1. Keeping Students at the Heart of the Work While Preparing Them for College and Career! 1

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3. I Used to think the networks were…, but now I know they are… 3

4. What About Our Norms? 4 http://www.polleverywhere.com

5. Today’s Agenda Welcome Welcome Today’s Learning Targets Today’s Learning Targets KY Leadership Networks Purpose/Goals KY Leadership Networks Purpose/Goals KCAS Writing Standards and Instructional Implications (persuasion, opinion & argument) KCAS Writing Standards and Instructional Implications (persuasion, opinion & argument) Literacy Design Collaborative and CHETL Literacy Design Collaborative and CHETL Grade Level Groups: Grade Level Groups: LDC Teaching Task 2: Argumentation Assessment Literacy: Book Study Leadership and Personal Goal Setting Extended Learning, I and I Logs, Blackboard, Network Feedback Forms, Meeting Schedule Extended Learning, I and I Logs, Blackboard, Network Feedback Forms, Meeting Schedule 5

6. I can articulate the goals and purpose of the content leadership networks. I can explain how the ELA KCAS differentiate between persuasion and opinion/argument. I can recognize instruction that makes the connection among the standards: Literacy Design Collaborative I can create a LDC teaching task for argumentation that integrates the ELA strands. I can set personal goals and create an action plan to advance the vision of 21 st century learning Today’s Learning Targets 6

7. Focus of Kentucky’s Plan Leadership Networks Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Balanced Assessment/Assessment Literacy 7

8. Purpose/Goal of the Networks is to… Provide equal representation to all school districts Provide equal representation to all school districts Build capacity at the DISTRICT Build capacity at the DISTRICT level to understand how to implement KCAS within the context of HETL and assessment Create a professional learning community of content and administrator leaders Provide the leaderships skills, tools and resources necessary to effectively implement new standards 8

9. Taking a Quick Look 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   Analyzing Resources: Becoming a Critical Consumer   Content Gap Analysis   Planning and Pacing Guides 9

10. 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 10

11. Informative/Explanatory Opinion (K-5)/Argumentative (6-12) Narrative (Not Personal Narrative!!) Modes may be applied in a variety of forms, and instruction should not limit choices based on anticipated test formats. 11

12. KY Writing DRAFT Instructional Rubric Look at a copy of the KCAS and identify where the standards appear in the rubric for the sub-domain of STRUCTURE. 12

13. Your Turn Use your copy of:   Reading Informational Standard #8   Speaking/Listening #3 Identify an example(s) of how the KCAS standards appear in the Instructional Rubric for one (or more) of the Writing Instructional Rubric sub-domains Share your findings with others at your table 13

14. One big change in the writing standards is the shift from opinion/persuasion to argumentation… 14

15. Opinion, Persuasion and Argumentation: What’s the difference? OpinionPersuasionArgumentation  May acknowledge other perspectives on the issue, but generally focuses on 1 point of view  Relies on opinion to support ideas; often uses emotional appeals; generalized support  Focuses on convincing the reader to adopt the opinion  May consider other perspectives on the issue  Blends facts and emotion to make its case, relying often on opinion  May predict the results of accepting the position, especially if the information will help convince the reader to adopt the opinion  Considers other perspectives on the issue  Offers facts that support the reasons; provides textual evidence  Anticipates and evaluates the consequences of accepting the argument Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think 15

16. And then there’s Propaganda… Adapted from Argument, Persuasion, or Propaganda? Read, Write, Think 16

17. Does it meet the intent of the Standard? Items Needed Copy of Writing Deconstructed Standard #1 (5, 8 or 10) Copy of Student Writing Response (5, 8 or 10) Instructions Review Writing Standard #1 Read the Student Response Determine whether or not the response meets the intent of Writing Standard #1 17

18. Arguments: From…To… Stating opinions Supporting with evidence Supporting with textual evidence 18

19. Break 19 10:30 – 10:45 a.m. Prize Drawing

20. 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) 20

21. What is the Literacy Design Collaborative? 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. 21

22. Literacy Design Collaborative Sample Task Teacher’s Task Before LDC After reading the book A Wrinkle in Time, write a book review explaining why you did or did not like this book. Teacher’s Task After LDC Task 2 ELA: (Argumentation/Analysis L1): Would you recommend A Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text.

23. Scaling LDC/MDC Work-Partnership Pilot Districts Leadership Networks 23

24. Literacy & Math Design Collaborative Pilot Districts -- Literacy Design Collaborative (LDC) -- (Math) Formative Assessment Lessons (FAL) -- LDC and FAL Kentucky Writing Project 24

25. Kentucky is the first state to implement the LDC at the elementary level. 25

26. corestandards.org, July 29, 2011 * Common Core State Standards Now Shared by Most States LDC States Colorado Georgia Kentucky Louisiana 26

27. The Common Core State Standards are a blueprint. They set clear goals. They define literacy in content areas. They offer great opportunity for sharing. 27

28. But We Need to Move … From blueprint to action! 28

29. 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?” Grade 9ReadingWriting English U.S. History Math Science PE/Health World Language Elective 29

30. Where are We Starting from? Too often, the answer is … Grade 9ReadingWriting EnglishLowLow-Medium U.S. HistoryLow MathLow ScienceLow PE/HealthLow World LanguageLow ElectiveLow ElectiveHighLow 30

31. LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone. 31

32. 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 32

33. Introduction to the LDC Materials What’s in your LDC Guide for Teachers binder/packet? Read the overview: Tab #1, Page 2 Make note of your wonderings on a sticky note. 33

34. 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 34

35. 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 35

36. 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 36

37. LDC is Not... a unit. a unit. The LDC framework fits with a unit. for every unit. Just those that make sense. 37

38. 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 38

39. Our Project Ready, Set, Go! 39

40. 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) 40

41. Tasks 41

42. 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 42

43. 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 43

44. 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. 44

45. 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) 45

46. 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 46

47. 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. 47

48. 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 48

49. Let it sink in. Read over Tab #2, Page 4 of the LDC Guide for Teachers. Talk at your table to share your understanding of LDC and template tasks. 49

50. Some Sample Tasks 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 50

51. Take a Look- Handout: Tab #2, Page 5 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 51

52. Template Task Collection 1 In the LDC Guide for Teachers, Appendix C (Tab #7, Page 51) shows the tasks:   The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds/modes 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 52

53. Skills for the Teaching Task 53

54. 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 54

55. What Skills? Turn and Talk Choose one of the sample tasks from Handout/Tab #2, 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”). 55

56. 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 56

57. Each Skill Card Shows   One skill from the LDC sample list   A definition for that skill 57

58. 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 58

59. Instruction for those Skills Designing the instructional ladder 59

60. 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 60

61. 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) 61

62. 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. 62

63. 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 63

64. Instructional Strategies Each mini-task is backed up by instructional strategies. The LDC materials again provide starting samples. 64

65. Take a Look Tab #8, Page 59 (skills) Tab #8, Pages 60-63 (skills with instruction) Skills are clustered in a way that makes sense for instruction. 65

66. Modules 66

67. A Complete Example 67

68. 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. 68

69. LDC Module Components   Introductory information on the cover page (Tab #4, Page 25)   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 69

70. TEACHING TASK DESIGN 70

71. 3 Types of LDC Tasks (Tab #7, Page 51 – 53 ) Argumentation Informational/Explanatory Narrative 71

72. 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. 72

73. 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 73

74. 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. 74

75. 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 75

76. 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. 76

77. ENJOY YOUR LUNCH! 77 Prize Drawing 12:00 – 12:45 p.m.

78. Let’s Give It A Try!   Choose a partner   Together, choose a debatable or arguable issue or a text you enjoy teaching (Opinion K-5; Argument 6-12)   W rite an essential question about the arguable topic.   Look at examples   Fill in the top Task 2 template (handout) to make a strong assignment on that subject.   Share Out: Easy? Hard? Questions? 78

79. An Example: Issue: High profile individuals and their private mistakes/faux pas and the effect on their public image. Essential Question: After high-profile individuals make public mistakes, can they still be seen as effective? Task 2: After reading an article from GoodTherapy.org, unescosources.com, People Magazine, Twitter excerpts and watching Inside Edition, You tube videos, and episodes of Dateline, write a narrative that addresses the question and supports your position with evidence from the text. 79

80. Task Design Method 80

81. 81

82. The Formative Classroom Real Teachers. Real Students. Real Process. 82 http://www.youtube.com/watch?v=rL54bfmZPzY&feature=related

83. Grade Level Groups Template Tasks Template Tasks Book Study Book Study Goal Setting (Plan, Do, Review) Goal Setting (Plan, Do, Review) 83

84. Extended Learning Prior to the October 27 th TLN meeting, write a teaching task using the LDC Template 2 (argument). Bring the teaching task and text used to the next meeting. Read the Assessment Research Brief and be prepared for grade level group discussion and an activity. 84

85. I can articulate the goals and purpose of the content leadership networks. I can explain how the ELA KCAS differentiate between persuasion and opinion/argument. I can recognize instruction that makes the connection among the standards: Literacy Design Collaborative I can create a LDC teaching task for argumentation that integrates the ELA strands. I can set personal goals and create an action plan to advance the vision of 21 st century learning Revisiting Today’s Learning Targets 85

86. IMPACT LOGS Logs should be submitted to Carole Mullins in hard copy or via e-mail at the end of each month. 86

87. CLOSING ELA Network Meeting Schedule ELA Network Meeting Schedule Blackboard Update Blackboard Update Complete Network Feedback Form Complete Network Feedback Form Certificate of Participation Certificate of Participation See Carole for EILA certificate See Carole for EILA certificate 87

88. http://www.youtube.com/watch?v=45mMioJ5szc 88 Have a Safe Trip Home. See You on October 27 th !