1. WELCOME! WHILE YOU ARE WAITING:  Enjoy breakfast  Make sticky-note tabs for appendices a, b, c, & d (pgs. 47, 49, 51, 55) in your LDC binder.  Sign up for a 2010-11 binder (if you were not with the network last year).

2. Observe cell phone & computer etiquette If you’re leaving early or going to be absent, please notify me and your building/district administrator in advance. Active Participation– before, during & after the meeting

3. Leadership “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” Ken Kesey http://www.youtube.com/watch?v=fW8 amMCVAJQ

4. I can articulate the goals and purpose of the content leadership networks. I can explain the structure and goals of the Literacy Design Collaborative (LDC) and its relationship to implementing the KCAS. I can create an LDC teaching task for argumentation that integrates the ELA strands. I can articulate the difference between persuasion, opinion, and argument. I can set personal goals and make an action plan to advance the vision of 21 st century learning. LDC Introduction to Construction 4

5. Your Purpose in Our Network What it is: Player on the team A relay team A workout session at the gym What it is not: Fan in the recliner A sprinter An Olympic trial

6. Focus of Kentucky’s Plan Leadership Networks Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Balanced Assessment/Assessment Literacy 6

7. Looking Back Vertical and Horizontal Progression of the ELA common core standards Assessment of/for Learning: CASL & Formative Assessment Deconstruction of Standards Student Friendly Targets Building Leadership Skills: Break Out Sessions Becoming Critical Consumers of Text Content Gap Analysis Planning and Pacing Guides

8. What’s Ahead for Year 2? Plan rigorous and congruent learning experiences for instruction Select evidence-based strategies and resources to enhance instruction and support CHETL Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning Work collaboratively within and across networks to populate CIITS Participate in grade level appropriate book studies that will further an in-depth study of current and best practices in literacy 8

9. I used to think the Networks were……. Now I know they are……. LDC: Teaching Task Design 9

10. I used to think we were… lost sheep.

11. Now I know we are…. shepherds.

12. Purpose of Networks- LearnImplementShare LDC: Teaching Task Design 12

13. CHETL LDC: Teaching Task Design 13

14. Break Time

15. State Strategy BMGF Prichard Grant Pilot Districts (LDC/FAL) Leadership Networks Bill & Melinda Gates Foundation Partnership Work Literacy in the CC Grant National Writing Project Kentucky Writing Projects (LDC) 15

16. What is the Literacy Design Collaborative (LDC) A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning. Just as CASL was the touchstone text for Assessment Literacy, so is LDC the touchstone for Highly Effective Teaching and Learning.

17. Scaling LDC/MDC Work-Partnership Pilot Districts 17 Leadership Networks

18. 18 Literacy & Math Design Collaborative Pilot Districts -- Literacy Design Collaborative (LDC) -- (Math) Formative Assessment Lessons (FAL) -- LDC and FAL Kentucky Writing Project

19. Kentucky is the first state to implement the LDC at the elementary level.

20. corestandards.org, July 29, 2011 * Common Core State Standards Now Shared by Most States LDC Introduction to Construction 20 LDC States Colorado Georgia Kentucky Louisiana

21. The Common Core State Standards are a blueprint. LDC Introduction to Construction 21 They set clear goals. They define literacy in content areas. They offer great opportunity for sharing.

22. But We Need to Move … From blueprint to action! LDC Introduction to Construction 22

23. Where are We Starting from? If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?” LDC Introduction to Construction 23 Grade 9ReadingWriting English U.S. History Math Science PE/Health World Language Elective

24. Where are We Starting from? Too often, the answer is … LDC Introduction to Construction 24 Grade 9ReadingWriting EnglishLowLow-Medium U.S. HistoryLow MathLow ScienceLow PE/HealthLow World LanguageLow ElectiveLow ElectiveHighLow

25. LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone. LDC Introduction to Construction 25

26. LDC: The Main Idea A systematic framework for developing reading, writing, and thinking skills within each discipline, with:  Science work focused on skills students need to succeed in science  History work focused on skills students need in history  Work in many other classes focused on skills essential to those subjects LDC Introduction to Construction 26

27. Intro to the LDC Materials What’s in your binder/packet? Read the overview on page 2 in the LDC Guide for Teachers. Make note of your wonderings on a sticky note.

28. Student Assignments Engaging and demanding learning through:  Teaching tasks with prompts and scoring rubrics  Instructional modules, supporting the tasks with plans for needed skills, effective instructions, and sample student work LDC Introduction to Construction 28

29. Teacher Tools Tools to implement that approach:  Templates educators can fill in to create the tasks and teaching plans  Models educators can consider and revise  Sample work from other teachers and their students to use as models for new designs LDC Introduction to Construction 29

30. LDC FRAMEWORK & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

31. LDC is Not... a unit. The LDC framework fits with a unit. for every unit. Just those that make sense.

32. Tools … “Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.” LDC design team, The LDC Guidebook for Teachers LDC Introduction to Construction 32

33. OUR LDC PROJECT Ready, Set, Go! 33

34. Come Build with Us  Teaching tasks  Instructional ladders (plans for the teaching)  Sample student work  Modules that share your designs with other educators (A module = a task + an instructional ladder + sample work + other information you add to explain how you did the teaching) LDC Introduction to Construction 34

35. Expectation ELA teacher leaders will be teaching and implementing 2 modules in a classroom They will be learners of LDC not trainers of a whole department, grade level, school, or district in how to use the templates LDC Introduction to Construction 35

36. TASKS 36

37. LDC FRAMEWORK & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content

38. Why Tasks? “What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education LDC Introduction to Construction 38

39. Template Tasks LDC template tasks are “shells” of assignments that ask students to read, write, and think about important academic content in science, social studies, English, or another subject. Teachers fill in those shells, deciding the texts students will read, the writing students will produce, and the content students will engage. LDC Introduction to Construction 39

40. Template Tasks Template tasks come with rubrics for scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address. Some template tasks provide optional additions to the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3) LDC Introduction to Construction 40

41. Template Task 2 [Insert essential question] After reading ___________ (literature or informational texts), write 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. LDC design team, Template Task Bank LDC Introduction to Construction 41

42. From Templates Task to Teaching Task Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks. The content can be science, history, language arts, or another subject. LDC Introduction to Construction 42

43. Teaching Tasks Teachers fill in the prompt, including:  The content of the task  Texts to read  Text students will write, including suggestion of or choice of audience  Whether to use the Level 2 and Level 3 options to make the task more demanding LDC Introduction to Construction 43

44. Teaching Tasks Teachers also decide on:  What background information about the teaching task should be shared with students  Which state or local standards the teaching task will address  Whether and how to use an extension activity with the teaching task LDC Introduction to Construction 44

45. Let it sink in. Read over page 4 of the LDC Guide for Teachers. Talk at your table to share your understanding of LDC and template tasks.

46. Some Sample Tasks - Page 5 To see how this works, consider examples of:  Template Task 2  Filled in three different ways by three different teachers  Content added by those teachers is underlined  Notice how the teachers added their state content area standards LDC Introduction to Construction 46

47. Take a Look With a partner... Look over the sample tasks together. on your handout, list some plusses that make sense to you and some puzzles you want to know more about. Share with the others at your table LDC Introduction to Construction 47

48. Template Task Collection 1 In the LDC Guide for Teachers, Appendix C (Page 51) shows the tasks:  The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds of writing)  The template tasks start either with an essential question or with “after researching)  They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect LDC Introduction to Construction 48

49. SKILLS FOR THE TEACHING TASK 49

50. LDC FRAMEWORK & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

51. What Skills? Turn and Talk Choose one of the sample tasks from page 5. Start by thinking through what skills a student will need to complete the teaching task (a familiar “backward mapping” process for planning instruction”). LDC Introduction to Construction 51

52. Some Sample Answers The LDC design team offers a sample list of skills that teachers can consider and then:  Use without changes  Use with changes  Replace with another list based on their judgment about their task and their students LDC Introduction to Construction 52

53. Each Skill Card Shows  One skill from the LDC sample list  A definition for that skill LDC Introduction to Construction 53

54. Try out the Connections With a partner and a set of cards, using the sample task you’ve been discussing...  With each card, decide if students will need that skill to succeed on the teaching task  Discuss whether students need another skill not shown, and if so, add that skill on one of the blank cards LDC Introduction to Construction 54

55. INSTRUCTION FOR THOSE SKILLS 55 Designing the instructional ladder

56. LDC FRAMEWORK & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

57. What Instruction? The next step is to develop a mini-task for each skill, including:  A prompt for students to address  A product for students to create  A simple scoring guide (meets expectations/not yet) LDC Introduction to Construction 57

58. Again, Sample Answers The LDC design team offers a sample set of mini-tasks, for educators to use, revise, or replace as they design instruction for their own teaching tasks. And, again, we’ve listed each sample mini-task on a card. LDC Introduction to Construction 58

59. Connect Another Step  With a partner, take a set of the mini- task cards  Read each one  Match each one to a skill card from your earlier set LDC Introduction to Construction 59

60. Instructional Strategies Each mini-task is backed up by instructional strategies. The LDC materials again provide starting samples. LDC Introduction to Construction 60

61. Take a Look Page 59 (skills) Pages 60-63 (skills with instruction) Skills are clustered in a way that makes sense for instruction.

62. MODULES 62

63. A Complete Example LDC: Module Completion 63

64. Modules are for Sharing Completed LDC modules can be shared from teacher to teacher, school to school, and state to state. Having a common, clear design approach will allow teachers to search, study, use, and revise one another’s teaching ideas. LDC Introduction to Construction 64

65. LDC Module Components  Introductory information on the cover page  What Task?  What Skills? (design team sample answers)  What Instruction? (again, with sample answers)  What Results? (sample student work)  Supporting information can be added to help other teachers implement the design LDC Introduction to Construction 65

66. Take a Closer Look  Review the module template and its sample contents in Appendix D (Page 55).  Share your thoughts with your table LDC Introduction to Construction 66

67. LDC FRAMEWORK & other Common Core Standards when appropriate* TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

68. LUNCH 12:00 Teachers from the Eastern Time Zone 12:15 Teachers from the Central Time Zone

69. TEACHING TASK DESIGN

70. Have you ever felt like this?

71. Literacy Design Collaborative Task 2 Argumentive/Analysis L1, L2, L3: (Insert essential question) After reading _____ (literature or informational texts), write an _______(essay or substitute) that addresses the question and supports your position with evidence from the texts(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

72. Today we live in the 24-hour news cycle where we have practically unlimited access to celebrities. Do you believe the media helps or hurts celebrities? Give reasons to support your view.

73. Question: Does media exposure help or hurt high profile people? Task 2: After reading an article from GoodTherapy.org, People Magazine, Twitter excerpts, watching Inside Edition, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text. LDC: Teaching Task Design 73

74. After reading an article from GoodTherapy.org, Twitter excerpts, watching Inside Edition, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text. W.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. S&L.3-Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. RI.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-

75. Today’s Project Product  Use template Task 2 to create a teaching task you can use during the calendar’s first “teaching time” Supplies  Curriculum outline (or whatever document sets out the content you plan to teach in the next several months)  Copies of texts you think might work and your LDC Guidebook for Teachers  Network Texts– e.g., Texts to Lessons for Middle & High, Magazines for Elementary LDC: Teaching Task Design 75

76. Template Tasks Template Tasks are fill-in-the-blank “shells” built off the Common Core. To turn a template task into a teaching task, teachers fill in the texts to be read, writing to be produced, and content to be addressed. LDC: Teaching Task Design 76

77. Task 2 First, At the Basic Level  With argumentation, students may engage more quickly  With an essential question task, teachers do not have to manage a student research process: they simply select the texts  Without L2 and L3, the task will be a good starting point for teachers and students LDC: Teaching Task Design 77

78. In Choosing Texts to Read, Consider  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  Other content areas– science, social studies, etc. LDC: Teaching Task Design 78

79. For Writing Assignments  Remember, the writing assignment can be:  An essay  A report  A narrative  A poem  A letter  An article  A script  A speech  An editorial  A proposal LDC: Teaching Task Design 79

80. A Great LDC Teaching Task  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 mode (argumentation, information/explanation, or narrative).  Selects reading texts that use and develop academic understanding and vocabulary. LDC: Teaching Task Design 80

81. A Great LDC Teaching Task  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. LDC: Teaching Task Design 81

82. Let’s See How a Template Works To get a starting sense of how the templates work, please:  Choose a debatable or arguable issue or a text you enjoy teaching.  W rite a question about the arguable topic.  Individually, fill in the Task 2 template in your notebook to make a strong assignment on that subject LDC: Teaching Task Design 82

83. Literacy Design Collaborative Task 2 Argumentive/Analysis L1, L2, L3: (Insert essential question) After reading _____ (literature or informational texts), write an _______(essay or substitute) that addresses the question and supports your position with evidence from the texts(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

84. With your partner or team, try to fill in the task 2 template on page 1 the “Teaching Task Design” workshop.  Use exact wording of the template task except that you can leave out L2 and L3 versions if you choose.  Keep the exact CCR Anchor Standards listed in the blank module because the alignment is already completed.  Add appropriate state content standards.  Provide source information for the standards you use.  Use the exact rubric listed in the blank module. LDC: Teaching Task Design 84

85. LDC: Teaching Task Design 85

86. – “The tools do not do the work. Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question in building, quilting, or equipping the next generation with the literacy skills they need for adult success.” LDCs Are Not Magic Beans

87. For Next Month’s Meeting Write a task for Template 2 (argument/analysis). Gather text that students can read LDC: Teaching Task Design 87

88. Book Study September’s Books The Daily Five by Gail Boushay and Joan Moser The English Teacher’s Companion by Jim Burke Classroom Discussion: Strategies for Engaging All Students, building Higher-Level Thinking Skills, and Strengthening Reading and Writing Across the Curriculum by Dixie Lee Spiegel

89. Action Plan What will Unbridled Learning look like in your classroom next May? What’s your vision? What strengths do you possess to help you accomplish your vision? What are some challenges to accomplishing your vision? What strategies will advance your vision?

90. Action Plan Write an individual goal. What action will you take on that goal in the next month? In October, you will reflect, refine, and redirect with your district partners.

91. Book Study– Read your new book, select a strategy or idea to try. Be prepared to share your experience. Bring back Task 2 with supporting text. Take action on your action plan and be prepared to share. LDC: Teaching Task Design 91