Transcript Document

Jefferson County
Literacy Design Collaborative (LDC)
www.kellyphilbeck.com
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Our on-going targets
• I can describe the components of a Literacy
Design Collaborate (LDC) module.
• I can explain how LDC supports students’
content understanding.
• I can access LDC resources to guide me in the
process of developing and implementing a
module.
• I can implement literacy strategies in my
classroom to support content understanding.
The LDC teaching task is
thoughtfully designed to spark
student interest, research,
discussion and analysis.
The topic is worthy of 2-4
weeks worth of instruction.
Instruction is designed around
the task.
LDC Framework
TEMPLATE TASKS
Target the 3 modes of writing
in the Common Core State Standards
Argument
(opinion at the
elementary grades)
Informative/
Explanatory
Teacher/StudentSelected
Texts
Narrative
& other Common Core
Standards when appropriate
Appropriate,
grade-level texts
that support
selected content
Supported by an Instructional Ladder
Skills students need to complete the task
Mini-tasks for building each skill
Build a Quality Instructional Ladder
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Preparing for the Task
Reading Processes
Transition to Writing
Writing Processes
Note-taking strategy - Flipbook
Literacy Design Collaborative (LDC)
(You will add your definition here.)
Teaching Task
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Reading Process
Active reading
• Purposeful interaction with text
• Identifying points of view
Note-taking
• Using textual evidence to support arguments
and explanations
• Summarizing, paraphrasing
Reading Process, continued
Essential vocabulary
• Vocab development & understanding
Academic integrity
• Avoiding plagiarism
Teaching Task
Does the National Security Agency (NSA) infringe
upon our rights or protect them? After reading
NSA Surveillance Pros and Cons, Obama Defends
Secret NSA Surveillance, Cheney Defends NSA ,
and other informational texts, write an article
for your school publication that addresses the
question and supports your position with
evidence from the text(s). Be sure to
acknowledge competing points of view.
SKILL: Vocabulary Development
Mini-Task: Probable Passage
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How I classified the words & phrases
SKILL: Active Reading
Mini-task: Word Splash/Sort
• Open your baggie
• Spread the words out
on the table in front of
your group
• Work together to
organize
words/phrases in a
pattern that makes
sense
• No right or wrong
answers
SKILL: Active Reading
Mini-task: Word Splash/Sort
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Capture Thinking
Go to Text
Rearrange Cards
Clarify misconceptions
Share Thinking
Pull Text
Summarize
Close Reading
Dr. Douglas Fisher
Close Reading and the CCSS, Part 1
http://www.youtube.com/watch?v=5w9v6zUg3Y&feature=relmfu
Close Reading
Dr. Douglas Fisher
Close Reading and the CCSS, Part 2
http://www.youtube.com/watch?NR=1&v=JhGI5zdjp
vc&feature=endscreen
Find Your Color Partners
• Discuss the characteristics you have noticed
about Close Reading—share & compare notes.
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Content
SKILL: Examining Text
Mini-task: Close Reading Strategies
What is Close Reading?
Generally close reading includes:
• Rereading a complex text for different purposes
• Text dependent questions that support several
reading standards
• Independent struggle with text
• Discussion of the text with peers to refine thinking
• Independent assessment of understanding
through a writing task
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Close Reading
with
Text Dependent
Questions
Writing Text Dependent Questions:
What are Text-Dependent Questions?
Text-dependent questions:
Draw the reader back to the
text to discover what it
says.
Have concrete and explicit
answers rooted in the text.
Frame inquiries in ways
that do not rely on a mix of
personal opinion,
background information,
and imaginative
speculation.
© 2012 The Aspen Institute
Differences in Depth:
Text versus Non-Text-Dependent Questions
Non-Text-Dependent
Questions
Are books without pictures or
conversations useful?
How would you react if you
saw a talking rabbit?
Would Alice have followed the
rabbit down the hole had she
not seen it look at a watch?
What do you know about
Lewis Carroll?
Text-Dependent Questions
What kind of books does Alice
find useful?
How did Alice react when she
saw a talking rabbit?
Why did Alice follow the
rabbit down the rabbit-hole?
What does the reader know
about the rabbit?
Text Dependent Questions
Do NOT rely on…
Personal opinion
Background information
Imaginative speculation
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Text Dependent Questions…
Require students to engage with text at
higher levels.
 Discover answers by extracting evidence
from the text.
 Are CCSS aligned questions (mirror CCSS
aligned assessments).
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Text Dependent Questions
Level of Text Specificity
Word/Phrase
Sentence
Paragraph
CCSS Anchor Standard
Close Reading Skill
Analyze how specific word
choices shape tone
(Standard 4)
Assess how point of view
shapes content
(Standard 6)
Summarize key supporting
details (Standard 2)
Text Dependent Question
Why wasn’t Alice “burning
with curiosity” when she
initially saw the rabbit?
What events led her to
feeling this way?
In the opening paragraph,
Alice states “what is the use
of a book…without pictures
or conversation?” What
does that sentence reveal
about her?
Around which word or
phrase does the meaning
of the third paragraph
pivot? Explain w/evidence.
Text Dependent Questions and CCSS
• Determine ideas or themes and analyze their development(Standard 2)
• Summarize key supporting details and ideas (Standard 2)
• Analyze how and why individuals, events, and ideas develop and
interact (Standard 3)
• Analyze how specific word choices shape meaning or tone (Standard 4)
• Interpret technical, connotative, and figurative meanings of words and
phrases (Standard 4)
• Analyze how two or more texts address similar themes or topics
(Standard 9)
• Assess how point of view or purpose shapes the content and style
(Standard 6)
• Integrate and evaluate content presented in diverse media and formats
(Standard 7)
• Assess the validity of the reasoning (Standard 8)
• Assess the relevance and sufficiency of the evidence (Standard 8)
Progression of
Text-dependent Questions
Whole
Across texts
Opinions, Arguments,
Intertextual Connections
Inferences
Entire text
Author’s Purpose
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
General Understandings
Part
Tools for Creating Text-Dependent Questions:
Text-Dependent Question Worksheet
A systematic
approach to
creating textdependent
questions for
complex texts
while aligning
them with the
demands of the
CCSS.
© 2012 The Aspen Institute
Tools for Creating Text-Dependent Questions:
Basal Reader Review Worksheet
A systematic
approach to
revising Basal
reader
questions to
align them with
the demands of
the CCSS.
© 2012 The Aspen Institute
Find Your Content Partners
Practice writing text dependent questions for
your content area.
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Content
Reading Process
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Close reading - Text Dependent questions
Word Splash/Sort
Carousel reading
Annotating text
Flip book (key concepts/vocabulary)
Probable passage
Guide to citing resources
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Reflect:
Write or talk with a partner
• Why is this step (reading process) important?
• Add your own thoughts/notes to your Flip
Book page for future reference.
Literacy Design Collaborative (LDC)
(You will add your definition here.)
Teaching Task
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Transition to Writing
Engaging ways to help students
transition from reading to writing
often collaboratively.
Skill: Transition to Writing
Mini-task: Socratic Seminar
• https://www.teachingchannel.org/videos/teach
ing-the-n-word
• Viewing lens: Structure of Socratic Seminar
Socratic Seminar:
Socratic Seminar: Expectations
• We read and think about the text in advance.
• We refer to the text and give enough time for fellow
classmates to locate text.
• We engage in conversation; we don’t talk at each
other.
• We show we are listening by tracking the speaker
and summarizing what a classmate said.
• We don’t raise our hand, but we wait for speaker to
finish.
• We ask questions, give comments, but always give
evidence to support our opinions.
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Follow-Up Questions
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Tell me more about that.
What about the reading made you think that ___?
Using evidence, convince us that __.
In what other context does that idea play out?
What evidence would you give to someone who thought ___?
Based on what we have read, what do you think that we will
discover in the next chapter?
After reading this information, how would handle a situation
like ___?
How is your answer different or the same from others?
So, this leads to you to what conclusions?
What did you discover?
Adapted from http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley
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Socratic Seminar
• It’s OKAY to disagree, so long as you do so
respectfully
– I understand what you are saying, but I
disagree because…
– I respect your opinion, but I disagree
because…
– I hear where you are coming from, but…
• Most importantly, in a discussion there are no
right or wrong answers.
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Sentence Starters
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So what you’re saying is…
I disagree/agree…
I’d like to raise a question…
I’m confused about…
What is your opinion of…
I think this means…
What puzzles me is…
This relates to…
Do you agree/disagree….
Don’t you think this is similar to…
I’d like to talk with people about…
Socratic Seminar
Does the National Security Agency
(NSA) infringe upon our rights or
protect them?
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Readying for a Socratic Seminar
Reviewing notes
Reviewing roles
Setting a goal
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Sentence Starters
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So what you’re saying is…
I disagree/agree…
I’d like to raise a question…
I’m confused about…
What is your opinion of…
I think this means…
What puzzles me is…
This relates to…
Do you agree/disagree….
Don’t you think this is similar to…
I’d like to talk with people about…
Transition to Writing
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Debate
Socratic seminar
4 corners discussion
Charting
Discussion web
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Literacy Design Collaborative (LDC)
(You will add your definition here.)
Teaching Task
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Writing Process
Controlling idea
Planning
Development
Revision
Editing
Completion
Writing Process
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Graphic organizers
Outlines
Peer response groups
Peer editing
Authentic publishing
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Time for Lunch!
Teacher Talk
Based on what
you know now
about LDC . . .
What would you expect to see if you
walked into a classroom that was
implementing LDC at what you consider
a high level of impact ?
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Domain 5: Student Growth
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The TPGES System
Observation
Teacher Professional Growth
and Effectiveness System
Peer Observation
formative
Professional
Growth
These provide
different lenses for
looking at teacher
effectiveness.
Self-Reflection
Student Voice
State Contribution:
Student Growth %
Student Growth
Local Contribution:
Student Growth Goals
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Common Language
Digging Deeper into the FfT
• Analyze your assigned component of the FfT.
• Highlight language that connects to LDC
implementation.
• Communicate what it might look like in a LDC
classroom.
First, highlight language that connects
to LDC implementation.
Next, communicate what it might look like in a LDC classroom.
Find Your Letter Partners
This will be your group for this activity.
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Content
Digging Deeper into the FfT
• Analyze your assigned component of the FfT.
• Highlight language that connects to LDC
implementation.
• Communicate what it might look like in a LDC
classroom.
• Decide who will share.
What would you expect to see if you
walked into a classroom that was
implementing LDC at what you consider
a high level of impact ?
Work Time
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www.kellyphilbeck.com
www.modulecreator.com
www.literacydesigncollaborative.org
www.rgroupspace.org
What’s next?
• Investigate examples of LDC modules for your
content area
• Decide on an inquiry team
• Try out literacy strategies in your classroom
• Look for a model LDC module you might try
out in your classroom
– This semester: implement one you find & modify
or one you create this semester
– Next semester: implement one you design
Relax and
debrief.
What can you take away from today’s work that
you can use now to build content understanding
through literacy?
Calendar dates
Next full day
January 22
Choose a Lync date
February
OR
3:00 to 4:00
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