2.  Briefly think about the norms we will use over the next two days that will help us work productively together.  Pick one norm you think is most essential for our work together.  Talk at your table about the norms and identify two you think are most essential.  Be prepared to share.

3.  Briefly think about your response  Turn and talk to your elbow partner  Be prepared to share with the cohort

4. Pedagogical Shifts Demanded by the CCSS Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the Disciplines Students build knowledge about the world (domains/content areas) through TEXT rather than the teacher or activities. Shift 3Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based Answers Students engage in rich and rigorous evidence- based conversations about text. Shift 5Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic and Technical Vocabulary Students constantly build the transferable vocabulary they need to access grade-level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

5.  As you watch the following video, describe the shifts in instruction?  http://www.youtube.com/watch?v=1cjxYR7G 6EI&feature=player_embedded/ http://www.youtube.com/watch?v=1cjxYR7G 6EI&feature=player_embedded/  How did Sarah  Engage students in doing the task?  Help students develop and practice the skills they need to master your task?  Address the CCSS instructional shifts?

6. 6 Goals of LDC  To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts  To hardwire assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration  To help teachers personalize learning so that every student can master the CCSS  To ensure that all students can be college and career ready

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8.  The bank of reading/writing tasks  The module template ◦ Tasks ◦ Skills ◦ Instruction ◦ Results  Scoring rubrics  Local and national collaboration  Access to a community of educators with LDC modules aligned to course content and to CCSS 8 LDC Framework 10-17-11

9. 1. Argumentation 2. Informational/explanatory 3. Narrative 9 LDC Framework 10-17-11

10. Task 1: [Insert optional question] After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue ________ (content). Support your position with evidence from your research. (Argumentation/Analysis) 10 LDC Framework 10-17-11

11. You may choose one or more of these D’s (demands) to a Template Task to increase the challenge: D1 Be sure to acknowledge competing views. (Argumentation) D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and clarify your position. (Argumentation or Informational/Explanatory) D3 What ________ (conclusions; implications) can you draw________? (Argumentation or Informational/Explanatory) D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory) D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory) D6 Use ________ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative) D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative) D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)

12.  Literature: novels, stories, poems, plays  Informational texts: newspaper articles, journal articles, primary source documents  Opinion pieces: editorials, speeches, essays on an issue  Reference works: encyclopedias, almanacs, manuals, how-to books 12

13.  For an essay, you might substitute a review, article, editorial, speech or proposal (“I propose amending Washington law to require schools to register students as voters on their 18th birthdays. That would be good policy because…”).  For a report, you might substitute an article, lab report or a manual.  For a narrative, you might substitute an article, account, biography, story or play script. 13

14.  Use exact wording of the template task  Determine if you will use a Demand from the list.  Keep the exact CCSS Anchor Standards listed in the blank module because the alignment is already completed. Consider additional standards.  Add appropriate content standards.  Provide source information for the standards you use.  Use the exact rubric listed in the blank module. 14

15. Step 1: Work with a partner in your content area to identify content you want your students to go deeply into over the next marking period—roughly between 2 to 4 weeks. 15

16. Step 2: Decide if you want the students to argue, inform/explain, or narrate (text type) about the content: 16 ArgumentationInformational/ Explanatory Narrative

17. Step 3: Decide the appropriate text structure (definition, description, procedural/sequential, synthesis, analysis, comparison, evaluation, problem-solution, cause-effect) for your text type. 17 ArgumentationInformational/ Explanatory Narrative Definition Description Procedural-Sequential Synthesis Analysis Comparison Evaluation Problem-Solution Cause-Effect

18. Step 4: Type this URL into your browser: http://ldctraining.wikispaces.com/ Download the folder called “Day 1: Task Design” to your computer. Open the document titled “LDC-Template-Task-Collection-2-July- 20131”. http://ldctraining.wikispaces.com/ Step 4: Type this URL into your browser: http://ldctraining.wikispaces.com/ Download the folder called “Day 1: Task Design” to your computer. Open the document titled “LDC-Template-Task-Collection-2-July- 20131”. http://ldctraining.wikispaces.com/ 18 ArgumentationInformational/ Explanatory Narrative Definition X Description XX Procedural-Sequential XX Synthesis X Analysis XX Comparison XX Evaluation X Problem-Solution X Cause-Effect XX

19. Step 5: Copy the appropriate task onto a blank word document and save it in a memorable location. 19 ArgumentationInformational/ Explanatory Narrative Definition X Description XX Procedural-Sequential XX Synthesis X Analysis XX Comparison XX Evaluation X Problem-Solution X Cause-Effect XX

20.  Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue  Makes effective use of the template task’s writing type (argumentation, information/explanation or narrative)  Selects reading texts that use and develop academic/technical understanding and vocabulary 20

21.  Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts  Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content 21

22. 22 CategoryWork in ProgressGood to GoExemplar Task Clarity & Coherence  Template type (writing mode) may be mis- matched to the intended purpose of the prompt (e.g., use of an Argumentation template when an Explanatory template would be a better fit; selecting a "definition" template when a "description" template would be appropriate)  Question/prompt may be posed in a way that biases students toward a particular response.  Question/prompt may be answerable without the use of text or instructional scaffolding (through Module), i.e., texts and instruction are dispensable.  Template task is filled in correctly (in the correct mode-Argumentation, Explanatory, Narrative) without modification and task is worded clearly.  Prompt wording follows through on answering the essential question (if posed) and is aligned with content, texts, and student product (a "good fit").  Question and prompt are unbiased and leave room for diverse responses.  Task is text dependent (hardwires the use of evidence of text in response).  Background creates a frame for teaching task. ("Good to Go" characteristics and...)  Teaching task is worded precisely to provide a clear purpose for writing and unambiguous directions to students.  Prompt, texts, content, and student product are tightly aligned (are close to a "perfect fit"). Content  May have a weak connection to or skim the surface of content central to the discipline  May address content/topic from a framework that is not relevant to the discipline (e.g., for a history task, focusing on a moral issue rather than an historical question.)  May oversimplify a topic, or may not require students to engage in analytic reading and thinking skills central to the discipline.  Addresses substantive content central to the discipline, requires students to build strong content knowledge.  Engages students in a range of analytic reading and thinking skills, e.g., analysis, comparison, synthesis, evaluation, cause- effect, problem-solution. ("Good to Go" characteristics and...)  Addresses "big ideas" or enduring understandings central to the discipline.  Engages students in complex, higher order thinking skills specific to the discipline.  Task pattern has broad applicability for addressing particular CCSS. Text/s  May be loosely aligned or misaligned to the purpose of the task, e.g., use of literary fiction for a research task.  May not provide textual evidence for supporting a counterclaim or alternate view (especially for Argumentation tasks).  May allow for student selection of texts when assigning one common foundational text on a difficult/esoteric topic (e.g., existentialism) would be helpful for supporting literacy through instructional scaffolding.  May be overly difficult/demanding OR may be too easy (not requiring the use of literacy strategies) for the range of student ability.  Is (are) intellectually challenging but accessible to all students.  Require students to apply literacy skills to comprehend and analyze content.  Are useful for providing content and evidence to be used in addressing the task.  Do not bias students toward a particular response (support competing views). ("Good to Go" characteristics and...)  Are engaging, tightly relevant (indispensable), and authentic.  Are tightly aligned to the task purpose  Represent central modes of discourse in the discipline.  Are carefully selected/excerpted/ modified to provide appropriate text complexity (using either quantitative or qualitative measures) for the range of student reading ability. Student Product  May be inappropriate to the rhetorical mode or content and challenge of the task (e.g., asking students to write a blog entry when a formal essay is more appropriate).  Is aligned to rhetorical mode and appropriate for content and challenge of the task.  Provides sufficient opportunity for diverse students to demonstrate their achievement. ("Good to Go" characteristics and...)  Authentically engages students in rhetorical modes and types of writing central to the discipline.

23.  Directions ◦ Type this URL into your browser: http://literacy.psesd.org/ http://literacy.psesd.org/ ◦ Download the folder called “Day 1: Task Design” to your computer. ◦ Open the document titled “LDC-Template-Task- Collection-2-July-20131”. ◦ Open the appropriate “BLANK LDC Template” (Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it. ◦ Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

24.  Directions ◦ Open the appropriate “BLANK LDC Template” (Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it. ◦ Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

25.  Go to https://www.edmodo.com/https://www.edmodo.com/  Sign in or create an account  Join URL: edmo.do/j/t9zvmt or  Group Code: 4mvkid  Post your task in the post tab  Pick another task in your content area to give feedback

26.  How does this work (CCSS, LDC task design, etc.) resonate with your thinking?  What questions or concerns are still lingering about this work? Homework:  Review and refine your Task and be ready to publish it tomorrow morning.  Read through Sarah Ballute’s modulle “The British Industrial Revolution” 26

27. Develop a module for the next marking period that addresses  Engaging students in doing the task  Helping students develop and practice the skills they need to master your task  Addressing the CCSS instructional shifts

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29.  To understand the Task and assignment  To read rigorous materials from different genre  To analyze their reading and synthesize it in preparation for writing  To write thoughtful and insightful pieces demonstrating their learning 29

30.  Preparing for the Task  Reading Process  Transition to Writing  Writing Process Does Sarah’s skills clusters address these major skills in her task? 30

31. Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve the larger teaching task. 1.Skills list/clusters 2.Design mini-task for each skill 3.Instructional strategies and pacing 4.Scoring or checking for understanding Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve the larger teaching task. 1.Skills list/clusters 2.Design mini-task for each skill 3.Instructional strategies and pacing 4.Scoring or checking for understanding Product 31

32. SKILL: How do you engage students in reading and responding to challenging texts and writing challenging documents? PRODUCT AND PROMPT: What product will the students produce to let you know you they are engaged? INSTRUCTION: How do you facilitate that engagement? Scoring; How will you check for understanding and keep track of the score? 32

33. Mini-tasks – a small or short assignment that engages students in learning each of the skills necessary to complete the task. Core Elements of Mini-Tasks 1.Prompt 2.Product 3.Scoring guide 4.Instruction 33

34. Using the Module Template provided, begin to create your module. Remember your module: Should cover 2-4 weeks of study Should be a major unit of your course Should involve rigorous reading in varied genre Should result in a major piece of writing Should be made up of mini-tasks that are evaluated along the way 34

35. Please take time to fill out the Survey Monkey workshop feedback. We will use this feedback to adapt our next workshop to meet your needs. https://www.surveymonkey.com/s/W6FF8BZ https://www.surveymonkey.com/s/W6FF8BZ Homework:  Implement your module between now and our next workshop, and be prepared to discuss  What you found working with LDC  Challenges you encountered and how you overcame them  Be prepared to bring scored or un-scored student work 35