PowerPoint Presentation

Literacy Design Collaborative

Session Two, One Day Training

Welcome to the Colorados

Literacy Design CollaborativeSession Two, One Day Training2Outcomes for Session 2Deepen understanding of the LDC process and how it will enable you to teach the reading and writing skills required by the Common Core State Standards (CCSS) while honoring the integrity of your content

Analyze and understand how to use the LDC argumentative & informational rubrics for scoring student work

Calibrate and practice scoring student workReview the outcomes and agenda. Explain that the next two days will involve going back and forth between reviewing learning, new learning, and applied learning through activities and module development.

3Outcomes for Session 2Identify formative assessment opportunities imbedded in LDC modules

Focus on the Grade Level Expectations of the CCSS and Colorado Academic Standards (CAS) in developing a second module

Apply research-based instructional strategies to module development

Create a second Teaching Task and construct a second module

Quick Draw: Successes and ChallengesCreate a visual representation of your experience with your first module

Stand and share10 minutesTalking Points:To help focus on LDC, participants are asked to do a quick draw to visually represent their perception of their first module. Stand up and find another person to share their drawing with. Discuss. Share some with the whole group. 5LDC and PARCCColorado is a member of the PARCC Consortium

PARCC will assess student achievement of the CCSS

LDC will help students learn the literacy skills required by the CCSSBefore we move into LDC, scoring student work, and writing a second module, lets take a moment and look at the type of assessment item that students will see on the PARCC assessments.6The PARCC AssessmentsRead the released sample item from the PARCC Assessment

Review each section what did you notice?

In pairs, discuss the three guiding questions

Be prepared to report out from pairs to whole groupHandout: PARCC 10th Grade ELA Prototype Task20 minutes

Examples of what assessments might look like in ELA and other contents can be found at:www.corestandards.org/assets/Appendix_B.pdf

CCSS Appendix B gives text samples and question examples that represent achievement of the Common Core in ELA, Science, Social Studies/History, and Technology. Its 183 pages, so its best to go to the link and find the information for your specific content area and grade.

7Deconstructing the LDC RubricForm groups of 3-5:Read page 36 in GuidebookIdentify who is going to close read each of the scoring elementsFor your scoring element(s):Read the section againIdentify vocabulary that will need direct instruction to support student comprehensionIdentify the key differences between each rating level (1-4)What instructional strategies might help students understand the rubric?15 minutesTalking Points:Were going to do a Close Reading of the LDC Informational/ Explanatory Rubric. (Page 36 in Guidebook) This activity will reflect the design of a mini-task that you could do with students. Divide the rubric elements up amongst your group. Study your assigned section and identify key vocabulary that would need direct instruction to support student comprehension as well as key differences between each rating level. 8Deconstruction WorksheetUse the worksheet, Literacy Design Collaborative Rubric Deconstruction Worksheet

Follow the instructions, paraphrasing the elements as you would explain them to your students

Share your analysis from the previous slide with your group members

Handout: Rubric Deconstruction Worksheet9Scoring Student WorkInsights from Teacher Trainers

Score student work in groups of three or fourTeacher Trainers will share their experiences scoring student work with the group. Then, ask participants to identify if they did an informational task or an argumentative task. Have the Is move to one side of the room and the As move to the other.Within these two categories, have them divide into trios with each trio having at least one person who has student work.10Reflecting on PracticeWhat do I need to consider changing or revising when writing my second module?

What am I going to change in my instructional practice based on what I have learned? (Relate to Educator Effectiveness)

Do a quick-write of your answers to these questions and any reflections or questions you haveParticipants will complete this task individually. 11Review of Example ModuleLook at the Teaching Task Section: Overview, Student Background, Task, and Text Selection

Look at the Skills Section: Notice the Grade Level Expectations

Look at the mini-tasksHandout: 3 Modes of Academic Writing

Talking Points:Use the module, Three Modes of Academic Writing as the handout for this activity.In the Overview Section, notice: When the module is intended to be taught during the school year; Purposes of the module; What students will be doingIn the Task section: Writing for authentic audienceSuggestion: On Day 1 of Module give the background and the task.In the Skills call attention to Grade Level.Use notes from discussion with Lee.12Review of the ModuleUsing the Module Review Sheet, review 3 Modes of Academic Writing and write one or two comments in each category

Share with a partner when finished

Identify three things you would do differently in your moduleHandout: LDC Task Module Review and Feedback Form 13LDC Task Development pg. 31

20 minutesLets take some time now to think about Module 2 and the teaching task you want to create. Remember: this is a five step process. First, you must choose your template task. Use the template task bank in your guidebook. Youll be choosing an argumentative, informative or narrative task and determining the text structure (definition, description, comparison, etc.)

Next, you are choosing your topic. Look at an upcoming unit of study for guidance.

Then, youll choose your texts.

After that, you choose the text student will write. Will they write a letter, a manual, an editorial?

Finally, youll create your teaching task.

Write your teaching task on the sheet provided. On the back of the card, list the titles of the texts youve selected.

14Beginning Your Second Module: Teaching TaskSelect a curriculum focus for next semester where you will use your module

Write your Teaching Task for this module

Have one of the trainers review your taskHandout: Teaching Task Review SheetNote: Remind participants to use the Template Task Collection in their Guidebook as well as Module Creator to help them select their Template Task.

15Tips for Choosing Texts and Other Resources 16Ask yourself.will the texts and/or multimedia Ive chosen provide the students with the information they need to completely respond to the prompt?Check. the do-abilityof the task by using your selected readings to complete the task yourself

16Text selection is critical!Look for the perfect balancereading level of studentscomplexity of text (demands on skills and stamina of reader)background knowledge required for comprehensionsufficiency of content for writing taskKeep Gradual Release in mindwhole groupsmall groupindependentBe sure text provides students with information needed to respond completely to the teaching taskChoose the Texts (and if desired, multi-media)17New Lexile Ranges

Take note of the new Lexile ranges. Reading complex text is at the heart of the new standards and this shift can be illustrated by a comparison of past and present Lexile ranges.18The Dimensions of Text Complexity

Text complexity is how easy or difficult a particular text is to read as well as grade-by grade specifications for increasing text complexity in successive years of schooling. Each dimension has equal importance in that determination.

Being able to read complex text independently is essential for success in college and the workplace.

A variety of factors influence text complexity. The Common Core Standards' emphasize three equally important components of text complexity.

The complexity of a text, or degree of challenge, is the result of specific combinations and interactions of : Qualitative levels of meaning, Quantitative levels of words and sentences, and The readers ability to comprehend in circumstances where the text may contain abstract ideas, concepts that are unfamiliar or require a greater level of interpretation to unlock the intended meaning.

19Quantitative measures look at factors impacting readability as measured by particular computer programsQualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive readerReader and Task considers additional outside factors that might impact the difficulty of reading the text

Measuring Text Complexity So, how do we know weve chosen appropriately complex text? Appendix A in the CCSS identifies the following factors as determining text complexity:

20Quantitative Measures using new, more demanding CCR Lexile RequirementQualitative Measures that analyze critical features of the text that computers cannot analyzeConsiderations for Reader and Task that guide the use of the text in the classroom

Final Placement Recommendation that sums up the findings of all three factorsTools for Selecting Complex TextsThis tool helps measure the quantitative and qualitative measures of text and considerations for reader and task. 21Why Text Complexity MattersACT Reading Between the Lines, 2006

http://www.act.org/research/policymakers/pdf/reading_summary.pdf

The common core is based upon a premise that real learning comes from engagement with very challenging text and a lot of scaffolding.Student performance cannot be differentiated in any meaningful way by question type. Students do not perform differently if they are answering literal recall items or inferential items. Test performance is driven by text rather than questions. Thus, if students are asked to read a hard passage, they may only answer a few questions correctly, no matter what types of questions they may be. On the other hand, with an easy enough text, students may answer almost any questions right, again with no differences by question type.

Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. Understanding text complexity can increase the odds of successfully engaging students with the complex text they must read.

22Why Practice With Complex Text?Gap between complexity of college and high school texts is hugeThe complexity that students can read is the greatest predictor of success in college (ACT study)Too many students are reading at too low a level(