Your Facilitators for Today
Carole Mullins
Regional Network Content Specialist, English/LA
Mary McCloud
KVEC Literacy Consultant
Linda Holbrook
KDE Literacy Consultant
Jennifer Carroll
Instructional Supervisor, Wolfe County Schools
AGENDA
•
•
•
•
•
•
•
•
•
•
WELCOME
Today’s Learning Targets
Plan-Do-Review Reflection
Breakout Sessions
 Module Creator
 KCAS 3 Modes of Writing and LDC
 Seven Strategies of Assessment for Learning
LDC Module Rubric: Taking A Harder Look
Informational/Explanatory Writing: Introduction to Task 11, 12 &14
Grade Level Groups: Resources & First Steps in Developing an
Informational/Explanatory LDC Task
 Grade Level Specific KCAS Standards and CHETL
 LDC Rubric for Informational/Explanatory Task 11, 12 & 14
Connections: Standards-CHETL-Assessment-Leadership
Leadership: Personal Goal Setting
Extended Learning and Closing
Today’s Learning Targets
• I can use module creator to create and/or publish LDC
modules.
• I can make connections between LDC and the KCAS Three
Modes of Writing.
• I can articulate the Seven Strategies of Assessment for
Learning and describe how they relate to components of
HETL, especially rigor.
• I can explain the criteria of informational/explanatory writing
and it’s connection to CHETL.
• I can begin the process of creating an
informational/explanatory teaching task.
• I can set personal goals and make an action plan to
advance the vision of 21st century learning
PLAN-DO-REVIEW
Share your Plan-Do-Review work since our last meeting.
Guiding Questions
1. What information did you share?
2. How did you share the information?
3. What worked?
4. What concerns do you still have?
Three 50 Minute Breakout Sessions
K-5
Session #1: Room 1
9:30-10:20
Module Creator
10:30-11:20
Session #2: Room 2
6-8
KCAS 3 Modes of
Writing and LDC
11:30-12:20
Session #3: Room 3
9-12
7 Strategies of
Assessment for Learning
12:20 – 1:05 p.m.
Plan-Do-Review
Take a moment and add notes to your P-D-R
Guiding Questions
1. What information will
you share?
2. How will you share the
information?
3. What concerns do you
still have?
We Must Remember That...
• The Literacy Design Collaborative work is
a 2-4 week module.
• It is a teaching and learning opportunity
with a prompt.
• It is COACHED INSTRUCTION FROM
THE BEGINNING TO THE END.
• It is NOT just a response to a prompt.
Be Comfortable With
PRODUCTIVE STRUGGLE!
• LDC is a very constructivist framework. In
addition to the guaranteed hardwiring of
standards, a strength of the design is that it
allows teachers to bring their expertise and
knowledge to it.
• But this very strength also causes some
discomfort. Perceptions and past experiences
must sometimes be revised in the process,
and gaps in knowledge addressed.
10
Taking A Harder Look…
Module Rubric:
Taking a Harder Look…
Guiding Questions for Conversation
• Review Page 2 of the Handout
• Highlight words you think are the most
important
12
Think Aloud
How are a culture’s values reflected in literature?
After reading a version of Cinderella from a
different culture (s) write an essay that discusses
the similarities and differences between each story
and evaluates how they reflect which values are
most important in that culture(s). Be sure to
support your position with evidence from the texts.
Written as an argumentation
13
Think Aloud
After reading “The Tell-Tale Heart”, and other
works by Edgar Allan Poe, write a report that
defines tone and explains how Poe established
tone in the text.
Readings included biographical information and
other commentaries about Poe’s life and works.
Written as informational
14
Think Aloud
What are the qualities of a good reader and a good
writer? After reading Vladimir Nabokov’s essay
“Good Readers and Good Writers” and other
essays, write an essay that addresses the
question and support your position with evidence
from the text.
Written as argumentation
15
Think Aloud
What makes a relationship enduring and mutually
beneficial to both individuals? After reading
‘Romeo and Juliet’ and various informational texts
about different types of relationships and marriage,
write an essay that addresses the question and
support your position with evidence from the
text(s). Be sure to acknowledge competing views.
Written as argumentation
16
Template Tasks
All LDC tasks require students to:
 Read, analyze, and comprehend texts as specified by the
common core
 Write products as specified by the common core (focusing on
argumentation, informational/explanatory, and narrative)
 Apply common core literacy standards to content (ELA, social
studies, and/or science)
The tasks are designed to ensure that students receive
literacy and content instruction in rigorous academic
reading and writing tasks that prepare them for success in
college by the end of their high school career.
Template Tasks
Teachers use additional “plug and play” flexibility
within the template to adjust:
• Task level: Select level 1, 2, or 3 task
• Reading requirements: Vary text complexity,
genre, length, familiarity, etc.
• Writing demands: Vary product, length, etc.
• Pacing requirements: Vary workload and time
allowed to complete
Basic Task Design Process
3. Choose Texts Students Will Read
1. Choose Your Template Task
Your template task can:
n Be argumentation, information,
or narrative.
n Use an essential question or an
“after researching” task.
n Call for students
i to develop
a definti on, a description, a
procedural-sequential piece,
a synthesis, an analysis, a
comparison, or a discussion of
cause and effect.
2. Choose Your Topic
Your choice should:
n Address a major issue in your
discipline (big enough to be
a good investment of 2 to 4
weeks of class time).
n Fit the state and local
standards for which you are
responsible.
n Make sense as a subject to
teach during the weeks you are
planning to schedule this task.
5. Create Your Teaching Task
Your prompt should:
n Use the exact wording of the
template.
n Use your topic, reading texts, and
writing text choices
l
to fil in the
blanks and brackets.
n Be both challenging and f easible
for students, with a balance of
reading demands and writing
demands that works well for the
intended grade and content.
n Require sustained writing
and effective use of ideas and
evidence from the reading texts.
n Be built out for students by
adding introductory background
statement and ending with
extension if applicable.
Your choices should:
n Address your topic.
n Be short enough to allow close
reading and careful analysis.
n Use and develop academic
understanding and vocabulary.
n Where possible, include models of
the kind of text students will be
writing.
Or, you can specify a topic and assign
students to research the issue to select
texts that address the issue.
4. Choose Texts Students Will Write
Your choice should:
n Be a good fit for your topic,
template task, and students.
n Where possible, resemble writing
students may need to do in adult life
(for example, make an argument in
a letter to the editor, or explain a
process in a memo to a colleague.)
Revised LDC Guidebook: Page 31
24 | Meeting Common Literacy Standar ds in Your Classroom: The Literacy Design Collaborativ e Guide for Teachers
LDC Task Requirements
WHAT IS REQUIRED?
§
§
§
§
List the exact Common Core State Standards for the template task.
§
List the reading texts for the prompt or describe how students will be guided
to select appropriate texts.
§
§
Provide a background statement that introduces the prompt to students.
§
Use the exact rubric for the template task.
Add appropriate state content standards.
Provide source information for the standards you use.
Fill in the template task, completing all the blanks but not altering the other
template wording.
If an extension activity is included, provide an activity in which students share
or apply what they have learned with a real-world audience or through a
hands-on project. (The extension may also be omitted.)
LDC Task Flexibility
WHAT CAN BE CHANGED OR ADDED?
§
You can also include appropriate grade-level Common Core
State Standards.
§
You choose which texts students will read, the content they
will study, and the writing product they will create. In
choosing, consider requirements set by your state, district, or
school.
§
You decide whether to include the Level 2 and Level 3
portions of the template task and whether to include
extension sections.
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.
A Great LDC Teaching Task
• Designs a writing prompt that requires
sustained writing and effective use of
ideas and evidence from the reading texts.
• Establishes a teaching task that is both
challenging and feasible for students, with
a balance of reading demands and writing
demands that works well for the intended
grade and content.
KCAS Writing Standard #2
Anchor Standard
Write informative/explanatory texts to
examine and convey complex ideas and
information clearly and accurately through
the effective selection, organization, and
analysis of content.
Informational/Explanatory Writing
• Conveys information accurately
• Serves one or more closely related
purposes:
 To increase reader’s knowledge about something
 To help readers better understand a procedure or
process
 To provide readers with an enhanced comprehension
of a concept
(Appendix A)
25
Informational/Explanatory Writing
• Students draw from what they already know
• Students draw from primary and secondary
sources
“With practice, students become better able to
develop a controlling idea and a coherent focus on
a topic and more skilled at selecting and
incorporating relevant facts, examples, and details
into their writing.”
(Appendix A)
26
Arguments and Explanations:
Each Has a Different Aim:
• Arguments seek to make people believe that
something is true or to persuade people to
change their beliefs or behavior.
• Explanations…start with the assumption of
truthfulness and answer questions about why or
how. Their aim to make the reader understand
rather than persuade him or her to accept a
certain point of view.”
(Appendix A)
27
Organizational Structures for
Informative Writing
•
•
•
•
•
•
•
Definition
Description
Procedural-Sequential
Synthesis
Analysis
Comparison
Cause/Effect
Informational/Explanatory
Definition Template Task 11
• Task 11:After researching________ (informational texts)on________
(content),write a________ (report or substitute) that defines
________ (term or concept) and explains________ (content).
Support your discussion with evidence from your research. L2 What
________ (conclusions or implications) can you draw?
(Informational or Explanatory/Definition)
Task 11 ELA Example:
• After researching articles on modernism in American literature, write a
report that defines “modernism” and explains its impact on
contemporary arts. Support your discussion with evidence from your
research. (Informational or Explanatory/Definition)
Informational/Explanatory
Definition Template Task 12
• Task 12:[Insert question] After reading________ (literature or
informational texts),write a/an________ (essay, report, or substitute)
that defines________ (term or concept) and explains________
(content). Support your discussion with evidence from the text(s). L2
What ________ (conclusions or implications) can you
draw?(Informational or Explanatory/Definition)
Task 12 ELA Example:
• What is a “metaphor”? After reading The House on Mango Street and
drawing from other works you’ve read this year, write an essay that
defines “metaphor” and explains how authors use it to enhance their
writing. Support your discussion with evidence from the texts.
(Informational or Explanatory/Definition)
Informational/Explanatory
Description Template Task
• Task 14: [Insert question] After reading________ (literature or
informational texts),write a/an________ (essay, report, or substitute)
that describes________ (content) and addresses the question.
Support your discussion with evidence from the text(s).
(Informational or Explanatory/Description)
Task 14 ELA Example:
• How does Esperanza deal with her challenges as an immigrant to
the United States? After reading Esperanza Rising, write an essay
that describes her challenges and addresses the question. Support
your discussion with evidence from the text.
(Informational or Explanatory/Description)
Writing Forms for LDC Tasks
• Materials Needed:
• List of Possible Writing Forms for LDC Tasks
• Highlighter
• Instructions:
• Review each category and highlight those forms
you have previously taught.
• Review those that you haven’t taught and identify
3-5 choices that you could possibly teach.
Grade Level Groups
K-5: Room 2
6-8: Room 3
9-12: Main Room
2:00-2:10 p.m.
Informational/Explanatory Task
Connections to Grade Level KCAS
• CCSS Anchor Standards are embedded within an LDC Module for
Teaching Task 2.Grade level specific KCAS must be included by the
teacher.
• Read through the deconstructed KCAS connected to Task 11, 12 and
14 Anchor Standards for your grade level.
• REMINDER: Pay close attention to the targets. They will become part
of your instructional ladder).
• After developing your informational/explanatory task, be sure to plan
for inclusion of these learning targets/deconstructed standards within
your instructional ladder.
Why Are the Template Task
Scoring Rubrics Important?
LDC template tasks use shared rubrics (scoring guides) to
decide whether student work meets expectations. One scoring
guide works for all argumentation tasks, another for all
informational and explanatory tasks, and a third for the
narrative tasks.
Shared rubrics support teacher collaboration across grades
and subjects, including:
 Shared scoring to develop common expectations and language
 Joint analysis of student work
 Collaborative planning around instructional strategies and
improvements
A Quick Glance at the LDC Scoring
Rubric for Informational/Explanatory
Informational/Explanatory
Focus
Attempts to
address
prompt, but
lacks focus or
is off-task.
Addresses
prompt
appropriately,
but with a weak
or uneven
focus.
Addresses
prompt
appropriately
and maintains a
clear, steady
focus.
Addresses all
aspects of prompt
appropriately and
maintains a strongly
developed focus.
Argumentation
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.
A Quick Glance at the LDC Scoring
Rubric for Informational/Explanatory
Informational/Explanatory
Controlling
Idea
Attempts to
establish a
controlling
idea, but
lacks a clear
purpose.
Establishes a
controlling
idea with a
general
purpose.
Establishes a
controlling idea
with a clear
purpose
maintained
throughout the
response.
Establishes a
strong controlling
idea with a clear
purpose maintained
throughout the
response.
Argumentation
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.
Constructing Your Own
Teaching Task: Texts to Teach
• 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
Revised LDC Guidebook: Page 18
Revised LDC Guidebook
Additional Resource Pages
Task
Ladder
Pages: 16-31
35-37
39
42
43
45-46
Pages: 47-48
50-55
Argumentation Module Examples: Pages 66-112
5th Grade Informational Module Example: Distributed Today
Your Turn!
Before beginning your task development you may want to:
 Review the LDC development basics graphic (handout pg. 31)
from earlier today. This lays out the fluid process/thinking that
goes into designing a task.
 Take a look at the specifications (TTC Pg. 2) – the absolute
requirements – for a full completed teaching task.
 Next, take a look at the characteristics that should be included
in a great teaching task.
 Feel free to use the blank LDC Info/Ex template provided to
you today as you begin your work.
A Resource for You!
Plan-Do-Review
Take a moment and add notes to your P-D-R
Guiding Questions
1. What information will
you share?
2. How will you share the
information?
3. What concerns do you
still have?
Extended Learning
• Design an Informational/Explanatory
Teaching Task (#11, 12, or 14) and
bring it with you to the March
meeting.
Impact Logs
Logs should be
submitted to
Carole Mullins in
hard copy or via
e-mail at the end
of each month.
44
Making Connections
Three Modes of Writing
Assessment
Literacy
LDC Tasks
7 Strategies of
Assessment for Learning
KCAS
Leadership
Deconstructed Stds. for
Informational/Explanatory
Plan-Do-Review
CHETL
Three Modes of Writing
It’s ALL about leadership!
45
OUR NEXT MEETING
46
Download

File - Eng/LA Teacher leader Network