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Welcome Teams!

Welcome Teams!. Today’s Agenda. Participant Binder Day 1. Welcome & Introductions The LDC Framework Break Making Cross-District Connections An LDC Task Experience A Beginning Conversation About Assessment Introduction to Module Creator Lunch

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Welcome Teams!

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  1. Welcome Teams!

  2. Today’s Agenda Participant Binder Day 1 Welcome & Introductions The LDC Framework Break Making Cross-District Connections An LDC Task Experience A Beginning Conversation About Assessment Introduction to Module Creator Lunch Creating Your First Module (Participant Work Session, Part I) Can This Task Be Saved? Creating Your First Module (Participant Work Session, Part II) School Team Meeting and Wrap Up Next Steps

  3. Materials • Computers • Curriculum materials used for planning instruction • The 1.0 Guidebook to LDC • Participant Binder • Headset • Flashdrive • Sticky Notes or Index Cards • Highlighters • Access to : Module Creator and IU13 LDC Portal

  4. LDC: What it is! A “co-op” or community of teachers and partners using the LDC tools and sharing them in our region, state and all over the country to help students be more college and career ready. www.literacydesigncollaborative.org IU 13 LDC Webinar

  5. What’s Your Role? Content area teacher Special Education teacher Reading teacher Instructional coach ESL teacher Other…

  6. LDC AT-A-GLANCE REGIONAL SHOWCASE In your binder: Cohort 2 Calendar/Project Implementation plan IU 13 LDC Webinar

  7. Create OR Clone IU 13 LDC Webinar

  8. CCSS Standards Are A Blueprint

  9. What Does It Mean To Be College & Career Ready Today? To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. -Common Core State Standards PA Common Core: , http://www.pdesas.org/Standard/CommonCore

  10. CCSS = Rich Possibilities! “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)

  11. Now We Need To Move … From blueprint… …to action!

  12. Historically… A Typical Approach Might Be HISTORICAL TIMELINE READING & WRITING ACROSS THE CURRICULUM WRITE READ PLEASE! PLEASE?

  13. Is There ADifferent Choice? So teachers don’t have to “move from CCSS blueprint to action” alone.

  14. The Literacy Design Collaborative … A humble beginning with a “scrappy” team of practitioners

  15. The LDC Framework LDC 10 Common standards, local choices! The tasks students engage are at the center! Courses • New courses • Existing courses

  16. Tools In The Form Of Templates CCSS-based reading & writing tasks driven by your content Task 2 Template (Argumentative/Analysis L1, L2, L3): [Insert 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. LDC Guide for Teachers, Appendix C Appropriate for: Social studies, science

  17. LDC Raises The Rigor Of Assignments Source: East Jessamine High School; Kentucky LDC

  18. LDC 44-45 66-112 A Simple Frame…

  19. The British Industrial Revolution and other sample modules can be found at the Literacy Design Collaborative website.www.literacydesigncollaborative.org

  20. www.modulecreator.com IU 13 LDC Webinar

  21. Where Can We Go? Now think of replacing grades 6-12 with 14 semesters like that!

  22. LDC 60-62 National Paideia Center : Middle Grades Science Course Skeleton

  23. Why Tasks? “What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education

  24. LDC Tasks On SAS http://www.pdesas.org RSS FEED SHORT VIDEO 72 TASKS www.pdesas.org More samples in your binder p. 8-11

  25. Let’s Take A Closer Look 3 Task 2 Template (Argumentative/Analysis L1, L2, L3): [Insert 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. LDC Guide for Teachers, Appendix C Appropriate for: Social studies, science

  26. LDC 24 Hardwired CCR Anchor Standards

  27. LDC 24 Hardwired CCR Anchor Standards

  28. West Ed Task Validation Study

  29. LDC 21- 22 LDC Template Task Collection 4-7

  30. Break Break IU 13 LDC Webinar

  31. Cross-District Mingle 2 Make content connections! Meet as many people as you can in 10 minutes. Record their contact info on p. 2 of your binder. FRONT OF THE ROOM ELA Science Social Studies/History Other Groupings

  32. 12 Give It A Try Should teachers be expected to master technology tools and infuse them into their instruction as a primary strategy to engage 21st century learners?Afterreading selected informational texts, write an essay 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.

  33. 12 Read and ask, “what is the task asking me to do?” Underline key words or phrases. Access the selected text from the internet: “Rigor Redefined” – by Tony Wagner http://www.ascd.org/publications/educational-leadership/oct08/vool66/num02/Rigor-Redefined.aspx “Do Different Things”- Alex Couros http://georgecouros.ca/blog/archives/2244 “4 Arguments Against Technology” http://blogs.hbr.org/now-new-next/2009/04/4-arguments-against-technology.html “Pros And Cons Technology In the Classroom” http://www.ehow.com/about_5384898_pros-cons-technology-classroom.html “Technology in Schools: Weighing the Pros and Cons” http://www.huffingtonpost.com/2010/10/22/technology-in-schools-wei_n_772674.html Discuss your position and evidence with a peer. Write your introductory paragraph.

  34. 13 Unpack Your Experience • What processes or strategies worked for you? What were your challenges? • What do students need to know and be able to do to complete the task successfully? • What instruction will teachers need to provide to ensure students can complete this task successfully?

  35. 14

  36. Scoring Levels • Possible scores of 1 to 4 • Descriptors for each whole number score • Option of using 1.5, 2.5, or 3.5 when, based on professional judgment, work is in between two descriptors • Expectation of professional dialogue to move toward consensus on key expectations

  37. Participant Work Session I

  38. You’ll Need… • Module Creator • Computer • Curriculum materials used for planning instruction • Sample Modules

  39. LDC Task Requirements • Use exact wording of the template task • Determine if you will use L2 and L3 • Keep the exact CCR Anchor Standards listed in the blank module because the alignment is already completed. Consider additional standards. • Add appropriate state content standards • Provide source information for the standards you use. • Use the exact rubric listed in the blank module

  40. 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 type (argumentation, information/explanation or narrative) • Utilizes reading texts that use and develop academic understanding and vocabulary

  41. Choosing Texts • Literature: novels, stories, poems, plays, anthologies • Primary Source documents: seminal documents, charters, photos, telegrams, newspapers, journals, etc. • Informational texts: textbooks, newspaper articles, journal articles, primary source documents • Opinion pieces: editorials, speeches, essays on an issue • Reference works: encyclopedias, almanacs, manuals, how-to books

  42. Three Part System: Quantitative Measure: gets you to the band and somewhere within it Qualitative Scale: places text inside the band, helps teacher understand elements of complexity Professional Judgment of Reader and Task: puts all considerations together

  43. Choosing Writing Products • For an essay, you might substitute a review, article, editorial, speech or proposal • For a report, you might substitute an article, lab report or a manual. • For a narrative, you might substitute an article, account, biography, story or script.

  44. Resources General Sources Internet Public Library www.ipl.org Google Scholar http://scholar.google.com Open Educational Resource (OER) http://www.oercommons.org/ Twurdy (Google organized according to reading level) http://www.twurdy.com/ 44

  45. Resources English American Rhetoric http://www.americanrhetoric.com/ Science Science.gov http://www.science.gov/browse/w_133.htm Scirus http://www.scirus.com/ General http://repository.epsilennyt.com http://www.procon.org/ 45

  46. Resources History American Experience http://www.pbs.org/wgbh/americanexperience/ American Memory Project http://memory.loc.gov/ammem/index.html Smithsonian’s History Explorer http://historyexplorer.americanhistory.si.edu/ Library of Congress (THOMAS) http://thomas.loc.gov/ Civil War Newspaper Index http://www.memorialhall.mass.edu/collection/news_index/index.jp CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/ Eyewitness to History http://www.eyewitnesstohistory.com/ 46

  47. Standards Aligned System

  48. Finished with your task? Ask Kelly, Barb or another teacher for feedback

  49. 15 Can This Task Be Saved? • Scan the LDC “Good To Go” Scoring Guide • Turn and talk about what makes a good task. • Review the sample tasks • Decide what, if anything, could be improved with the task.

  50. 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? 10th Grade English

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