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ELA Teacher Leadership Network October 26, 2011 1

ELA Teacher Leadership Network October 26, 2011 1

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ELA Teacher Leadership Network

October 26, 2011

1

Welcome!While You Are Waiting:

Enjoy breakfast Pick up your 2010-11 binder (if you were

not with the network last year). New participants, sign up so we can get

you added to Blackboard. Write your name (first and last)on a

green slip of paper, fold in half & place in the basket up front.

We will have door prizes at the end of the day. YOU MUST BE PRESENT TO WIN!!

Norms

Be present and be engaged in the work. Observe cell phone and computer etiquette.Consider everyone as equal partners.Seek first to understand, then to be understood.Use time efficiently.Provide quality over quantity.Maintain high expectations.Keep an open mind.Create an environment for learning.

“The task of a leader is to get people from where they are to where they have never been.”

Henry Kessinger

College and Career

Readiness

Leadership

Assessment Literacy

Kentucky’s Core Academic Standards

Characteristics of Highly Effective

Teaching and Learning

CONNECTIONSCONNECTIONS

• I can articulate the goals and purpose of the content leadership networks.

• I can evaluate my teaching task and revise it using established criteria.

• I can deepen my understanding of CHETL through productive discussion and reflection on professional text.

• I can explain how instructional activities can be used formatively.

• I can design and sequence mini lessons congruent to my TASK, that reflect CHETL.

• I can be a critical consumer of texts and resources.• I can set personal goals and make an action plan to

advance the vision of 21st century learning.5

Targets

Our Leadership Network Guiding Thought for 2011-2012

• “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=eyzvcEVA-Is

“Taking time to reflect is one of the surest ways to consolidate learning and continue to grow.”

Jeff Cobb

Vision• What do I believe about how students learn? How has this influenced

my instructional goals?Strengths• How am I utilizing my strengths to achieve my goals?Challenges• What actions have I taken to overcome obstacles to achieving my

goals?Instructional Strategies• What is working for me? How do I know?• What will I do the same? Differently?KCAS, Balanced Assessment, CHETL & Leadership• To which pillar(s) do my goals connect?

Template Task 2Argumentation

Review & Refinement

10

Template Task 2: Argumentation

Shells are built off the Common Core

Students engaged more rapidly when invited to argue

Using them assists teachers in developing high-quality student assignments that develop reading and writing skills In context of core classes: science, history, elective offering

L2 and L3 offer difficulty ranges

LDC: First Instructional Ladder

LDC: First Instructional Ladder 11

CCR Writing Standard #1

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. – Noticeable change at 6th grade– From opinion to argument– Use evidence from text to support argument

• Progression of argumentation through the grades

LDC: First Instructional Ladder 12

Anatomy of a Task

• TASK 2: Argumentation– Essential Question– Text– Type of writing (essay, report, speech, blog, etc.)

• Supported by evidence

– L2: Be sure to acknowledge competing views– L3: Give examples from past/current events or issues to illustrate

and clarify your position

LDC: First Instructional Ladder 13

Sample Task 2: Background Info

• Students will understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays and gamma rays result when a charged object is accelerated.

• This information gives students a context as they begin thinking about the upcoming task.

14

Sample Task: Essential Question

Do cell phones have the potential to impact our health in a negative way?

The essential question focuses students on the argument

LDC: First Instructional Ladder

LDC: First Instructional Ladder 15

Sample Task: The Task

After reading the articles from Scientific American and Time as well as viewing the chart from Prevention, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views and give examples from past or current events or issues to illustrate and clarify your position.

Both L2 and L3 included

LDC: First Instructional Ladder 16

What Makes a Good Task?

1. Choose Your Template Task2. Choose Your Topic3. Choose Text Students Will Read4. Choose Text Students Will Write5. Combine To Create Your Teaching Task

LDC: Teaching Task Design 17

Task Diagnosis

Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue-Collar Roots, White-Collar Dreams, write an essay that explains how a character succeeded or failed in efforts to move to a higher social class. What conclusions or implications can you draw? Cite at least two sources, pointing out key elements from each source.

English III

LDC: Teaching Task Design 18

Task Diagnosis

After researching your textbook chapters on human anatomy, write an article for students your age that compares two major body systems and argues which one is the most exciting. Be sure to support your position with evidence from the texts.

Grade 8 Life Sciences

LDC: First Instructional Ladder 19

Task Diagnosis

• Task doesn’t follow the template• Task isn’t worth that much instructional time• The topic is too narrow• Question is not rigorous/relevant • The question asks for personal reflection instead

of engagement with academic content• Makes weak use of the material students are to

read; doesn’t demand a close reading• Text isn’t adequate to support an argument• Text is too simplistic

LDC: Teaching Task Design 20

Task Diagnosis

After researching Romeo and Juliet and Westside Story, write a report that defines “star-crossed lovers.” Support your discussion with evidence from your research. If you had friends who were in love and whose families disapproved, what advice would you give them?

Grade 9 English

LDC: Teaching Task Design 21

Task Diagnosis

Where have all the flowers gone? After reading selected anti-war poems and song lyrics, write an essay that addresses the question and support your position with evidence from the texts.

Grade 9 Government and Civics

I can evaluate my teaching task and revise it using established criteria.

College and Career

Readiness

CONNECTIONSCONNECTIONS

Break Time

When you return from break, please sit at a table designated for your Book Study choice.

New Book

Questions for Book Study Groups

1. What did I use from my book?2. How did I use it?3. What impact did it have on student

learning?4. What is the connection to CHETL,

Assessment Literacy, Leadership, or KCAS?5. What would I do differently next time?6. What ideas, from table-mates, can I take

back and try?

Feedback 101

Positive feedback is that which DOES let students know how they can get better.

Negative feedback is that which does not let students know how they can get better.

Feedback “how-to”

• Stick with – How well the task is going– the process the student is using to complete the

task– and how well the student is managing his/her

own behavior, or self-regulation

• Comments about the student (usually delivered as praise) typically do NOT enhance learning and achievement

• Feedback is only effective when students understand what quality work looks like; essential criteria

Is your feedback this clear?

• Specific feedback

Or does your feedback look more like this?

• Simon Cowls best insults.avi

Which feedback will enhance instruction?

• • • You are so smart!• What happened?• Fix!

• Your opinion is clearly stated

• Use specific facts to support your opinion

• I see that while you were revising you noticed you needed to gather more information.

I can deepen my understanding of CHETL through productive discussion and reflection on

professional text.I can describe qualities of good feedback.

Unbridled Learning

CONNECTIONSCONNECTIONS

Working Lunch

• Please sit with your district teams for lunch. • Please discuss/reflect upon your personal

action plan with your district team.

11:00 EST districts11:15 CST districts

After lunch, please return to your elementary, middle,

and high school tables.

And now a testimonial…

34

Designing the instructional

ladder

LDC Framework

& other Common Core Standards when appropriate*

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill

or or

36

Building on Your Task 2

LDC: First Instructional Ladder

37

A teaching task built from a template taskBackground for studentsInformation on reading textsState/local standards for taskCommon Core State Standards from template taskScoring rubric from template task

What Task?

LDC: First Instructional Ladder

38

Lists the skills students need to succeed on the teaching task (backward mapping)

Defines those skills as “the ability to …”Clusters those skills in an order that makes

sense for teaching

What Skills?

LDC: First Instructional Ladder

39

A mini-task to build each skill (prompt for student work, product for students to create, scoring guide)

Instructional strategies for mini-tasks

What Instruction?

LDC: First Instructional Ladder

40

Sample student responses to your teaching task (Pieces that you will develop and collect as you teach the task )

LDC: First Instructional Ladder

What Work?

41

LDC tools provide ONE WAY to complete the “What Skills?” and “What Instruction?” sections

It’s a starting point for teachers to use, change, or replace elements to fit their teaching tasks

A Sample Ladder in the LDC Guidebook & other samples

LDC: First Instructional Ladder

42

Use the sample skillsUse most mini-tasks “as is” (modifying mainly

to refer to specific resources students will use)Work mainly on modifying instructional

strategies to work smoothly for your teaching task and your students

LDC: First Instructional Ladder

Keep it Simple! You Can . . .

43

We will look closely at the LDC toolsfor planning instruction.

Then, with your crew, you’ll spend a little time planning your instruction, studying and revising each section of the sample instructional ladder to work well with your first teaching task.

Today’s Project

LDC: First Instructional Ladder

44

your teaching task.pages 60-63 of Appendix D from the LDC

Guide.a computer or paper version of the

module template.deconstructed standard sets.

You’ll need . . .

LDC: First Instructional Ladder

LDC: First Instructional Ladder 45

Skills are organized in clusters that make sense for teaching your task.

Cluster 1: Preparing for the Task

Cluster 2: Reading Process

Cluster 3: Transition to Writing

Cluster 4: Writing Process

Preparing for the Task

A Close Look atSkills Cluster 1

47

Imagine Johnny as a fairly cooperative student in your class and as not weakest or strongest academically but right in the middle of your range of students.

With a partner, discuss the answers to the questions on your handout. Refer to page 60.

Be ready to share at your table.

LDC: First Instructional Ladder

To think concretely about the elements of Skills Cluster 1:

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For the first mini-task, what are you asking Johnny to do? Part of the time he will be listening to you, but what else will he do as an active learner?

What can Johnny find out by doing the first mini-task?

What can he find out from the second mini-task? How can that learning help him do better work?What can you find out from Johnny’s work on the

mini-tasks?How can you use what you learn?

What Did You Notice?

LDC: First Instructional Ladder

49

“In a classroom that uses assessment to support learning, the divide between instruction and assessment blurs. Everything students do—such as conversing in groups, completing seatwork, answering and asking questions, working on projects, handing in homework assignments, even sitting silently and looking confused—is a potential source of information about how much they understand.”

Leahy, Lyon, Thompson and Wiliam, “Classroom Assessment: Minute by Minute, Day by Day” (ascd.org)

LDC: First Instructional Ladder

The Ladder Supports a Powerful Learning Cycle

50

“People tend to be much more specific about what they expect by way of student performance than they are about what in classrooms would lead to the performance they desire…. We think you cannot change learning and performance at scale without creating a strong, visible, transparent common culture of instructional practice.”

City, Elmore, Fiarman, and Teitel,Instructional Rounds in Education

The Ladder Makes Practice Visible

LDC: First Instructional Ladder

51

With your crew,Think through teaching the skills and mini-

tasks of Skills Cluster 1Decide on instructional strategiesFeel free to use strategies from the sample

ladder, revise those strategies, or use others that make sense for you

Enter your choices in your ladder template

Building Instruction for Your Template Task

LDC: First Instructional Ladder

Reading ProcessTransition to Writing

Writing Process

A Close Look atSkills Clusters 2, 3,

and 4

53

Skills Cluster 2 provides a reading process for students to tackle your selected reading texts.

Skills Cluster 3 offers a transition step where students connect what they learned in reading to what they’ll do in writing.

Skills Cluster 4 is a classic writing process, with the further note that the emphasis belongs on the quality of thought students put into their pieces.

Skills Clusters 2, 3, and 4

LDC: First Instructional Ladder

54

At your table, divide and assign the standards on the handout.

Individually, read through Skill Clusters 2, 3, and 4 of the sample ladder (p. 60 – 63), looking for steps that build skill for each of your assigned standards.

Make notes. Be ready to share with your table.

Explore the LDC Skill Clusters

LDC: First Instructional Ladder

55

Think through the skills and mini-tasks of Skills Cluster 2.

Decide on instructional strategiesConsider making small revisions to the mini-

tasks to make them fit more closely with your teaching task and instructional strategies

Be sure your mini-tasks support each of the Argumentation Reading Standards/Targets

LDC: First Instructional Ladder

Back to Building Your Instruction: Cluster 2 – Reading Process

56

Work through the skills and mini-tasks of Skills Clusters 3 and 4

Decide on instructional strategiesConsider small revisions to the mini-tasks to

make them fit your teaching task and instructional strategies

Be sure your mini-tasks support each of the Argumentation Writing Standards/Targets

Build Up Your Version: Skills Clusters 3 and 4

LDC: First Instructional Ladder

LDC: First Instructional Ladder 57

Share

• Notice the color dot on your name badge.• Find someone not at your table who has the

same color dot.• Talk about – How you will use what you

learned to support the teaching task you designed.

I can explain how instructional activities can be used formatively.

I can design and sequence mini-lessons congruent to my TASK, that reflect CHETL.

Unbridled Learning

CONNECTIONSCONNECTIONS

Break Time

Text Complexity

• “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).

Text Complexity• Specifically, within reading standard #10:• Anchor Standard: • R.CCR.10 Read and comprehend complex

literary and informational texts independently and proficiently.

• Example Grade-level Standard (2nd grade):• RI.2.10 By the end of the year, read and

comprehend literature, including stories and poetry, and informational texts, including history/social studies, science, and technical texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

61

Guiding Questions

So…• What do the Kentucky Common Core Standards mean by

text complexity?• What is a text complexity band?• and • How do we ensure the texts our students are reading are

in the appropriate text complexity band?

62

Source: 63

Overview of Text Complexity

Text complexity is defined by:

Qua

litat

ive2. Qualitative measures – levels of meaning,

structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

Kentucky Common Core Standards

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

Where do we find texts in the appropriate text complexity band?

•Choose an excerpt of text from Appendix B:

65

We could….

or…

Use available resources to determine the text complexity of other materials on our own.

Determining Text Complexity

• A Four-step Process:

66

QuantitativeQ

ualit

ativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task

considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

67

Measures such as:• Word length• Word

frequency• Word difficulty• Sentence

length• Text length• Text cohesion

Step 1: Quantitative Measures

Step 1: Quantitative Measures

68

This document outlines the suggested ranges for each of the text complexity bands using:

1. Lexile Text Measures

---or---

2. ATOS Book Levels (Accelerated Reader)

Step 1: Quantitative Measures

69

Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using either the Lexile text measures or the ATOS book level (or both).

For illustrative purposes, let’s choose Trinka Hakes Noble’s The Day Jimmy’s Boa Ate the Wash.

Step 1: Quantitative Measures• Finding a Lexile Measure for Text: http://www.lexile.com/findabook/

70

The Lexile Codes•The Lexile code gives you more information about a book that relates to its developmental appropriateness, reading difficulty, and common or intended usage. •Word frequency and sentence length—the two text characteristics that determine a Lexile measure—do not describe all of the content of a book. •Lexile codes provide some context to the numerical measure to further help you guide readers toward fruitful reading experiences.

Source: www.lexile.com/about-lexile/lexile-codes/ 71

•The Lexile codes are:•AD: Adult Directed •NC: Non-Conforming •HL: High-Low •IG: Illustrated Guide •GN: Graphic Novel •BR: Beginning Reading •NP: Non-Prose

Step 1: Quantitative Measures

72

For texts not in the Lexile database, consider using the Lexile

Analyzer: http://www.lexile.com/analyzer/

/

Step 1: Quantitative Measures

73

Finding a ATOS Book Level for Text: http://www.arbookfind.com/

Step 1: Quantitative Measures

74

For texts not in the AR Bookfinder database, consider using The ATOS Analyzer: http://www.renlearn.com/ar/overview/atos/

• No registration is required (however, you must provide an email address to receive results)

Step 1: Quantitative Measures

75

Lexile Text Measure:

ATOS Book Level:

AD 540 L

2.2

In which of the text complexity bands would this novel fall?

Scholastic’sBook Wizard Level: 3.7

http://bookwizard.scholastic.com

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

Kentucky Common Core Standards

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

Step 1: Quantitative Measures

77

Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle.

Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

78

Step 2: Qualitative Measures

Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language

conventionality• Language clarity• Prior knowledge

demands• Cultural demands• Vocabulary

Step 2: Qualitative Measures

79

The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

Step 2: Qualitative Measures

80

Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same.

And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low.

Step 2: Qualitative Measures

81

Step 2: Qualitative Measures

82

Lexile Text Measure:

ATOS Book Level:

AD 540 L

2.2

From examining the quantitative measures, we knew:

And after reflecting upon the qualitative measures, we believed:

Scholastic’sBook Wizard Level: 3.7

Step 2: Qualitative Measures

83

QuantitativeQ

ualit

ativ

e

Reader and Task

Our initial placement of The Day Jimmy’s Boa Ate the Wash into a text complexity band has not changed when we examined the qualitative measures.

Remember, however, that we have completed only the first two legs of the text complexity triangle.

The reader and task considerations still remain.

84

Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of task assigned regarding text•Complexity of questions asked regarding text

Step 3: Reader and Task Considerations

85

The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

Step 3: Reader and Task Considerations

86

Based upon our examination of the Reader and Task Considerations, we have completed the third leg of the text complexity model and are now ready to recommend a final placement within a text complexity band.

Step 4: Recommended Placement

87

Lexile Text Measure:

ATOS Book Level:

AD 540 L

2.2

Scholastic’sBook Wizard Level: 3.7

Step 4: Recommended Placement

88

The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band.

Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

To Kill A Mockingbird

Lexile Text Measure:

870L

Step 4: Recommended Placement

Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

I can be a critical consumer of texts and resources.

College and Career

Readiness

CONNECTIONSCONNECTIONS

Action Plan Share Out

I can set personal goals and make an action plan to advance the vision of

21st Century Learning.

College and Career

Readiness

CONNECTIONSCONNECTIONS

Homework• Post final TASK 2 to Bboard.• Write Instructional Ladder for TASK 2.• Teach TASK 2 and bring student work January 25th .• Read Ch. 1-5 of Shirley Clark and complete reading guide.• Continue reading Book Club selection and

trying new strategies.• Continue goal setting and reflection using

Personal Action Plan.

• Parking Lot

• Door Prizes

• Evaluations

• Travel Home Safely

• Happy Thanksgiving

• See You November 30th!