Welcome to LDC!
Presented by: Kelly Philbeck
kelly.philbeck@education.ky.gov
Meeting Materials are on
www.kellyphilbeck.com
2
Goals & Outcomes
• Deepen an understanding of the instructional shifts,
structure and demands of the Common Core State
Standards
• Learn about using the LDC framework to design
instruction to meet the expectations of the Common
Core
• Use an LDC Template Task to create a Teaching Task
to target grade level KCAS aligned skills and instruction
• Plan aligned/coherent mini tasks that provide formative
teaching and learning opportunities
• Share high-leverage instructional strategies
• Discuss LDC scoring elements and practices
• Discover supports for implementing LDC
What is LDC?
• Well, if you Google it, did you mean…
What is LDC?
• If you Google it, it’s DEFINITELY NOT…
What is LDC?
LDC is…
LDC is NOT…
a set of template tasks
aligned to CCSS.
a strategy to integrate
reading, writing,
language,
speaking/listening, and
content standards.
a text dependent
strategy.
a costly program.
a mandate.
a prescribed curriculum.
•not telling you what
•not telling you when
•not telling you how
How Can I Use LDC?
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LDC
7
Writing Program Reviews: C&I
• 2b) Curriculum integrates the
strands of literacy (reading,
writing, speaking, listening,
and language use) to apply
communication skills to
meaningful work across
content areas.
• 2e) Curriculum provides
opportunities for students to
actively use knowledge as it is
being learned through applying
the skills of critical thinking,
problem solving and creativity
to content knowledge and
collaborating and
communicating locally and/or
globally.
• 3b) Students research
information to seek a new or
deeper understanding based
on inquiry around a topic and
demonstrate new
understanding through
products that may be used by
others for further
understanding of the topic.
Formative & Summative
Assessments
• 1b) Teachers
consistently implement
plan to monitor student
progress in writing and
communication skills
consistent with gradelevel writing standards,
formative assessments,
and respond to evidence
through revised
instruction.
• 1c) Teachers, peers, and
others provide regular,
specific feedback on
student’s writing and
communication products
as part of a constructive
feedback process that is
subsequently applied by
students to improve their
communications and
initiate student-directed
learning.
Instructional Shifts Required
by the Common Core
 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
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10
Brainstorming for
Your Teaching Task
Topics/Units You Teach
Topics/Units You Teach
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LDC
11
LDC by the Numbers
A Closer Look at Template Task Collection 2
29 Template Tasks (6-12)
22 Template Tasks (K-1, 2-3, 4-5)
“Essential
Question”
“After Reading
”
“After Researching”
Argumentation Template Tasks
Analysis
Task 1: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that argues your position on ________ (content). Support your
position with evidence from your research. L2 Be sure to
acknowledge competing views. L3 Give examples from past or
current events or issues to illustrate and clarify your position.
(Argumentation/Analysis)
Task 2: [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. (Argumentation/Analysis)
Comparison
Task 3: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that compares ________ (content) and argues ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Comparison)
Task 4: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (essay or substitute)
that compares ________ (content) and argues ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Comparison)
Evaluation
Task 5: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that discusses ________ (content) and evaluates ________
(content). Be sure to support your position with evidence from
your research. (Argumentation/Evaluation)
Task 6: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (essay or substitute)
that discusses ________ (content) and evaluates ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Evaluation)
ProblemSolution
Task 7: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that identifies a problem ________ (content) and argues for a
solution. Support your position with evidence from your research.
L2 Be sure to examine competing views. L3 Give examples from
past or current events or issues to illustrate and clarify your
position. (Argumentation/Problem-Solution)
Task 8: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a/an
________ (essay or substitute) that identifies a problem
________ (content) and argues for a solution ________
(content). Support your position with evidence from the text(s).
L2 Be sure to examine competing views. L3 Give examples from
past or current events or issues to illustrate and clarify your
position. (Argumentation/Problem-Solution)
Cause-Effect
Task 9: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that argues the causes of ________ (content) and explains the
effects ________ (content). What ________ (conclusions or
implications) can you draw? Support your discussion with evidence
from the texts. (Argumentation/Cause-Effect)
Task 10: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a/an
________ (essay or substitute) that argues the causes of
________ (content) and explains the effects ________ (content).
What ________ (conclusions or implications) can you draw?
Support your discussion with evidence from the texts.
(Argumentation/Cause-Effect)
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3 Modes of Writing…9 Levels of Thinking (6-12)
3 Modes of Writing…7 Levels (K-1) 8 Levels (2-3, 4-5)
ARGUMENTATION
INFORMATIONAL OR
EXPLANATORY
NARRATIVE
Definition
ELA, science, social studies
Description
ELA, science, social studies
ELA, social studies
Procedural-Sequential
science, social studies
ELA, social studies
Synthesis
ELA, science, social studies
Analysis
ELA, science, social studies
ELA, science, social studies
Comparison
ELA, science, social studies
ELA, science, social studies
Evaluation
ELA, science, social studies
Problem-Solution
science, social studies
Cause-Effect
science, social studies
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science, social studies
Modes
of Writing = 3Template
Rubrics
LDC 3
Rubric
for Argumentation
Tasks
Elements
LDC Rubric 7forScoring
Argumentation
Template
Tasks
8 Demands=Cognitive Challenges (6-12)
7 Demands=Cognitive Challenges (K-5)
•
•
•
•
•
•
•
•
D1 Be sure to ______ (acknowledge; refute) competing views.
(Argumentation)
D2 Give (an example; # of examples) 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)
LDC by the Numbers
Template Tasks
Modes of Writing
Levels of Thinking/Text Structures
Rubrics (Argumentation, Informational,
Narrative)
Scoring Elements
Demands (to increase rigor)
LDC Template Task  Teaching Task
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.
A Look Inside an LDC Classroom
LDC in Action
• http://www.literacydesigncollaborative.org/
about/videos/
• List key words/concepts/noticings about
LDC as you view the “Literacy Matters”
clip.
05/30/13
Task
Reading Processes
Writing Processes
Student Results
CoreTools: Log On
www.ldc.org
22
LDC: A Coaching Process
Break Time!
Narrowing Your Teaching Task
Which topics…
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
and the use of informational text as called for in
the CCSS? Address standards?
• Have students working in the most effective text
structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?
Module Brainstorming Guide
• Narrow your list of topics based on the
guidelines for a strong teaching task.
• Which of your topics/units would work well
with the LDC template tasks?
• Look through several task examples from
task lists and CoreTools.
• Sample Modules (Mother to Son,
Corduroy, etc.)
Strong Teaching Tasks
• Review Characteristics of a Strong
Teaching Task
• Work with table partners to troubleshoot
the tasks provided using the Strong
Teaching task criteria.
• Discussion
Narrowing Your Teaching Task
Which topics…
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
and the use of informational text as called for in
the CCSS? Address standards?
• Have students working in the most effective text
structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?
Good to Go…or Oh, No!
• http://www.youtube.com/watch?v=QuPyX
FSkUeE&feature=player_embedded
Narrowing Your Teaching Task
Which topics…
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
and the use of informational text as called for in
the CCSS? Address standards?
• Have students working in the most effective text
structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?
Module Brainstorming Guide
• Select a topic from your list that you could
use with an LDC template task.
• Write the topic on the front of your Module
Brainstorming Guide.
• List the texts that you currently have that
support your task.
Stretch Your Ideas for Texts
•
•
•
•
•
•
•
•
•
•
Short stories/novels
Essays
Speeches
Poetry
Maps
Art works
Timelines
Data
Video
Political Texts (laws, policies, etc.)
– See Text Resources section on the Favorites tab of
kellyphilbeck.com for more resources
Choosing the Texts
(and multi-media)
•The text selection is critical!
•Look for the perfect balance:
-reading level of students
-complexity of text (demands on skills and stamina of reader)
-background knowledge required for comprehension
-sufficiency of content for writing task
•Keep Gradual Release in mind:
-whole group
-small group
-independent
•Be sure text provides students with information
needed to respond completely to the teaching task.
•If an argumentation task, be sure the quantity
and content of texts aren’t biased.
34
Targeted Standards
A Closer Look at “Mother to Son”—Ele. Task 9
What is the theme of Langston Hughes’ poem Mother to Son? After reading
Mother to Son, write an essay for our class literary magazine in which you
discuss how Langston Hughes’ use of metaphors contributes to an
understanding of the theme of this poem. Give several examples from the
poem to support your discussion.
RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.4
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes
Targeted Standards
Possible Products
•
•
•
•
•
Essays
Reports
Speeches
Research papers
Journalistic products
(feature articles)
• Editorials
• Formal Letters
• Memos
•
•
•
•
•
•
•
Proposals
Lab Reports
Responses/Reactions
Cost/Benefit Analyses
Critical Reviews
Interviews as articles
Non-Fiction narratives
accounting an event
• Manuals
Module Brainstorming Guide
•
•
•
•
•
Mode of Writing?
Level of Thinking?
Researching or Reading?
Select the appropriate Template Task
Practice Writing a Teaching Task
Teaching Task Checklist
• Get with a partner who has not seen your
task.
• Select task to begin.
• Discuss task in terms of checklist criteria.
• Make any revisions to your teaching task.
Lunch Time!
Structure of a Module
• Module Description…
– Written to colleagues
– Provides background and context for a fellow teacher
– Includes who, what, when, where, why, how
Mother to Son: Module Description excerpt…
This module has been written with the intent of implementation mid school year. This
informational module has been designed with four purposes in mind:
1. Deepen the students’ ability to analyze meanings of figurative language in poetry
2. Develop a better understanding of how an author develops a theme through word
choice.
3. Allow students to demonstrate their learning through an informational essay.
4. Address ELA grade level specific standards.
During this module, students will focus on RI.5.2, …
Student Background Section
• Written to the students
• Include who, what, when, where, why,
how
In this unit of study, you will closely read Langston
Hughes’ poem, Mother to Son. You will focus on his
use of figurative language and analyze how it
contributes to your understanding of the poem’s
theme. You will take notes…
42
CoreTools: Section 1
www.ldc.org
43
What Skills?
A Closer Look at “Mother to Son”—Ele. Task 9
What is the theme of Langston Hughes’ poem Mother to Son? After reading
Mother to Son, write an essay for our class literary magazine in which you
discuss how Langston Hughes’ use of metaphors contributes to an
understanding of the theme of this poem. Give several examples from the
poem to support your discussion.
RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.4
Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes
Deconstruct the teaching task into skill
clusters
• Preparing for
the Task
• The Reading
Process
• Transition to
Writing
46
• Writing
Process
Build a Quality Instructional
Ladder
•
•
•
•
Preparing for the Task
Reading Processes
Transition to Writing
Writing Processes
Formative Assessment Rungs:
SA, ER, ODW
Give One-Get One
• Fill in the top row of the Give One Get One
with your best instructional strategies.
• Number top three areas of need.
• Give One-Get One with other teachers in
the room.
• Look at LDC Module samples to see other
strategies/mini-tasks.
• Add to your list.
CoreTools: Section 2 & 3
www.ldc.org
49
New to LDC!
• Stand alone literacy Mini-Tasks
• Big Task Bank
Questions?
www.kellyphilbeck.com
,
Structure of our
Literacy Standards
.
Strand
Anchor
Standard
Grade Level
Standard
4 Strands
• Reading
– Literature - RL
– Informational - RI
– Foundations - RF
• Writing - W
• Speaking and Listening - SL
• Language - L
Getting to Know the
Anchor Standards
Introduction to
ELA/Literacy
Shifts
=HANDOUT=
Name the Standards
Directions: Read the Anchor Standards and “name” each Standard with a 1 – 5 word phrase.
Reading Anchor Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Writing Anchor Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Speaking and Listening Standards
1.
2.
Sections of an LDC Module
.
Goal Sample
For the 2012-2013 school year,
100% of my students will make
measurable progress in
argumentative writing. Each
student will improve by at least
one performance level in
three or more areas of the LDC
argumentation rubric.
Furthermore 80% of my
students will score a 3 or better
overall.
23
LDCfor
Argumentation
Rubric
LDC Rubric
Argumentation Template
Tasks