Upload Your Standards Apps! Go to your App Store Click on Categories Select Education Search for… –COMMON OR –Standards Green Icon = ELA/Math Orange Icon.

Upload Your Standards Apps! Go to your App Store Click on Categories Select Education Search for… –COMMON OR –Standards Green Icon = ELA/Math Orange Icon = Science 1 COMMON

Welcome to LDC! Introduction: Day One 2

Our Facilitators Becky Woosley Effectiveness Coach Rebecca.woosley@education.ky.gov @EC_Rwoosley Kelly Philbeck LDC Instructional Specialist kelly.philbeck@education.ky.gov www.kellyphilbeck.com Twitter: @kellyphilbeck FB: Kelly R. Philbeck 3

Meeting Materials are on www.kellyphilbeck.com www.kellyphilbeck.com 4 Password: kyldcresources

Norms Working Agreements for a Successful Two Days Together: Rule of Two Feet Honor Time Start/End/Breaks Limit Side Conversations Respectful Technology Cell phones on vibrate Relevant Technology 5

Goals and Outcomes Standards CCSS Shifts Content Reading Writing Speaking/Listening Task Content Text Student Product Quality Tasks Instructional Ladder Skills/ Instruction Day One Day Two LDC Framework 6

Goals and Outcomes: LDC Structure Task Preparing for the Task Task Engagement HooksTask AnalysisChunking Task Rubric Translation Reading Processes NotetakingCornell NotesVocabulary Transition to Writing Bridging Conversation Socratic Seminar Debates Writing Processes Planning/ Drafting/ Revising Skills Clusters Mini-Tasks Skills 7

Goals: LDC Supports www.ldc.org CoreTools 8

What is LDC? Well, if you Google it, did you mean… 9

What is LDC? If you search Pinterest, it’s DEFINITELY NOT… 10

The Literacy Design Collaborative (LDC) is a national community of educators providing a teacher-designed and research- proven framework, online tools, and resources for creating literacy-rich assignments and courses across content areas to help students meet and exceed the demands of the Common Core State Standards. 11

Literacy Design Collaborative LDC Template Tasks Questioning Tools Instructional Resources Teacher Supports Module Library Mini Task Library Community Social Media 12

What is LDC? LDC is…LDC is NOT… a set of instructional tools to help integrate reading, writing, language, speaking/listening, and content standards. a prescribed curriculum… not telling you what not telling you when not telling you how a text dependent strategy. a set of template tasks aligned to CCSS. an expensive program. 13

LDC is NOT Every Assignment LDC is NOT every assignment. LDC does not cover every piece of content. LDC is the kind of assignment for when you think students should write in response to reading. –“reading”(e.g., articles, videos, artworks, timelines, data sets, stories) 14

Pieces, Parts, or a Whole 15

Framing LDC in Topics Essential to Your Discipline 05/30/13 Topics/Units You Teach Planning Guide p. 4 16

How Can I Use LDC? 05/30/13LDC17 Program Review 17

05/30/13 Literacy Instructional Shifts Required by the Common Core  Increasing _______and ___________  Sharing responsibility of teaching _________and ___________across ____________ areas  Building knowledge through ___________ ____________and __________ ___________  Reading, writing, speaking and listening grounded in _______ _from___ _______  Practicing regularly with ________ __________and its _________ _________________  Emphasizing ______modes of academic writing. 18

05/30/13 Instructional Shifts Required by the Common Core  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 19

LDC by the Numbers A Closer Look at Template Task Collection 3.0 20

Turn to Your Grade Level’s Task Templates K-1 (page 2), 2-5 (page 3), 6-12 (pages 4-5) 21

2 Modes of Writing (Narrative Removed) 22

Number of Task Template Options: K-1 (A=2, IE=6), 2-5 (A=3, IE=7), 6-12 (A=5, IE=7) 23

Cognitive Demands (K-1=6, 2-5=7, 6-12=10) 24

11 Optional Demands Listed on p.6 25

LDC Rubric for Argumentation Template Tasks 2 Modes of Writing = 2 Rubrics Starting on p.7 26

LDC Rubric for Argumentation Template Tasks 7 Scoring Elements 27

LDC Rubric for Argumentation Template Tasks 4 Scoring Levels + 3.5’s 28

LDC 3.0 GradeK-12-56-12 Modes of Writing222 Task TemplatesA = 2 IE = 6 A = 3 IE = 7 A = 5 IE = 8 Cognitive Demands 6710 Optional Demands 11 11 (8) Rubrics222 Scoring Elements777 Scoring Levels4 (3.5’s) 29

Break Time! 30

LDC: A Coaching Process 31

Cluster 1: Preparing for the Task *Task Engagement *Task Analysis *Rubric Analysis Cluster 2: The Reading Process *Text Selection (if using “After researching…..”) *Active Reading - (add Your Targeted ELL Skill) * Active Reading, Note Taking and Essential Vocabulary *Academic Integrity Cluster 3: Transition to Writing *Bridging Conversation Cluster 4: Writing Process *Claim or Thesis Statement *Planning *Developing *Revision *Editing *Completion Sample LDC Skill Cluster Ladder 1-2 Days 3-7 Days 1-2 Days www.reachassoc.net 32

Sections of an LDC Module. 33

Teachers fill–in-the-blank by choosing: text - writing product - content - text structure Original 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. LDC Template Task  Teaching Task 34

A Look Inside an LDC Classroom 35

LDC in Action http://www.literacydesigncollaborative.org/ about/videos/http://www.literacydesigncollaborative.org/ about/videos/ List key words/concepts/noticings about LDC as you view the “Literacy Matters” clip. TaskReading Process Writing ProcessStudent Results 36

Sections of an LDC Module. 37

Module Planning Guide Narrow your list of topics based on the guidelines for a strong teaching task. Which of your topics/units would work well with the LDC template tasks? Look through several task examples from task lists and CoreTools. Sample Modules (Mother to Son, Corduroy, etc.) 38

Task Reminders… Targets standards essential to the discipline Worthy of 2-4 weeks of instruction Aligned with the language/demands of template tasks Explores topics/patterns across MULTIPLE texts Addresses authentic audience/mode of writing Written in a form authentic to the discipline 39

Components of an LDC Module Intro/Section 1: What Task?Section 2: What Skills? Section 3: What Instruction?Section 4: What Results? 40

CoreTools: Log On www.ldc.org 41

Lunch Time! 42

Module Planning Guide Select a topic from your list that you could use with an LDC template task. Write the topic on the front of your Module Brainstorming Guide. List the texts that you currently have that support your task. 43

Targeted Standards 4.1 KCAS 44

Targeted Standards Retelling Corduroy (Kindergarten) Task Template K-1.12 - Informational or Explanatory After reading Corduroy, write or draw a retelling of the story in which you describe the key events of the story. Support your response with evidence from the text/s. D 2 Include at least 3 examples from the text/s in your response. CCSS.ELA-Literacy.RL.K.2: With prompting and support retell familiar stories, including key details CCSS.ELA-Literacy.W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 45

Targeted Standards Comparing Characters’ Responses to Events (2 nd ) Task Template 2-3.18 - Informational or Explanatory Why do characters respond differently to events and challenges in a story? After reading and examining illustrations from Grandpa's Corner Store, write an essay in which you compare Steven and Lucy's reactions to the new supermarket being built and explain why you think they reacted differently. Support your response with evidence from the text/s. RL.2.3 Describe how characters in a story respond to major challenges. 46

Targeted Standards Should Animals Be Kept In Zoos? (3 rd Science) Task Template 4-5.2 - Argumentation Should animals be kept in zoos? After reading informational texts on animals and zoos, write an essay in which you answer the question and explain your reasons for your answer. Support your opinion with evidence from the text/s DCI: Populations live in a variety of habitats, and change in those habitats affects the organisms living there. 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 47

Targeted Standards A Closer Look at “Mother to Son”—Ele. Task 9 (5 th ) What is the theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes 48

Targeted Standards Task Template 4-5.2 - Argumentation Should your explorer be remembered as a hero or a villain? After reading several informational texts, write a letter to the Museum of Explorers Board in which you answer the question and explain your reasons as they relate to your explorer's expedition(s). Support your opinion with evidence from the text/s. Academic Standards for History (Elementary) 8.3.5.D Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States.Ethnicity and race Working conditions Immigration Military conflict Economic stability D2.His.16.3-5 Use evidence to develop a claim about the past. 49

Targeted Standards Three Religions One Sacred Place (6 th SS) Task Template 14 - Informational or Explanatory How can one geographical location hold meaning for three different religions? After reading informational texts about Judaism, Islam, and Christianity, and texts about the Temple Mount/Haram Al-Sharif in Jerusalem, write an essay in which you describe the significance of this site to each of these religions and address the question. Support your discussion with evidence from the text(s). Historical and Soc. Skills Students identify and explain the process of conflict and cooperation (political, economic, religious, etc.) among people in the contemporary world at local, national, regional, and international scales. 50

Targeted Standards KAS 51 Identify 1-2 focus standards in your content area for designing your teaching task.

Stretch Your Ideas for Texts Short stories/novels Essays Speeches Poetry Maps Art works Timelines Data Video Political Texts (laws, policies, etc.) –See Text Resources section on the Favorites tab of kellyphilbeck.com for more resources 52

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. Selecting Texts… (and multi-media) 53

Text Resources on www.kellyphilbeck.com www.kellyphilbeck.com 55 Password: kyldcresources

Possible Products Essays Reports Speeches Research papers Journalistic products (feature articles) Editorials Formal Letters Memos Proposals Lab Reports Responses/Reactions Cost/Benefit Analyses Critical Reviews Interviews as articles Non-Fiction narratives accounting an event Manuals 56

Module Planning Guide Mode of Writing? Cognitive Demand/Level of Thinking? Researching or Reading? Select the appropriate Template Task Practice Writing a Teaching Task 57

2 Modes of Writing (Narrative Removed) 58

Teaching Task Checklist Get with a partner who has not seen your task. Select task to begin. Discuss task in terms of checklist criteria. Make any revisions to your teaching task. Write your task on a piece of chart paper. Post on the wall. 59

Task Reminders… Targets standards essential to the discipline Worthy of 2-4 weeks of instruction Aligned with the language/demands of template tasks Explores topics/patterns across MULTIPLE texts Addresses authentic audience/mode of writing Written in a form authentic to the discipline 60

Jurying Tasks Take post-its from your table. Gallery Walk around to each task. Read task. Offer a wish and a star (one compliment and one suggestion/question) per task. Keep your Teaching Task Criteria in mind as you comment/compliment. 61

Resource Tour www.ldc.org LDC’s CoreTools www.kellyphilbeck.com www.reachassoc.net 62

CoreTools: Log On www.ldc.org 63

Meeting Materials are on www.kellyphilbeck.com www.kellyphilbeck.com 64

Exit Slip  Something you learned that excited you  A question you have  A goal you are setting for yourself 65

Welcome to LDC! Introduction: Day 2 Presented by: Becky Woosley & Kelly Philbeck 66

Follow Up from Day 1 Questions Juried Tasks Revise Tasks 67

Structure of our Literacy Standards. Strand Anchor Standard Grade Level Standard www.achievethecore.org 68

Common Core Literacy Standards—4 Strands Reading Strand Writing Strand Speaking and Listening Strand Language Strand 69

Common Core Literacy Standards—4 Strands Reading Strand Reading Literature Reading Informational Reading Foundational (K-5) Reading HSS/ST Writing Strand Writing HSS/ST Speaking and Listening Strand Language Strand 70

Structure of our Literacy Standards. Strand Anchor Standard Grade Level Standard www.achievethecore.org 71

Reading Strand Reading: Literature Key Ideas and Details Anchor Standard 1 Anchor Standard 2 Anchor Standard 3 Craft and Structure Anchor Standard 4 Anchor Standard 5 Anchor Standard 6 Integration of Knowledge and Ideas Anchor Standard 7Anchor Standard 8 Anchor Standard 9 Range of Reading and Level of Text Complexity Anchor Standard 10 Reading: Informational Text Key Ideas and Details Anchor Standard 1 Anchor Standard 2Anchor Standard 3 Craft and Structure Anchor Standard 4Anchor Standard 5Anchor Standard 6 Integration of Knowledge and Ideas Anchor Standard 7Anchor Standard 8Anchor Standard 9 Range of Reading and Level of Text Complexity Anchor Standard 10 Reading: Foundational Skills (K-5) Print Concepts Anchor Standard 1 Phonological Awareness Anchor Standard 2 Phonics and Word Recognition Anchor Standard 3 Fluency Anchor Standard 4 Sub Strands Clusters Anchor Standards Grade Level Standards—K-12 per Anchor Grade Level Standards 72

Name the Anchors www.achievethecore.org 73

Deconstructing a Standard –Reading Standard for Informational Text 1 Anchor 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. 1 st - Ask and answer questions about key details in a text. 2 nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding 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 how to demonstrate understanding of key details in a text. 74

Grade and Standard 2 nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3 rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4 th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5 th - 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 how to demonstrate understanding 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. 75

Section 1: What Task Module Overview Task Texts Background for Students Extension 76

Module Overview Module Description… –Written to colleagues –Provides background and context for a fellow teacher –Includes who, what, when, where, why, how –What information would you want to know when trying to teach someone else’s module? Mother to Son: Module Description excerpt… This module has been written with the intent of implementation mid school year. This informational module has been designed with four purposes in mind: 1. Deepen the students’ ability to analyze meanings of figurative language in poetry 2. Develop a better understanding of how an author develops a theme through word choice. 3. Allow students to demonstrate their learning through an informational essay. 4. Address ELA grade level specific standards. During this module, students will focus on RI.5.2, … 77

Student Background Section Written to the students Opening script Include who, what, when, where, why, how… In this unit of study, you will closely read Langston Hughes’ poem, Mother to Son. You will focus on his use of figurative language and analyze how it contributes to your understanding of the poem’s theme. You will take notes… 78

CoreTools: Section 1 What Task? www.ldc.org 79

Section 2: What Skills? Section 3: What Instruction?. 80

Build a Quality Instructional Ladder 4 Skills Clusters Preparing for the Task Reading Processes Transition to Writing Writing Processes 4 basic skills clusters are listed above— These may be revised/changed as needed. Formative Assessment Rungs: SA, ER, ODW Mini-Tasks, Big Task Bank 81

What Skills? A Closer Look at “Mother to Son”—Ele. Task 9 What is the theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes 82

What Skills: Teaching Task Read selected teaching task. List the skills that students will need to successfully complete their task.  Task Analysis Skills  Content Skills  Reading Skills  Speaking & Listening Skills  Writing Skills 83

What Skills? What reading and writing skills do students need to be successful with the task? 84 Reading SkillsWriting Skills

What Skills? What reading and writing skills do students need to be successful with the task? 85 Reading SkillsWriting Skills Extracting Evidence RL.5.1 Identifying Theme RL.5.2 Metaphors RL.5.4 Comprehension RL.5.10/5.2 Informational/Exp. Writing W.5.2 Writing Process W.5.5 Etc….

What Skills: Teaching Task Work with a partner. Read your teaching task. On your Module Planning Guide, list the skills that your students will need to successfully complete their task.  Task Analysis Skills  Content Skills  Reading Skills  Speaking & Listening Skills  Writing Skills 86

What Skills: Teaching Task Now, match the skills you have listed to your grade level standards. How would you define each skill with your grade level expectations? “Ability to…” 87

Build a Quality Instructional Ladder Organize Skills for your Task Into the 4 Skills Clusters Preparing for the Task Reading Processes Transition to Writing Writing Processes 4 basic skills clusters are listed above— These may be revised/changed as needed. 88

What Instruction: On page 2 of your Module Planning Guide, list instructional strategies you currently use that would support your task. You may use these as ideas to find or create mini-tasks in CoreTools. 89

Section 2: What Skills? Section 3: What Instruction?. 90

Building a Quality Mini- Task An LDC Lesson

An LDC daily lesson is called a mini-task: a short assignment during which you explicitly teach students a specific, enduring literacy skill and then assess to see if they learned that skill with independent confidence With an LDC mini-task – –you plan exactly what skill you’d like your students to develop, –how you’ll teach your students that skill, –and then how you’ll measure how well they learned that skill.

A small, scorable, formative assessment Mini-Task: A small, scorable, formative assessment Reach Associates 201594 Formative Assessmen t Collecting the best possible evidence about where students are in their learning Using the information to make decisions about what to do next This requires careful planning.

Let’s Build a Mini-Task 95 Skill and Definition Product and Prompt Scoring Instructional Strategies Pacing Criteria for Success

Enduring Literacy Skills are LDC skills are: –lasting skills that begin with “ability to…” –abilities students can apply later in college or careers such as- ability to identify credible sources ability to use supporting textual evidence to support a claim In contrast, ability to read Chapter One or ability to define three terms assigned by the teacher NOT are NOT LDC skills; they are short-term skills rather than enduring skills.

A Named Product produce Students must produce something in an LDC mini-task. It is often a written product – such as a quick write, list, notes, organizer, or outline. It can also be an oral product - such as the results of a partner discussion or a think-pair- share. The purpose of this product is to assess how well your students are able to use the skill you are trying to teach. The product must be congruent with the standard so you can assess students’ mastery.

A Prompt to do Students need to know what they need to do during the mini-task. A prompt should provide students directions for developing the product. For example: take notes complete the graphic organizer outline annotate the text Begin the prompt with those imperative verbs because you are prompting students to do active learning.

will provide the criteria you will use to assess their mastery lets your students know what mastery looks like should provide evidence that students are developing the targeted skill

The actual plan for the instruction you will provide during this lesson Outlines what you will do to explicitly teach the enduring literacy skill Includes instructional strategies that meet students’ individual needs for differentiation

Pacing How long will an LDC mini-task lesson last? Whether you expect the lesson to take 20, 30, or 40 minutes or to last a day or two, pacing is included in the mini-task.

content The reading & writing students do during instruction should be in service of the content.

What do we mean by Texts? Short stories/novels Essays Speeches Poetry Maps Art works Timelines Data Video Political Texts (laws, policies, etc.) –See Text Resources section on the Favorites tab of kellyphilbeck.com for more resources 103

104 Skill and Definition: Annotating – Ability to cite strong and thorough explicit and inferential evidence from authoritative print sources (RI9-10.1, W9-10.8) Product and Prompt Prompt – Read carefully and annotate the text using the annotation key, identifying strong evidence which supports the author’s claim Product – Annotations on the text Scoring Meets expectations if: o Sufficient details supporting the author’s claim are underlined in each section o At least 3 key vocabulary words are circled o At least 2 questions are noted in margin SAMP LE

Instructional Strategies o Annotation Key is introduced. o Teacher reads, thinks aloud and models annotation of first paragraph. o Partners read and discuss second paragraph. o Partners agree on (and draw a box around) one strong piece of evidence to support the author’s claim. Share out. o Partners agree on one vocabulary word that is essential to comprehension. Share out. o Partners add one question in the margin and discuss. Share out. o Partners continue with next paragraph… Pacing 30 minutes 105 SAMP LE

Cluster 1: Preparing for the Task *Task Engagement *Task Analysis *Rubric Analysis Cluster 2: The Reading Process *Text Selection (if using “After researching…..”) *Active Reading - (add Your Targeted ELL Skill) * Active Reading, Note Taking and Essential Vocabulary *Academic Integrity Cluster 3: Transition to Writing *Bridging Conversation Cluster 4: Writing Process *Claim or Thesis Statement *Planning *Developing *Revision *Editing *Completion Sample LDC Skill Cluster Ladder 1-2 Days 3-7 Days 1-2 Days 106

Skill Cluster 1: Preparing for the Task Recommended Strategy: Deconstruct the Teaching Task What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic 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 texts. 107

Skills Cluster 1: Preparing for the Task Recommended Strategy: Translate the Rubric What are the features of an ideal mixed economy? After reading informational texts, editorials, and an interactive infographic 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 texts. -Divide class into 7 groups -Each group is assigned an element -Group rewrites their element in student-friendly terms within the context of the teaching task -Class does a Gallery Walk and takes notes on expectations of each element 109

Rubric Elements within the Context of the Teaching Task Focus – Addresses key aspects of prompt in a detailed response; stays on task My essay will compare the features of market and command economies. I will make a claim about the characteristics of each which should be included in the creation of the most beneficial mixed economy for the United States now. My essay will include the evidence to prove my reasoning. 110

CoreTools: Skills Cluster 1 Preparing for the Task www.ldc.org 113

CoreTools: Skills Cluster 2 Reading Process www.ldc.org 115

Skills Cluster 2: Reading Process 116

Reading Process: CER 117

Editing a Mini-Task 118

Editing a Mini-Task 5thELA 40 min. Ability to introduce a topic or text clearly, state an opinion in which ideas are logically grouped to support the writer's purpose. In complete sentences, write an opinion statement that is backed up by reasoning and evidence from texts. Edit for ELA Statement 119

Vocabulary Strategy 120

Collaborative Discussions—4th https://www.teachingchannel.org/videos/formative-assessment-example-ela-sbac 122

Text Talk Time https://www.teachingchannel.org/videos/analyzing-text-as-a-group 123

Transition to Writing: Socratic Seminar 124

CoreTools: Skills Cluster 3 Transition to Writing www.ldc.org 125

Need an Elementary Video 127

Five Steps to Revision: Using Warm and Cool Feedback https://www.teachingchannel.org/videos/revising-essays-nea 128

Writing Process: Peer Revision 129

CoreTools: Skills Cluster 2 Writing Process www.ldc.org 130

Questions? 131

Work Session 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. Mini-Task Check In… Skills Ladder Check In… Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills. 132

Give One-Get One Fill in the top row of the Give One Get One with your best instructional strategies. Number top three areas of need. Give One-Get One with other teachers in the room. Look at LDC Module samples to see other strategies/mini-tasks. Add to your list. 133

Questions? 134

www.kellyphilbeck.com, 135

Sources www.ldc.org www.achievethecore.org www.reachassoc.net www.kellyphilbeck.com 136

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