Purposes

1. Purposes • Learn components of LDC/MDC tools; • Connect LDC/MDC pedagogy and design to 21st Century student needs; • Discuss what skills, professional development, and belief systems will be required for high quality implementation; • Make decisions within district/school regarding who, when, and how much implementation.

2. LDC MDC

3. ZOOM • What made this task difficult? • How did you become successful? • How can you relate this experience to the process of instructional change?

5. State Strategy

6. What is theLiteracy Design Collaborative(LDC) A framework for implementing the standards. LDC is a structure to allow teachers and students deeper engagement with the standards leading to highly effective teaching and learning. Just as CASL was the touchstone text for assessment literacy, so is LDC the touchstone for highly effective teaching and learning.

7. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate* Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

8. Writing Focus • Centers around 3 types of writing that are congruent to the Common Core State Standards: • Argumentative • Informative/ Explanatory • Narrative

9. Higher Level Thinking Tasks • 29 Task Templates in all • Choose the task that best meets the needs of your students and the standards/concept • Organized by Writing Type as well as Level of Thinking Skills

10. Literacy Matters • What 21st Century relevance might LDC provide for students’ college and career readiness? • How is the LDC process different from what you normally see in an English/Language Arts Lesson?

11. Let it sink in and take a break

12. Reading & Writing Instruction Concern 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?” LDC Introduction to Construction

13. We must begin systematically teaching reading & writing Too often, the answer is … LDC Introduction to Construction

14. LDC Instructional Strengths Using an LDC as a means of instruction requires close read of texts, both print and non-print, and requires students to pull content from texts in order to write for an authentic purpose.

15. Close reading and analysis of text Complex and varied text Meaningful Tasks

16. Tools … “Hammers do not build, needles do not sew, and LDC resources do not generate richer levels of student learning on their own. In the hands of skilled practitioners, though, good tools can speed the work, whether the craft in question is building, quilting, or equipping the next generation with the literacy skills they need for adult success.” LDC design team, The LDC Guidebook for Teachers LDC Introduction to Construction

17. LDC Task Requirements • Use exact wording of the template task except that you can leave out L2 and L3 versions if you choose. • Use the exact rubric listed in the blank module. LDC: Teaching Task Design

18. A Great LDC Teaching Task • Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue. • Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative). • Selects reading texts that use and develop academic understanding and vocabulary. LDC: Teaching Task Design

19. A Great LDC Teaching Task • Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts. • 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. LDC: Teaching Task Design

20. The Keys to a Good Task Worth 2 weeks of instruction Standards Based Complex and varied text Engaging ** Must adhere to LDC template

21. Look at Samples

22. Common Task Problems • 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

24. Task 12: What is irony? After reading the “Possibility of Evil” and drawing from other works this year, write an essay that defines irony and examines how authors use irony to enhance their writing. Support your discussion with evidence from two texts.

25. Task 18: After researching the War of 1812, write a report that explains the impact of the Battle of New Orleans on American presidential elections through 1836. What conclusions or implications can you draw? Cite at least 3 sources, pointing out key elements from each source. Grade 7 U.S. History LDC: Teaching Task Design

26. 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: Teaching Task Design

27. Task 11: 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 10 English LDC: Teaching Task Design

28. Task 12: What is the most important challenge you have met? After reading several personal challenge essays on the Internet, write an essay that defines your challenge and explains how you met it. Support your discussion with evidence from your research. Grade 6 Language Arts LDC: Teaching Task Design

29. Task 2: 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 LDC: Teaching Task Design

30. Task 3: 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: Teaching Task Design

31. Task 2 First, At the Basic Level • With argumentation, students may engage more quickly • With an essential question task, teachers do not have to manage a student research process: they simply select the texts • Without L2 and L3, the task will be a good starting point for teachers and students LDC: Teaching Task Design

32. Instructional Design Process Lessons

33. Sample

34. The Progression of W1

35. Give it a Quick Try To get a starting sense of how the templates work, please: • Choose an issue or a text you enjoy teaching • Individually, fill in the Task 2 template in your notebook to make a strong assignment on that subject • With a partner, share your drafts and talk through what’s easy and what’s challenging. See if you can make your first tries better together. LDC: Teaching Task Design

36. The Instructional Ladder

38. How is LDC a tool?

39. Implementation Tips • Start with conversations around the writing standards– this will be culminating performance in which the teacher will measure other standards. • Build an engaging, complex, relevant task • Select complex text • Hone skills of close reading • Connect reading to writing

40. LDC MDC

41. BeforeImplementation DuringImplementation AfterImplementation

42. Who will implement? When will they implement? How much will they implement?