Grade 8 - Ability to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as text-based inferences • Grade 11-12 – Ability to cite strong and thorough textual evidence to support analysis and determine where the text leaves matters uncertain

30. Looking at an LDC Module: • What skill? • Active Reading Comparing Economic Systems

31. Module Creator – Section 2 • Modify Skills • Add a skill • Edit a skill • Delete a skill • Move a skill • Save

32. Section 3: What Instruction?

33. A Sample Timeline for an LDC Module • Introducing the Unit (Preparing for the Task) • Approximately 1-2 days • Reading & Learning about the Topic (Reading Process) • Approximately 3-8 days • Processing the New Information (Transition to Writing) • Approximately 1-2 days • Responding to the Task (Writing Process) • Approximately 3-8 days

34. What Instruction? - Section 3 Skill and Definition Product and Prompt Pacing Scoring Guide Teaching Strategies

35. Looking at an LDC Module: • What instruction? • Active Reading Mini-Task Comparing Economic Systems

36. Module Creator – Section 3 • Define Mini-Tasks for Each Skills Cluster • Product • Prompt • Pacing • Scoring Guide • Instructional/Teaching Strategies • Notes • Accomodations and Interventions • Editing a Mini-Task – Save Mini-Task • Adding a Mini-Task • Add Resources

37. Work Session Skills Ladder Check In… Reminder:The components of the mini task need to be aligned/purposefully connected. This means the skill and definition you've listed should guide your choice of the daily prompt, product and the instructional strategies used to teach that skill. Reminder:Be sure to refer to your specific grade level Common Core Standards when defining the skills. Mini-Task Check In…

38. LDC and Teacher Support Toolbox LDC provides a framework that supports teachers through the behaviors outlined in the Teacher Support Toolbox. Specifically, LDC supports assessment creation and lesson and unit planning. 38

42. Louisiana Believes

43. Next Steps