Welcome to LDC!

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Welcome to LDC!

• Presented by Kelly Philbeck
• kelly.philbeck_at_education.ky.gov

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Meeting Materials are on www.kellyphilbeck.com
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Goals Outcomes

• Deepen an understanding of the instructional
  shifts, structure and demands of the Common Core
  State Standards
• Learn about using the LDC framework to design
  instruction to meet the expectations of the
  Common Core
• Use an LDC Template Task to create a Teaching
  Task to target grade level KCAS aligned skills
  and instruction
• Plan aligned/coherent mini tasks that provide
  formative teaching and learning opportunities
• Share high-leverage instructional strategies
• Discuss LDC scoring elements  and practices
• Discover supports for implementing LDC

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What is LDC?

• Well, if you Google it, did you mean

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What is LDC?

• If you Google it, its DEFINITELY NOT

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What is LDC?
LDC is NOT
a costly program.
a mandate.
a prescribed curriculum. not telling you what not telling you when not telling you how
LDC is
a set of template tasks aligned to CCSS.
a strategy to integrate reading, writing, language, speaking/listening, and content standards.
a text dependent strategy.
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How Can I Use LDC?
Program Review
05/30/13
LDC
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Writing Program Reviews CI

• 2b) Curriculum integrates the strands of literacy
  (reading, writing, speaking, listening, and
  language use) to apply communication skills to
  meaningful work across content areas.
• 2e) Curriculum provides opportunities for
  students to actively use knowledge as it is being
  learned through applying the skills of critical
  thinking, problem solving and creativity to
  content knowledge and collaborating and
  communicating locally and/or globally.

• 3b) Students research information to seek a new
  or deeper understanding based on inquiry around a
  topic and demonstrate new understanding through
  products that may be used by others for further
  understanding of the topic.

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Formative Summative Assessments

• 1b) Teachers consistently implement plan to
  monitor student progress in writing and
  communication skills consistent with grade-level
  writing standards, formative assessments, and
  respond to evidence through revised instruction.

• 1c) Teachers, peers, and others provide regular,
  specific feedback on students writing and
  communication products as part of a constructive
  feedback process that is subsequently applied by
  students to improve their communications and
  initiate student-directed learning.

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Instructional Shifts Required
by the Common Core

• 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

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05/30/13
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Brainstorming for Your Teaching Task
Topics/Units You Teach Topics/Units You Teach



05/30/13
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LDC
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LDC by the Numbers

• A Closer Look at Template Task Collection 2

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29 Template Tasks (6-12) 22 Template Tasks (K-1,
2-3, 4-5)
After Reading
05/30/13
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3 Modes of Writing9 Levels of Thinking (6-12) 3
Modes of Writing7 Levels (K-1) 8 Levels (2-3,
4-5)
05/30/13
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3 Modes of Writing 3 Rubrics
LDC Rubric for Argumentation Template Tasks
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7 Scoring Elements
LDC Rubric for Argumentation Template Tasks
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8 DemandsCognitive Challenges (6-12)7
DemandsCognitive Challenges (K-5)

• D1 Be sure to ______ (acknowledge refute)
  competing views. (Argumentation)
• D2 Give (an example of examples) 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/Explanat
  ory)
• 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/Explan
  atory or Narrative)
• D7 Use ________ (techniques) to convey multiple
  storylines. (Argumentation or Informational/Expla
  natory or Narrative)
• D8 Include ________ (e.g. bibliography,
  citations, references, endnotes). (Argumentation
  or Informational/Explanatory)

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LDC by the Numbers

• Template Tasks
• Modes of Writing
• Levels of Thinking/Text Structures
• Rubrics (Argumentation, Informational,
  Narrative)
• Scoring Elements
• Demands (to increase rigor)

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Teachers fillin-the-blank by choosing text -
writing product - content - text structure
LDC Template Task ? Teaching Task

• Original Task 2 Template (Argumentation/Analysis)
  Insert question After
• Reading ________ (literature or informational
  texts), write a/an ________
• (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.
• Teaching Task 2 (High School) 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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A Look Inside an LDC Classroom
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LDC in Action

• http//www.literacydesigncollaborative.org/about/v
  ideos/
• List key words/concepts/noticings about LDC as
  you view the Literacy Matters clip.

Task Reading Processes
Writing Processes Student Results
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CoreTools Log On

• www.ldc.org

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LDC A Coaching Process
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Break Time!
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(No Transcript)
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Narrowing Your Teaching Task

• Which topics
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
  and the use of informational text as called for
  in the CCSS? Address standards?
• Have students working in the most effective text
  structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?

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Module Brainstorming Guide

• Narrow your list of topics based on the
  guidelines for a strong teaching task.
• Which of your topics/units would work well with
  the LDC template tasks?
• Look through several task examples from task
  lists and CoreTools.
• Sample Modules (Mother to Son, Corduroy, etc.)

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Strong Teaching Tasks

• Review Characteristics of a Strong Teaching Task
• Work with table partners to troubleshoot the
  tasks provided using the Strong Teaching task
  criteria.
• Discussion

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Narrowing Your Teaching Task

• Which topics
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
  and the use of informational text as called for
  in the CCSS? Address standards?
• Have students working in the most effective text
  structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?

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Good to Goor Oh, No!

• http//www.youtube.com/watch?vQuPyXFSkUeEfeature
  player_embedded

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Narrowing Your Teaching Task

• Which topics
• Are worth 2-4 weeks of study? Timing?
• Ask students to grapple with an important issue?
• Provide opportunities to address text complexity
  and the use of informational text as called for
  in the CCSS? Address standards?
• Have students working in the most effective text
  structure?
• Evolve from rigorous text dependent questions?
• Provide for an authentic purpose/audience?

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Module Brainstorming Guide

• Select a topic from your list that you could use
  with an LDC template task.
• Write the topic on the front of your Module
  Brainstorming Guide.
• List the texts that you currently have that
  support your task.

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Stretch Your Ideas for Texts

• Short stories/novels
• Essays
• Speeches
• Poetry
• Maps
• Art works
• Timelines
• Data
• Video
• Political Texts (laws, policies, etc.)
• See Text Resources section on the Favorites tab
  of kellyphilbeck.com for more resources

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• Choosing the Texts (and multi-media)

• The text selection is critical!
• Look for the perfect balance
• reading level of students
• complexity of text (demands on skills and stamina
  of reader)
• background knowledge required for comprehension
• sufficiency of content for writing task
• Keep Gradual Release in mind
• -whole group
• -small group
• -independent
• Be sure text provides students with information
• needed to respond completely to the teaching
  task.

• If an argumentation task, be sure the quantity
  and content of texts arent biased.

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Targeted Standards

• A Closer Look at Mother to SonEle. Task 9
• What is the theme of Langston Hughes poem
  Mother to Son? After reading Mother to Son,
  write an essay for our class literary magazine in
  which you discuss how Langston Hughes use of
  metaphors contributes to an understanding of the
  theme of this poem. Give several examples from
  the poem to support your discussion.
• RL.5.2
• Determine a theme of a story, drama, or poem
  from details in the text, including how
  characters in a story or drama respond to
  challenges or how the speaker in a poem reflects
  upon a topic summarize the text.
• RL.5.4
• Determine the meaning of words and phrases as
  they are used in a text, including figurative
  language such as metaphors and similes

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Targeted Standards
KCAS
4.1
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Possible Products

• Essays
• Reports
• Speeches
• Research papers
• Journalistic products (feature articles)
• Editorials
• Formal Letters
• Memos

• Proposals
• Lab Reports
• Responses/Reactions
• Cost/Benefit Analyses
• Critical Reviews
• Interviews as articles
• Non-Fiction narratives accounting an event
• Manuals

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• Module Brainstorming Guide
• Mode of Writing?
• Level of Thinking?
• Researching or Reading?
• Select the appropriate Template Task
• Practice Writing a Teaching Task

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Teaching Task Checklist

• Get with a partner who has not seen your task.
• Select task to begin.
• Discuss task in terms of checklist criteria.
• Make any revisions to your teaching task.

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Lunch Time!
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Structure of a Module

• Module Description
• Written to colleagues
• Provides background and context for a fellow
  teacher
• Includes who, what, when, where, why, how
• Mother to Son Module Description excerpt
• This module has been written with the intent of
  implementation mid school year. This
  informational module has been designed with four
  purposes in mind
• 1. Deepen the students ability to analyze
  meanings of figurative language in poetry
• 2. Develop a better understanding of how an
  author develops a theme through word choice.
• 3. Allow students to demonstrate their learning
  through an informational essay.
• 4. Address ELA grade level specific standards.
• During this module, students will focus on
  RI.5.2,

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Student Background Section

• Written to the students
• Include who, what, when, where, why, how
• In this unit of study, you will closely read
  Langston Hughes poem, Mother to Son. You will
  focus on his use of figurative language and
  analyze how it
• contributes to your understanding of the
  poems theme. You will take notes

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CoreTools Section 1

• www.ldc.org

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(No Transcript)
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What Skills?

• A Closer Look at Mother to SonEle. Task 9
• What is the theme of Langston Hughes poem
  Mother to Son? After reading Mother to Son,
  write an essay for our class literary magazine in
  which you discuss how Langston Hughes use of
  metaphors contributes to an understanding of the
  theme of this poem. Give several examples from
  the poem to support your discussion.
• RL.5.2
• Determine a theme of a story, drama, or poem
  from details in the text, including how
  characters in a story or drama respond to
  challenges or how the speaker in a poem reflects
  upon a topic summarize the text.
• RL.5.4
• Determine the meaning of words and phrases as
  they are used in a text, including figurative
  language such as metaphors and similes

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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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Build a Quality Instructional Ladder

• Preparing for the Task
• Reading Processes
• Transition to Writing
• Writing Processes
• Formative Assessment Rungs
• SA, ER, ODW

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Give One-Get One

• Fill in the top row of the Give One Get One with
  your best instructional strategies.
• Number top three areas of need.
• Give One-Get One with other teachers in the room.
• Look at LDC Module samples to see other
  strategies/mini-tasks.
• Add to your list.

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CoreTools Section 2 3

• www.ldc.org

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New to LDC!

• Stand alone literacy Mini-Tasks
• Big Task Bank

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Questions?
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www.kellyphilbeck.com
,
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Structure of our Literacy Standards

• .

Strand
Anchor Standard
Grade Level Standard
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4 Strands

• Reading
• Literature - RL
• Informational - RI
• Foundations - RF
• Writing - W
• Speaking and Listening - SL
• Language - L

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Getting to Know the Anchor Standards
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Sections of an LDC Module

• .

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Goal Sample
Time Interval

• For the 2012-2013 school year, 100 of my
  students will make measurable progress in
  argumentative writing. Each student will improve
  by at least one performance level in
• three or more areas of the LDC argumentation
  rubric.
• Furthermore 80 of my students will score a 3 or
  better overall.

Specific growth need
Specific growth measure
Proficiency Measure
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LDC Argumentation Rubric
LDC Rubric for Argumentation Template Tasks