Secondary Support Webex January 12_ 2012 copy - Research 2

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Secondary Support Webex January 12_ 2012 copy - Research 2 Powered By Docstoc
					SLSN and PASS Support Webex:
 Developing LDC Instructional
 Module – Secondary Teachers

Diane Johnson
Kim Zeidler-Watters
January 12, 2012
                 Webex Logistics
• Mute your phone
• Raise your hand
   – Questions
   – Pacing
• Question and Answer section
• Pause for questions and work 
• Session is recorded and 
  available forever.
       Goals for Today’s Webex
• Revisit teaching task; revise as needed
• Review relevant reading standards
• Draft mini-tasks for Skill Clusters 1 and 2 of 
  the instructional module
  – Skill Cluster 1: Preparing for the task
  – Skill Cluster 2: Reading process
•   KCAS Content Literacy Standards – pgs. 39-40
•   Draft Teaching Task
•   LDC Instructional Ladder Template
•   Tools for Content Literacy flipchart
•   More Tools for Content Literacy flipchart
•   Reading for Meaning book
• “When we were an agrarian society, that meant 
  introducing universal primary education; as we 
  became an industrial society, that meant 
  promoting universal high school education; as we 
  became a knowledge economy, that meant at 
  least aspiring to universal postsecondary 
  education.  Now the hyper-connected world is 
  demanding another leap…we must become much 
  better in educating students not just to take good 
  jobs but to create good jobs.”
  – That Used To Be Us,
    Friedman and Mandelbaum,                                         
    2011, pg. 138
• “Tony Wagner…has a good definition of a 
  ‘better’ education.  It is one that teaches what 
  Wagner calls the “three C’s” – “critical thinking, 
  effective oral and written communication, and 
  – That Used To Be Us, Friedman and Mandelbaum, 
    2011, pg. 139
                        LDC Vocabulary
•   Template Task:  A “fill-in-the-blank”     •   Module:  A 2-4 week plan for 
    sentence “shell” built off of the CCSS        teaching literacy using an LDC task 
    in reading and writing that can be            that is based on the CCSS, connects 
    used to create assignments or                 reading and writing experiences and 
    assessments.                                  addresses a content area theme or 
•   Teaching Task (or plain old task): A          issue.
    “completed” LDC template task in          •   Skill List: The specific skills that 
    which teachers include the                    students need to have – or need to 
    content/issue to be addressed,                be taught – in order to successfully 
    specify the text they will teach and          address the teaching task.
    identify the product to be produced.      •   Mini-tasks: Small, scorable 
    A full teaching task also includes            assignments that address each of the 
    background information that                   skills on the skills list.
    introduces students to the                •   Instructional Ladder: The “lesson 
    assignment and an optional                    plan” that pulls together skills, mini-
    “extension” in which the students             tasks, and instructional strategies 
    exhibit or present their product              into a coherent, implementation-
    publicly.                                     ready plan for teachers.
Review Teaching Task
          • Will your task get at the 
            understanding you 
            targeted from the 
            science standards?
          • Is the targeted content 
          • Will the task help 
            ply their content 
           Review Teaching Task
• Try your task – draft the first paragraph.
• What will you need to know and understand to 
  successfully complete the task?
• What kind and sources of information will you need to 
• What literacy skills will need to be used and/or taught 
  in order for you to successfully complete the task?
• “The LDC system starts with the premise that it is the 
  “task” or assignment – what students are asked to do – 
  that sets the framework for their learning and the skills 
  they will develop.”  The 1.0 Guidebook to LDC, pg. 15
             Reading Standards
• Compare the reading anchor standards identified on the LDC 
  argumentative template to the specific reading standards for 
  informational text for your grade level.
• Highlight key ideas for your grade level for each standard.  
  These are specific skills that should be addressed with your 
  instructional module.
Analyzing Reading Anchor Standard 1: 
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific 
textual evidence when writing or speaking to support conclusions drawn from the text.

          Grade and Standard                                            Change in Expectation

5th - Quote accurately from a text                           Quote accurately from a text when explaining 
    when explaining what the text says                          what the text says explicitly and when 
    explicitly and when drawing
    inferences from the text.                                   drawing inferences from the text.

6th - Cite textual evidence to support
    analysis of what the text says                           Cite textual evidence to support analysis of 
    explicitly as well as inferences                             what the text says explicitly as well as 
    drawn from the text.                                         inferences drawn from the text.

7th - Cite several pieces of textual
    evidence to support analysis of                          Cite several pieces of textual evidence to 
    what the text says explicitly as well
    as inferences drawn from the text.                           support analysis of what the text says 
                                                                 explicitly as well as inferences drawn from 
8th - Cite the textual evidence that                             the text.
    most strongly supports an analysis
    of what the text says explicitly as                      Cite the textual evidence that most strongly 
    well as inferences drawn from the                            supports an analysis of what the text says 
    text.                                                        explicitly as well as inferences drawn from 
                                                                 the text.
        Grade and Standard                              Change in Expectation

8th - Cite the textual evidence that most      Cite the textual evidence that most strongly 
    strongly supports an analysis of what          supports an analysis of what the text says 
    the text says explicitly as well as            explicitly as well as inferences drawn from 
    inferences drawn from the text.                the text.
9th and 10th - Cite strong and thorough        Cite strong and thorough textual evidence to 
    textual evidence to support analysis
                                                   support analysis of what the text says 
    of what the text says explicitly as well
                                                   explicitly as well as inferences drawn from 
    as inferences drawn from the text.
                                                   the text.
11th and 12th - Cite strong and thorough
    textual evidence to support analysis       Cite strong and thorough textual evidence to 
    of what the text says explicitly as well       support analysis of what the text says 
    as inferences drawn from the text,             explicitly as well as inferences drawn from 
    including determining where the text           the text, including determining where the 
    leaves matters uncertain.                      text leaves matters uncertain.

Economic Systems Module
  First Steps in Planning…
• Choosing Content
  – What unit, theme, or content standard would work best
    with a literacy module?
  – Economic Systems - High student interest, great
    selection of texts, great for debates.

• Timing
  • What is the ideal time in the curriculum to implement a literacy
     • Unit 2 – Early in the year, but still time to build/review
       basic literacy skills and develop a positive classroom
       culture first.
                    The Task
• What task and text structure best fits the content and my
  students’ literacy skill-levels?

• Writing the Task - Use learning targets, essential questions,
  or standards to help write the task.

– Standard: Describe how organisms obtain and use energy
  throughout their lives.

– TASK I 5 – Informational or Explanatory
   – After researching diagrams and informational texts on
     _____, write a report that relates how organisms obtain
     and use energy throughout their lives.
         Argumentation/Analysis – Level 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 supports
  your position with evidence from the texts.
  Be sure to acknowledge competing views.
• How many days do you have available to teach the unit
  and module?
• Will you teach all the content first and the literacy module
  second or teach them simultaneously?
•   Incorporated Approach:
     • First 3 classes are content introduction (no module)
     • Introduce module on day 4 – Total 16 Days (3 weeks)
     • Module used for both literacy and learning content.
               Choosing Texts
• What is the appropriate reading-level of texts?
• How many texts will you need to help students develop
  their essay?

• Options:
   – Primary sources
   – Textbook
   – Newspaper/Magazine Articles
   – Literature or Poems
   – Diagrams
          Texts - Economic Systems Module

• 5 Texts introduced in class
   – Students must use a minimum of 3 texts in their essay.
•   Newspaper/Magazine Articles:
     – National Healthcare System (pro/con)
     – Cuba (recent changes)
     – Walmart (good or evil?)

•   Other Texts:
     – “The World’s Best Countries” infographic data
     – Radio interview – Denmark’s Economy

•   Optional Texts (for advanced students)
     – The Bailout (Newspaper Article)
     – Soda Tax (Newspaper Article)
          Preparing for the Module
• Portfolios
   – Keep students on task, organized, and provides a sense of
     “building” the skills and essay.

• Writer’s Notebook
   – All writing is done in one place so students can access the task,
     brainstorming, outline, rubric, and vocabulary.

• Accommodations
   – IEP and ELL students – Use 1 or 2 texts instead of 3.
   – Advanced Students – Provide optional texts that can help them
     develop a more complex essay.
   – “Extra support” plan provided at each skill in the instructional
Instructional Ladder
  Blue highlighted text is directly
connected to LDC template, the rest
   is my adaptation/curriculum
Skill Cluster 1: Preparing for the Task
                   Skill Cluster 1: Preparing for the Task
              Skill /              Product &            Scoring
            Definition              Prompt
          Task Engagement        Short Response                   Students complete the quick-write in their Writer’s 
          Ability to connect     In a quick write       None      Notebook.
1 Class   the task and new       response, what is                Opener: “What would be the positive and negative 
Period    content to existing    your first reaction              effects if America chose to eliminate public schools in 
          knowledge, skills,     to the task                      favor of an all-private system?” 
          experiences,           prompt? 
                                                                  Socratic Seminar – Help shape individual views and 
          interests, and          What strategies 
                                                                  understanding of the task using dialogue not debate.
          concerns.              did you use to 
                                 interpret this                   Extra Support – Provide students with sentence 
                                 prompt?                          starters and frameworks for their quick-writes.
                                                                  •  Example:  I believe a  _____ system would be the
                                                                      best type of system because ________.

            Task & Rubric     Prompt:                             Students share responses and encourage students to 
              Analysis                                  None      help each other when appropriate.  
                              In your own words, 
1 Class   Ability to          write a brief 
Period    understand and      explanation of                      Rubric Translation Activity
          explain the task’s  what the task is                    • Students will then participate in a jigsaw and 
          prompt and rubric. asking you to do                     gallery
                                                                     walk to share and take notes on rubric translations.

                                                                  Extra Support – Specifically organize groups to 
                                                                  provide ideal peer-support for students who need it.
Skill Cluster 2: Reading Process
Skill Cluster 2: Reading Process
                 Skill Cluster 2: Reading Process

             Skill /            Product &                 Scoring
           Definition            Prompt

        Pre-Reading          Reading Strategy Lists                    “Give one, Get One”
                                                    List of 5-6 of 
        Ability to select    1) What strategies do                     Students share responses in pairs then 
1 Class                                             strategies for 
        appropriate texts    you use to help you                       must find 3 other strategy ideas from 
Period                                              reading
        and understand       process your                              classmates to add to their lists
        necessary reading    reading?
                                                    Participates in    Create a class list of reading strategies 
        strategies needed     
                                                    class discussion   and content knowledge of first article.
        for the task         2) What information 
                             do you already know                       Extra Support – Create bookmarks or 
                             about topic of the                        laminated cards of reading strategies so 
                             first article?                            students have consistent reminders of 
Sample Reading Strategies
           • Identify main idea
           • Identify supporting details
           • Summarize accurately
           • Use text features
           • Question the text
           • Use info from charts, tables, 
             diagrams as well as 
           • Annotate and/or highlight
                                  Skill Cluster 2: Reading Process (cont.)
     The following skills, Active Reading and Note-Taking, are completed in conjunction with each other for each text.
                                                 *3 Class Periods Total.
Skill / Definition       Product & Prompt                     Scoring                           INSTRUCTION

  Active Reading           Annotated Articles       Use  Active Reading            Frontload vocabulary synonyms for market 
Ability to               Use annotation             Rubric to give feedback        and command economies. 
understand               techniques and other       on annotated article- does 
necessary reading        reading strategies to      it have a variety of marks,    Model Active Reading
strategies needed        demonstrate your           written questions,             • Teacher models active reading with
for the task             reading process            connections, and insights         first article
                                                    in the margins.                • “Think aloud” in pairs and finish 
                                                                                      reading and record vocabulary

    Note-Taking             Vocabulary list         Summaries contain “who,        • Brief review of summary writing
Ability to read          In your notebook, list     what, where, when and          • Use a variety of summary writing
purposefully and         words and phrases          why”
                                                                                      activities: 25 word summary,
select relevant info     essential to the texts.    Focus questions have an           reciprocal teaching, metacognitive log.
& summarize.                                        appropriate response
                                                                                   • Students summarize and answer
                                                                                      questions independently

 Organizing Notes         Notes and Graphic         Creates a prioritized set of  • Students place relevant information and
Ability to prioritize          Organizer            notes that categorizes           background knowledge into the graphic
and ad narrow            Prioritize relevant        evidence.                        organizer.  
notes and other          information in the 
                                                    Suggests implications          •  Prioritize information identify which
information.             “organizing notes” 
                                                    drawn from information             pieces of evidence will go into essay.
                         section of the 
                                                    about the econ systems.        • Extra Support: Provide leading questions.
                         Writer’s Notebook 
          Next Support Webex
• February 2nd
• Focus: Skill Clusters 3 and 4
  – Transitioning to writing
  – Writing process
• Complete Instructional Ladder for Skill 
  Clusters 1 and 2 prior to next Webex.
               February Meeting
• Meeting dates:
• SLSN - February 21-23;
  PASS – February 28
• Complete teaching task and 
  instructional ladder
   – Bring to meeting for 
• Read Ch. 6 and 7 in AFAIEC
   – Select a strategy from each 
     chapter to implement
   – Be prepared to share and 

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