A framework to move from common core to classroom practice

Puget Sound ESDDecember 2013

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Overview of the Sessions

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Norms

• What working agreements will help make today be successful for you?

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Outcomes• Deepen understanding of each section in the LDC

Framework and how each section supports implementing the Common Core Standards

• Gain high leverage instructional strategies • Understand the 7 elements and scoring used on the LDC

Informational Rubrics• Calibrate scoring • Score student work samples• Choose an LDC Template Task to create a Teaching Task and

use an LDC Module Template to write an argumentation module ready for implementation

• Plan and implement mini tasks with intentionality - including the grade level ELA and content CCSS standard, prompt, product, instructional strategies and scoring

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Reconnecting Conversation

•Successes - Lens of the Teacher - Lens of the Students

•Q & A

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How are the instructional shifts and demands of the Common Core evidenced in LDC? 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

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Jigsaw instructional shifts at your tableTable sharing1 person to ‘share out’ an idea per shiftWhole group sharing

Overview of the LDC Framework

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Why the emphasis on tasks?

“What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.”

– Richard ElmoreRounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

What Task? What Task? - - Section 1

The Core of the LDC Framework

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Strong Teaching Tasks:

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•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

Jurying Teaching Tasks

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Social Studies – Grade 9 Does Colonialism Continue to Impact Africa Today?

Module Description (overview): This module is intended to help students understand how colonialism continues to impact Africa today; students will explore the current issues of genocide, AIDS, and hunger in Africa. The module is used as the final piece of a unit on the history of colonialism in Africa and was created for high school freshman with low literacy skills.

Task 14 – Informational/Description[Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) in which you describe ________ (content). Support your discussion with evidence from the text(s).

Teaching Task - Are effects of colonialism in Africa still seen today? After reading informational texts, write an essay in which you describe current issues of AIDS, hunger, genocide in Africa. Support your discussion with evidence from the texts.

What Skills: Section 2

• Preparing for the Task• Reading Cluster• Transitioning to the Writing Cluster• Writing Cluster

• Using Grade Level Literacy and Discipline Specific Skills

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• Skill and Definition (from Section 2)• Instructional Strategies (best practices to teach

specific skill)• Pacing (how long) • Prompt (what I tell students they will do during

the day’s instruction)• Product (authentic work sample from the day’s

instruction)• Scoring (criteria defining to what degreee

students accomplish the day’s skill)

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Creating an Instructional System Section 3: What Instruction

A Mini Task for Each Skill

13Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI

Aligning Mini TasksRevisiting an LDC Classroom

High Leverage Instructional Strategies to Include in

Mini-TasksGive One – Get One

Individual Work

Group Sharing

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High Leverage Instructional Strategies to Include in

Mini-Task Close Reading and Text Dependent Questions

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•Demonstration of the practice•Reading informational text•Processing the Information•Recording new information

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Close Reading of Complex Text

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 17.

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

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Scoring Rubric for Argumentation Template Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.5 3 3.5 4

Focus Attempts to address prompt, but

lacks focus or is off-task.

Addresses prompt appropriately and establishes a position, but

focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing

position.

Addresses all aspects of prompt

appropriately with a consistently strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2)

Makes no mention of counter claims.

Establishes a claim. (L2) Makes

note of counter claims.

Establishes a credible claim. (L2) Develops claim and counter claims

fairly.

Establishes and maintains a substantive and credible claim or proposal. (L2)

Develops claims and counter claims fairly and thoroughly.

Reading/ Research

Attempts to reference reading materials to develop response,

but lacks connections or relevance to the purpose of the

prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor

lapses in accuracy or completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop

argument or claim.

Accurately and effectively presents

important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt, but lacks

sufficient development or relevance to the purpose of the

prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning,

examples, or explanations. (L3) Makes a connection with a weak

or unclear relationship to argument or claim.

Presents appropriate and sufficient details to support and develop the

focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify

argument or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or

claim. (L3) Makes a clarifying connection(s) that illuminates argument

and adds depth to reasoning.

Organization Attempts to organize ideas, but

lacks control of structure.

Uses an appropriate organizational structure for

development of reasoning and logic, with minor lapses in

structure and/or coherence.

Maintains an appropriate organizational structure to address specific

requirements of the prompt. Structure reveals the reasoning and logic of the

argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances

development of the reasoning and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions,

but lacks cohesion and control of grammar, usage, and mechanics.

Sources are used without citation.

Demonstrates an uneven command of standard English

conventions and cohesion. Uses language and tone with

some inaccurate, inappropriate, or uneven features. Inconsistently

cites sources.

Demonstrates a command of standard English conventions and cohesion, with

few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites

sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English

conventions and cohesion, with few errors. Response includes language and tone

consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using

appropriate format.

Content Understanding

Attempts to include disciplinary content in argument, but

understanding of content is weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows

basic or uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough

explanations that demonstrate in-depth understanding.

Rubric Translation

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Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Focus, Level 4: Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

My essay will be all about the achievements, growths and costs to society caused by the Industrial Revolution. I will decide whether the benefits of the Industrial Revolution outweigh the costs to society.

Jigsaw and translate the remaining 6 scoring elements at your table

Collaborative Scoring

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Scoring Student Work

• Similarities in thinking while scoring?

• Differences in thinking while scoring?

• Strengths noted student’s product?

• Areas of weakness noted in student’s product?

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Work Session

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Writing Teaching Task -Checklist for Teaching Task

Choosing Text-Checklist for Choosing Task

Jurying Rubric for LDC Tasks and Modules

Annotating the textReviewing a colleague’s teaching task

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Work Session

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Analyzing Text Complexity-Quantitative Lens-Qualitative Lens-Reader and Task Lens

Planning for Instruction-Creating Aligned Mini-Tasks

How is LDC a strategy for implementing the Common Core?

Write the GIST in EXACTLY 25 words!

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The word gist is defined as "the main or essential part of a matter."

GIST or 25 Word Summary

Work Session

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Section 3: Aligned Mini-Tasks

• Skill and Definition (from Section 2)• Instructional Strategies (best practices to teach

specific skill)• Pacing (how long) • Prompt (what I tell students they will do during

the day’s instruction)• Product (authentic work sample from the day’s

instruction)• Scoring (criteria defining to what degreee

students accomplish the day’s skill)

High Leverage Instructional Strategies

Professional Reading Table Conversations Classroom Video Socratic Seminar Demonstration

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Socratic Seminar

Next Steps

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Next session is February 11th

Bring a completed module and 3 student samples (1 from an on-grade level writer, 1 from an above grade level writer and 1 from a struggling writer)