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An Introduction to the Literacy Design Collaborative PowerPoint

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An Introduction to the
Literacy Design Collaborative
A framework to move from Common
Core to classrooms
The Literacy Design Collaborative
An expanding set of classroom, district, state and
service providers with the will to meet the challenge of
expecting high levels of secondary literacy, head-on.
The Collaborative

KY pilot districts: Kenton, Jessamine, Daviess, Boone,
and Fayette

Pioneering state-wide efforts: KY – with GA, CO,
LA, and PA!

National partners such as the National Writing
Project, New Visions for Public Schools, Center for
Teacher Quality and others.
Outcomes
After this introduction, you should be ready to:



Identify the Literacy Design Collaborative’s work as a strategy
for achieving the Common Core State Standards and
equipping students with the necessary reading and writing
skills to be successful in post-secondary education and
careers.
Generally describe the main components of the LDC
framework
Identify the ways in which LDC draws on the expertise and
collaboration of participating educators.
Common Core State Standards
Are a blueprint.
They Set Clear Goals
The Common Core State Standards provide a
consistent, clear understanding of what students are
expected to learn, so teachers and parents know what
they need to do to help them. The standards are
designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young
people need for success in college and careers.
http://www.corestandards.org
They Define Literacy in Content Areas
While the English language arts classroom has often
been seen as the proper site for literacy instruction,
this document acknowledges that the responsibility for
teaching such skills must also extend to other content
areas.
http://www.corestandards.org
They Create New Challenges
Unlike mathematics, secondary literacy is not a
discipline. It is “homeless” in that it belongs to everyone
and no one. Literacy is used in secondary classrooms,
but it is not taught in a systematic way.
And They Offer Great Opportunity!
With the Common Core of Standards, many things
now become possible. Because states will be working
from the same core, we can create broad-based sharing
of what works but, at the same time, provide local
flexibility to decide how best to teach the core.
– Vicki Phillips & Carina Wong (PDK, February 2010)
But We Need to Move …
From blueprint to action!
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?”
Grade 9
English
U.S. History
Math
Science
PE/Health
World Language
Elective
Elective
Reading
Writing
Too Often, the Common Answer is …
Grade 9
Reading
Writing
English
Low
Low-Medium
U.S. History
Low
Low
Math
Low
Low
Science
Low
Low
PE/Health
Low
Low
World Language
Low
Low
Elective
Low
Low
Elective (Reading)
High
Low
LDC Offers a Different Choice!
So teachers don’t have to
�move from blueprint to action’ alone.
The LDC Framework
Common standards, local choices!
Courses
• New courses
• Existing courses
Modules
•
•
•
•
Tasks
Task
Skills
Instruction
Results
• Prompt
• Rubric
• Scoring exemplars
Tasks
The tasks students engage in are at the center!
Courses
• New courses
• Existing courses
Modules
•
•
•
•
Tasks
Task
Skills
Instruction
Results
• Prompt
• Rubric
• Scoring exemplars
Template Tasks
Template tasks are the beginning point for the LDC
strategy. An LDC template task is a fill-in-the-blank
assignment or assessment based on the common core
literacy standards.
Template Tasks
�The real accountability system is in the tasks that students are
asked to do.’
Why the emphasis on tasks?
“What was different in the four classrooms was what
students were actually being asked to do, and the
degree to which the teacher was able to engage students in
the work by scaffolding their learning up to the complexity of
the task she was asking them to do.”
– Richard Elmore
Template Task: An Example
After researching ______(informational texts) on
_________(content), write __________ (essay or
substitute) that argues your position
on____________ (content). Support your position
with evidence from your research. L2 Be sure to
acknowledge competing views. L3 Give examples from
past or current events or issues to illustrate, clarify, and
support your position.
Template Tasks
All LDC tasks require students to:
 Read, analyze, and comprehend texts as specified by the common
core
 Write products as specified by the common core (focusing on
argumentation, informational/explanatory, and narrative)
 Apply common core literacy standards to content (ELA, social
studies, and/or science)
The tasks are designed to ensure that students receive literacy
and content instruction in rigorous academic reading and writing
tasks that prepare them for success in college by the end of their
high school career.
Template Tasks
Teachers use the template tasks to design their own teaching,
starting by selecting:
 content standards to address (for example, state
science, history, or English standards for the class they
are teaching)
 texts students will read (or which issues students will
research)
 the issue students will address in their writing
Template Tasks
Teachers use additional “plug and play” flexibility within the
template to adjust:
 Task level: Select level 1, 2, or 3 task
 Reading requirements: Vary text complexity, genre,
length, familiarity, etc.
 Writing demands: Vary product, length, etc.
 Pacing requirements: Vary workload and time allowed to
complete
Here’s How it Plays Out…
After researching academic articles on censorship, write an
editorial that argues your position on the use of filters by
schools. Support your position with evidence from your
research. L2 Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to illustrate and
clarify your position.
After researching technical and academic articles on the use of
pesticides in agriculture, write a speech that argues your position
on its use in managing crop production. Support your position
with evidence from your research. L2 Be sure to acknowledge
competing views. L3 Give examples from past or current events
or issues to illustrate and clarify your position.
Take a Shot at It!
After researching ______(informational texts) on
_________(content), write __________ (essay or
substitute) that argues your position
on____________ (content). Support your position
with evidence from your research. L2 Be sure to
acknowledge competing views. L3 Give examples from
past or current events or issues to illustrate, clarify, and
support your position.
ALIGNMENT across grades
Connections Across Grade & Content Areas
After researching ______ (informational
texts) on ______ (content), write ____
(essay or substitute) that argues your
position on ______ (content). Support
your position with evidence from your
research.
DISTRIBUTION across content areas
LDC Template Task Collection …
The first collection with more to come!
Argumentation
Informational or
Explanatory
Narrative
Definition
N/A
ELA, social studies, science
N/A
Description
N/A
ELA, social studies, science
ELA, social studies
ProceduralSequential
N/A
social studies, science
ELA, social studies
Synthesis
N/A
ELA, social studies, science
N/A
Analysis
ELA, social studies,
science
ELA, social studies, science
N/A
Comparison
ELA, social studies,
science
ELA, social studies, science
N/A
Evaluation
ELA, social studies,
science
N/A
N/A
Problem/Solutio
n
social studies, science
N/A
N/A
Cause/Effect
social studies, science
science, social studies
N/A
Modules
Modules wrap a teaching plan around the task.
Courses
• New courses
• Existing courses
Modules
•
•
•
•
Tasks
Task
Skills
Instruction
Results
• Prompt
• Rubric
• Scoring exemplars
Modules
Support a system for literacy instruction.
Module templates support practitioners in developing instruction
to use over about 2-4 weeks. They support teachers in designing
instruction – their choice – focused on guiding students in
completing a single literacy task linked to content.
LDC Module Template
Module Section 1: What Task?
What task sets clear, measurable goals for learning?
Practitioners select template
Common Core Standards are “hard-wired” in
Practitioners add state/local content standards
Practitioners “plug and play” to build teaching
task
 Template Task connected to common rubric




Task 2 Template (Argumentation/Analysis L1, L2, L3): [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). L2 Be sure to acknowledge
competing views. L3 Give examples from past or current events or issues to
illustrate and clarify your position.
Module Section 2: What Skills?
What skills do students need to successfully complete the task?
Practitioners select template
Common Core Standards are “hard-wired” in
Practitioners add state/local content standards
Practitioners “plug and play” to build teaching
task
 Template Task connected to common rubric




Task 2 Template (Argumentation/Analysis L1, L2, L3): [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). L2 Be sure to acknowledge
competing views. L3 Give examples from past or current events or issues to
illustrate and clarify your position.
Module Section 3: What Instruction?
How will students be taught to succeed on the teaching task?
 Practitioners establish the instructional plan –
or instructional ladder – to teach students the
skills necessary to succeed on the task
 Plan includes mini-tasks, scoring, instructional
strategies
Skills Cluster 2: Reading Process
Skill: Essential Vocabulary: Ability to apply strategies for developing an understanding of a
text by locating words/phrases that identify key concepts and facts
Mini-Task: In your notebook, identify key words or phrases as you read and define
them denotatively and connotatively in context of the passage in the work you are
reading. Add terms we identified as the “language of the discipline.”
Scoring Guide: Meets:
 Selects appropriate text(s) for task
 Creates a first draft of a bibliography (if applicable).
 Writes in readable prose.
Module Section 4: What Results?
How good is good enough?
 Practitioners share sample student work
 Practitioners select to create classroom
assessments by using same template task
 Assessment connected to common rubric
used for teaching task
Under construction!
Modules
Modules are designed for teachers to share:
 With teachers in other schools, districts, and states
 Everywhere common core standards are being used
LDC is developing systems for:
 Jurying work submitted by participating teachers to
identify great modules
 Sharing those great modules electronically across the
country
Courses
Courses can combine varied modules and varied other kinds of
teaching in systematic approaches to building student skills.
Courses
• New courses
• Existing courses
Modules
•
•
•
•
Tasks
Task
Skills
Instruction
Results
• Prompt
• Rubric
• Scoring exemplars
LDC Course Options
How might you situate modules….
 In science, history, English and other courses
 Interdisciplinary units or courses (e.g, English and Social
Studies)
 Combining the core subjects with electives (e.g., English
plus art or science plus health)
 With reading and writing skills as the main focus (e.g.,
English composition or literacy blocks)
LDC Course Options
Imagine how you might sequence two or more modules…
 In a unit on _____(the Civil War, earth science, or the
novel- pick one)
 During a term or semester in ____(English, science, or
history – pick one)
 In an interdisciplinary unit or course______(English/arts
or science/social studies)
LDC Course Options
How might you distribute kinds of modules …
By type: Argumentation, Informational or Explanatory, or
Narrative
By template task level 1, 2 or 3
By level of writing difficulty and/or reading difficulty
By product to evidence of learning (e.g., essay, report, article,
memo, proposal, etc.)
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?”
Grade 9
Reading
Writing
English
Low
Low-Medium
U.S. History
Low
Low
Math
Low
Low
Science
Low
Low
PE/Health
Low
Low
World Language
Low
Low
Elective
Low
Low
Elective (Reading)
High
Low
Where Can We Go?
Reading and writing to develop student success in multiple
subjects over multiple years. Think about a semester like this:
Grade 9
Quarter 1
English
Task 2
U.S. History
Quarter 2
Quarter 3
Quarter 4
Task 11
Task 2
Task 11
Task 2
Task 17
Math
Science
PE/Health
World
Language
Elective
Task 17
Task 1
Task 12
Elective
Now think of replacing grades 6-12 with 28 Quarters like that!
The Sky’s the Limit …
On what we can build. Together.
What are Educators Saying?
Imagine the Possibilities!
By Working Together
The Literacy Design Collaborative
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