Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
Days 1& 2 introduction to ldc
1.
2. How much do you know about
the Common Core State
Standards?
Fist to Five: On a scale of 0 to 5 with
0 being no familiarity and 5 being
thoroughly knowledgeable, where are
you
in relation to the CCSS?
What is your biggest question or
concern
about the CCSS?
3. What is your biggest question or concern
about the CCSS?
◦ On your computers, go to the PSESD Literacy
Website: http://literacy.psesd.org/
◦ On your phones, go to your Twitter
account
◦ Tweet your questions and concerns by
sending a tweet to:
@psesdliteracy#ccss (enter comment here)
6. Collaboratively developed with:
• Teachers
• School Administrators
• Educational Experts
To provide consistency in the education
of our children
To be college and career-ready
6
7. Are aligned with college and work expectations;
Include rigorous content and application of
knowledge through high-order skills;
Build upon strengths and lessons of current
state standards;
Informed by top-performing countries, so that
all students are prepare to succeed in our global
economy and society;
Are evidence and/or research based; and
Will be reviewed and revised on a set cycle
7
8. Prior to introduction of CCSS, every state
had its own set of academic standards.
Expectation levels varied state to state.
All students need to be able
to compete with not only
American students, but with
international peers.
8
9. Do Not Provide…
• A complete scope
and sequence.
• A course outline.
• All the essential
skills and
knowledge
students could
have.
Do…
• Outline the most
essential skills
and knowledge
every student
needs to master
to be college and
career-ready.
• Distribute
responsibility for
students’ literacy
development.
9
11. How do you engage
students in reading
and responding to
complex texts in your
discipline?
Let’s examine one
standard across grade
levels.
12. Grade and Standard
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.
Deconstructing Reading Anchor
Standard One
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.
12
(No prompting)
13. 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.
13
Grade and Standard
14. 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.
14
Grade and Standard
15. 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
/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
/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.
15
Grade and Standard
16. Common Core State
Standards for
English Language Arts
Literacy in History/ Social
Studies, Mathematics,
Science, and Technical
Subjects
17. 1
7
Reading Standards for History/Social Studies, Science, and
Technical Subjects
◦ Knowledge of domain-specific vocabulary
◦ Analyze, evaluate, and differentiate primary and secondary
sources
◦ Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and
Technical Subjects
◦ Write arguments on discipline-specific content and
informative/explanatory texts
◦ Use of data, evidence, and reason to support arguments and
claims
◦ Use of domain-specific vocabulary
20. Directions: With your elbow partner
Identify the major expectations at your
grade level and content area
Compare your grade level expectations
to the grade before it and after it.
Be prepared to share your comparisons
with the entire group.
20
21. 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 evidence-
based 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.
22. 22
• Find another person to discuss the
Tweets or Post-It-Notes about the
CCSS question, concerns, and
responses.
• What new insights do you have
about the CCSS?
23. 23
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
24. Modules wrap a teaching plan around the task.
Courses
Modules
Tasks
• New courses
• Existing coursesCourses
24
26. The bank of reading/writing tasks
The module template
◦ 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
26LDC Framework 10-17-11
28. 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)
28LDC Framework 10-17-11
29. 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)
31. 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.
31
32. Use exact wording of the template task
Determine if you will use L2 and L3.
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.
32
33. 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.
33
34. Step 2: Decide if you want the students to argue,
inform/explain, or narrate (text type) about the
content:
34
Argumentation Informational/
Explanatory
Narrative
35. Step 3: Decide the appropriate text structure (definition, description,
procedural/sequential, synthesis, analysis, comparison, evaluation,
problem-solution, cause-effect) for your text type.
35
Argumentation Informational/
Explanatory
Narrative
Definition
Description
Procedural-Sequential
Synthesis
Analysis
Comparison
Evaluation
Problem-Solution
Cause-Effect
36. 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-July-
20131”.
36
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
37. Step 5: Copy the appropriate task onto a blank
word document and save it in a memorable
location.
37
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
38. 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
38
39. 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
39
40. Giving Outstanding Feedback:
Be specific about your warm feedback
Be specific about your cool feedback
Make your feedback actionable
Avoid evaluative language
Receiving Feedback:
Use your feedback to revise and refine your
Task a final time
40
41. 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-Task-
Collection-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.
42. 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.
43. 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
44. 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”
44
45. 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
46. 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
Engage students in doing the task?
Help students develop and practice the skills
they need to master your task?
Address the CCSS instructional shifts?
48. 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
48
49. Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Does Sarah’s skills
clusters address these
major skills in her task?
49
50. 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
Product
50
51. • 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?
51
52. 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
52
53. 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
53
54. 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
Challenges you encountered and how you overcame
them
Be prepared to bring scored or un-scored student
work 54
Editor's Notes
Source:
Development of CCSS was a collaboration among experts including teachers, admin, and consultants
Animation set to fly on click
Animation set to fly in on click
Sections blind in on clickDo:CCSS tell the what’s --- but not the how’s“English Language Arts --- and Literacy in History/Social Studies, Science, and Technical SubjectsDo Not:Not the howsNot a pacing guideNot all inclusive of what students could be taught
.
This is intended to model for participants what they will be doing with Anchor Standard One for argumentation.The facilitator should use the slides to demonstrate how each grade level standard builds upon the previous one.The highlighted text identifies the change in demand from one grade level to the next.
To better understand how the LDC framework functions, let’s briefly examine the structure of the CCSS and discuss the literacy elements that support instruction in the content areas.Although the CCSS only address literacy in history/social studies, science, and technical subjects, it’s easy to see how many of the skills/concepts described could apply to other content areas.Keep in mind, the standards we’re looking at today relate to literacy, not content; they link literacy skills that enhance learning to content.
Discuss content area literacy standards.
Example Talking Points: So once a task is designed, what needs to happen in order for students to successfully complete the task? That is where modules come in…. Example Talking Points:Modules were never meant to stand alone. The goal is to use the modules as a system; whether within courses, across courses or across grades. And also as a large instructional strategy so that reading and writing skills and student product demands are scaffolded. Modules can be: inserted into existing courses, or used as the basis for new courses. repeated, using different content, when students need more than one try to develop skills. we’ll address course later in our LDC experience.
Tasks are organized into three main sections: Argumentation; Information/explanatory; and Narrative.Each task set includes a list of the standards addressed: the template prompts and a generic rubric (tied to the process elements of the tasks, not the content of the task).
Discuss the great flexibility that exists by the choices teachers make in selecting the text to be read, the type of written products to be produced, the content (topic) to be addressed and the level of rigor assigned. the content of the task. Teachers fill in the prompt including: texts to readtext students will writewhether to use the L2 and L3 options to make the task more demanding.Teachers also decide on:what background information about the teaching task should be shared with studentswhich state or local standards the teaching task will addresswhether and how to use an extension activity with the teaching task
Ask participants to just SKIM the information on what meets task requirements and what makes a task great in their Teaching Task Design Notebook p. (18). Explain that, for now, we just want them to know these provisions exist. (Note to presenters: participants may struggle some about what’s firm and what’s flexible in LDC work. Touching base with these requirements early reduces the chances of them feeling blind-sided later in the day or later in the overall process.) () for change
Now we’re moving on to Section 3 of the LDC Module– What Instruction?After identifying the skills necessary, it’s important to determine what instruction will be necessary for students to acquire those skills. We can do that be creating an instructional ladder to support teachers.
Core elements of mini-tasks:Prompt—addresses students and asks them to practice and demonstrate an “in-progress” skill.Product–what the students will produce that can be evaluated for success on the skill being taught.Scoring guide—stated criteria for what students will be expected to show as evidence of learning, typically a quick “yes/no” reference.
