WHAT AM I GOING TO DO FOR LEARNING TEAMS 2?:LITERACY DESIGN COLLABORATIVEOctober 2012ELA Curriculum Council

INTRODUCTIONWhy are we here?

Introduce or reacquaint you with the Literacy Design Collaborative’s College Ready tools

Prepare you for the presentations you’ll make for your Learning Teams 2, Session 1

TABLE TALK: TALK WITH YOUR COLLEAGUES AT YOUR TABLE TO CHOOSE ONE ANSWER THAT ALL CAN AGREE ON.What movie title best describes the

highlight of your school year so far, and why?

The AvengersThe HelpMission ImpossibleExtremely Loud and Incredibly Close

TABLE TALK: TALK WITH YOUR COLLEAGUES AT YOUR TABLE TO CHOOSE ONE ANSWER THAT ALL CAN AGREE ON.

Which mode of transportation best describes the English teachers of our school and why?Pickup TruckMini VanSports CarLuxury Sedan

TEACHING TASK What combination of market and command

systems do you believe creates an ideal mixed economy? After reading informational and argumentative texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.Grade(s) Level: 10/11Discipline: Social StudiesCourse: Economics

WHAT ARE THE TOOLS IT OFFERS US?

The tools are flexible, allowing for teacher creativity and choice.

The tools are easy to understand. The lessons that are produced using these

tools can be used by one team or can be used for a project across a team.

The tools are closely tied to the Common Core.

ANALYSIS OF TEACHING TASK 1.What skills are students to know and be able

to do before attempting the task and during the task?

2. Do you know whether or not students know and are able to do each identified skill?

For each skill identified yes, what practice will be given and evidence collected from students to ensure that they know and are able to do ______?

For each skill identified no, what is the best way to teach the skill necessary to complete the task?

WHAT ARE COLLEGE READY TOOLS? (CRT)

Template Tasks = Fill-in-the-blank “shells” that are derived from Content StandardsArgumentationInformation or ExplanatoryNarrative

WHAT ARE COLLEGE READY TOOLS? (CRT)

Template Tasks = Fill-in-the-blank “shells” that are derived from Content Standards Argumentation Information or Explanatory Narrative

When personalized for an assignment, they become teaching tasks Teachers fill in a template task with

the texts to be read, writing to be produced and the content to be addressed

EXAMPLE:ARGUMENTATIVE TEACHING TASK 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.

What task did they use?

What do you think about using this for

your students?

WHAT ARE COLLEGE READY TOOLS? (CRT)

Template Tasks = Fill-in-the-blank “shells” that are derived from Content Standards

When personalized for an assignment, they become Teaching tasks

Teaching Tasks are tools used to demonstrate mastery of the standardsCommon Core Standards

Built in Standards for Reading Built in Standards for Writing Built in Common Core Standards for Literacy in Social

Studies, Science and Language Arts

THE NON-NEGOTIABLES OF CRT TOOLS TEMPLATE TASK—AS IS

when filled in this becomes the TEACHING TASK—AS IS

IDENTIFICATION OF STANDARDS (Teacher choice)

READING TEXTS (Teacher choice)

BACKGROUND INFORMATION (For teacher to discern/supply)

RUBRIC—AS IS

EACH GENRE HAS ITS OWN TEMPLATES AND RUBRIC

DIFFERENTIATION EXAMPLE: ARGUMENTATIVE TEMPLATE TASKS

Non-Negotiable[Insert essential question] After reading (different levels of text) (literature or informational texts), write a _______ (essay or substitute) that addresses the question and support your position with evidence from the text(s).

Optional Differentiation L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

DIFFERENTIATION AND TEACHER CHOICE

•Choices of substantive content•Choices of reading texts•Choices of questions and content students

will address in their writing•Differentiation for learners: L2 and L3

options

LDC TASK DEVELOPMENT BASICS

PRACTICE CREATING ARGUMENTATIVE TEACHING TASKS

[Insert essential question] After reading ______ (literature or informational texts), write a _______ (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.

GLENETTA’S PRACTICEARGUMENTATIVE TEACHING TASKSHow do the characters in The Crucible exemplify our school’s core values? After reading The Crucible, write an essay 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.

EVALUATE YOUR PRACTICE TEACHING TASKS Swap Teaching Tasks with someone at

your table.

Use the LDC Teaching Task Scoring Guide to score a teaching task (not your own)LDC “Good to Go” Scoring Rubric

Is it “GOOD TO GO”?

MODULES--a series of teaching tasks becomes a module

SAMPLE MODULE: COMPARING ECONOMIC SYSTEMS

MODULE TEMPLATE COMPONENTS

THE MODULES Start

documentation early

This gives you time for mid-course corrections

Meant to be written to share with colleagues for feedback

D o c

u me

n t

D o cu m en t

D o cu m en t

D o cu m en t

SECTION 1: WHAT TASK?What template task will be used to drive my instruction? Background knowledge students have Standards

What standards or cluster of standards am I teaching towards?

Product What completed tasks (content, information

sources and product) will students do?

SECTION 2: WHAT SKILLS?

Identifying the skills necessary for success on the teaching task.

Specific skills – the essential skills needed (skills defined using: “Student is able to…..”)

Skills clusters- grouping similar skills so that they can be taught together

Preparing for Task

Reading Process

Transition to Writing

Writing Process

SECTION 3: WHAT INSTRUCTION?

Preparing for Task

Plan Task Engagement

Task Analysis

SECTION 3: WHAT INSTRUCTION?

Preparing for Task

Reading Process

Task EngagementTask Analysis

Text Selection

Active Reading

Is it a challenging text that will help us teach the task?

What preparation

do our students need to

tackle the text?

SECTION 3: WHAT INSTRUCTION?

Preparing for Task

Reading Process

Transition to Writing

Task EngagementTask Analysis

Text SelectionActive Reading Bridging

Linking readings to writing task

This is difficult for your colleagues to do.

SECTION 3: WHAT INSTRUCTION?

Preparing for Task Reading

ProcessTransition to

Writing

Writing Process

Task Engagement

Task Analysis

Text Selection

Active Reading

BridgingLinking readings to writing task

Controlling Idea, PlanningDevelopment, Revision, Editing, & Completion

SECTION 3: WHAT INSTRUCTION?

Preparing for Task

Reading Process Transition to

WritingWriting Process

Task EngagementTask Analysis

Text SelectionActive Reading Bridging

Linking readings to writing task

Controlling Idea, PlanningDevelopment, Revision, Editing, & Completion

SKILLS AND INSTRUCTIONAL LADDERS

Pacing Skill and Definition

Mini-Task Instructional Strategies

Product and Prompt

Scoring

Preparing for the TaskDay ___Day___

Reading ProcessDay___Day___

Transition to WritingDay___Day___

Writing ProcessDay___Day___

YOUR TURN: COMPLETE INSTRUCTIONAL LADDER

What Skills? Skills and definition Prompt Product

What Instruction? Scoring Instructional Strategies

GLOSSARY:

Template Template Task

Literacy Design Collaborative: The people who made

this framework.

Lesson/Unit/Project:

Framework: The tool the LDC

designed to help write lesson plans

WEBSITES THAT HELP: https://www.teachingchannel.org/videos/using-so

cratic-seminars-in-classroom

http://www.literacydesigncollaborative.org/ http://www.readworks.com http://www.literacydesigncollaborative.org/resour

ces/sample-modules/

http://www.literacydesigncollaborative.org/resources/module-development-tools/

For a copy of all of the materials we’ve used today: https://sites.google.com/site/krausenewteachers/

HOW AM I EVER GOING TO GET A HOLD OF GLENETTA?

krauseg@cps-k12.org or mrs.krauseg.hughes@gmail.com

http://englishteacherinthestemschool.wordpress.com

http://pinterest.com/msblair/for-the-classroom/

http://www.delicious.com/krauseg/englishdept http://www.delicious.com/krauseg/english http://www.delicious.com/krauseg/edtech