1. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Creating a Contextual World Common Core in the Classroom 9/12/2015

2. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Working with a Team Introductions – Name, district, subject/grade, favorite thing to teach Collaboration Behaviors – What is the behavior you have been assigned? – How can the behavior support your table’s work? – How can the behavior support work in your classroom? 9/12/2015

3. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Why Do We Need to Change? 9/12/2015

4. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Reading Study Summary * Source of National Test Data: MetaMetrics 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Interquartile Ranges Shown (25% - 75%)

5. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learning Targets Teachers will--- – Know what LDC is and how it supports implementation of Common Core literacy standards. – Understand how LDC supports teachers in improving students’ content-literacy skills. – Design a LDC module to implement in your classroom.

6. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org LDC Training – Day 1: Writing a Teaching Task – Day 2: Finishing the Module – Day 3: Scoring Student Work; Revision – Day 4: Writing Module 2

7. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Common Core Name that Literacy Standard But—more important than any individual standard— 9/12/2015

8. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org …the three big shifts Building content knowledge through (reading) rich nonfiction Reading, writing, and speaking grounded in evidence from the text, both literary and informational. Regular practice with complex text and its academic language. 9/12/2015

9. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Shifts Mean a Change in Practice! Shifting from content knowledge primarily from teacher-led lecture To building knowledge through a balance of reading, writing lecture, and hands-on experience 9

10. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Academic Vocabulary excrescence 9/12/2015

11. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How Do We Learn Academic Vocabulary? “To calculate fuel efficiency, the aerospace engineers needed an accurate estimation of excrescence drag caused by the shape of the plane’s cabin.” “Excrescences on the valves of the heart have been known to cause a stroke.” “The wart, a small excrescence on his skin, had made Jeremy self-conscious for years.” 9/12/2015

12. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Academic Vocabulary “At the far end of the meadow was what, at first glance, I thought a huge domed building, and then saw was an excrescence from the cliff itself.” Excrescence: “an outgrowth.” 9/12/2015

13. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Academic Vocabulary Almost all the word meanings that we know are acquired indirectly by intuitively guessing new meanings as we get the overall gist of what we’re hearing or reading. --E.D. Hirsch 9/12/2015

14. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org The sense of a word that a listener or reader gains from multiple exposures to it isn’t a fixed and definite meaning but rather a system of meaning possibilities that get narrowed down through context on each occasion. E.D. Hirsch 9/12/2015

15. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org The Common Core Classroom Literacy Matters video As you watch the video, note the Common Core shifts you see being implemented by teachers and students. What are the results of those shifts? What potential for differentiation do you see in the classroom?

16. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org What is LDC? LDC tools embed Common Core Literacy Standards into content-area lessons so that students meet the Literacy Standards while also meeting content demands at high levels of performance.

17. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How does LDC work? Teaching Tasks Skills Analysis Instructional Ladder Results

18. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Templates for the Teaching Tasks Teachers fill in the template to create a teaching task—a major student assignment to be completed over two weeks. The content can be science, history, language arts, or another subject.

19. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How It Works An Example: Template 1 Task 1 Template (Argumentation/Analysis L1, L2, L3): After researching ___________(informational texts) on ____________(content), write __________ (essay or substitute) that argues your position on_____ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

20. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org An Agriculture Assignment After researching _____ _ on _____________________, write an _________that argues your position on ______________________________. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. scientific articles editorial farmers growing genetically modified crops genetic modification of crops

21. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Template 25 (Informational/Cause Effect) Template 25: [Essential Question] After reading [literature or informational texts] on [content], write a [report or substitute] that examines the causes of [content] and explains the effect(s) of [content]. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

22. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org A Middle School Social Studies Task What is the effect of oppression on the people in a country? After reading informational texts and memoirs on apartheid in South Africa, write an essay that examines the causes of apartheid and explains the effect(s) of apartheid on the people of South Africa. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

23. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org A Middle School Science Task What is the effect of algal blooms on the marine environments off the coast of the US? After reading selected scientific texts, write a letter to the Environmental Protection Agency that examines the causes of algal blooms and explains the effect(s) on marine environments. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).

24. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Template 4 (Argumentation/Comparison) Template 4: [Essential Question] After reading [literature or informational texts], write an [essay or substitute] that compares [content] and argues [content]. Be sure to support your position with evidence from the text(s).

25. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org A High School Science Task Which type of evidence is more trustworthy, DNA evidence or eyewitness testimony? After reading informational texts, write a lawyer’s closing arguments to a jury that compares DNA evidence and eyewitness testimony and argues which the jury should privilege. Be sure to support your position with evidence from the text(s).

26. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org LDC Skills Analysis 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

27. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Instructional Ladders The LDC templates include mini-tasks that help students acquire the necessary skills. Teachers are free to adopt or adapt the mini-tasks and the order in which they are presented within the Skills Cluster. Example of Mini-Task

28. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Scoring and Rubrics LDC tools include rubrics for scoring argumentative, informational, and narrative essays. Teachers work together to score papers and use what they learn from the papers to revise instruction.

29. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Before you take a break-- Please open Module Creator on your laptop. Be sure you are using the latest version of Mozilla Firefox, Chrome, or IE9. If you have a problem, check with your Table Leader right away.

30. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How does LDC work? Teaching Tasks: content, reading, product Skills Analysis Instructional Ladder Results

31. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Looking at a Module Examine the complete LDC module in your packet. Using the Vocabulary Organizer, find the various features of the module and work on defining the terms. 9/12/2015

32. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Module Creator Click on “Advanced Search” Type “Alexander the Great” in the Search String Open the module

33. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org What are the Features of a Great Teaching Task? Go back to Advanced Search. Select either Science or Social Studies. Browse—find 2-3 Teaching Tasks that you think are excellent and at least 1 that you think is not so excellent. Think about the CC Shifts. Use the Teaching Task T-Chart to list great Tasks, their features, and one exemplar Task at the bottom.

34. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Writing Rigorous Assignments Consider the Common Core Shifts Think about the prompt, the product, and your expectations Identify the cognitive process you want students to use (comparison, cause/effect, analysis, synthesis, evaluation). 9/12/2015

35. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Writing a Teaching Task What content? What reading materials? (Memoirs, informational articles, fiction, etc.) What product? (Essay, editorial, letter, speech, lab report, etc.) What cognitive process? (Cause/effect, Problem/Solution, Analysis, etc.) 9/12/2015

36. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Writing Your Own on MC Overview Authors Select a LDC template task to write a Teaching Task. Complete the task by filling in the blanks with content, reading material, and the product students will produce. Add relevant Georgia standards.

37. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Selecting Reading Material Select the Instruction tab On the left, select Digital Resources Complete the Search String Select the grade level—but stretch the band Download the articles you might use

38. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Think-Write-Share/Exit Ticket List three classroom activities embedded in today’s training. How might you use two to support student learning in your classroom? Major questions about LDC and Common Core Shifts. 9/12/2015

39. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learning Targets Teachers will--- – Know what LDC is and how it supports implementation of Common Core literacy standards. – Understand how it supports teachers in improving students’ content-literacy skills. – Design a LDC module to implement in your classroom.

40. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Homework!! Finalize your Teaching Task. Read and select articles for your unit. Bring other texts or materials. Complete the Vocabulary Organizer!

41. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org LDC—Day 2 Completing the Module

42. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Learning Targets Teachers will--- – Know what LDC is. – Understand how it supports teachers in improving students’ content-literacy skills. – Design a LDC module to implement in your classroom.

43. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org So Far Four-day plan: – Day 1: Writing a Teaching Task – Day 2: Finishing the Module – Day 3: Scoring Student Work; Revising – Day 4: Writing Module 2

44. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Dear Clueless... Write a letter to your pal, Clueless, who missed yesterday’s training... Explain what you learned yesterday... And close by telling your friend what you still do not understand and hope to have clarified today.

45. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Review and/or Revise Teaching Task Resources – Articles – Other materials

46. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Skills Analysis Worksheet Look at the LDC Skills. Highlight 4-5 skills that you expect may require extra attention for your students. Write instruction that you think will help your students acquire the targeted skills.

47. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Instructional Ladder Now let’s look at the Instruction suggested by Module Creator: – Product (List, Notes, etc.) – Prompt – Scoring Guide – Teaching Strategies

48. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Adapting/Adopting Compare the Instruction MC gives you with Kathy’s module and with your own ideas. Now click on the pencil to change any mini- tasks you feel can be better adapted for your students and classroom. – Product Scoring Guide – PromptInstructional Strategies – PacingNotes, Accommodations 9/12/2015

49. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org

50. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Creating a Module 9/12/2015

51. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org How Does Your Module Address the Three Shifts? 9/12/2015 Building content knowledge through (reading) rich nonfiction Reading, writing, and speaking grounded in evidence from the text, both literary and informational. Regular practice with complex text and its academic language.

52. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Sharing Out What is your Teaching Task? What content standards will you address? What disciplinary concepts/big ideas/ enduring understandings will you address? How long will it take to teach the module? Why is it worth the extra time?

53. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Knowledge Cafe How can LDC help your students and teachers in making the Common Core shifts? What are the most significant challenges of using LDC in your school/district, and how can you overcome those challenges? 9/12/2015

54. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Cool things you can do on MC Cloning Informational videos Moving skills Uploading resources Links and Lexiles 9/12/2015

55. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Next Steps Continue to revise with your team. (Do you have email addresses for everyone?) Share your module with a colleague at school. Teach your module. Come back in 2013 with eight student work samples, ideas for revision, and ideas for your next module.

56. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Or... Contact your RESA for training a team of teachers from your school/district. 9/12/2015

57. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Resources Blog GSO Wiki Mary Lynn Huie mlhuie8@gmail.commlhuie8@gmail.com Daniel Rock drock@doe.k12.ga.usdrock@doe.k12.ga.us 9/12/2015