1. Skills & Ladders (with more variations) Welcome! 1

2. An expanding set of classroom, district, state and service providers with the will to meet the challenge of expecting high levels of secondary literacy, head-on. LDC: Skills and Ladders2 The Literacy Design Collaborative

3. Our Regulars Educators from  X  Y  Z Additional partners from  X  Y And our facilitators LDC: Skills and Ladders3

4. XYZXYZ 4 Our Guests Today

5.  Restrooms:  Lunch:  Copies of workshop handouts and this PowerPoint will be available at TalkingEd after this session 5 Getting Comfortable LDC: Skills and Ladders

6. Our Construction Calendar LDC: Skills and Ladders6 Work DateProject Two teaching tasks Instructional ladder for first task followed by teaching time Scoring student work from first task Instructional ladder for second task followed by teaching time Scoring student work from second task Modules to share with other teachers Ideas on expanding and sharing LDC work

7. Our Previous Project Project  Reflect on the teaching experience  Score student work together, building deeper understanding of the LDC rubric  Choose sample student work to illustrate the results LDC: Skills and Ladders7

8. Simplifications for Your First Ladder  Used the sample skills  Used most mini-tasks “as is” (modifying mainly to refer to specific resources students will use)  Worked mainly on modifying instructional strategies to work smoothly for your teaching task and your students LDC: Skills and Ladders8

9. Deeper Work for a Second Ladder Now that you’ve worked through the basic idea, it’s time to use the full model and:  Think through the skills that fit your task  Vary mini-tasks to fit the skills  Modify instructional strategies to work smoothly for your teaching task and your students LDC: Skills and Ladders9

10. Today’s Project Project  Plan instruction, revising each section of a sample ladder to work with your second teaching task Supplies  Your Task 11  Possible texts for your task  Note-taking and writing resources you have found helpful  Modules you like from TalkingEd LDC: Skills and Ladders10

11. What Skills? 11

12. First Thinking In your notebook, please:  In a quick-write, jot down all the skills you can think of that students will need for your task 11. Go for quantity! After writing for 2-4 minutes, please:  Compare ideas with your crew  Be ready to share with the room. LDC: Skills and Ladders12

13. Possible Additional Standards Each template task has some Common Core State Standards built in. When a teacher fills in the template, the resulting teaching task may also address additional parts of Common Core. In the LDC Guide for Teachers, Appendix B shows which standards come “built in” to each kind of template task—and which can be addressed “when appropriate.” LDC: Skills and Ladders13

14. Possible Additional Standards Consider Reading Anchor Standard 3: “Analyze how and why individuals, events, and ideas develop and interact over the course of a text.” Will your Task 11 require that type of work? Could you amend it so that it would? LDC: Skills and Ladders14

15. Second Thinking With your crew, please:  Read through the Common Core Standards that Task 11 can address “when appropriate”  Does your Task 11 asks students to engage any of those Standards? If yes, discuss what additional skills students may need for that kind of work  If no, choose one of the Standards and think about how a task could engage it—and about what additional skills students would need for a task like that  Be ready to share some thoughts LDC: Skills and Ladders15

16. Possible Reading Standards 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. LDC: Skills and Ladders16

17. Possible Writing Standards 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. LDC: Skills and Ladders17

18. Check on Tech Do you:  Have a computer version of the template and plan to use that?  Have a paper version of the template and plan to use that?  Need a computer version of the template to use?  Need a paper version of the template to use? LDC: Skills and Ladders18

19. Thinking and Writing With your crew, please:  Decide which skills your students will need to complete your Task 11  Feel free to use ideas from your own quick-write, your standards notes, and the LDC samples  Add your skills list to the “What Skills?” section of your template  Enter definitions for each skill, too. (Working on defining may also help you revise how you’ve named and listed the skills themselves) LDC: Skills and Ladders19

20. What Instruction? Cluster 1 20

21. Building Your Version With your crew, please fill out the Cluster 1 portion of your “What Instruction?” template section. You can:  Fill in your skills and definitions from the list you just made  Use or revise mini-task products and prompts from a previous ladder, the sample in the LDC Guide for Teachers, or any modules you like from TalkingEd  Use or revise instructional strategies from the same sources  List the pacing you plan to use LDC: Skills and Ladders21

22. Sharing Some Thinking Did you keep some ideas your earlier ladder? Did you borrow from another ladder? Did you invent something new, or build in something you’re used in your own classrooms? LDC: Skills and Ladders22

23. Quick Check To strengthen your work, please:  In your LDC Guide for Teachers, review Appendix A’s listing of what’s required in the “What Instruction?” section  Decide if anything you’ve done so far needs to be tweaked to fit those rules  Be ready to share any questions you develop as you review LDC: Skills and Ladders23

24. What Instruction? Cluster 2 24

25. Reading and Researching Will you limit students to a small set of sources available in the classroom? Take them to the library? Ask them to search the Internet? LDC: Skills and Ladders25

26. Building Your Version With your crew, please:  Fill out the Cluster 2 portion of the “What Instruction?” ladder in your template, including pacing  Make your plan for the research step clear  Use ideas from any sources, as long as they make sense for your subject, students, and teaching task LDC: Skills and Ladders26

27. Sharing Some More What’s your thinking on the research challenge? What did you keep or borrow? What did you invent or take from your own teaching experience? LDC: Skills and Ladders27

28. What Instruction? Clusters 3 & 4 28

29. Building Your Version With your crew, please:  Fill out the Cluster 3 and 4 portion of the “What Instruction?” ladder in your template, including pacing  Use ideas from any sources, as long as they make sense for your subject, students, and teaching task  Go on to complete your materials section, listing any books, handouts, and other items you will use, and deciding whether to use a writer’s notebook LDC: Skills and Ladders29

30. Idea Swap 30

31. The Ladder Makes Practice Visible “People tend to be much more specific about what they expect by way of student performance than they are about what in classrooms would lead to the performance they desire…. We think you cannot change learning and performance at scale without creating a strong, visible, transparent common culture of instructional practice.” City, Elmore, Fiarman, and Teitel, Instructional Rounds in Education LDC: Skills and Ladders31

32. The Plan Each crew will divide in half, with half going to “visit” another crew and half staying “home.” Guests will take five minutes to share about their task, skills list, and ladder. Hosts will do the same thing. Guests and hosts will take five minutes to ask each other questions. And then, guests will move to a second location and do it again. LDC: Skills and Ladders32

33. Preparing for “Company” With your crew, please:  Check over your design and see if there’s anything you want to clarify  Discuss which high points you’ll want to share with others  Decide who will “travel” and who will “stay home” LDC: Skills and Ladders33

34. Taking It on the Road To start sharing please:  If you’re a guest for this round, take your notebook and your traveling crewmates, and choose another table to join  Spend five minutes with guests sharing about their task, skills list, and their instructional ladder  Spend five minutes with hosts doing the same sharing  Spend five minutes asking each other questions LDC: Skills and Ladders34

35. Coming Home To finish off this learning, please:  Rejoin your own crew  Share some ideas you heard  Discuss any changes you’ve thought of for your own design, and make those changes LDC: Skills and Ladders35

36. Project Status 36

37. Our Next Project Project  Reflect on the teaching experience from your Task 11  Score student work together, building deeper understanding of LDC rubrics and potential collaboration across subjects and grades  Choose sample student work to illustrate the results Supplies  Four student responses to the teaching task from each teacher  A copy of the teaching task attached to each response LDC: Skills and Ladders37

38. Remove any information that could identify the student before you come: name, school, teacher’s name, etc. If a student has included personal information in the body of the piece, choose a different piece. Bring copies, not originals. You’ll be choosing some pieces as exemplars of each level of student work, and we’ll want to collect those from you at the end of the day. 38LDC: Skills and Ladders More on Bringing Student Work

39. Organize for the Next Project With your crew, please:  Discuss what work you need to do to be ready for teaching  Discuss what work you need to do for our scoring project  Make notes in your notebooks on how you divide up any needed work  Complete your crew update and submit to your facilitator LDC: Skills and Ladders39

40. Closing 40

41. Check in About Your Learning Please:  Rejoin your district team  Briefly share how the work is going with your various crews  Discuss the exit slip questions together  Fill out your own exit slip  Add your name and e-mail if you’d like us to get back to you before the next meeting LDC: Skills and Ladders41

42. Thank You 42