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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?
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
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
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.
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
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
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:
48
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
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
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
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….
• Text Complexity ResourcesOn the KDE website
http://www.education.ky.gov/kde/instructional+resources/literacy/text+complexity+resources.htm
May 2011 The Kentucky Literacy Link• http://
www.education.ky.gov/NR/rdonlyres/E57B4254-F15F-4A94-90E8-A673ADFAA2B3/0/KentuckyLiteracyLinkMay2011.pdf
I can be a critical consumer of texts and resources.
College and Career
Readiness
CONNECTIONSCONNECTIONS
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.