Revisiting LDC, Day 2 Elementary Bowling Green, Kentucky – Reach Associates November 15, 2013

1. Revisiting LDC, Day 2 Elementary Bowling Green, Kentucky – Reach Associates November 15, 2013

2. Good to see you again!

3. 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

4. Norms • What are some working agreements you would request of all participants to make today as productive as possible?

5. 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

6. Overview of the LDC Framework

7. Elementary Template Tasks • Take a minute to re-familiarize yourself with the elementary template tasks.

8. 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 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

9. Discipline Specific Grade 2 Literacy Elementary Task 6 — Informational or Explanatory/Describe 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. RI2.6 Why did Bob Barner and Lucille RechtPenner 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.

10. 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 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

11. Jurying Sample Teaching Tasks

12. 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

13. Collegial Feedback on Teaching Tasks for Our Modules

14. Looking at an LDC Module: • What task? • What skills? • What instruction? • What results? Mother to Son

15. 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

16. Skill Cluster 1: Preparing for the Task – Day 1 Skill: Task Analysis Definition: Ability to understand and explain the teaching task and rubric. What is the theme of the poem Mother to Son? After reading Mother to Sonwrite 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. Recommended Strategy: Deconstruct the Teaching Task

17. Skill Cluster 2: Reading Process 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, listeningand writing an integral part of the instruction.

18. Skill Cluster 2: Reading Process – Day 3 • Skill: Active Reading, Essential Vocabulary and Note Taking 1 • Definition: 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. Recommended Strategy: Close Reading with text-dependent questions

19. Skill Cluster 3: Transition to Writing – Day 4 Skill: Bridging Conversation to Writing Definition: Ability to use notes to engage in a range of collaborative conversations to process and synthesize information previously read. Recommended Strategy: Partner and class discussion

20. Skill Cluster 4: Writing Process Some Possible Strategies: • Mentor Texts • Deconstructing an Exemplar Text • Graphic Organizers • Small Group Instruction • Peer Revisions • Peer Editing

21. Reflections from a Colleague on Teaching an LDC Module Mother to Son

22. What Results? – Section 4Scoring 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

23. 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

24. 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

25. Collaborative Scoring

26. Exploring R-GroupSpace

27. Collegial Sharing of Best Practices • 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!

28. Take a Look at Additional Student Work

29. Work Session

30. Questions

31. Next Steps • 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

32. jpittock6591@gmail.com– Jody • daggettbeverly@gmail.com- Beverly