A framework to move from common core to classroom practice

CCSS Regional ConferenceJune 2013 1

Norms Ask questions

Treat each other as gifts

Keep an open mind

Monitor technology

Stay in one conversation

Let your voice be heard

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Outcomes Develop an understanding of the instructional shifts

of the Common Core Standards as a premise for LDC

Become familiar with LDC (Literacy Design Collaborative) as a strategy to implement the Common Core

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Why Common Core Standards?

To ensure that ALL students are:

oreceiving a high quality education consistently, from school to school and state to state.

ocollege and career-ready.

oready, as adults, to meet the reading and writing demands of the 21st century.

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The CCSS Set Clear Goals

April 21, 2023

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The Common Core State Standards provide a

consistent, clear understanding of what students are

expected to learn, so teachers and parents know

what they need to do to help them. The standards

are designed to be robust and relevant to the real

world, reflecting the knowledge and skills that our

young people need for success in college and

careers. -http://www.corestandards.org

Instructional Shifts Required by the Common Core

Building knowledge through content-rich nonfiction and informational text

Practicing regularly with complex text and its academic vocabulary

Reading, writing, speaking and listening grounded in evidence from texts

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Increasing rigor and relevance

Sharing responsibility of teaching reading and writing across content areas

Emphasizing 3 modes of academic writing

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And so…

The design team created an instructional framework:

Literacy Design Collaborative

• Based on the Common Core Standards

• Supports and guides teachers in creating quality literacy-based curriculum

• Allows decision making opportunities and encourages creativity for teachers, schools, and states

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LDC Framework is a Strategy for Implementing the Instructional Shifts of the Common Core

• leading with a high level, rigorous and relevant task

• close reading of complex text

• sharing one’s thinking through oral discourse

• sharing one’s thinking in a written product ….across content areas

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Overview of the LDC Framework

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A Look at LDC in the Classroom A Look at LDC in the Classroom

Leading with a Task

Skills and Instructional Strategies

Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI

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 ElmoreRounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel

What Task? What Task? - - Section 1

The Core of the LDC Framework

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The CCSS are Hard Wired into the Template Tasks

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Task 2 Template (Argumentation/Analysis): [Insert question] After reading________ (literature or informational texts), write a/an ________ (essay orsubstitute) that addresses the question and support your position with evidencefrom the text(s). L2 Be sure to acknowledge competing views. L3 Give examplesfrom past or current events or issues to illustrate and clarify your position.

Task 14 Template: (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).

Template Task CollectionThe “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”

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Task 2 Template (Argumentation/Analysis): [Insert question] After reading________ (literature or informational texts), write a/an ________ (essay orsubstitute) that addresses the question and support your position with evidencefrom the text(s). L2 Be sure to acknowledge competing views. L3 Give examplesfrom past or current events or issues to illustrate and clarify your position.

Teaching Task 2 (High School): What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

LDC Template Task Teaching TaskTeachers fill–in-the-blank by choosing:

text - writing product - content - text structure

The Teaching Task

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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What Skills? What Skills? – Section 2

By deconstructing the teaching task the needed skills are identified.

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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.

- Task analysis - Claim

- Note-taking - Develop

- Active reading - Edit

- Vocabulary - Revise

What Skills? What Skills? – Section 2

By deconstructing the teaching task the needed skills are identified.

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Teaching Task 2: What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

Deconstructing the teaching task into skill clusters

• Preparing for the Task

• The Reading Process

• Transition to Writing

• Writing Process

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Section 2: What Skills? 3 Academic Modes of Writing, Grade 7 Revised Skills Ladder to reflect CCSS

SKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Academic Learning

Behaviors (ARTS) Ability to recognize and demonstrate learning behaviors (ARTS).

2. Task Analysis Ability to understand and explain the task’s prompt and rubric. 3. Project Planning Ability to plan so that the task is accomplished on time. SKILLS CLUSTER 2: READING PROCESS 1. Readying for Reading Ability to ready for reading by preparing a note-taking format. 2. Close Active Reading

and Note Taking Ability to:

1. read purposefully; cite and record several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text;

2. determine and analyze the central idea(s) of a text; 3. determine connotative and denotative definitions of words and phrases (and analyze their impact on meaning) 4. and cite reference source.

3. Organizing Notes Ability to examine a topic, integrate evidence from different sources/formats, analyze and prioritize relevant content. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Readying as a Writer Ability to understand the descriptive text structure and informational/explanatory writing. 2. Bridging Conversation

to Writing Ability to transition from reading to writing phase.

SKILLS CLUSTER 4: WRITING PROCESS 1. Initiation of Task Ability to introduce a topic clearly, write a focus/thesis statement and initial draft of an opening paragraph which previews what is to follow. 2. Planning Ability to develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing. 3. Development 1 Ability to:

1. construct an initial draft of the body paragraphs which develops the topic with relevant facts, definitions, concrete details, quotations and examples.

2. incorporate transition words, phrases and clauses 3. use precise language and domain-specific vocabulary.

4. Development 2 Ability to construct an initial draft of a concluding statement and closing paragraph which follows from and supports the information presented.

5. Revision Ability to apply revision strategies to refine and strengthen the development of informational/explanatory writing, focusing on purpose and audience while maintaining a formal style.

6. Editing Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and knowledge of language and its conventions when writing and speaking.

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Skill Cluster 2: Reading Process (Grade 7)

- Skills are from ELA and content specific grade level standards.

- Definition (ability to….) creates instructional clarity.- Specific skills guide teacher in planning instruction..

Each skill cluster is broken into specific skills which helps guides teacher in planning instruction.

pacing skill prompt and product scoring guide instructional strategies

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What Instruction? 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 AND DEFINITION MINI-TASK INSTRUCTIONAL STRATEGIES

PRODUCT AND PROMPT SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

SKILLS CLUSTER 4: WRITING PROCESS

Day 13 Initiation of Task

Ability to write a focus/thesis statement and initial draft of an opening paragraph relevant to completing the informational/explanatory writing.

Prompt: Review the task and your notes. Write an opening paragraph that includes a thesis statement, has a controlling idea and supporting details.

Product: short response

Meets: Writes an opening

paragraph that includes a focus/thesis statement.

Writes an opening paragraph that establishes a controlling idea.

Writes an opening paragraph that includes supporting details.

Writes in readable prose. Not yet: Attempts to meet the criteria for “meets”

ARTS - purposefully thinking about the day’s learning objectives.

Frame-It - link back to discussions about the task and what students need to do to complete the writing portion. (Refer back to prompt rewrite during the task analysis lesson.) Front Loading –synthesizing important/relevant information from students’ notes to plan a thesis statement. Front Loading – deconstructing, analyzing and writing a ‘quality’ thesis statement. Front Loading - deconstructing, analyzing and writing an introductory paragraph that previews what is to follow and includes supporting details and establishes a controlling idea. Discourse- constructing meaning, sharing and

recording thinking. Exit Slip – student reflection on day’s learning

and student work sample (short response).

What Instruction?

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What Results? 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:

o Focuso Controlling Ideao Reading/Researcho Developmento Organizationo Conventionso Content Understanding

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How does LDC look and sound? Teaching Task - highlighted daily Gradual Release of Responsibility Instruction and facilitation High level of engagement Discourse Active reading Academic Writing Exit slips ARTS Goal setting and reflection by students

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What is special about the LDC strategy?

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Questions and Answers

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Feel free to be in touch…

• Jody Pittock

814-739-9418 (Home)

814-873-2028 (Cell)

jpittock6591@gmail.com

www.reachassoc.net

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