A framework to move from common core to
classroom practice
Puget Sound ESD
December 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
 Jigsaw instructional shifts at your table
 Table sharing
 1 person to ‘share out’ an idea per shift
 Whole group sharing
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Overview of the LDC Framework
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What Task?
- Section 1
The Core of the LDC Framework
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 Elmore
Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel
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Strong Teaching Tasks:
•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
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Jurying Teaching Tasks
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.
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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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Creating an Instructional System
Section 3: What Instruction
A Mini Task for Each Skill
• 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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Aligning Mini Tasks
Revisiting an LDC Classroom
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Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
High Leverage Instructional
Strategies to Include in
Mini-Tasks
Give 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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Close Reading of Complex Text
• Demonstration of the practice
• Reading informational text
• Processing the Information
• Recording new information
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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:
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Focus
Controlling Idea
Reading/Research
Development
Organization
Conventions
Content Understanding
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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
Scoring Rubric for Argumentation Template Tasks
Scoring
Elements
Focus
Controlling Idea
Reading/
Research
Development
Organization
Not Yet
1
Attempts to address prompt, but
lacks focus or is off-task.
Attempts to establish a claim, but
lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
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.
Attempts to organize ideas, but
1.5
Approaches Expectations
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with minor
lapses in accuracy or
completeness.
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.
Uses an appropriate
organizational structure for
development of reasoning and
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
3.5
Advanced
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
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.
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.
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.
Maintains an appropriate organizational
structure to address specific
requirements of the prompt. Structure
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by
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LDC Rubrics – Scoring v. Grading
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
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Collaborative Scoring
Scoring Student Work
• Similarities in thinking while scoring?
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• Differences in thinking while scoring?
• Strengths noted student’s product?
• Areas of weakness noted in student’s product?
Work Session
Writing Teaching Task
- Checklist for Teaching Task
Choosing Text
- Checklist for Choosing Task
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Jurying Rubric for LDC Tasks and
Modules
Annotating the text
Reviewing a colleague’s teaching
task
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Work Session
Analyzing Text Complexity
- Quantitative Lens
- Qualitative Lens
- Reader and Task Lens
Planning for Instruction
- Creating Aligned Mini-Tasks
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GIST or 25 Word Summary
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The word gist is defined as "the main or
essential part of a matter."
How is LDC a strategy for
implementing the Common Core?
Write the GIST in EXACTLY 25 words!
Work Session
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)
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High Leverage Instructional Strategies
Socratic Seminar
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Professional Reading
Table Conversations
Classroom Video
Socratic Seminar Demonstration
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Next Steps
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)
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