Linked Learning Common Core

Professional Development
Sotomayor Learning Academies
Day 7: August 4, 2014
Joan Wang, CCSS ELA Facilitator

Session Objective #1
Examine and present model mini-task characteristics

LDC Mini-Task Library Entry Guidelines
Read over the guidelines (3 mins)
Number off 1-5 (highlight MIPs)
Category 1: Skill Definition
Category 2: Product and Prompt
Category 3: Scoring
Category 4: Instructional Strategies
Category 5: Linked Handouts/Resources/Student Work
In your expert groups, chart a combination of
words and images that represents your category

LDC Mini-Task Library Entry Guidelines


3 minutes
End
Read over the guidelines (3 mins)



Overall Mini-Task (Characteristics)

Coherent, aligned, skills
Capacity, discipline-specific, literacy, complex
Writing appropriate to discipline, task, purpose,
and/or audience
Formative feedback, evidence of student progress
Materials, references, strategies, high quality,
user friendly
Scoring guides, clear criteria, aligned to skill
Detail, resources, easily adaptable
LDC Mini-Task Library Entry Guidelines
Number off 1-5 (highlight MIPs)
Category 1: Skill Definition
Category 2: Product and Prompt
Category 3: Scoring
Category 4: Instructional Strategies
Category 5: Linked Handouts/Resources/Student Work
In your expert groups, chart a combination of
words and images that represents your category
Gallery Walk

Mini-Task Characteristic Group Charting
10 minutes
End
LDC Mini-Task Gallery Walk Groups

Category 1: Skill Definition (Example)
Category 2: Product and Prompt
Category 3: Scoring
Category 4: Instructional Strategies
Category 5: Linked
Handouts/Resources/Student Work

Gallery Walk
Gallery Walk- One group representative will share out their chart as other members
rotate and listen carefully to each representatives presentation and take notes.


Session Objective #2
Examine and present a mini-task with a group

Paraphrased Teaching Task
Take a few minutes to read over the Mini-
Task overview (pages 1-3)

Understanding the Task-Student Handout
Read aloud the three steps on page #4 (Whole
Group)
Review a portion of the sample task provided
pages #4- #5 (Whole Group)

Task-
What is one important goal you would like to
achieve in the next few years? In your essay,
identify that one goal and explain how you plan
to achieve it. Use your personal observations,
experience, and knowledge to support your
essay.
Step One: Read carefully and slowly
Step Two: Underline Key Words
Step Three: Restate the prompt in your own words
Annotated Task-Example
What is one important goal you would like to
achieve in the next few years? In your essay,
identify that one goal and explain how you plan
to achieve it. Use your personal observations,
experience, and knowledge to support your
essay.

Restated Task
In my own words, the task is asking me to
pick one objective that I would like to fulfill. I
will choose and describe this aim, detailing
the steps I will need to take in order to be
successful. I will be able to include examples
from my own life or my own ideas in my
essay.
Differentiate
What is one important goal you would like to
achieve in the next few years? In your essay,
identify that one goal and explain how you plan
to achieve it. Use your personal observations,
experience, and knowledge to support your
essay.

Now that youve underlined the nouns and verbs, think about the words
that represent quantities or numbers. What are two words that represent
quantities or numbers?


Cornell Notes Video
Four Types of Questions Video

Non-Fiction Current Events Resource-
NEWSELA Website
https://newsela.com/articles/immigrantoverload-schools/id/4613/

Application-Mini-Task Overviews and
Demonstration
Use Table Mats to determine which group you
are in
Group 1: Cornell Notes Mini-Task Overview
Group 2: Cornell Notes Mini-Task Demo
Group 3: Four Questioning T. Mini-Task Overview
Group 4 :Four Questioning T. Mini-Task Demo



Mini-Task Overview- Groups1 and 3

Create a poster that includes the following:
1. Name of your mini-task
2. A quick one to two sentence summary of your task
3. Suggested grade levels for your task
4. Different Content Areas- What content areas might benefit
from this task? Why?
5. Differentiation-How might this task be differentiated for the
diverse student learners, such as Students with Disabilities,
English Language Learners, Gifted, etc.
6. Technology Integration-How might we see technology
integrated into this task?
Mini-Task Demo- Groups 2 and 4

15 Minute Demo of your Mini-Task with the following:
1. Visual Representation (e.g., Chart(s), PowerPoint)
2. Teacher modeling
3. Student practice
4. Formative Assessment/Checking for Understanding-
demonstrated or suggested

Contact Information
Joan Wang.joan.wang@lausd.net