Workshop Objectives

1. Introduction to the Literacy Design Collaborative Day 1Lynda GillespieCarol Ann DukeDanielle BrewerJessica HoppisSREB Literacy Consultants

2. Workshop Objectives • Discuss the Common Core State Standards and their implications on teaching • Introduce the Literacy Design Collaborative (LDC) for replication • Determine how LDC can help teachers implement the Common Core State Standards • Design Tasks for teaching in various content areas

3. Guiding Questions: • How much do you know about the Common Core State Standards? • On a scale of 1-10 with 1 being no familiarity and 10 being thoroughly knowledgeable, where are you in relation to the CCSS? • What is your biggest concern about the CCSS?

4. Why do we need CCSS? • Prior to introduction of CCSS, every state had its own set of academic standards. • Expectation levels varied state to state. All students need to be able to compete with not only American students, but also with international peers.

5. Common Core State Standards Do Not Provide… • A complete scope and sequence • A course outline • All the essential skills and knowledge students could have Do… • Outline the most essential skills and knowledge every student needs to master to be college and career-ready • Distribute responsibility for students’ literacy development

6. Let’s take a look

7. Deconstructing theArchitecture and Structuresof theCommon Core State Standards http://corestandards.org/

8. A Discussion About Reading in Your Content • Think about a time when you asked students to read something for your class in preparation for discussion about the reading. • Write down 4 questions about what you usually ask students about what they read.

9. Deconstructing Reading Anchor Standard One Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1stAsk and answer questions about key details in a text. 2ndAsk and answer such questions as who, what, where, when, why and how to demonstrateunderstanding of key details in a text. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (No prompting)

10. Grade and Standard 2nd Ask and answer such questions as who, what, where, when, why and how to demonstrateunderstanding of key details in a text. 3rd Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

11. Grade and Standard 5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

12. Grade and Standard 8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th/10th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th/12th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

13. Grade Level Standards English Language Arts Standards Literacy Standards for History/ Social Studies Literacy Standards for Science and Technology

14. The Ten Anchor Standards: Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10.Read and comprehend complex literary and informational texts independently ..

15. The Ten Anchor Standards: Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and time frames(a single sitting or a day or two) for a range of tasks, purposes, and audiences.

16. Overview of Standards for History/Social Studies, Scienceand Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Write arguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

19. With a partner . . . • Look at Anchor Standard 2 for Writing • Go to the Writing Standards for History/Social Studies 6-12 • How is the work of the history/social studies teacher affected by the requirements in grades 6-8? 9-10? 11-12?

20. Writing Standard 2

21. The Literacy Design Collaborative

22. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align 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

23. A Complete Example

24. What does LDC look like in practice?An example from New York City

25. Looking at the Task

26. What are the LDC tools? • The bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics 26

27. What are the three typesof writing tasks? • Argumentation • Informational/Explanatory • 3. Narrative 27

28. What are the nine modes of writing • Analysis • Comparison • Evaluation • Problem/Solution • Cause/Effect • Description • Sequential • Procedural/Sequential • Synthesis

29. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. The LDC Template Task Collection Informational/ Explanatory Argumentative Narrative

30. LDC Writing Task vs. Traditional Writing Prompt As you view the next slides, jot down the differences between the LDC writing tasks and the traditional writing prompts. Which one is more rigorous? Which one is more engaging? 30

31. ELALDC Task vs. Traditional Writing Prompt

32. Career/Technical TaskLDC Task vs. Traditional Writing Prompt

33. ScienceLDC Task vs. Traditional Writing Prompt

34. Social StudiesLDC Task vs. Traditional Writing Prompt

35. What is the purpose of a Critical Focus Question? • Pinpoints the important learning that needs to occur in the content • Encourages higher order thinking • Allows thinking in an open-ended way • Defines what students should know and be able to do throughout the unit of study

36. The Critical Focus Question • Should be significant • Should be based on prior knowledge • Should be in simple language • Should be thought provoking • Should be important five years from now • Should not be answered by a simple “yes” or “no”

37. Critical Focus Questions? • Were the senators justified in assassinating Julius Caesar? • English • Should schools continue to teach photosynthesis in life science? • Science • In the construction industry, is the customer always right? • CTE

38. Try It Out • Think about a unit of study that will take two weeks. Write a Critical Focus Question for that unit. • Share your question with a colleague and revise.

39. It’s Lunch Time!

40. Template Task Examples TASK 11/12 (Informational/Explanatory) [Insert Critical Focus Question] After researching/reading __________ (literature or informational texts), write an _______ (essay, report or substitute) in which you define _______ (term or concept) and explain ______ (content). Support your discussion with evidence from your research/texts. 40

41. 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

42. For Writing Assignments • For an essay, you might substitute a review, article, editorial, speech or proposal (“I propose amending Kentucky 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.

43. How do we create a Great Teaching Task?

44. 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) • Selects reading texts that use and develop academic understanding and vocabulary

45. A Great LDC Teaching Task(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

46. Let’s give it a try. • Design a Task using Task 11 Template that covers 2-4 weeks of material that you will teach in the first quarter. • Pay special attention to the critical focus question, the reading assignments and the writing assignments. • Be prepared to present your completed work to the group.

47. Exit Slip: One thing you learned; one question you have Homework: Think about how you can continue to include literacy in your content as you begin the school year.