Welcome! While You Are Waiting:

1. Welcome!While You Are Waiting: Enjoy breakfast Make sticky-note tabs for appendices a, b, c, & d (pgs. 47, 49, 51, 55) in your LDC binder. Sign up for a 2010-11 binder (if you were not with the network last year).

2. Observe cell phone & computer etiquette If you’re leaving early or going to be absent, please notify me and your building/district administrator in advance. Active Participation– before, during & after the meeting

3. Leadership • “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” Ken Kesey • http://www.youtube.com/watch?v=fW8amMCVAJQ

4. LDC Introduction to Construction Targets • I can articulate the goals and purpose of the content leadership networks. • I can explain the structure and goals of the Literacy Design Collaborative (LDC) and its relationship to implementing the KCAS. • I can create an LDC teaching task for argumentation that integrates the ELA strands. • I can articulate the difference between persuasion, opinion, and argument. • I can set personal goals and make an action plan to advance the vision of 21st century learning.

5. Your Purpose in Our Network What it is: What it is not: Fan in the recliner A sprinter An Olympic trial • Player on the team • A relay team • A workout session at thegym

6. Focus of Kentucky’s Plan Leadership Networks Kentucky Core Academic Standards Characteristics of Highly Effective Teaching and Learning Balanced Assessment/Assessment Literacy

7. Looking Back • Vertical and Horizontal Progression of the ELA common core standards • Assessment of/for Learning: CASL & Formative Assessment • Deconstruction of Standards • Student Friendly Targets • Building Leadership Skills: Break Out Sessions • Becoming Critical Consumers of Text • Content Gap Analysis • Planning and Pacing Guides

8. What’s Ahead for Year 2? • Plan rigorous and congruent learning experiences for instruction • Select evidence-based strategies and resources to enhance instruction and support CHETL • Design high-quality formative and summative assessments and utilize resulting data effectively to improve teaching and learning • Work collaboratively within and across networks to populate CIITS • Participate in grade level appropriate book studies that will further an in-depth study of current and best practices in literacy

9. LDC: Teaching Task Design I used to think the Networks were…….Now I know they are…….

10. I used to think we were… lost sheep.

11. Now I know we are…. shepherds.

12. LDC: Teaching Task Design

13. LDC: Teaching Task Design CHETL

14. Break Time

15. State Strategy

16. What is theLiteracy Design Collaborative(LDC) A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning. Just as CASL was the touchstone text for Assessment Literacy, so is LDC the touchstone for Highly Effective Teaching and Learning.

17. Scaling LDC/MDC Work-Partnership Pilot Districts Leadership Networks

18. Literacy & Math Design Collaborative Pilot Districts Kentucky Writing Project -- Literacy Design Collaborative (LDC) -- (Math) Formative Assessment Lessons (FAL) -- LDC and FAL

19. Kentucky is the first state to implement the LDC at the elementary level.

20. LDC Introduction to Construction Common Core State Standards Now Shared by Most States * LDC States Colorado Georgia Kentucky Louisiana corestandards.org, July 29, 2011

21. LDC Introduction to Construction The Common Core State Standards are a blueprint. • They set clear goals. • They define literacy in content areas. • They offer great opportunity for sharing.

22. LDC Introduction to Construction But We Need to Move … From blueprint to action!

23. LDC Introduction to Construction Where are We Starting from? If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?”

24. LDC Introduction to Construction Where are We Starting from? Too often, the answer is …

25. LDC Introduction to Construction LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone.

26. LDC Introduction to Construction LDC: The Main Idea A systematic framework for developing reading, writing, and thinking skills within each discipline, with: • Science work focused on skills students need to succeed in science • History work focused on skills students need in history • Work in many other classes focused on skills essential to those subjects

27. Intro to the LDC Materials What’s in your binder/packet? Read the overview on page 2 in the LDC Guide for Teachers. Make note of your wonderings on a sticky note.

28. LDC Introduction to Construction Student Assignments Engaging and demanding learning through: • Teaching tasks with prompts and scoring rubrics • Instructional modules, supporting the tasks with plans for needed skills, effective instructions, and sample student work

29. LDC Introduction to Construction Teacher Tools Tools to implement that approach: • Templates educators can fill in to create the tasks and teaching plans • Modelseducators can consider and revise • Sample work from other teachers and their students to use as models for new designs

30. TEMPLATE TASKS LDC Framework Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

31. LDC is Not . . . a unit. The LDC framework fits with a unit. for every unit. Just those that make sense.

32. LDC Introduction to Construction Tools … “Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.”LDC design team, The LDC Guidebook for Teachers

33. Our LDC Project Ready, Set, Go!

34. LDC Introduction to Construction Come Build with Us • Teaching tasks • Instructional ladders (plans for the teaching) • Sample student work • Modules that share your designs with other educators (A module = a task + an instructional ladder + sample work + other information you add to explain how you did the teaching)

35. LDC Introduction to Construction Expectation • ELA teacher leaders will be teaching and implementing 2 modules in a classroom • They will be learners of LDC not trainers of a whole department, grade level, school, or district in how to use the templates

36. Tasks

37. TEMPLATE TASKS LDC Framework Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate*

38. LDC Introduction to Construction Why Tasks? “What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education

39. LDC Introduction to Construction Template Tasks LDC template tasks are “shells” of assignments that ask students to read, write, and think about important academic content in science, social studies, English, or another subject. Teachers fill in those shells, deciding the texts students will read, the writing students will produce, and the content students will engage.

40. LDC Introduction to Construction Template Tasks Template tasks come with rubricsfor scoring students’ work and specifications of the Common Core State Standards the resulting tasks will address. Some template tasks provide optional additionsto the basic assignment, allowing teachers an additional way to vary the level of work students will create. (L2, L3)

41. LDC Introduction to Construction Template Task 2 [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). L2Be sure to acknowledge competing views.L3 Give examples from past or current events or issues to illustrate and clarify your position. LDC design team, Template Task Bank

42. LDC Introduction to Construction FromTemplates Task toTeaching Task Teachers fill in the template task to create a teaching task, meaning a major student assignment to be completed over two to four weeks. The content can be science, history, language arts, or another subject.

43. LDC Introduction to Construction Teaching Tasks Teachers fill in the prompt, including: • The content of the task • Texts to read • Text students will write, including suggestion of or choice of audience • Whether to use the Level 2 and Level 3 options to make the task more demanding

44. LDC Introduction to Construction Teaching Tasks Teachers also decide on: • What background information about the teaching task should be shared with students • Which state or local standards the teaching task will address • Whether and how to use an extension activity with the teaching task

45. Let it sink in. • Read over page 4 of the LDC Guide for Teachers. • Talk at your table to share your understanding of LDC and template tasks.

46. LDC Introduction to Construction Some Sample Tasks - Page 5 To see how this works, consider examples of: • Template Task 2 • Filled in three different ways by three different teachers • Content added by those teachers is underlined • Notice how the teachers added their state content area standards

47. LDC Introduction to Construction Take a Look With a partner . . . • Look over the sample tasks together. • on your handout, list some plusses that make sense to you and some puzzles you want to know more about. • Share with the others at your table

48. LDC Introduction to Construction Template Task Collection 1 In the LDC Guide for Teachers, Appendix C (Page 51) shows the tasks: • The main sections are argumentation, information/explanation, and narrative (matching Common Core’s three kinds of writing) • The template tasks start either with an essential question or with “after researching) • They include templates for definition, description, procedural-sequential writing, synthesis, analysis, comparison, evaluation, problem-solution, and cause-effect

49. Skills for the Teaching Task

50. TEMPLATE TASKS LDC Framework Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill