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Briefly think about the norms we will use over
the next two days that will help us work
productively together.
Pick one norm you think is most essential for
our work together.
Talk at your table about the norms and
identify two you think are most essential.
Be prepared to share.
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

Briefly think about your response
Turn and talk to your elbow partner
Be prepared to share with the cohort
Pedagogical Shifts Demanded by the CCSS
Shift 1 Balancing
Informational
& Literary Text
Students read a true balance of informational and
literary texts.
Shift 2 Knowledge in
the Disciplines
Students build knowledge about the world
(domains/content areas) through TEXT rather than
the teacher or activities.
Shift 3 Staircase of
Complexity
Students read the central, grade appropriate text
around which instruction is centered. Teachers are
patient, create more time and space and support in
the curriculum for close reading.
Shift 4 Text-based
Answers
Students engage in rich and rigorous evidencebased conversations about text.
Shift 5 Writing from
Sources
Writing emphasizes use of evidence from sources to
inform or make an argument.
Shift 6 Academic and
Technical
Vocabulary
Students constantly build the transferable
vocabulary they need to access grade-level complex
texts. This can be done effectively by spiraling like
content in increasingly complex texts.



As you watch the following video, describe
the shifts in instruction?
http://www.youtube.com/watch?v=1cjxYR7G
6EI&feature=player_embedded/
How did Sarah

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
Engage students in doing the task?
Help students develop and practice the skills
they need to master your task?
Address the CCSS instructional shifts?
Goals of LDC
 To engage students in reading,
comprehending, analyzing, interpreting,
and responding to complex texts
 To hardwire assignments to the College
and Career Readiness Standards within
the CCSS and to promote collaboration
 To help teachers personalize learning so
that every student can master the CCSS
 To ensure that all students can be college
and career ready
6
7
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
The bank of reading/writing tasks
The module template
◦
◦
◦
◦
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Tasks
Skills
Instruction
Results
Scoring rubrics
Local and national collaboration
Access to a community of educators with LDC
modules aligned to course content and to CCSS
LDC Framework 10-17-118
1. Argumentation
2. Informational/explanatory
3. Narrative
LDC Framework 10-17-119
Task 1: [Insert optional question] After
researching ________ (informational texts) on
________ (content), write ________ (an essay or
substitute) in which you argue ________
(content). Support your position with
evidence from your research.
(Argumentation/Analysis)
10
LDC Framework 10-17-11
You may choose one or more of these D’s (demands) to a Template
Task to increase the challenge:
D1 Be sure to acknowledge competing views. (Argumentation)
D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and
clarify your position. (Argumentation or Informational/Explanatory)
D3 What ________ (conclusions; implications) can you draw________? (Argumentation or
Informational/Explanatory)
D4 In your discussion, address the credibility and origin of sources in view of your
research topic. (Argumentation or Informational/Explanatory)
D5 Identify any gaps or unanswered questions. (Argumentation or
Informational/Explanatory)
D6 Use ________ (stylistic devices) to develop your work. (Argumentation or
Informational/Explanatory or Narrative)
D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or
Informational/Explanatory or Narrative)
D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or
Informational/Explanatory)
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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
12
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

For an essay, you might substitute a review,
article, editorial, speech or proposal (“I
propose amending Washington law to
require schools to register students as
voters on their 18th birthdays. That would
be good policy because…”).
For a report, you might substitute an
article, lab report or a manual.
For a narrative, you might substitute an
article, account, biography, story or play
script.
13






Use exact wording of the template task
Determine if you will use a Demand from the
list.
Keep the exact CCSS Anchor Standards listed in
the blank module because the alignment is
already completed. Consider additional
standards.
Add appropriate content standards.
Provide source information for the standards
you use.
Use the exact rubric listed in the blank module.
14
Step 1: Work with a partner in your content
area to identify content you want your students
to go deeply into over the next marking
period—roughly between 2 to 4 weeks.
15
Step 2: Decide if you want the students to argue,
inform/explain, or narrate (text type) about the
content:
Argumentation
Informational/
Explanatory
Narrative
16
Step 3: Decide the appropriate text structure (definition, description,
procedural/sequential, synthesis, analysis, comparison, evaluation,
problem-solution, cause-effect) for your text type.
Argumentation
Informational/
Explanatory
Narrative
Definition
Description
Procedural-Sequential
Synthesis
Analysis
Comparison
Evaluation
Problem-Solution
Cause-Effect
17
Step 4: Type this URL into your browser:
http://ldctraining.wikispaces.com/ Download the folder
called “Day 1: Task Design” to your computer. Open the
document titled “LDC-Template-Task-Collection-2-July20131”.
Argumentation
Informational/
Explanatory
Narrative
Definition
X
Description
X
X
Procedural-Sequential
X
X
Synthesis
X
Analysis
X
X
Comparison
X
X
Evaluation
X
Problem-Solution
X
Cause-Effect
X
X
18
Step 5: Copy the appropriate task onto a blank
word document and save it in a memorable
location.
Argumentation
Informational/
Explanatory
Narrative
Definition
X
Description
X
X
Procedural-Sequential
X
X
Synthesis
X
Analysis
X
X
Comparison
X
X
Evaluation
X
Problem-Solution
X
Cause-Effect
X
X
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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 type (argumentation,
information/explanation or narrative)
Selects reading texts that use and develop
academic/technical understanding and
vocabulary
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

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
21
Task Clarity & Coherence
Category


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
Content



Text/s



Student
Product

Work in Progress
Template type (writing mode) may be mismatched to the intended purpose of the
prompt (e.g., use of an Argumentation
template when an Explanatory template would
be a better fit; selecting a "definition" template
when a "description" template would be
appropriate)
Question/prompt may be posed in a way that
biases students toward a particular response.
Question/prompt may be answerable without
the use of text or instructional scaffolding
(through Module), i.e., texts and instruction
are dispensable.

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
May have a weak connection to or skim the
surface of content central to the discipline
May address content/topic from a framework
that is not relevant to the discipline (e.g., for a
history task, focusing on a moral issue rather
than an historical question.)
May oversimplify a topic, or may not require
students to engage in analytic reading and
thinking skills central to the discipline.

May be loosely aligned or misaligned to the
purpose of the task, e.g., use of literary fiction
for a research task.
May not provide textual evidence for
supporting a counterclaim or alternate view
(especially for Argumentation tasks).
May allow for student selection of texts when
assigning one common foundational text on a
difficult/esoteric topic (e.g., existentialism)
would be helpful for supporting literacy
through instructional scaffolding.
May be overly difficult/demanding OR may be
too easy (not requiring the use of literacy
strategies) for the range of student ability.

May be inappropriate to the rhetorical mode or
content and challenge of the task (e.g., asking
students to write a blog entry when a formal
essay is more appropriate).

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


Good to Go
Template task is filled in correctly (in the
correct mode-Argumentation, Explanatory,
Narrative) without modification and task is
worded clearly.
Prompt wording follows through on
answering the essential question (if posed)
and is aligned with content, texts, and
student product (a "good fit").
Question and prompt are unbiased and
leave room for diverse responses.
Task is text dependent (hardwires the use of
evidence of text in response).
Background creates a frame for teaching
task.
Exemplar
("Good to Go" characteristics and...)

Teaching task is worded precisely to provide
a clear purpose for writing and unambiguous
directions to students.

Prompt, texts, content, and student product
are tightly aligned (are close to a "perfect
fit").
Addresses substantive content central to the
discipline, requires students to build strong
content knowledge.
Engages students in a range of analytic
reading and thinking skills, e.g., analysis,
comparison, synthesis, evaluation, causeeffect, problem-solution.
("Good to Go" characteristics and...)

Addresses "big ideas" or enduring
understandings central to the discipline.

Engages students in complex, higher order
thinking skills specific to the discipline.

Task pattern has broad applicability for
addressing particular CCSS.
Is (are) intellectually challenging but
accessible to all students.
Require students to apply literacy skills to
comprehend and analyze content.
Are useful for providing content and
evidence to be used in addressing the task.
Do not bias students toward a particular
response (support competing views).
("Good to Go" characteristics and...)

Are engaging, tightly relevant
(indispensable), and authentic.

Are tightly aligned to the task purpose

Represent central modes of discourse in the
discipline.

Are carefully selected/excerpted/ modified to
provide appropriate text complexity (using
either quantitative or qualitative measures)
for the range of student reading ability.
Is aligned to rhetorical mode and
appropriate for content and challenge of the
task.
Provides sufficient opportunity for diverse
students to demonstrate their achievement.
("Good to Go" characteristics and...)

Authentically engages students in rhetorical
modes and types of writing central to the
discipline.
22

Directions
◦ Type this URL into your browser:
http://literacy.psesd.org/
◦ Download the folder called “Day 1: Task Design” to
your computer.
◦ Open the document titled “LDC-Template-TaskCollection-2-July-20131”.
◦ Open the appropriate “BLANK LDC Template”
(Argumentation, Informational/Explanatory,
Narrative), and save as the title of your module in a
place you can find it.
◦ Copy your task, paste it into the appropriate BLANK
LDC Template, and fill in the blanks.

Directions
◦ Open the appropriate “BLANK LDC
Template” (Argumentation,
Informational/Explanatory, Narrative), and
save as the title of your module in a place
you can find it.
◦ Copy your task, paste it into the
appropriate BLANK LDC Template, and fill
in the blanks.
Go to https://www.edmodo.com/
 Sign in or create an account
 Join URL: edmo.do/j/t9zvmt
or
 Group Code: 4mvkid
 Post your task in the post tab
 Pick another task in your content area
to give feedback



How does this work (CCSS, LDC task design,
etc.) resonate with your thinking?
What questions or concerns are still
lingering about this work?
Homework:
 Review and refine your Task and be ready
to publish it tomorrow morning.
 Read through Sarah Ballute’s modulle “The
British Industrial Revolution”
26
Develop a module for the next
marking period that addresses
 Engaging students in doing the task
 Helping students develop and practice
the skills they need to master your
task
 Addressing the CCSS instructional
shifts
28
To understand the Task and
assignment
 To read rigorous materials from
different genre
 To analyze their reading and
synthesize it in preparation for writing
 To write thoughtful and insightful
pieces demonstrating their learning

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
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Does Sarah’s skills
clusters address these
major skills in her task?
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Product
Instructional ladder – outlines
step-by-step what students will do
(and what teachers will teach) to
achieve the larger teaching task.
1.
Skills list/clusters
2.
Design mini-task for each skill
3.
Instructional strategies and
pacing
4.
Scoring or checking for
understanding
31
•
SKILL: How do you engage students in reading and
responding to challenging texts and writing challenging
documents?
•
PRODUCT AND PROMPT: What product will the students
produce to let you know you they are engaged?
•
INSTRUCTION: How do you facilitate that engagement?
•
Scoring; How will you check for understanding and keep track
of the score?
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Mini-tasks – a small or short assignment
that engages students in learning each of
the skills necessary to complete the task.
Core Elements of Mini-Tasks
1.
Prompt
2.
Product
3.
Scoring guide
4.
Instruction
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Using the Module Template provided,
begin to create your module.
Remember your module:
•
•
•
•
•
Should cover 2-4 weeks of study
Should be a major unit of your course
Should involve rigorous reading in varied genre
Should result in a major piece of writing
Should be made up of mini-tasks that are evaluated
along the way
34
Please take time to fill out the Survey Monkey
workshop feedback. We will use this feedback to
adapt our next workshop to meet your needs.
https://www.surveymonkey.com/s/W6FF8BZ
Homework:
 Implement your module between now and our
next workshop, and be prepared to discuss
 What you found working with LDC
 Challenges you encountered and how you overcame
them
 Be prepared to bring scored or un-scored student
work
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