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  1. Introduction to the Literacy Design Collaborative Days 1 & 2Frank DuffinLDC Program Manager & Secondary Literacy ConsultantLindsey StevensSocial Studies Teacher, Bonney Lake High School

  2. Norms: • Briefly think about the norms we will use over the next two days that will help us work productively together. • Pick one norm you think is most essential for our work together. • Talk at your table about the norms and identify two you think are most essential. • Be prepared to share.

  3. What Questions or Concerns do you have about Implementing the CCSS in your Classroom? • Briefly think about your response • Turn and talk to your elbow partner • Be prepared to share with the cohort

  4. LDC in Action: • As you watch the following video, describe the shifts in instruction? • • How did Sarah • Engage students in doing the task? • Help students develop and practice the skills they need to master your task? • Address the CCSS instructional shifts?

  5. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To hardwire assignments to the College and Career Readiness Standards within the CCSS and to promote collaboration • To help teachers personalize learning so that every student can master the CCSS • To ensure that all students can be college and career ready

  6. LDC Module Framework

  7. What are the LDC tools? • The bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS 8 LDC Framework 10-17-11

  8. What are the three typesof writing tasks? • Argumentation • 2. Informational/explanatory • 3. Narrative 9 LDC Framework 10-17-11

  9. An Example Argumentation Task Task 1: [Insert optional question] After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue ________ (content). Support your position with evidence from your research. (Argumentation/Analysis) 10 LDC Framework 10-17-11

  10. Additional Demands: You may choose one or more of these D’s (demands) to a Template Task to increase the challenge: D1 Be sure to acknowledge competing views. (Argumentation) D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and clarify your position. (Argumentation or Informational/Explanatory) D3 What ________ (conclusions; implications) can you draw________? (Argumentation or Informational/Explanatory) D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory) D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory) D6 Use ________ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative) D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative) D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)

  11. In Choosing Texts to Read, Consider • Literature: novels, stories, poems, plays • Informational texts: newspaper articles, journal articles, primary source documents • Opinion pieces: editorials, speeches, essays on an issue • Reference works: encyclopedias, almanacs, manuals, how-to books

  12. For Writing Assignments • For an essay, you might substitute a review, article, editorial, speech or proposal (“I propose amending Washington law to require schools to register students as voters on their 18th birthdays. That would be good policy because…”). • 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 play script.

  13. LDC Task Requirements • Use exact wording of the template task • Determine if you will use a Demand from the list. • Keep the exact CCSS Anchor Standards listed in the blank module because the alignment is already completed. Consider additional standards. • Add appropriate content standards. • Provide source information for the standards you use. • Use the exact rubric listed in the blank module.

  14. Task Design Process: Step 1: Work with a partner in your content area to identify content you want your students to go deeply into over the next marking period—roughly between 2 to 4 weeks.

  15. Task Design Process Step 2: Decide if you want the students to argue, inform/explain, or narrate (text type) about the content:

  16. Task Design Process Step 3: Decide the appropriate text structure (definition, description, procedural/sequential, synthesis, analysis, comparison, evaluation, problem-solution, cause-effect) for your text type.

  17. Step 4: Type this URL into your browser: the folder called “Day 1: Task Design” to your computer. Open the document titled “LDC-Template-Task-Collection-2-July-20131”.

  18. Step 5: Copy the appropriate task onto a blank word document and save it in a memorable location.

  19. Step 6: Fill in the blanks keeping these characteristics of a great teaching task in mind: • 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) • Selects reading texts that use and develop academic/technical understanding and vocabulary

  20. Step 6: Fill in the blanks keeping these characteristics of a great teaching task in mind: (continued) • 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

  21. Use the Jurying Tool to Improve and Refine your Task

  22. LDC Resources • Directions • Type this URL into your browser: • Download the folder called “Day 1: Task Design” to your computer. • Open the document titled “LDC-Template-Task-Collection-2-July-20131”. • Open the appropriate “BLANK LDC Template” (Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it. • Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

  23. LDC Resources • Directions • Open the appropriate “BLANK LDC Template” (Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it. • Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

  24. Post Revised Taskson Edmodo • Go to • Sign in or create an account • Join URL: or • Group Code: 4mvkid • Post your task in the post tab • Pick another task in your content area to give feedback

  25. Tweet Up Exit Slip: • How does this work (CCSS, LDC task design, etc.) resonate with your thinking? • What questions or concerns are still lingering about this work? Homework: • Review and refine your Task and be ready to publish it tomorrow morning. • Read through Sarah Ballute’smodulle“The British Industrial Revolution”

  26. Objectives for Module Development: • Develop a module for the next marking period that addresses • Engaging students in doing the task • Helping students develop and practice the skills they need to master your task • Addressing the CCSS instructional shifts

  27. LDC Module Framework

  28. Skills Students Need • To understand the Task and assignment • To read rigorous materials from different genre • To analyze their reading and synthesize it in preparation for writing • To write thoughtful and insightful pieces demonstrating their learning

  29. LDC Skills Clusters • Preparing for the Task • Reading Process • Transition to Writing • Writing Process Does Sarah’s skills clusters address these major skills in her task?

  30. The Instructional Ladder Product Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve the larger teaching task. Skills list/clusters Design mini-task for each skill Instructional strategies and pacing Scoring or checking for understanding

  31. Module Section 3:Instruction • SKILL: How do you engage students in reading and responding to challenging texts and writing challenging documents? • PRODUCT AND PROMPT: What product will the students produce to let you know you they are engaged? • INSTRUCTION: How do you facilitate that engagement? • Scoring; How will you check for understanding and keep track of the score?

  32. Mini-Tasks Mini-tasks – a small or short assignment that engages students in learning each of the skills necessary to complete the task. Core Elements of Mini-Tasks Prompt Product Scoring guide Instruction

  33. Let’s Create • Using the Module Template provided, begin to create your module. • Remember your module: • Should cover 2-4 weeks of study • Should be a major unit of your course • Should involve rigorous reading in varied genre • Should result in a major piece of writing • Should be made up of mini-tasks that are evaluated along the way

  34. Survey Monkey Feedback and Homework • Please take time to fill out the Survey Monkey workshop feedback. We will use this feedback to adapt our next workshop to meet your needs. • Homework: • Implement your module between now and our next workshop, and be prepared to discuss • What you found working with LDC • Challenges you encountered and how you overcame them • Be prepared to bring scored or un-scored student work