Literacy Design Collaborative Session One, Two Day Training
Literacy Design Collaborative A Framework to Move from Common Core State Standards to Classrooms
Literacy Design Collaborative …a fresh approach to incorporating literacy into middle and high school content areas
Essential Questions • How does LDC help students develop content knowledge throughreadingand demonstrate understanding of the content through writing? • How does LDC help assure that students acquire the reading and writing skills required in the Common Core?
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
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?
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
Teaching to the Common Core By Design, Not Accident • Divide your table of 6 participants into pairs. Number your groups 1 thru 3. • Group 1 – Read pages 1 – 3 , stopping before you reach “Literacy Collaborative”. • Group 2 - Read pages 3-5, beginning with “Literacy Collaborative” and ending before “Math Collaborative”. • Group 3 – Read pages 6-8, beginning with “Math Collaborative” and completing the article. • After reading, begin work on guided questions. Use the white paper on the table to report out. Choose a representative from your group to report out to your table. • Last but not least !!! Everyone will individually react to lessons learned on pages 3-4.
Guiding Questions for Group Report Out • Why is this information important ? Why do we need to become familiar with CCSS (and in Colorado CAS)? • What impact will LDC/MDC have on education in Colorado, your district, and your school? • What information provided in this article will make the most difference in the ways you approach your lessons, approach student learning, and address student assessment?
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.
LDC Supports Vision for the Future • Supports teachers implementing the CCSS • Addresses adolescent literacy in our country • Bounded by few “rules of the road” – teachers are in control • Preserves and supports teacher innovation and creativity • Encourages the participation of practitioners • Provides possibilities for scale across schools, districts, states
The Literacy Design Collaborative (LDC) 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.
LDC is Purposeful • Literacy skills are critical in the lives of students; therefore, they must be intentionally and frequently taught in all grades K-12 • The LDC system is intended to assist secondary teachers in all disciplines 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
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.
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.
LDC Modules • Hard-wired to the Common Core State Standards • Minimalist as an approach – a lean model with powerful software • Interested in local choice and teacher decision making • Support teachers in developing instruction to use over 2-4 weeks • Help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content
LDC Guidebook Read pages 8-11 and discuss as a table group. • Why does the LDC system begin with a template task? • How is the LDC system preserving local choice and honoring teacher expertise? • How will LDC support teachers in planning instruction that is responsive to student learning needs?
Capture Your Thoughts • What are your greatest hopes about using LDC in your classroom? • What are the most pressing challenges that you will face implementing LDC? • Questions and/or concerns?
We’re Running ! Text Here We’re running FULL speed to PRODUCE, REVIEW, EDIT, REWRITE, RE-EDIT and TRAIN…this entire effort is in fast forward and being built AS WE RUN…..and we NEED YOU to run with us!!
LDC Framework Continued: ...in Real-Time, with On-Going Feedback
“Rethinking Literacy” Video http://www.youtube.com/watch?v=FSyC1KcrkM0 The video makes several points about changes that need to happen to implement LDC. How will these changes impact your instructional practice?
Template Tasks & Teaching Tasks Selecting One & Designing the Other
What Task? From Template Task To Teaching Task
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
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)
Thinking about Template Tasks • Go to pages 17-21 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
Task Design 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 and the work place by the end of their high school career.
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.
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.
Informational Teaching Task Example: Science After researching the following articles on various organisms, write a 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
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. A bibliography is or is not required. • Template Task 18 – Informational or Explanatory/Synthesis
Argumentation Teaching Task Example: Science 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. • Template Task 1 – “after researching”
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 write an 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”
A 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…..
Colorado Example Continued • Uses an Inquiry Question from the same Grade Level Expectation • How have the basic values and principles of American democracy changed over time and in what ways have they been preserved?
Colorado Example Teaching Task How did the principle of Federalism 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 view. L3 Give examples from past or current events or issues to illustrate and clarify your position. • Template Task 2 – Argumentation/Analysis
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.
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
How to Select a Task • Refer to your curriculum map and/or other documents outlining your plan of study for the next three months • Refer to the CAS for 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 (Available on the web) • Identify a topic or essential question that is important enough to involve two to four weeks of study • See Page 1 of the Template Task Collection in the Guidebook for more assistance
Teachers make decisions 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 type of product, length, etc. • Pacing requirements:Vary workload and time allowed to complete
Your Turn – Design a Task • Alone or in pairs • Look at the template task collection. Pick a favorite argumentation or information template. (Recommend limiting yourself to Templates 1, 2, 11, and 12.) • Look at your state content standards. Grade Level Evidence Outcomes, concepts/skills maps, and Inquiry questions can be used in templates to create strong, aligned tasks. • Design a teaching task you think is worthy of 2-4 weeks of quality instruction.
Task Sharing and Review • Get into job-alike groups of 3 or 4 and share your teaching tasks • Job-alike = middle level science, high school ELA, AP history, IB Science, etc. • Select one task to revise as a group • Using the section on the Teaching Task in the Module Review Sheet, discuss and revise the selected task • Write the revised task on butcher paper • Post the revised task on the wall
Return to Own Teaching Task • Think back on the discussion (questions and comments) from your group teaching task revision activity • Using those insights, review and revise your own teaching task • Once finished, use the ½ sheet form provided to write down your teaching task information (just the information you designed for the “blanks”) • Turn in your teaching task form for review before you leave
So Where Are We? Using a “thumbs up, thumbs down, or thumbs sideways” signal, tell us where you are relative to each of the outcomes as they are reviewed. • Thumbs up – I’m moving toward this outcome • Thumbs down – I still have no idea or I’m even more confused • Thumbs sideways – I’m not sure yet
Feedback for Day 1 • The most valuable learning today was__________. • The least valuable activity today was____________. • I wish I had been able to learn more about __________.