A framework to move from common core to classroom practice Puget Sound ESD December

Overview of the Sessions 2

Norms What working agreements will help make today be successful for you? 3

Outcomes Deepen understanding of each section in the LDC Framework and how each section supports implementing the Common Core Standards Gain high leverage instructional strategies Understand the 7 elements and scoring used on the LDC Informational Rubrics Calibrate scoring Score student work samples Choose an LDC Template Task to create a Teaching Task and use an LDC Module Template to write an argumentation module ready for implementation Plan and implement mini tasks with intentionality - including the grade level ELA and content CCSS standard, prompt, product, instructional strategies and scoring 4

Reconnecting Conversation Successes - Lens of the Teacher - Lens of the Students Q & A 5

How are the instructional shifts and demands of the Common Core evidenced in LDC?  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 Jigsaw instructional shifts at your table Table sharing 1 person to ‘share out’ an idea per shift Whole group sharing

Overview of the LDC Framework 7

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 What Task? - What Task? - Section 1 The Core of the LDC Framework 8

Strong Teaching Tasks: 9 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

Jurying Teaching Tasks 10 Social Studies – Grade 9 Does Colonialism Continue to Impact Africa Today? Module Description (overview): This module is intended to help students understand how colonialism continues to impact Africa today; students will explore the current issues of genocide, AIDS, and hunger in Africa. The module is used as the final piece of a unit on the history of colonialism in Africa and was created for high school freshman with low literacy skills. Task 14 – Informational/Description [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) in which you describe ________ (content). Support your discussion with evidence from the text(s). Teaching Task - Are effects of colonialism in Africa still seen today? After reading informational texts, write an essay in which you describe current issues of AIDS, hunger, genocide in Africa. Support your discussion with evidence from the texts.

What Skills: Section 2 Preparing for the Task Reading Cluster Transitioning to the Writing Cluster Writing Cluster Using Grade Level Literacy and Discipline Specific Skills 11

Skill and Definition (from Section 2) Instructional Strategies (best practices to teach specific skill) Pacing (how long) Prompt (what I tell students they will do during the day’s instruction) Product (authentic work sample from the day’s instruction) Scoring (criteria defining to what degreee students accomplish the day’s skill) 12 Creating an Instructional System Section 3: What Instruction A Mini Task for Each Skill

13 Literacy Matters Aligning Mini Tasks Revisiting an LDC Classroom

High Leverage Instructional Strategies to Include in Mini-Tasks Give One – Get One Individual Work Group Sharing 14

High Leverage Instructional Strategies to Include in Mini-Task Close Reading and Text Dependent Questions 15

Demonstration of the practice Reading informational text Processing the Information Recording new information 16 Close Reading of Complex Text

What Results? What Results? – Section 4 Scoring 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 17.

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 18

Rubric Translation 19 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. Focus, Level 4: Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. My essay will be all about the achievements, growths and costs to society caused by the Industrial Revolution. I will decide whether the benefits of the Industrial Revolution outweigh the costs to society. Jigsaw and translate the remaining 6 scoring elements at your table

Collaborative Scoring 20

Scoring Student Work Similarities in thinking while scoring? Differences in thinking while scoring? Strengths noted student’s product? Areas of weakness noted in student’s product? 21

Work Session 22 Writing Teaching Task -Checklist for Teaching Task Choosing Text -Checklist for Choosing Task

Jurying Rubric for LDC Tasks and Modules Annotating the text Reviewing a colleague’s teaching task 23

Work Session 24 Analyzing Text Complexity -Quantitative Lens -Qualitative Lens -Reader and Task Lens Planning for Instruction -Creating Aligned Mini-Tasks

How is LDC a strategy for implementing the Common Core? Write the GIST in EXACTLY 25 words! 25 The word gist is defined as "the main or essential part of a matter." GIST or 25 Word Summary

Work Session 26 Section 3: Aligned Mini-Tasks Skill and Definition (from Section 2) Instructional Strategies (best practices to teach specific skill) Pacing (how long) Prompt (what I tell students they will do during the day’s instruction) Product (authentic work sample from the day’s instruction) Scoring (criteria defining to what degreee students accomplish the day’s skill)

High Leverage Instructional Strategies Professional Reading Table Conversations Classroom Video Socratic Seminar Demonstration 27 Socratic Seminar

Next Steps 28 Next session is February 11 th Bring a completed module and 3 student samples (1 from an on-grade level writer, 1 from an above grade level writer and 1 from a struggling writer)