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Literacy Design Collaborative

Literacy Design Collaborative

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Literacy Design Collaborative

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  1. Literacy Design Collaborative Session One, One Day Training

  2. Welcome to the Colorado’sLiteracy Design Collaborative Session One, One Day Training

  3. Essential Question 1 How does implementing LDC support ALL teachers in teaching and students in learning the reading and writing skills called for in the Common Core State Standards for Literacy?

  4. Essential Question 2 How does LDC help students develop content knowledge throughreadingand demonstrate understanding of the content through writing?

  5. Review Agenda • What are you looking forward to the most as you learn about LDC? • What questions do you have? • What do you hope to gain from this training?

  6. Norms • Start and end on time • Chimes signal the need for attention • Raise hands to signal engagement • Laptops down for input/discussion • Laptops up for Module Creator • Take care of needs without disruption • Collaborate across teams and districts • Be present physically and mentally • Use the “parking lot” to post questions • Presume positive intention

  7. How much do you know about LDC? • Raise your hand if you’ve “never heard of” LDC • Raise your hand if you “know a little bit” about LDC • Raise your hand if you “know a lot” about LDC

  8. Jigsaw • “Teaching to the Common Core by Design, NOT Accident” • Pages 8-11 in LDC Guidebook • Colorado Integration Project Brochure

  9. Instructions • Divide into groups of 5 • Assign one person in the group to become an “expert” on: • pp. 1-3, “Teaching to….” (stop before Literacy Collaborative) • pp. 3-5, “ Teaching to…” (beginning with Literacy Collaborative and ending before Math Collaborative) • pp. 6-8, “Teaching to…” (beginning with Math Collaborative and completing the article) • Colorado Integration Project Brochure • pp. 8-11, The 1.0 Guidebook

  10. After Reading • “Teach” each other about what you read • As a group, create a visual representation of the ideas gleaned from the reading • Post your visual on the wall when you are done

  11. Share and Explain Visuals

  12. LDC Vocabulary

  13. Task After researching the article, CEI brochure, and Guidebook pages,writean “essay” that explains the purpose and goals of the Colorado Integration Project and Literacy Design Collaborative. What conclusions or implications can youdraw? L2 Cite at least three sources, pointing out key elements from each source. L3 Identify any gaps or unanswered questions.

  14. CCSS and Literacy

  15. Vision for the Future Students will have the literacy skills that create a solid foundation for succeeding in college and the workplace. The reading and writing skills embedded in LDC are key elements of Post-Secondary and Workforce Readiness skills.

  16. Instructional Shifts • Rigor and relevance • Shared responsibility • Content-rich nonfiction and informational text • Complex text and academic vocabulary • 3 modes of academic writing

  17. LDC Supports the Shifts in the Common Core • Literacy skills are critical in the lives of students; therefore, they must be intentionally and frequently taught in all grades K-12 • LDC is intended to assist secondary teachers in ALL disciplines to deliver quality literacy instruction in all classrooms • LDC considers teachers as partners and co-designers in transforming LDC templates into quality teaching tasks and modules

  18. CCSS 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 is not taught in a systematic way.

  19. Reading and WritingGrade 9

  20. Video Overview of LDC http://www.literacydesigncollaborative.org/about/videos/

  21. Types of Writing Chalk Talk • What types of writing do professionals in the following fields do? • Education • Business • Health Sciences • Social Sciences (Communications, Psychology, Anthropology, etc.)

  22. CCSS Appendix Types of writing • Read about the Types of Writing from the CCSS Appendix A • As you read, record thoughts that answer the question, “What are the types of writing?” • After you read, record thoughts that answer the question, “So what does this have to do with me?” • Turn and talk with your neighbor about your answers. Together, answer the question “Now what do we do about it?”

  23. Coding Now, go back to the Chalk Talk and CODE whether the writing done under each field is: • A- Argumentative • N- Narrative • I- Informative What trends do you see? • What does this mean for teachers of all contents?

  24. LDC Represents a Shift in Thinking In pairs, discuss what you believe are the key changes that need to take place in classrooms and schools to increase literacy levels for secondary students.

  25. Video Overview of LDC http://www.literacydesigncollaborative.org/about/videos/

  26. The Module Process An instructional system that is: • Hard-wired to the Common Core State Standards • Minimalist as an approach – it’s a lean model with powerful software • Interested in local choice and teacher decision making

  27. Modules • The LDC Module supports teachers in developing instruction to use over 2-4 weeks • Modules help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content

  28. LDC Module System

  29. The Literary Design Collaborative Approach (LDC) Tasks

  30. LDC and Educator Effectiveness Identifying the links between the teacher quality standards, rubric ratings of teacher performance, and LDC practices

  31. Colorado Teacher Quality Standard 1 • Teachers demonstrate mastery of and pedagogical expertise in the content they teach • The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches • The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s)

  32. The Proficient Teacher • Teacher provides literacy instruction that enhances: • Critical thinking and reasoning • Information literacy • Collaboration • Self-direction • Innovation • Teacher focuses lessons on the reading of complex texts

  33. Accomplished and Exemplary • Accomplished Teacher: • Students communicate orally and in writing at levels that meet or exceed expectations for their age, grade, and ability level • Exemplary Teacher: • Students apply literacy skills: • Across academic content areas • To understand complex materials

  34. Template Tasks & Teaching Tasks Selecting One & Designing the Other

  35. 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: • With the CCSS for literacy “built in” • That will “drive” the development of the LDC Module • Is referred to as a “Teaching Task” when filled in

  36. Template Tasks All LDC template 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 academic content (ELA, Social Studies, Science, and others)

  37. The Basic Format 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 and clarify your position. Complete Template Task Collection is the back section in your binder.

  38. The Basic Format with Essential Question [Insert Question] After reading __________(literature or informational texts), write_________ (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.

  39. Informational Teaching Task Example: Science After researching the following articles on various organisms, writea report that defines “organisms” and explains what Domain and Kingdom you would classify each organism. Support your discussion with evidence from your research. • Template Task 11 – After Researching

  40. Informational Teaching Task Example: Social Studies After researching secondary sources on ancient India or China, write a report that explains the geography, culture/customs, and government of these civilizations. What conclusions or implications can you draw? Cite at least three sources, pointing out key elements from each source. • Template Task 18 – Informational or Explanatory/Synthesis

  41. Argumentation Teaching Task Science Example 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.

  42. Argumentation Teaching Task Example: Social Studies L1: Was the Treaty of Versailles a fair one for Germany? After reading various primary and secondary sources on the Treaty of Versailles writean essay that addresses the question and support your position with evidence from the text(s). L2: Be sure to acknowledge competing views. • Template Task 2 – “Essential Question”

  43. Colorado Example Taken from the History Standard 8th Grade Evidence Outcome Analyze ideas that are critical to the understanding of American history and give examples of the ideas involved in major events and movements. Topics include…representative democracy…..

  44. Colorado Example Continued • Uses an Inquiry Question from the same GLE • How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?

  45. Colorado Example Teaching Task How did the basic values and principles of American Democracy change from the end of the Revolution to the end of Reconstruction? After reading the identified informational texts write an essay that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. • Template Task 2 – Argumentation/Analysis

  46. A Great LDC Teaching Task • Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content. • Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around a connected intellectual issue.

  47. A Great LDC Teaching Task • Selects reading texts that are sufficiently complex, that use and develop academic understanding and vocabulary • Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative) • Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts

  48. LDC Task Development pg. 31

  49. Thinking about Template Tasks • Go to pages 17-18 in your Guidebook • Read the information on Template Tasks • Identify two things you noticed about template tasks that you want to remember when you start writing your Teaching Task • Share with a partner NOTE: A Teaching Task is a filled-in Template Task

  50. How to Select a Task • Refer to your curriculum map and/or other documents outlining your plan of study for the first three months • Refer to the CAS for that content, focusing on the appropriate Grade Level Expectations and Inquiry Questions • You may also find the Concept Maps for your content and grade level very useful • Identify a topic or essential question that is important enough to involve two to four weeks of study • Read pp. 25 - 26 of the guidebook for examples of teaching tasks templates • Read page 1 of the Template Task Collection