1. Literacy Design Collaborative Session Two, Two Day Training

2. WELCOME TO THE COLORADO LITERACY DESIGN COLLABORATIVE

3. Sharing Successes & Challenges In your table group, select a recorder and reporter Make a T-Chart of Successes and Challenges Be prepared to report out

4. LDC and PARCC Colorado has decided to be a PARCC state PARCC will assess student achievement of the Common Core LDC will help students learn the literacy skills required by the Common Core

5. The PARCC Assessments Read the released sample item from the PARCC Assessment Review of each section – what did you notice? In pairs, discuss the three guiding questions at the back of the handout Be prepared to report out from pairs to whole group

6. Other Examples Examples of what assessments might look like in ELA and other content areas can be found at: www.corestandards.org/assets/Appendix_B.pdf

7. Deconstructing the LDC Rubric Form groups of 4 Identify who is going to “teach” each chunk of scoring elements For your scoring element(s) Identify vocabulary that will need direct instruction to support student comprehension Identify the key differences between each rating level (1-4) Share your analysis with your other group members

8. Deconstruction Worksheet Use the worksheet, “Literacy Design Collaborative Rubric Deconstruction Worksheet Follow the instructions, paraphrasing each of the elements as you would explain them to your students

9. LDC and PARCC Rubric Comparison Read the draft PARCC rubric How do the LDC rubrics compare with the PARCC rubric? How are they alike? How are they different? Share your comparison with a partner

10. Practice Scoring Student Work Samples Form groups of 4 Pick one of the student work samples to score Use the Anchor Paper Annotation Form to record your notes as you determine the score for each element Once you are done, raise your hand to get the “official scoring” for your paper Discuss any differences

11. Scoring Student Work from First Modules Insights from our Teacher Trainers Score student work in trios

12. Reflecting on Practice What do I need to consider changing or revising when writing my second module? What am I going to change in my instructional practice based on what I have learned? (Relate to Educator Effectiveness) Do a quick-write of your answers to these questions and any reflections or questions you have

13. Review of Example Module Look at the Teaching Task Section: Overview, Student Background, Task, and Text Selection Look at the Skills Section: Notice the Grade Level Expectations Look at the mini-tasks

14. Review of the Module Using the Module Review Sheet, review 3 Modes of Academic Writing and write one or two comments in each category Share with a partner when finished Identify three things you would do differently in your module

15. Beginning Your Second Module: Teaching Task Select a curriculum focus for second semester where you will use your module Write your Teaching Task for this module Have the consultant or one of the Teacher Trainers review your task

16. Ask yourself….Will the texts and/or multimedia I’ve chosen provide the students with the information they need to completely respond to the prompt? Check…. the ‘do-ability’ of the task by using the readings to complete the task yourself Text Selection

17. 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 Choose Texts and Multi-Media

18. Special Note If you are constructing an argumentation task, be sure the quantity and content of texts are not biased.

19. The Dimensions of Text Complexity

20. Why Text Complexity Matters ACT Reading Between the Lines, 2006

21. Source: Metametrics Change in text complexity in textbooks over the last century

22. Text Complexity It is critical that all students develop the skill, concentration, and stamina to read complex texts for success in college and the workplace. CCSS emphasizes regular practice with complex text and academic language.

23. Why Practice with Complex Text? Gap exists between college and high school texts Reading complex text is a predictor for success in college and the workplace Reading levels of students and adults has declined (50 % graduates proficient) CCSS challenge teachers to provide scaffolded instruction for every learner and to use complex text

24. Features of Complex Text Structure Simple/Complex Conventional/Unconventional Subtle and/or frequent transitions Length of paragraphs or mixed structures Language Literal/Figurative Contemporary/Archaic Vocabulary load

25. Features of Complex Text Knowledge Demands (cultural/literary) Simple/complex themes Single/multiple themes Experiences and perspectives same or different from one’s own Knowledge Demands (content/discipline) Familiar/specific discipline Low interference to high intertextuality (many references to citations of other texts)

26. Scaffolding Complex Text Support Student Learning to Meet Standard 10 Students read complex text at each grade level independently Multiple readings Read Aloud Chunking text Provide support while reading

27. What strategies do you currently use that support students using more complex or difficult text?

28. Exit Ticket 1.I used to think_____________________________ 2.Now, I think_______________________________ 3.One idea I learned about LDC today was________ 4.One question I have is_______________________ 5. I want to learn more about____________________

29. Day 2 Review of Agenda Summary of Feedback

30. Reminder of LDC Module

31. Skills and Instruction Guided by Grade Level Expectations from CCSS The Skills section needs to be refined to reflect the grade-level expectations of the selected skills An exemplary mini-task needs to reflect the grade-level expectations for the skill being taught

32. Finding the Connection Look at grade-level standards 7.1, 7.2, and 7.4 on p. 5 of 3 Academic Modes of Writing How are these standards addressed in the Reading Skills Cluster on p. 7? Which mini-tasks teach these skills? (pp. 10-12) Discuss in pairs

33. Individual Exploration of the CCSS Grade Level Expectations Select the appropriate grade-level handout Select one reading and one writing grade level expectation that you are most comfortable teaching Select one reading and one writing grade level expectation that you are least comfortable teaching Connections: Connect with two people, one at a time, and share your answers (5 minutes per round)

34. The Teaching Task Revise if needed Complete all sections of the Teaching Task tab in Module Creator Use the learning from the review of the Exemplar Module

35. Advice from Teacher Trainers Lessons Learned

36. Top Ten: Do NOT Do all of the built-in mini-tasks in one module; mini-tasks are selected based on skills to be taught. You can also add them if needed. Underestimate what your kids are capable of doing Select all digital texts Think of a module as necessarily a whole unit Make assumptions about what kids have learned about writing in English class

37. More Do NOTs Cut the time too short Stress-out…this is a pilot Work in isolation Make a module huge, check every standard and select 15,000 resources Underestimate the power of making mistakes

38. Top Ten: To DOs Talk to other teachers: collaborate and create cross- disciplinary modules Give intentional directions for developing parts of the writing process Incorporate lab experiences and authentic writing to hook students Share and clone modules with colleagues Make the module your own

39. More To DOs Remember that mini-tasks are the most important part of the modules Use media, not only texts for resources Incorporate Socratic Seminars Add lessons you love into your module mini-tasks Go for depth, not broad coverage of material

40. Completing Your Module Will do this section by section Teacher Trainers will help vet a section before you move on Remember: Focus on Grade Level Expectations!

41. Resources for Module Development

42. Skills Selection Use Module Creator to select your skills Add at least ONE grade-level expectation to each skill in the reading cluster and ONE to each in the writing cluster Eventually all skills should be refined to be grade-level specific Have your skills section vetted

43. Constructing Mini-Tasks Text-Dependent Questions Close Reading

44. Close Reading & Text-Dependent Questions Implementing Key Shifts in the CCSS—Part Two Tools for Teachers

45. Key Shifts in the Standards

46. Reading Complex Texts In-Depth Students can build knowledge through close reading of materials facilitated by text-dependent questions that require evidence drawn from what they have read.

47. “Close Reading” and Anchor Reading Standards The CCSS Anchor Reading Standards: Prioritize the “close reading” skills of extracting evidence and making inferences (Standard 1) when reading complex text (Standard 10) Frame the performance of the intervening Anchor Standards 2-9 as relying on the central “close reading” skill of citing specific textual evidence from complex text Create a ladder that students must climb to demonstrate college and career readiness

48. Why focus on “close reading”? “One of the key requirements of the Common Core State Standards for Reading is that all students… must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.” --CCSS Appendix A, pg. 2 In the context of an “effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines (CCSS ELA & Literacy, pg. 15),” “close reading” instruction facilitated by a skilled teacher is one of many research-based strategies that can help students become independent and proficient readers of increasingly complex texts.

49. Why Depth Through “Close Reading” Matters Close reading instruction: Motivates students by rewarding them for reading inquisitively Requires careful attention to how the text unfolds through asking text-dependent questions Focuses on building knowledge through the strategic use of text- dependent questions Can prepare students for the kinds of reading tasks they will encounter after graduation

50. Educators must become deeply familiar with “close reading” as readers in order to design and deliver effective “close reading” instruction. Time to Reflect

51. Encouraging Close Reading One strategy for encouraging Close Reading is the use of Text-Dependent Questions.

52. Writing Text Dependent Questions

53. What are Text-Dependent Questions? Draw the reader back to the text to discover what it says Have concrete and explicit answers rooted in the text Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation

54. An effective text dependent question delves into a text to guide students in extracting the key meanings or ideas and events found there To achieve this end, text dependent questions begin by exploring specific words, details, explanations and arguments They then investigate the text by utilizing the Anchor and/or Grade-level Reading Standards to generate the question Creating Text-Dependent Questions

55. Review and Revise Read the Handout, Text-Dependent Questions and the CCSS Revise your questions as needed to be effective text- dependent questions

56. A systematic approach to creating text- dependent questions for complex texts while aligning them with the demands of the CCSS. Tools for Creating Text-Dependent Questions: Text-Dependent Question Worksheet

57. USING TEXT DEPENDENT QUESTIONS TO SUPPORT CLOSE READING

58. From Martin Luther King’s note to “Letter from Birmingham Jail”: Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Creating Text-Dependent Questions for Informational Text

59. From Martin Luther King’s note to “Letter from Birmingham Jail”: Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Creating Text-Dependent Questions for Informational Text

60. From Martin Luther King’s note to “Letter from Birmingham Jail”: Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Creating Text-Dependent Questions for Informational Text

61. From Martin Luther King’s note to “Letter from Birmingham Jail”: Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Creating Text-Dependent Questions for Informational Text

62. Work on Mini-Tasks Begin designing mini-tasks for your selected skills Make sure at least one mini-task for reading and one for writing reflect grade-level expectations Have vetted

63. In Closing Instructions for next session Available Support (PDS Units) Debrief Evaluation

64. Participant Expectations Finish and implement second module Collect student work to use in Session III Focus on grade-level expectations for CCSS Literacy Standards Teach reading and writing skills directly through the mini- tasks

65. Add contact information for LDC trainer