1. Writing Summative Literacy Tasks (SLT) Wednesday, January 23, 2013

2. What is an SLT? A task that Reflects the “big understanding” that you want students to take away (learning objective) Connects directly to the complex text and helps show understanding of the text Requires students to define, describe, sequence, synthesis, analyze, compare, evaluate, solve a problem, or show a cause- effect relationships Uses higher level thinking skills

3. Career and Tech Examples Automotive/Collision Repair Article on Power Tools… Needs improvement… Summarize the article, Portable Drills and Drill Rating. Describe the different types of tools in the article. What power tool would you use to construct (X) and why? Improved… After reading the Portable Drills and drill rating, your text book, and Power Points, write a report that explains why it is important to have a wide range of power and specialty tools. Support your discussion with evidence from your research. L2 What conclusions can you draw?

4. More Examples Culinary Arts Article on Red Robin’s Operations Manager: Bob Merullo Needs improvement… Using the article write a paragraph that supports the idea that a culinary chef must pay close attention to the detail of food being served on a menu. Summarize the article. Improved… (Task 20) After researching/reading your textbook, articles, and class notes write a report that analyzes the importance of paying close attention to the detail of food being served on a menu. Provide evidence to clarify your answer. What conclusions can you draw?

5. What are the Task Templates? Fill in the blank templates created by LDC and recommended by TCTW Connected directly to the CCS Include informational, argumentative or research based writing Tasks are written at 3 levels Literacy skills are embedded in the tasks Rubrics are included to match the type of writing

6. Sample Task Templates Task 11: After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute) that defines ________ (term or concept) and explains ________ (content). Support your discussion with evidence from your research. L2 What ________ (conclusions or implications) can you draw? (Informational or Explanatory/Definition) Task 13: After researching ________ (informational texts) on ________ (content), write a ________ (report or substitute) that describes ________ (content). Support your discussion with evidence from your research. (Informational or Explanatory/Description)

7. How to use the Templates Fill in the template task, completing all the blanks but not altering the other template wording. Researching can be synonymous with reading Decide whether to include the Level 2 and Level 3 portions of the template task in order to make it more difficult

8. How to use the Templates Decide whether or not to include an extension activity If an extension activity is included, provide an activity in which students share or apply what they have learned with a real-world audience or through a hands-on project. This does not have to be part of the SLT Use the exact rubric for the template task.

9. Tips for Writing SLTs Choose your complex text wisely Complex text will be used for close readings, TDQ’s and SLT It should be used and referred to often Start with the end in mind (backwards design) Think about What students should learn from the text Can this understanding be turned into the SLT Connect and scaffold TDQ’s to lead to SLT

10. Putting it all Together Unit – Employability Complex text – “Job Interview Don’ts” by Susan Bowles Tier II vocab – poise, appropriate, succinctly, demeanor, comport Tier III vocab – candidate, corporate recruiter, professional image

11. Putting it all Together TDQ 1 – What does the author mean by a “make or break moment”? Support your answer with evidence from the text. (sentence level) TDQ 3 – The author provides the reader with 5 challenges. Why does the author call these challenges? How would a different word like problem or test change the authors meaning? (word level)

12. Putting it all Together TDQ 2 – The author specifically poses the question “Will you answer all parts of the question directly and succinctly or will you blather on and on?” Why ask this question? How does the response to this question connect to the challenge of not listening in an interview? (paragraph level) Better Answers Response The question the author asks about answering questions directly and succinctly connects to the challenge of not listening by helping the candidate know how to listen and respond. In order to make sure candidates are listening carefully, hiring managers often ask multi- layer or two part questions. Candidates that listen closely can be direct and to the point and provide information the company is interested in. Using this question helps the author make a point about how to be a better listener and overcome the challenge of not listening.

13. Putting it all Together SLT – After researching Job Interview Don’ts on interviewing skills write a response that describes three of the challenges presented in the article and the effect of each on the interview process, as well as how to overcome these challenges. Support your discussion with evidence from your research. Sample of student work Rubric Extension Activity – Mock Interviews

14. Sample Plan Book MondayTuesdayWednesdayThursdayFriday Read article individually. Vocab activity for tier II words. Read Chunk 1 (individually or out loud) Review tier II and III vocabulary Discuss TDQ #1 Read Chunk 2 (individually or out loud) Review tier II and III vocabulary Discuss TDQ #2 Better Answers Response Read Chunk 3 (individually or out loud) Review tier II and III vocabulary Discuss TDQ #3 Review article SLT Prepare for Mock Interviews next week Regular theory lessons and activities can take place each day in addition to the Tech Lit activities listed here.