1. A framework to move from common core to classroom practice 1 K. Thiebes

2. Why the Common Core - Data to Consider  High school graduation rate in the Unites States is now well behind that of countries such as Denmark (96%), Japan (93%), and Italy (79%)  40% of all students who enter college must take remedial courses (David Conley, Toward a More Comprehensive Conception of College Readiness, 3/08  65% of college professors report that what is taught in high school does not prepare students for college. Tony Wagner, The Global Achievement Gap  All students need new skills to thrive in a global knowledge economy. http://www.youtube.com/user/TheHuntInstitute http://www.achievethecore.org/ 2

3. Purposes of the Common Core Standards  To ensure that ALL students are: o receiving a high quality education consistently, from school to school and state to state. o college and career-ready. o ready and able to compete in the global economy. 3

4. 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 4

5. Instructional Shifts… A Closer Look 1.Increasing rigor and relevance High expectations for all students Career and college ready Applicable and significant

6. Instructional Shifts… A Closer Look 2.Reading, writing, speaking and listening grounded in evidence from texts “Read like detectives and write like reporters.” – analytically and close Currently, students are sometimes asked to respond to questions where reading the text is not necessary Citing supporting evidence is a must Underlying requirement of all standards

7. Instructional Shifts… A Closer Look 3. Sharing responsibility of teaching reading across content areas Literacy development is not only the ELA teacher’s responsibility

8. Instructional Shifts… A Closer Look 4. Building knowledge through content-rich nonfiction and informational text Informational text used more often in college and career, yet has been historically under-represented in classrooms By Grade 4 – 50% Literary + 50% nonfiction By Grade 8 – 45% Literary + 55% nonfiction By Grade 12 – 30% Literary + 70% nonfiction NF texts viewed as sources of knowledge

9. Instructional Shifts… A Closer Look 5. Practicing regularly with complex text and academic vocabulary Gap between high school and college level text (350L Lexile gap – Williamson) School experience should build a staircase of increased text complexity Teach students to persevere as readers and build stamina Currently – “Sometimes, leveled readers are keeping kids out of complex text.” – Need for balance! Academic language = vocab + syntax

10. Instructional Shifts… A Closer Look 6. Emphasizing 3 modes of academic writing Argumentation Informational / Explanatory Narrative

11. And so… The design team created an instructional framework: Literacy Design Collaborative Based on the Common Core Standards Supports and guides teachers in creating quality literacy-based curriculum While allowing decision making opportunities and encouraging creativity for teachers, schools, and states. 11

12. LDC Framework is a Strategy for Implementing the Instructional Shifts of the Common Core leading with a high level, rigorous and relevant task engaging students in active/close reading of complex text sharing one’s thinking through oral discourse recording and sharing one’s thinking in a written product ….across content areas 12 9/7/2015 copyright REACH Associates

13. Overview of the LDC Framework 13

14. Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel What Task? - What Task? - Section 1 The Core of the LDC Framework 14

15. The CCSS are Hard Wired into the Template Tasks 15 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. Task 14 Template: 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).

16. Template Task Collection The “Template Task Collection” is organized by… Writing Type: Argumentation, Informational/Explanatory, Narrative Text Structure: Definition, Description, Analysis, Problem-Solution, etc. Task Types: “After researching...” or “Insert Essential Question” 16

17. 17 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. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure Teaching Task 2: 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.

18. 18 Elementary Task 1: [Insert question] After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____ (text/s) to support your opinion. (Argumentation/Explain) Elementary Task 1 Science Example: Is pizza a nutritious food product? After reading the two provided articles, write a report in which you answer the question and explain your reasons from a health and science point of view. Give an example from the articles to support your opinion. Elementary Task 1 ELA Example: Would you recommend Charlotte’s Web to a friend? After reading this book, write a book review in which you answer the question and explain your reasons with reference to the author’s use of story- telling strategies. Give several examples from the book to support your opinion. LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure

19. What Skills? What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified. 19 Teaching Task 2: 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.

20. Preparing for the Task The Reading Process Transition to Writing Process 20 What Skills? What Skills? – Section 2 By deconstructing the teaching task the needed skills are identified and grouped into skill clusters.

21. 21 Skill Cluster 2: Reading Process (Grade 7) -Skills are from ELA and content specific grade level standards. -Definition (ability to….) creates instructional clarity. -Specific skills guide teacher in planning instruction.. Each skill cluster is broken into specific skills which help to guide teachers in planning instruction.

22. pacing skill prompt and product scoring guide instructional strategies 22 What Instruction? 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.

23. What Results? 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: o Focus o Controlling Idea o Reading/Research o Development o Organization o Conventions o Content Understanding 23.

24. 24 A Look at LDC in the Classroom Leading with a Task Skills and Instructional Strategies

25. What is special about the LDC strategy? Aligns with Common Core StandardsDistributes responsibility for teaching reading and writingMakes tasks centralConnects reading and writing instruction with contentFosters a responsive systemEncourages creativity and local choiceSupports effective teaching 25