1. LDC Module Creation: Part 1—The Template Task Jeanette Barreiro June 11, 2014

2. Goal of template tasks The tasks require teachers to create assignments that ask students to… THINK in ways that prepare them for college and/or the work force. READ, ANALYZE, and COMPREHEND texts as specified by the Common Core standards WRITE products as specified by the Common Core Standards

3. TYPES of WRITING PIECES OVERALL TYPES: Argumentation Informational/Explanatory Narrative WHAT CAN THEY BE?

4. Types of Structure Definition Description Procedural-Sequential Synthesis Analysis Comparison Evaluation Problem-Solution Cause-Effect

5. How do you know the structure? What is your purpose? Example: If you want the students to respond critically to a piece of text, your task may be to… Analyze or Compare Example: If you want students to explain why, how, or if something happened, your task may be to… Tell the cause-effect relationship

6. Types of tasks After reading… If you want to focus on several writing tasks that the teacher chooses, you may want your task to say “After reading…” After researching… If you want students to have more choice in what they read, you may want your task to say “After researching…”

7. Look at your Template Task Collection

8. Demands To make sure your template task has enough rigor, you may want to add extra demands.

9. Built-In Standards For content teachers, your focus doesn’t have to be on literacy for the LDC. The template task hard-wires in these skills so you can be purposeful about making sure your content needs are met first.

10. Built-in Standards

11. Built-In Standards

12. LDC Task Development Basics

17. Time to Develop Your Own Think about the first module you will be teaching during the first nine weeks. Make sure you choose a major issue in your class that would be worth 2—4 weeks of class time. (Some LDC modules can be less than 2 weeks, but generally it takes about that long to complete it.) Make sure the subject you are teaching would work into your scope and sequence for the first nine weeks of the school year.

18. Develop your own task Decide—what is the purpose for the writing task? What do I want my students to be able to do? Find a template task that meets your content and purpose. Fill in the blanks of the template task.

19. Template Task Checklist Re-read your task (or trade with a partner if you would like!) Fill out the checklist based on the template task you are reading Offer some feedback! What could make this better?

20. Technology Tools Go to www.ldc.org.www.ldc.org Click on “Core Tools” *I have to use Safari to get Core Tools to load correctly! Create account.

21. Other Websites http://www.reachassoc.net/ http://www.ruthiestaley.net/ldc.html www.kadiralston.com

22. Instructional Ladder (AKA, your lesson plans!) Section #2 is an OVERVIEW of your ladder. Think of it as your “I can” statements! Section #3 is the ladder planned out fully

23. Look at example modules Preparing for the task = Preparing for reading This is a time to build some background knowledge and find out what students already know. This is also the time to analyze the task and scoring rubric so students understand what they are supposed to do and how they will be scored. Reading Process This is a time to focus on reading. Make sure students know essential vocabulary, they are able to summarize or paraphrase the gist of what they are reading, and they understand the overall purpose of the texts.

24. Transition to Writing How can you link together what they have read to what they will be writing about? Focus on making sure the students understand the purpose of their writing piece and they are able to develop a plan and choose a text structure that fits the intended purpose. (For many students, this will take modeling!) Writing Drafting, revising, editing, re-drafting. This is the traditional writing we’ve come to expect from kids! This will be a place to make sure the writing makes sense. Refer often to the rubric!

25. Choosing Texts Text selection is critical! Look for the perfect balance: Reading level of students Complexity of texts (consider skills and stamina) Background knowledge required for comprehension Sufficiency of content to connect to writing task Use gradual release when possible! I do ------ We do -------- You all do -------- You do Make sure text provides students with information they need to respond completely to the template task. If argumentative—make sure the quantity and content of texts aren’t biased to one side.

26. List in Appendix B of Common Core Standards Use news sites like www.newsela.com and www.tweentribune.com.www.newsela.com www.tweentribune.com Textbooks (if you have one that is updated) www.readworks.org Google your topic!

27. Work Time! Spend some time working on… Finding Texts Writing “I can” statements for the skills (Section 2) Developing your instructional ladder (Section 3) Looking at sample modules Asking for 1 on 1 help if you need it! Exploring Reading strategies (see links on website) Exploring Core Tools