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Keeping Students at the Heart of the Work While Preparing Them for College and Career!

Welcome to the ELA Teacher Leader Network Meeting Hazard Community & Technical College September 21, 2011. Keeping Students at the Heart of the Work While Preparing Them for College and Career!. I Used to think the networks were…, but now I know they are…. What About Our Norms?.

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Keeping Students at the Heart of the Work While Preparing Them for College and Career!

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  1. Welcome to the ELA Teacher Leader Network Meeting Hazard Community & Technical College September 21, 2011 Keeping Students at the Heart of the WorkWhile Preparing Them for College and Career!

  2. I Used to think the networks were…, but now I know they are…

  3. What About Our Norms? http://www.polleverywhere.com

  4. Today’s Agenda • Welcome • Today’s Learning Targets • KY Leadership Networks Purpose/Goals • KCAS Writing Standards and Instructional Implications (persuasion, opinion & argument) • Literacy Design Collaborative and CHETL • Grade Level Groups: LDC Teaching Task 2: Argumentation Assessment Literacy: Book Study Leadership and Personal Goal Setting • Extended Learning, I and I Logs, Blackboard, Network Feedback Forms, Meeting Schedule

  5. Today’s Learning Targets • I can articulate the goals and purpose of the content leadership networks. • I can explain how the ELA KCAS differentiate between persuasion and opinion/argument. • I can recognize instruction that makes the connection among the standards: Literacy Design Collaborative • I can create a LDC teaching task for argumentation that integrates the ELA strands. • I can set personal goals and create an action plan to advance the vision of 21st century learning

  6. Focus of Kentucky’s Plan Leadership Networks Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Balanced Assessment/Assessment Literacy

  7. Purpose/Goal of the Networks is to… • Provide equal representation to all school districts • Build capacity at the DISTRICT level to understand how to implement KCAS within the context of HETL and assessment • Create a professional learning community of content and administrator leaders • Provide the leaderships skills, tools and resources necessary to effectively implement new standards

  8. Taking a Quick Look Back… • Vertical and Horizontal Progression of the ELA common core standards • Assessment of/for Learning: CASL & Formative Assessment • Deconstruction of Standards • Student Friendly Targets • Building Leadership Skills: Break Out Sessions • Analyzing Resources: Becoming a Critical Consumer • Content Gap Analysis • Planning and Pacing Guides

  9. What’s Ahead for Year 2? • Plan rigorous and congruent learning experiences for instruction • Select evidence-based strategies and resources to enhance instruction and support CHETL • Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning • Work collaboratively within and across networks to populate CIITS • Participate in grade level appropriate book studies that will further an in-depth study of current and best practices in literacy

  10. KCAS Writing Modes of Discourse • Informative/Explanatory • Opinion (K-5)/Argumentative (6-12) • Narrative (Not Personal Narrative!!) Modes may be applied in a variety of forms, and instruction should not limit choices based on anticipated test formats.

  11. KY Writing DRAFT Instructional Rubric Look at a copy of the KCAS and identify where the standards appear in the rubric for the sub-domain of STRUCTURE.

  12. Your Turn • Use your copy of: • Reading Informational Standard #8 • Speaking/Listening #3 • Identify an example(s) of how the KCAS standards appear in the Instructional Rubric for one (or more) of the Writing Instructional Rubric sub-domains • Share your findings with others at your table

  13. One big change in the writing standards is the shift from opinion/persuasion to argumentation…

  14. Opinion, Persuasion and Argumentation: What’s the difference? Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

  15. And then there’s Propaganda… Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think

  16. Does it meet the intent of the Standard? Items Needed • Copy of Writing Deconstructed Standard #1 (5, 8 or 10) • Copy of Student Writing Response (5, 8 or 10) Instructions • Review Writing Standard #1 • Read the Student Response • Determine whether or not the response meets the intent of Writing Standard #1

  17. Arguments: From…To…

  18. Break 10:30 – 10:45 a.m. Prize Drawing

  19. State Strategy

  20. What is theLiteracy Design Collaborative? A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning. Just as CASL was the touchstone text for assessment literacy, so is LDC the touchstone for highly effective teaching and learning.

  21. Literacy Design CollaborativeSample Task Teacher’s Task Before LDC Teacher’s Task After LDC Task 2 ELA: (Argumentation/Analysis L1): Would you recommend A Wrinkle in Time to a middle school reader?After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text. • After reading the book A Wrinkle in Time, write a book review explaining why you did or did not like this book.

  22. Scaling LDC/MDC Work-Partnership Pilot Districts Leadership Networks

  23. Literacy & Math Design Collaborative Pilot Districts Kentucky Writing Project -- Literacy Design Collaborative (LDC) -- (Math) Formative Assessment Lessons (FAL) -- LDC and FAL

  24. Kentucky is the first state to implement the LDC at the elementary level.

  25. Common Core State Standards Now Shared by Most States * LDC States Colorado Georgia Kentucky Louisiana corestandards.org, July 29, 2011

  26. The Common Core State Standards are a blueprint. • They set clear goals. • They define literacy in content areas. • They offer great opportunity for sharing.

  27. But We Need to Move … From blueprint to action!

  28. Where are We Starting from? If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?”

  29. Where are We Starting from? Too often, the answer is …

  30. LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone.

  31. LDC: The Main Idea A systematic framework for developing reading, writing, and thinking skills within each discipline, with: • Science work focused on skills students need to succeed in science • History work focused on skills students need in history • Work in many other classes focused on skills essential to those subjects

  32. Introduction to the LDC Materials • What’s in your LDC Guide for Teachers binder/packet? • Read the overview: Tab #1, Page 2 • Make note of your wonderings on a sticky note.

  33. Student Assignments Engaging and demanding learning through: • Teaching tasks with prompts and scoring rubrics • Instructional modules, supporting the tasks with plans for needed skills, effective instructions, and sample student work

  34. Teacher Tools Tools to implement that approach: • Templates educators can fill in to create the tasks and teaching plans • Modelseducators can consider and revise • Sample work from other teachers and their students to use as models for new designs

  35. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

  36. LDC is Not . . . a unit. The LDC framework fits with a unit. for every unit. Just those that make sense.

  37. Tools … “Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.” LDC design team, The LDC Guidebook for Teachers

  38. Our Project Ready, Set, Go!

  39. Come Build with Us • Teaching tasks • Instructional ladders (plans for the teaching) • Sample student work • Modules that share your designs with other educators (A module = a task + an instructional ladder + sample work + other information you add to explain how you did the teaching)

  40. Tasks

  41. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate*

  42. Why Tasks? “What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education

  43. Template Tasks LDC template tasks are “shells” of assignments that ask students to read, write, and think about important academic content in science, social studies, English, or another subject. Teachers fill in those shells, deciding the texts students will read, the writing students will produce, and the content students will engage.

  44. Template Tasks Template tasks come with rubricsfor scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address. Some template tasks provide optional additionsto the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)

  45. Template Task 2 [Insert essential question] After reading ___________ (literature or informational texts), write an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2Be sure to acknowledge competing views.L3 Give examples from past or current events or issues to illustrate and clarify your position. LDC design team, Template Task Bank

  46. FromTemplates Task toTeaching Task Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks. The content can be science, history, language arts, or another subject.

  47. Teaching Tasks Teachers fill in the prompt, including: • The content of the task • Texts to read • Text students will write, including suggestion of or choice of audience • Whether to use the Level 2 and Level 3 options to make the task more demanding

  48. Let it sink in. • Read over Tab #2, Page 4 of the LDC Guide for Teachers. • Talk at your table to share your understanding of LDC and template tasks.

  49. Some Sample Tasks To see how this works, consider examples of: • Template Task 2 • Filled in three different ways by three different teachers • Content added by those teachers is underlined • Notice how the teachers added their state content area standards

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