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An instructional framework guiding teachers to make certain decisions which support alignment with instructional shifts and demands of the Common Core. - Lee Kappes
ESD - Seattle, WashingtonIntroduction to LDC
June 24, 2014Day 2 1
Reconnecting Conversations:Partner Discussions
• As you reflected on yesterday’s session, what is one positive thought you have?
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Reconnecting Conversations:Responses to Yesterday’s Exit Slips
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Questions
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Questions
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Questions
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Questions
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Revisit Section 1: What Task?
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Section 2: What Skills?
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What Skills Do Students Need?
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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Deconstruct the teaching task into skill clusters
• Preparing for the Task
• The Reading Process
• Transition to Writing
• Writing Process
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Skill Cluster 2: Reading Process (Grade 5)
- Skills are from ELA and content specific grade level standards.
- Definition (ability to….) creates instructional clarity.- Specific skills guide teacher in planning instruction..
Skill Definition
CLOSE READING USING TEXT DEPENDENT QUESTIONS (ACTIVE READING, ESSENTIAL VOCABULARY AND NOTE TAKING)
Ability to: • read purposefully; accurately quote textual evidence to support explanation of what the text says explicitly as well asinferences drawn from the text (RL5.1); • determine the meaning of metaphors used in the poem (RL5.4)
Each skill cluster is broken into specific skills which helps guides teacher in planning instruction.
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Section 3: What Instruction?
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pacing skill prompt and product scoring guide instructional strategies
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.
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High Leverage Instructional Strategies
• Deconstructing the Teaching Task• Translating the Rubric
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Skill Cluster 1: Preparing for the TaskRecommended Strategy: Deconstruct the Teaching Task
What are the features of an ideal mixed economy? After reading informational texts,editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure to support your position with evidence from the texts.
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Skill Cluster 1: Preparing for the TaskRecommended Strategy: Translate the Rubric
Rubric Translation
Focus
Controlling Idea
Reading – Research
Development
Organization
Conventions
Content Understanding
What are the features of an ideal mixed economy? After reading informational texts,editorials, and an interactive infographic write an essay for the school newspaper that compares the characteristics of market and command economies and argues what combination of characteristics would be most effective for the United States today. Be sure tosupport your position with evidence from the texts.
- Divide class into 7 groups- Each group is assigned an element- Group rewrites their element in
student-friendly terms within the context of the teaching task
- Class does a Gallery Walk and takes notes on expectations of each element
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Rubric Elements within the Context of the Teaching Task
• Focus – Addresses key aspects of prompt in a detailed response; stays on task
My essay will compare the features of market and command economies. I will make a claim about the characteristics of each which should be included in the creation of the most beneficial mixed economy for the United States now. My essay will include the evidence to prove my reasoning.
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CoreTools – Mini Tasks
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Work Session
Reminder: The components of the mini task need to be aligned/purposefully connected. This means the skill and definition you've listed should guide your choice of the daily prompt, product and the instructional strategies used to teach that skill.
Mini-Task Check In…
Skills Ladder Check In…Reminder: Be sure to refer to your specific grade level Common Core Standards when defining the skills.
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Lunch
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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:
• Focus• Controlling Idea• Reading/Research• Development• Organization• Conventions• Content Understanding
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LDC Rubrics – Scoring v. Grading
The LDC rubric…• provides feedback to students and teachers• helps students know expectations prior to
completing the task• lets students know their strengths and goals• helps teachers gauge the effectiveness of their
instructional choices
Scoring Rubric for Argumentation Template Tasks
Scoring Elements
Not Yet Approaches Expectations Meets Expectations Advanced
1 1.5 2 2.5 3 3.5 4
Focus Attempts to address prompt, but
lacks focus or is off-task.
Addresses prompt appropriately and establishes a position, but
focus is uneven.
Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing
position.
Addresses all aspects of prompt
appropriately with a consistently strong focus and convincing position.
Controlling Idea
Attempts to establish a claim, but lacks a clear purpose. (L2)
Makes no mention of counter claims.
Establishes a claim. (L2) Makes
note of counter claims.
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.
Reading/ Research
Attempts to reference reading materials to develop response,
but lacks connections or relevance to the purpose of the
prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor
lapses in accuracy or completeness.
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.
Development
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.
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.
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.
Organization Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate organizational structure for
development of reasoning and logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate organizational structure to address specific
requirements of the prompt. Structure reveals the reasoning and logic of the
argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances
development of the reasoning and logic of the argument.
Conventions
Attempts to demonstrate standard English conventions,
but lacks cohesion and control of grammar, usage, and mechanics.
Sources are used without citation.
Demonstrates an uneven command of standard English
conventions and cohesion. Uses language and tone with
some inaccurate, inappropriate, or uneven features. Inconsistently
cites sources.
Demonstrates a command of standard English conventions and cohesion, with
few errors. Response includes language and tone appropriate to the
audience, purpose, and specific requirements of the prompt. Cites
sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English
conventions and cohesion, with few errors. Response includes language and tone
consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using
appropriate format.
Content Understanding
Attempts to include disciplinary content in argument, but
understanding of content is weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows
basic or uneven understanding of content; minor errors in
explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient
explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough
explanations that demonstrate in-depth understanding.
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Text Complexity
• Quantitative Measures
• Qualitative Characteristics
• Considerations of Readers and Task24
Quantitative Dimensions
…refer to those aspects of text complexity, such as word
length or frequency, sentence length, and text cohesion,
that are difficult … for a human reader to evaluate
efficiently… and are thus today typically measured by
computer software
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Qualitative Characteristics
…refer to those aspects of text complexity best measured
or only measurable by an attentive human reader, such as
levels of meaning or purpose; structure; language
conventionality and clarity; and knowledge demands.
- Levels of Meaning (literary texts) or Purpose (informational texts)- Structure- Language Conventionality and Clarity- Knowledge Demands: Life Experiences (literary texts)- Knowledge Demands: Cultural/Literary Knowledge (literary texts)- Knowledge Demands: Content/Discipline Knowledge (informational texts)
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Matching Reader and Task…variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as
purpose and the complexity of the task assigned and the
questions posed) must also be considered… Such assessments
are best made by teachers employing their professional
judgment, experience, and knowledge of their students and
the subject.
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Qualitative Features of Text
How will this information inform our instruction?
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Text Complexity• Read page one of The Book Thief excerpt
• Lexile Level = 730L • 2nd-3rd Grade Recommended Lexile Levels = 420-820• 4th-5th Grade Recommended Lexile Levels = 740-1010
• What are the qualitative features noted?
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Example - The Book Thief
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Quantitative Analysis730 Lexile
Qualitative AnalysisMeaning - ComplexText Structure - ComplexLanguage Features – Complex Knowledge Demands – Somewhat Complex
The Book Thief
• The Book Thief would probably be most appropriate in middle school.
• Specifically 7th-8th grade• Less mature readers could definitely
read and understand pieces of, but a more sophisticated read does it more justice.
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Knowing the Complexity of the Texts…
… leads to more intentional decision making about
instruction!
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How does LDC look and sound?
• Teaching Task - highlighted daily• Gradual Release of Responsibility• Students empowered and held accountable as learners • Instruction and facilitation• High level of engagement• Daily oral and written discourse• Active reading• Academic writing • Formative Assessment • Academic Behaviors• Goal setting and reflection by students 33
What is special about the LDC strategy?
Aligns with Common Core Standards
Distributes responsibility for teaching reading and writing
Makes tasks central – teaching tasks and mini tasks
Connects reading and writing instruction with content
Fosters a formative teaching and learning system
Encourages creativity and local choice
Supports effective teaching 34
Take-Aways…
Reflecting on the conversations about LDC:• Create a Top 5 List• Give One – Get One 35
Work Session
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BETA CoreTools
• June 30th release date
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Browse Mini Tasks
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Questions and AnswersExit Slip
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Collegial Sharing of Best PracticesGive One – Get One
Quick Write – Instructional Strategy for: Preparing for the Task Developing Vocabulary Active Reading and Note-Taking Bridging Conversation from Reading to Writing Writing, Planning and Development Revision and Editing
Alignment between all components is critical!Creates an opportunity for a formative cycle! 43
