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Leadership 1 Powerpoint common core to classroom practice
Louisiana Leadership Session 1 of 3
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• Develop a deeper understanding of the LDC
Framework as a strategy for implementing the instructional shifts and demands of the Common
Core in order to support teachers writing and implementing LDC modules
• Develop structures and processes to support teachers implementing LDC
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• Provide teachers with the following resources: o Time to plan and collaborate o Access to an electronic literature database o Travel/substitute reimbursement to participate in professional development
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Teachers
• Participate in all trainings and any virtual support
• Develop and implement a minimum of two modules, 1 per semester
• Score student assignments with colleagues using a common writing rubric
Principals
• Participate in the first teacher training and all leadership meetings
• Provide support for teachers to implement LDC (e.g. release time, resources, time to plan)
• Provide feedback to teachers on their modules at least once a month
Central Office
• Participate in all teacher and leadership trainings (3 days each)
• Provide support for teachers and principals to successfully implement
LDC
• Provide feedback to teachers on their modules at least once a month
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• What working agreements will help make today be successful for you?
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Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI
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 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
 Addressing grade level literacy outcomes
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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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Task 2 Template (Argumentation/Analysis):
[Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) in which you address the question and argue_______(content) Support your position with evidence from the text(s).
Task 14 Template: (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). 12

The “ Template Task Collection ” is organized by…
• Writing Type: Argumentation, Informational/Explanatory,
Narrative
• Text Structure: Definition, Description, Analysis, Problem-
Solution, etc.
• Task Types: “ After researching...
” or “ Insert Essential
Question ”
• Essential Question is optional in new template drafts
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• Demands are additional writing and cognitive challenges that you can add to a template task.
• Demands are developed from language in the
CCSS.
• Demands can scaffold your instruction.
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You may choose one or more of these demands (D) to increase the challenge:
• D1 Be sure to acknowledge competing views.
• D2 Give ____(one; #) example/s from past or current ____
(events; issues) to illustrate and clarify your position.
• D3 What _____(conclusions; implications) can you draw ____?
• D4 In your discussion, address the credibility and origin of sources in view of your research topic.
• D5 Identify any gaps or unanswered questions.
• D6 Use ________ (stylistic devices) to develop your work.
• D7 Use ________ (techniques) to convey multiple storylines.
• D8 Include ________ (e.g. bibliography, citations, references, endnotes). 15

• BETA Template Tasks
• Released in May 2014
• Grade Bands:
• K-1
• 2-3
• 4-5
• BETA Rubrics available
• Sample Teaching Tasks to follow
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
Teachers fill–in-the-blank by choosing: text - writing product - content - text structure
Original Task 2 Template (Argumentation/Analysis): [Insert question]After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Teaching Task 2 (High School): 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.
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
K-1 Task 2: [Insert question] After _______ (reading or listening to) _______ (literary or informational text/s),
_______ (draw/write/dictate) _______ (product) in which you answer the question and explain _______ (content).
Support your opinion with evidence from the text/s.
(Opinion/Explain)
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Teaching Task 1 (Grade 1): Which Kevin Henkes’ book is your favorite? After reading and listening to several books written by Kevin Henkes , write a review in which you answer the question and explain your reasons considering the story and illustrations. Include at least 2 examples from the texts to support your response.
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Strong Teaching Tasks are:

Are worthy of 2, 3 or 4 weeks of instruction

Ask students to grapple with important content to the discipline

Target grade specific Common Core literacy standards and content GLEs

Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught

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 to demonstrate understanding and new knowledge

Involve products written for an authentic audiences

Stay true to the wording of the template task
Important Note:
When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year.
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Grade 7 ELA
Task Template 2 — Argumentation & Analysis
When, if ever, is it morally responsible to disobey authority? After reading primary and secondary document sources write a speech to the mayor and local officials that addresses the question and support your position with evidence from the texts.
RI7.8
Which author articulates the most convincing claim as to when it is morally responsible to disobey authority? After reading primary and secondary document sources, write an essay to display at our upcoming literary sharing session that addresses the question and support your position with evidence from the texts.
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Strong Teaching Tasks are:

Are worthy of 2, 3 or 4 weeks of instruction

Ask students to grapple with important content to the discipline

Target grade specific Common Core literacy standards and content GLEs

Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught

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 to demonstrate understanding and new knowledge

Involve products written for an authentic audiences

Stay true to the wording of the template task
Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year.
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• Standard being addressed
• Academic mode of writing
• Text structure
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Strong Teaching Tasks 6
Strong Teaching Tasks are:

Are worthy of 2, 3 or 4 weeks of instruction

Ask students to grapple with important content to the discipline

Target grade specific Common Core literacy standards and content GLEs

Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught

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 to demonstrate understanding and new knowledge

Involve products written for an authentic audiences

Stay true to the wording of the template task
Important Note:
When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year.
Copyright © 2013 Reach Associates
Sample #1: Social Studies – Grade 9
Module Title: 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.
Template Task (include number, type, level)
Task 14 – Informational/Description
[Insert question] After reading ________ (literature or informational texts), write ________ (essay, report, or substitutes) that describes ________ (content) and addresses the question. 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 that describes current issues of AIDS, hunger, genocide in Africa and addresses the question. Support your discussion with evidence from the texts.
Sample Task #2: ELA – Grade 6
Module Title: Weighing in On Adolescent Obesity
Module Description (overview): In this module students will learn about choices that students and schools could adopt to positively impact a healthy lifestyle for adolescents. By reading articles, watching videos, exploring multimedia resources and participating in classroom discussions, students will make a claim as to whether increasing access to physical activity or decreasing access to unhealthy food in schools would have a greater effect on the physical and emotional health of adolescents. Students will write an argumentative essay, citing logical and thorough text-based evidence to support their claim.
Template Task (include number, type, level)
2 – Argumentative/Analysis
(Insert question.) After reading ______________ write ____________ that addresses the question and support your position with evidence from the texts. L2 Be sure to include competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Teaching Task
Which is a more effective strategy for schools to adopt to positively impact a healthy lifestyle for adolescents: Increasing physical activity within the school day or decreasing unhealthy foods within the school day? After reading informational texts and multimedia resources, write an essay that addresses the question and support your position with evidence from the texts. L2 Be sure to include competing views.
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How are modules deemed ‘ exemplar ’ ?
How can we support this process?
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• Module Title
• Overview
• Template Task
• Teaching Task
• Grade Level, Discipline, Course
• Author ’ s Contact
• Background to Students
• Texts
• Possible Extension
• Anchor Standards
• Content Standards
• Rubric
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Preparing for the Task
• The Reading
Process
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Transition to
Writing
• Writing
Process
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Each skill cluster is broken into specific skills which helps guides teacher in planning instruction.
- Skills are from ELA and content specific grade level standards.
- Definition (ability to….) creates instructional clarity.
- Specific skills guide teacher in planning instruction. .
Skill Cluster 2: Reading Process (Grade 5)
Skill
CLOSE READING
USING TEXT
DEPENDENT
QUESTIONS (ACTIVE
READING, ESSENTIAL
VOCABULARY AND
NOTE TAKING)
Definition
Ability to:
• read purposefully; accurately quote textual evidence to support explanation of what the text says explicitly as well as inferences drawn from the text (RL5.1);
• determine the meaning of metaphors used in the poem
(RL5.4) 28

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Deconstructing a Standard –Reading Standard for Informational Text 1
Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Grade and Standard Change in Expectations
K - With prompting and support, ask and answer questions about key details in a text.
1 st
- Ask and answer questions about key details in a text.
2 nd
- Ask and answer such questions as
who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Ask and answer questions about key details in a text. (no prompting)
Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of key details in a text.
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Grade and Standard
2 nd
- Ask and answer such questions as who,
what, where, when, why, and how to demonstrate understanding of key details in a text.
3 rd
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
4 th
- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
5 th
- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Change in Expectation
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a text.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
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Grade and Standard
5 th
- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
6 th
- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7 th
- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
8 th
- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Change in Expectation
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
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Grade and Standard
8 th
- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
9 th and 10 th
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
11 th and 12 th
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Change in Expectation
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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What Instruction?
- Section 3
The instruction for each skill is called the “mini-task” .
- Each mini-task is organized into a formative teaching and learning cycle.
pacing skill prompt and product scoring guide instructional strategies
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What assistance is available?
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www.ldc.org
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Reach Associates 46