1. Revisiting LDC, Day 2 Elementary Bowling Green, Kentucky – Reach Associates November 15, 2013 1

2. Good to see you again! 2

3. Outcomes Deepen an appreciation of the LDC Framework as a strategy to implement the CCSS Develop a better understanding of the components of an LDC module Create a clearer comprehension of effective teaching tasks Explore high leverage instructional strategies Investigate the LDC rubric Calibrate scoring of student work Continue to design an effective LDC module Explore supports for writing and implementing LDC 3

4. Norms What are some working agreements you would request of all participants to make today as productive as possible? 4

5. How Does LDC Meet the Common Core Instructional Shifts for Literacy?  Increasing rigor and relevance  Sharing responsibility of teaching reading and writing across content areas  Building knowledge through content-rich nonfiction and informational text  Reading, writing, speaking and listening grounded in evidence from texts  Practicing regularly with complex text and its academic vocabulary  Emphasizing 3 modes of academic writing 5

6. Overview of the LDC Framework 6

7. Elementary Template Tasks Take a minute to re-familiarize yourself with the elementary template tasks. 7

8. Strong Teaching Tasks: 8 Are worthy of 2, 3 or 4 weeks of instruction Ask students to grapple with important content to the discipline Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level Have students working in the most effective mode of discourse/text structure Evolve from a rigorous text-dependent task directly related to the content being taught Involve products written for an authentic audiences Important Note: Engage students in a balanced set of writing tasks over the course of the year

9. Discipline Specific Grade 2 Literacy Elementary Task 6 — Informational or Explanatory/Describe 9 What makes an insect an insect? After reading informational texts, write a well-developed paragraph in which you describe common characteristics of an insect. Give several examples from at least two texts to support your discussion. RI2.6 Why did Bob Barner and Lucille Recht Penner write books about insects? After reading the informational texts Bugs! and Monster Bugs, write a well- developed paragraph in which you describe the authors’ purpose. Give several examples from both texts to support your discussion.

10. Strong Teaching Tasks: 10 Are worthy of 2, 3 or 4 weeks of instruction Ask students to grapple with important content to the discipline Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level Have students working in the most effective mode of discourse/text structure Evolve from a rigorous text-dependent task directly related to the content being taught Involve products written for an authentic audiences Important Note: Engage students in a balanced set of writing tasks over the course of the year

11. Jurying Sample Teaching Tasks 11

12. Write a Task Choose a topic Identify the targeted standard What do you want students to learn? Determine mode of writing Informational or Argumentation Choose a template task Text structure Write the proposed teaching task 12

13. Collegial Feedback on Teaching Tasks for Our Modules 13

14. Looking at an LDC Module: What task? What skills? What instruction? What results? Mother to Son 14

15. Sections 2 and 3 High Leverage Instructional Strategies Cluster 1 – Preparing for the Task Cluster 2 – Reading Process Cluster 3 – Transition to Writing Cluster 4 – Writing Process 15

16. Skill Cluster 1: Preparing for the Task – Day 1 What is the theme of the poem Mother to Son? After reading Mother to Son write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of figurative language contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. 16 Recommended Strategy: Deconstruct the Teaching Task Skill: Task Analysis Definition: Ability to understand and explain the teaching task and rubric.

17. Skill Cluster 2: Reading Process 17 Some Possible Strategies for Reading Texts: Read Aloud/Think Aloud Shared Reading Guided Instructive Practice Close Reading with Text Dependent Questions Small Group Guided Reading Partner Reading with Note-Taking Individual Reading with Annotation Remember to keep speaking, listening and writing an integral part of the instruction.

18. Skill Cluster 2: Reading Process – Day 3 18 Recommended Strategy: Close Reading with text-dependent questions Skill: Active Reading, Essential Vocabulary and Note Taking 1 Definition: Ability to: read purposefully; accurately quote textual evidence to support explanation of what the text says explicitly as well as inferences drawn from the text; determine the meaning of figurative language used in the poem.

19. Skill Cluster 3: Transition to Writing – Day 4 19 Recommended Strategy: Partner and class discussion Skill: Bridging Conversation to Writing Definition: Ability to use notes to engage in a range of collaborative conversations to process and synthesize information previously read.

20. Skill Cluster 4: Writing Process 20 Some Possible Strategies: Mentor Texts Deconstructing an Exemplar Text Graphic Organizers Small Group Instruction Peer Revisions Peer Editing

21. Reflections from a Colleague on Teaching an LDC Module Mother to Son 21

22. What Results? What Results? – Section 4 Scoring Student Work with the LDC Rubric Can be used to score holistically or analytically 2 rubrics – Informative/explanatory & Argumentative 7 Scoring Elements: Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding 22.

23. LDC Rubrics – Scoring v. Grading The LDC rubric… provides feedback to students and teachers helps students know expectations prior to completing the task helps teachers gauge the effectiveness of their instructional choices 23

24. Common Misconceptions about Scoring with the LDC Rubric Confusion between Focus and Controlling Idea Grading only the final product Using a straight percentage score for a grade 24

25. Collaborative Scoring 25

26. Exploring R-GroupSpace 26

27. Collegial Sharing of Best Practices 27 Give One – Get One Quick Write – Instructional Strategy for: Preparing for the Task Developing Vocabulary Active Reading and Note-Taking Bridging Conversation from Reading to Writing Writing, Planning and Development Revision and Editing Alignment between all components is critical! Creates an opportunity for a formative cycle!

28. Take a Look at Additional Student Work 28

29. Work Session 29

30. Questions

31. Next Steps 31 Our next meeting is February 27 th. Goals of the next session include: Sharing of modules Scoring student work Sharing of effective strategies Begin creation of another module

32. jpittock6591@gmail.com – Jody jpittock6591@gmail.com daggettbeverly@gmail.com - Beverly daggettbeverly@gmail.com 32