A framework to move from common core to classroom practice November 25-26, 2013 Kentucky Intro and Session B (Revisit LD

1. A framework to move from common core to classroom practice November 25-26, 2013 Kentucky Intro and Session B (Revisit LDC)

2. Overview of the Sessions

3. Norms • What are some working agreements you would request of all participants to make today as productive as possible?

4. Schedule for the Day • Welcome and Overview of Day (9:00 – 9:15) • Break Out Sessions (9:15 – 11:30) • Session A – New to LDC • Session B – Revisiting LDC • Lunch (11:30-12:45) • Instructional Strategies for Mini Tasks (12:45-1:00) • GIST Strategy (1:00 – 1:15) • R-GroupSpace – Module Creator - What’s New (1:15 – 1:45) • Work Session: Writing an LDC Module (1:45 – 3:00)

5. Outcomes for the Day • Understand how the LDC Framework is a strategy to bring the Common Core State Standards (CCSS) into classroom practice • Extend understanding of writing a strong teaching task • Deepen understanding of the formative teaching and learning system in Section 3: What Instruction • Identify instructional strategies to use for mini tasks in Reading, Writing and Bridging to Writing Clusters of Section 3: What Instruction

6. Instructional Shifts Required by the Common Core • Building knowledge through content-rich nonfiction and informational text • Practicing regularly with complex textand its academic vocabulary • Reading, writing, speaking and listening grounded in evidence from texts • Increasing rigor and relevance • Sharing responsibility of teaching reading and writing across content areas • Emphasizing 3 modes of academic writing

7. LDC Is Not Is an instructional strategy a framework • a program • a set of materials

8. Breakout Sessions 9:15 – 11:30 Session A – New to LDC Session B – Revisiting LDC

9. Revisiting LDC… A Deeper Dive Session B

10. Objectives for This Morning’s Session • Discuss what is new with LDC • Discuss balance in “Balanced Literacy” • Deepen an understanding of effective teaching tasks • Develop an understanding of Close Active Reading with Text Dependent Questioning • Discuss the role of writing in reading instruction

11. Overview of the LDC Framework

12. A Look at LDC in the Classroom Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI

13. What’s New with LDC?

14. Template Tasks • Upper Elementary • K-2 • Collection 2 • Educurious Science

15. Strong Teaching Tasks: • Are worthy of 2, 3 or 4 weeks of instruction • Ask students to grapple with important content to the discipline • Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level • Have students working in the most effective mode of discourse/text structure • Evolve from a rigorous text-dependent task directly related to the content being taught • Involve products written for an authentic audiences • Important Note: • Engage students in a balanced set of writing tasks over the course of the year

16. Teaching Task Considerations • Discipline specific • Mode of writing aligns with template • Mode of writing aligns with essential question • Keeping true to the words in the template • Argument having two sides • Begin with essential question or the template itself • Remain unbiased

17. Sample Task 1 Social Studies – Grade 9 Task 14 – 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). Are effects of colonialism in Africa still seen today? After reading informational texts, write an essay in which you describe current issues of AIDS, hunger, genocide in Africa. Support your discussion with evidence from the texts.

18. Sample Task 2Science – Kindergarten EC3 – Informational/Description After reading _____ (informational texts) on _________ (content), draw*/write a _________ (report or substitute) that describes __________ (content). Use what you know from _________ (text) to draw*write your response. Worms are amazing animals. After reading silly stories about worms, draw and write a labeled diagram that describes characteristics, homes, eating habits, and interesting facts about worms. Color your picture.

19. Sample Task 3ELA – Grade 7 2 – Argumentative/Analysis (Insert question.) After reading ______________ write ____________ that addresses the question and support your position with evidence from the texts. L2 Be sure to include competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Which is a more effective strategy for schools to adopt to positively impact a healthy lifestyle for adolescents: Increasing physical activity within the school day or decreasing unhealthy foods within the school day? After reading informational texts and multimedia resources, write an essay that addresses the question and support your position with evidence from the texts.

20. Looking at an LDC Module • What task? • What skills? • What instruction? • What results? Mother to Son

21. Brainstorming Session • What are some other rigorous, authentic products in addition to essays? • What could/should a narrative product look like in LDC?

22. Section 3: What InstructionIntentional Reading Instruction

23. Revisiting Gradual Release Of Responsibility

24. The teaching of reading is a complex, multilayered effort that requires the orchestration of a myriad of intentional instructional decisions and a variety of instructional techniques…. Organized around the gradual release of responsibility, a comprehensive literacy framework serves as a roadmap to assure teachers provide all students opportunities for the modeling, guided practice, and independent practice necessary to acquire the new and higher-level skills that will allow them to master grade-level text.   - Aspen 2012

25. Revisiting Gradual Release Of ResponsibilityClose Reading withText Dependent Questions

26. Reading closely is the ultimate goal of all reading instruction. Close Reading:

27. ‘Close Reading Lessons’ • Analysis of a short piece of complex text • Multiple readings • Multiple instructional lessons • Use of text-based questions and discussion • Allow for some productive struggling with text • Guidance to assist students in closely and actively reading, comprehending and appreciating the text

28. Additional Considerations • Close Reading should be a component of a comprehensive literacy framework. • Close Reading strategy should be implemented across content areas. • Close Reading lessons are intentionally employed. • Close Reading builds skills and motivation in the reader.

29. Text Complexity It is important that we have a solid understanding of text complexity and text dependent questions. • Quantitative Measures • Qualitative Characteristics • Considerations of Readers and Task

30. 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

31. 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)

32. 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.

33. Text Complexity and the CCSS • http://vimeo.com/27251914

34. Resources to Find Out More About Text Complexity • http://www.aspendrl.org/ • http://achievethecore.org • http://www.engageny.org • http://lexile.com/analyzer/

35. Close Reading of Text • Implementing the Common Core State Standards: A Primer on Close Reading of Text • By Sheila Brown and Lee Kappes

36. Professional Reading • Close Reading Defined • How is ‘Close Reading’ defined in this section? Define it now in your own words. • What is the goal of a teacher using Close Reading? • How is Close Reading considered to be a way of thinking? • What do you now know about the characteristics of a Close Reading lesson?

37. Close Reading – Demonstration Lesson • The Dinner Party • By Mona Gardner

38. Debrief the Lesson • What did you notice… • … the teacher do and say? • … the students would do and say?

39. Close Reading Lessons • Targeted standards are identified • Focus on short piece (or portion) of complex text • Individual reading of the text • Group reading aloud • Multiple reads for multiple purposes • Text-dependent questions • Discourse among students • Writing about the task

40. Planning • Read for overall meaning – independently • Read whole group • Paraphrase • Text dependent questions • Vocabulary • Culminating task

41. Alice’s Adventure in Wonderland • Read the excerpt

42. Targeting Standards • Close Reading lessons will target Reading standards 1 & 10 • Review reading standards 2-9 • Which could you be targeting in this lesson?

43. Paraphrasing • Which sections of this text would be most effective to paraphrase? • Why? • Select one section to paraphrase yourself.

44. Text-Dependent Questions - a strategy to support students in reading closely

45. Text-Dependent Questions • 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

46. Why Stay In the Text? • Departing from the text in classroom discussion privileges only those who already have experience with the topic. • It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. • The CCSS are College and Career Readiness Standards.

47. Text-Dependent Questions are Not… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

48. Text Dependent Questions… • Are questions that can only be answered with evidence from the text • Can be literal but can also involve analysis, synthesis, evaluation • Focus on word, sentence and paragraph as well as larger ideas, themes or events • Focus on difficult portions of text in order to enhance reading proficiency • Do not rely on students possessing background knowledge or experiences to answer

49. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

50. Creating Text-Dependent Questions • Identify the core understandings & key ideas of the text. • Determine reading standard(s) being targeted • Start small to build confidence. • Target vocabulary and text structure. • Tackle tough sections head-on. • Create coherent sequence of text-dependent questions.