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Summer Leadership InstituteAuthentic Writing

Common Core Template Tasks

Claudia Rowe/Rose SedelyAugust 9, 2012

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Common Board ConfigurationDate: August 9, 2012

Benchmark: Domain 1: Elements 1, 2, 3, 6, 7, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22, Domain 2: Elements 42 , 43, 44, 45, Domain 3: Element 51 and 52Domain 4: Element 55

Bell Ringer: Think about and discuss, with your shoulder partner, What writing in the Science classroom looks like .

Essential Question: What components are necessary to have authentic writing in content area classrooms?

Vocabulary: template task, module, common core, complex test, argumentation, informational, narrative, rubric, LDC

Objective: The participants will review the 4 sections of the LDC module and the implementation for the classroom.

Agenda: a. 21st Century Skillsb. Highly Effective Indicatorsc. Writing in the Content areas using

LDCd. Practice a task templatee. Reflect on the process

Summarizing Activity:a. Reflection slideb. Participation Scale and Reflection

Homework: Reflect on this session on how there can be an increase in writing across the content areas..

Learning Goal: The participates will be able to understand the use for the LDC for increasing writing in the content areas.

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Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

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21st Century Skills Tony Wagner, The Global Achievement Gap

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1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

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High Effect Size Indicators

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“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”

-Florida Department of Education, 2012

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Learning Goal with Scales

Tracking Student Progress

Established Content Standards

Multi-tiered System of Supports

Clear Goals Text Complexity ESOL Students

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School LeadershipHigh Effect Indicators

Classroom TeacherHigh Effect Indicators

Feedback PracticesFacilitating Professional

LearningClear Goals and

Expectations Instructional ResourcesHigh Effect Size Strategies Instructional InitiativesMonitoring Text

Complexity Interventions Instructional AdaptationsESOL Strategies

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Why Writing in a Content Area

“Writing allows students to organize their thoughts and provides a means by which

students can form and extend their thinking, thus deepening

their understanding”

Vicki JacobsHarvard Graduate School of Education

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The LITERACY DESIGN COLLABORATIVE is a new way of thinking about and preparing all students to have the literacy skills they need to be college/career ready. It is not a program. It is not a random selection of curriculum ideas. It is a literacy framework that connects common core standards with secondary ELA, social studies and science classrooms.

LITERACY DESIGN COLLABORATION

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A Systematic Approach Modules written by the Literacy Design

Collaborative (LDC) are designed to support core-content teachers in implementing the Common Core Standards. A standard format provides clarity and support for teachers as well as the flexibility to be creative. Each module focuses on a specific teaching task and includes the skills students need to be successful, a set of mini-tasks to guide instruction, and a scoring guide or rubric to help assess the students’ rate of success.

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The LDC FrameworkCommon standards, local choices!

Courses

Modules

Tasks

• New courses• Existing courses

• Task• Skills• Instruction• Results

• Prompt• Rubric• Scoring exemplars

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Writing Structures

July 2012Florida Academic Literacy Network

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Module Section 1: What Task?What task sets clear, measurable goals for learning?

Guidebook pp. 67-70 Teachers select task template Common Core Standards are “hard-

wired” Teachers add state/local content

standards Teachers “plug and play” to build the

teaching taskTask 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write 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.

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Reminder

It does not matter whether the evaluator agrees with the claim. What matters is whether the position is appropriately supported by the reading materials that were investigated. That is why finding credible sources must be part of the instruction.

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PRACTICE Template Task 11After researching _____ (informational texts) on _____ (content), write a(n) _____ (report or substitute) that defines _____ (term or concept) and explains _____ (content). Support your discussion with evidence from your research. L2 What _____ (conclusions or implications) can you draw?

(Informational or Explanatory/Definition)

Practice

Topic: Monsters

Template Task 11

With a partner, write a Teaching Task from Template Task 11 on the topic monsters.

Share your Teaching Task and talk through what’s easy, what’s challenging, and what skills will be needed.

Revise as needed

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Monsters

After researching informational and fictional texts on real and fictional monsters, write a three to five page paper that defines what a monster is and explains the point at which wickedness crosses the line into “monsterness.” Support your discussion with evidence from your research. L2 What conclusions about human behavior can you draw?

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Module Section 2: What Skills?What skills are needed for success? Guidebook p. 71

Identify skills Define skills Organize by

clustersSKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR THE TASK

1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric.

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Module Section 3: What Instruction?How will students be taught to succeed on the teaching task? What work will they do?

Establish the instructional plan – or instructional ladder – to teach students the skills necessary to succeed on the task

Include mini-tasks, scoring, and instructional strategiesGuidebook pp. 72 – 76. How are the Skills Clustered?

Mini-Task on controlling idea, as part of argumentation teaching task

Prompt:

Write a draft claim in one to three sentences. (This claim can be modified as you develop your ideas.)

Product:

Draft claim, 1-3 sentences

Scoring Guide:

“Yes” – Writes a credible claim based on task and unit.

“No” – Fails to writes a credible claim based on task and unit.

Skills Cluster 4: Writing ProcessSkill: Initiation of Task

Skill defined: Ability to establish a controlling idea and consolidate information relevant to task

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Module Section 4: What Results?

How good is good enough?

Emerging examples with your help– and help from Stanford University, Measured Progress and many others!

Examine student work Create classroom

assessments by using the teaching task

Connect assessment to common rubric used for teaching task

Identify exemplars

Basic Task Design ProcessGuidebook p. 31

TextsLiterature: novels, stories, poems, playsInformational texts: Newspaper articles,

journal articles, primary source documents

Opinion pieces: editorials, speeches, essays

Reference works: encyclopedias, almanacs, manuals, how-to books

Electronic text: EBSCO and the likeOthers?

Student ProductsEssaysReviewsArticlesEditorialsSpeeches Lab reportsManualsScriptsOthers?

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Template Tasks

All LDC tasks require students to: Read, analyze, and comprehend texts

as specified by the common core

Write products as specified by the common core (focusing on argumentation, informational/explanatory, and narrative)

Apply common core literacy standards to content (ELA, social studies, and/or science)

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REFLECTION QUESTIONS?Will this project help to infuse Common Core into content

area classes?

Will the modules meet the requirements of the state NGSSS for social studies and science?

Can this project help the teachers to teach out Common Core Literacy Standards?

Will the module process help have a more in-depth knowledge of the Common Core Literacy for their content areas?

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Participant Scale and Reflection(Please complete and turn in)

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0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways