1. April 27, 2011 Design and Implement the Task

2.  Goals: 1. Address the Literacy Standards in the Common Core Standards for Social Studies and Science 2. Design a task that reveals student learning through reading and writing 1/23/20162

3.  Revisit note on range and content of student reading: ◦ Reading is critical to build knowledge ◦ Appreciation of the norms and conventions of the discipline ◦ Understanding of domain-specific words and phrases ◦ Attention to precise details ◦ Capacity to evaluate intricate arguments, synthesize complex information and follow detailed descriptions of events and concepts 1/23/20163

4.  Revisit note on range and content of student writing: ◦ Key means for showing what students know about a subject ◦ Convey what they experienced, imagined, thought, and felt ◦ Consider audience and task in word choice ◦ User technology strategically to create, refine, and collaborate ◦ Adept at gathering information, evaluating, and citing sources accurately ◦ Report findings and analyze sources from research ◦ Demonstrate fluency to draft to deadlines, revisit and revise drafts, writing over multiple drafts 1/23/20164

5.  Header and Footer  Objectives: Students will…  Background Statement  Template Task  Teaching Task  Resources  Vocabulary Header/FooterObjectives/Background Template/Teaching Tasks Resources/Vocab 1/23/20165

6.  View header examples and draft your own  Identify standards to be addressed in the task ◦ PA Standards ◦ CCS Literacy Standards in History/Social Studies, Science, and Technical Subjects ◦ Insert appropriate standards in the template Header/FooterObjectives/Background Template/Teaching Tasks Resources/Vocab 1/23/20166

7.  Table groups – 5 characteristics of rigor  Whole group share 1/23/20167

8.  Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he she can learn at high levels, and each student demonstrates learning at high levels. (Williamson and Blackburn, 2010)  Webb’s Depth of Knowledge ◦ Indicator of Rigor 1/23/20168

9.  Webb’s Depth of Knowledge ◦ Not about easy or hard: About complexity and rigor ◦ Level 1 – Recall and Reproduction ◦ Level 2 – Skills and Concepts ◦ Level 3 – Strategic Thinking ◦ Level 4 – Extended thinking http://wat.wceruw.org/Tutorial/index.aspx 1/23/20169

10.  Think with the end in mind…….. ◦ Form Content – like groups ◦ Discuss topics and the learning results students should attain ◦ Draft the objectives Header/FooterObjectives/Background Template/Teaching Tasks Resources/Vocab 1/23/201610

11.  Think with the end in mind….. ◦ What background information do students need to have to complete this task? ◦ What learning has taken place? ◦ What is the content needed? ◦ What information is needed to deconstruct this task?  Draft, share, revise, finalize 1/23/201611

12. Review template task #18  What are the key actions/skills?  L1 ◦ Research  Informational text on what content? ◦ Write a………. ◦ Conclude and Imply ◦ Cite sources w/key elements from each source  L2 ◦ Address credibility and origin of sources relevant to topic  L3 ◦ Identify gaps and unanswered questions ◦ Include bibliography of of sources..all levels 1/23/201612

13.  Think with the end in mind…….. ◦ Form Content – like groups ◦ Discuss topics and the learning results students should attain ◦ What does the end product include?  Draft the teaching task Header/FooterObjectives/Background Template/Teaching Tasks Resources/Vocab 1/23/201613

14.  Think-Pair-Share ◦ Student successes and struggles with reading text in my content ◦ Complexity of text in my content ◦ Current vocabulary practices in my classroom Header/FooterObjectives/Background Template/Teaching Tasks Resources/Vocab 1/23/201614

15.  Three Tiers of Words ◦ All vital to comprehension and vocabulary development ◦ Not a hierarchy 1/23/201615

16.  Everyday Speech  Early grades or at home  Challenge for second language learners 1/23/201616

17.  Written Text  Across many types of text  More precise or complex forms of familiar words; often subtle differences ◦ Ex: utter vs. talk  Vivid verbs, adjectives, adverbs, and specific nouns 1/23/201617

18.  Specific to Content  Central to building knowledge in the content areas  Often found in textbook glossaries  New and “hard” for most student readers 1/23/201618

19.  The bacterium Acetobacter aceti is found in acid environments and has an acidic cytoplasm. For this reason, most of its protein are able to function in acidic conditions. This property distinguishes Acetobacter aceti proteins from those of most other organisms. Which characteristic does Acetobacter aceti most likely share with other organisms? 1/23/201619

20.  How will the vocabulary used in the writing task determine the quality of the product?  Which vocabulary should be included in the body of the writing task?  How will vocabulary instruction be addressed for the purpose of completing the task? 1/23/201620

21.  Insert the needed resources necessary to carry out the instructional plan that culminates in students producing the product. 1/23/201621

22.  At your tables, please conduct a peer review of each other’s completed tasks.  What works?  What needs work?  What teaching can you envision will be done to adequately prepare students to successfully complete the task you have designed? 1/23/201622

23.  Skills’ Clusters ◦ Cluster 1: Preparing for the Task  Bridging Conversations  Task Analysis  Project Planning ◦ Cluster 2: Reading Process  Reading “habits of mind”  Essential Vocabulary  Note-taking  Organizing Notes ◦ Cluster 3:  Bridging Conversation 1/23/201623

24.  Cluster 4: Writing Process ◦ Initiation of Task ◦ Planning ◦ Development ◦ Revision ◦ Editing 1/23/201624

25.  What skills will students need to demonstrate to produce a quality product?  Review the LDC Information/Explanatory Module Prototype Section 2: What Skills?  Mini-Task Prompt Cards and Specific Skill Card Activity  How can the mini-tasks support the development of the needed skills to produce a quality product? 1/23/201625

26.  Review the LDC Information/Explanatory Module Prototype Section 3: What Instruction?  Each teacher builds their own ladder 1/23/201626

27.  Reflect upon the work of the day ◦ What are you learning about…rigor, tasks, your curriculum, reading/writing?  Prepare for teaching and task completion  Package student writing tasks in the envelope provided, deliver to mail venue location at your school for CLIU van courier by June 3, 2011  Thanks! 1/23/201627