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Literacy Design Collaborative

Literacy Design Collaborative

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Literacy Design Collaborative

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  1. Welcome To Day 2 Literacy Design Collaborative Using Literacy as a Tool for Learning Content

  2. BE SWEET AND SEND US A TWEET! Tweet about today’s learning experience. #ARLDC

  3. LDC in Practice

  4. Is your goal… • to engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts? • to align assignments to standards and promote collaboration? • to personalize learning so that every student can master the standards? • to ensure that all students can be college and career ready?

  5. Today’s Objectives • Analyze “Section 1: What Task?” • Develop a Teaching Task • An in depth look at “Section 2: What Skills?” • An in depth look at “Section 3: What Instruction?” --The Instructional Ladder • Develop a Mini-Task • Introduction to “Section 4: What Results?”

  6. Linking the Pieces 1. How can LDC serve as a planning tool to help you address the changes required by CCSS in your classroom? 2. How can LDC impact curriculum, instruction, and assessment in your classroom? 3. What might be the benefit(s) of moving from past/current practices to Literacy Design Collaborative?

  7. Components of a Module • 4. Results • 3. Instruction • 2. Skills • 1. Task

  8. The LDC Module Framework • Key Components of Modules • Introduction and Reading/Writing Task • What is the importance of this unit? (Critical Focus Question) • What must students do to succeed? • What outcome do I expect? • Analysis of Skills • What do my students need to do to be successful? • Instructional Strategies • What must I do to help students be successful? • Results/Rubric

  9. Section 1: What Task?

  10. Kathy Sadler • CTE/Public Safety/Grades 11-12 • Argument • Analysis • Should it be against the law to use handheld communication devices • while operating a motorized vehicle? • Task 2: Should it be against the law to use handheld communication devices while operating a motorized vehicle? After reading all four articles from the resource list, write an editorial for the local newspaper that addresses the question and support your position with evidence from the texts. D1 Be sure to acknowledge competing views. D2 Give 2 examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

  11. Let’s consider the following Teaching Task examples. • What makes them rigorous? • What makes them engaging? • Can they be improved?

  12. Does the Critical Focus Question match the criteria for an Essential Question? • Does the Teaching Task match the exact wording of the Template Task? • Are the text(s) adequate/appropriate? • Is the writing product appropriate to the task? • Have Demands been added to increase rigor?

  13. Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue Collar Roots, White Collar Dreams, write an essay in which you explain how a character succeeded or failed in efforts to move to a higher social class. • English III

  14. Task 19: Can social climbers really move into a new social class? After reading The Great Gatsby, Vanity Fair, and Limbo: Blue Collar Roots, White Collar Dreams, write an essay in which you explain how a character succeeded or failed in efforts to move to a higher social class. • English III • English III • Task 19:

  15. Task 21: What will it take to raise voter participation? After reading “Where Have All the Voters Gone?” and “Many will mark this election by not voting,” write a legislative proposal in which you analyze the best legal changes to increase participation, providing examples to clarify your analysis. • AP US Government

  16. 10th Grade English • Task 11: After researching Romeo and Juliet and Westside Story, write a report in which you define “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?

  17. 6th Grade Language Arts • Task 12: What is the most important challenge you have met? After reading several personal challenge essays on the Internet, write an essay in which you define your challenge and explain how you met it. Support your discussion with evidence from your research.

  18. 8th Grade Life Science • Task 3: After researching your textbook chapters on human anatomy, write an article for students your age in which you compare two major body systems and argue which one is the most exciting. Be sure to support your position with evidence from the text.

  19. Task 2: In today’s society, which type of advertising media is more effective, traditional media or social media? After reading business articles write a memo that addresses the question and support your position with evidence from the text(s). D1 Be sure to acknowledge competing views. D2 Give examples from past or current events or issues to illustrate and clarify your position. • 9th Grade CTE

  20. Review Your Teaching Task • Review your own Teaching Task and the Feedback you were given today. • Make any changes.

  21. To Tweet or Not to tweet? Tweet about today’s learning experience. #ARLDC

  22. Section 2: What Skills?

  23. Students need… • To understand the Task and assignment; • To read rigorous materials from different types of texts; • To analyze their reading and synthesize it in preparation for writing; • To write thoughtful and insightful pieces demonstrating their learning; and • To understand and apply the tenants of the content taught.

  24. Preparing for the Task • Reading Process • Writing Process • Transition to Writing The Four Must-Have Skills Clusters • Skills Cluster 1 • Skills Cluster 3 • Skills Cluster 2 • Skills Cluster 4

  25. LDC Skills Clusters Skills Cluster 1: Preparing for the Task • To understand the Task and assignment Skills Cluster 2: Reading Process • To read rigorous materials from different types of texts Skills Cluster 3: Transition to Writing • To analyze the texts and synthesize them in preparation for writing Skills Cluster 4: Writing Process • To write thoughtful and insightful pieces demonstrating learning

  26. Teachers must choose the critical content to embed in each of the 4 Skills Clusters. • What is the critical content knowledge necessary for success? • How do I make sure that the critical content knowledge is acquired? • What skills do the students need to successfully complete the task?

  27. Skills Cluster 1: Preparing for the Task

  28. LDC in Practice

  29. Skills Cluster 2: Reading Process

  30. LDC in Practice

  31. Skills Cluster 3: Transition to Writing

  32. LDC in Practice

  33. Skills Cluster 4: Writing Process

  34. LDC in Practice

  35. Skills Cluster: Content

  36. Let’s Take a Break!!!

  37. Send us a Tweet! Tweet about today’s learning experience. #ARLDC

  38. The Instructional Ladder • Outlines step-by-step what students will do (and what teachers will teach) to achieve the larger teaching task. • The instructional ladder is organized around the skills list. Each skill has to be taught.

  39. Guidelines for Creating a Workable Instructional Ladder • Start with the skills you think your students need. • Determine what product your students will produce. • How will you assess their products? • Match the instruction with the skill. Remember for every skill you need instruction. • How long will the work take?

  40. Prompt • Instruction • Product • Scoring • Pacing Mini-Tasks Small or short assignments that engage students in learning the content and skills necessary to successfully complete the Teaching Task.

  41. Inside the Module Template • Can you hear me now? • examine the impact of cell phones and text messaging on personal and public safety.

  42. Inside the Module Template • Must be Flexible! • Teacher will… • Students will… • (The Skills Cluster CANNOT be changed.) • Do not leave this blank. While everything may not be “scored,” everything should be assessed. How will you know if what students produce meets your expectations? • Instruction needs to be student-centered, interactive, and engaging for all students. • Students must read and write each day no matter how short or long the piece.

  43. Kathy Sadler • CTE/Public Safety/Grades 11-12 • Argument • Analysis • Should it be against the law to use handheld communication devices • while operating a motorized vehicle? • Task 2: Should it be against the law to use handheld communication devices while operating a motorized vehicle? After reading all four articles from the resource list, write an editorial for the local newspaper that addresses the question and support your position with evidence from the texts. D1 Be sure to acknowledge competing views. D2 Give 2 examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

  44. LDC Module Planning Worksheet • W’s N Prompt: How do you feel about talking on a cell phone or texting while driving? • Video Clip: “Eyes on the Road” • T-Chart: Pros and Cons of banning mobile devices while operating a motor vehicle

  45. Guidelines for Creating a Workable Instructional Ladder • Start with the skills you think your students need. • Determine what product your students will produce. • How will you assess their products? • Match the instruction with the skill. Remember for every skill you need instruction. • How long will the work take?

  46. Skills Cluster 1: Preparing for the Task • Task Engagement

  47. Section 3: What Instruction? • Students will… • The skills in each Skills Cluster are flexible and can be adjusted as needed.

  48. Guidelines for Creating a Workable Instructional Ladder • Start with the skills you think your students need. • Determine what product your students will produce. • How will you assess their products? • Match the instruction with the skill. Remember for every skill you need instruction. • How long will the work take?

  49. LDC Module Planning Worksheet • W’s N Prompt: How do you feel about talking on a cell phone or texting while driving? • Video Clip: “Your Final Text Message” • T-Chart: Pros and Cons of banning mobile devices while operating a motor vehicle