Transcript Introduction to the Literacy Design Collaborative Day 1 Lynda Gillespie

Introduction to the Literacy
Design Collaborative
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Day 1
Lynda Gillespie
Carol Ann Duke
Danielle Brewer
Jessica Hoppis
SREB Literacy Consultants
Workshop Objectives
• Discuss the Common Core State Standards
and their implications on teaching
• Introduce the Literacy Design Collaborative
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(LDC) for replication
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• Determine how LDC can help teachers
implement the Common Core State Standards
• Design Tasks for teaching in various content
areas
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Guiding Questions:
 How much do you know about the
Common Core State Standards?
 On a scale of 1-10 with 1 being no
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familiarity and 10 being thoroughly
knowledgeable, where are you
in relation to the CCSS?
 What is your biggest concern
about the CCSS?
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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.
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All students need to be
able to compete with not
only American students,
but also with international
peers.
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Common Core State Standards
Do…
• Outline the most
essential skills and
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knowledge every
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student needs to
master to be college
and career-ready
• Distribute
responsibility for
students’ literacy
development
Do Not Provide…
• A complete scope
and sequence
• A course outline
• All the essential
skills and knowledge
students could have
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Let’s take a look
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Deconstructing
the
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of the
Common Core State Standards
http://corestandards.org/
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A Discussion About Reading
in Your Content
 Think about a time when you asked
students to read something for your class
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in preparation for discussion about the
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reading.
 Write down 4 questions about what you
usually ask students about what they read.
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Deconstructing Reading Anchor
Standard One
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.
Grade and Standard
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Kst
1
nd
2
With prompting and support, ask and answer
questions about key details in a text.
Ask and answer questions about key details in a
text. (No prompting)
Ask and answer such questions as who, what,
where, when, why and how to demonstrate
understanding of key details in a text.
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Grade and Standard
nd
2
Ask and answer such questions as who, what,
where, when, why and how to demonstrate
understanding of key details in a text.
rd
3
Ask and answer questions to demonstrate
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as the basis for the answers.
th
4
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
th
5
Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
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Grade and Standard
5
th
Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences
from the text.
th
6
Cite textual evidence to support analysis of what the
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the text.
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Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
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Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text.
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Grade and Standard
th
8
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th
th
9 /10
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th
th
11 /12
Cite the textual evidence that most strongly
supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text.
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.
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English
Language
Arts
Standards
Grade Level Standards
Literacy
Standards
for
History/
Social
Studies
Literacy
Standards
for
Science
and
Technology
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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 ..
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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, wellchosen 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
.
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Overview of Standards for
History/Social Studies, Science
and Technical Subjects
 Reading Standards for History/Social Studies, Science, and
Technical Subjects

Knowledge of domain-specific vocabulary
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 Analyze,
evaluate, and differentiate primary and secondary sources
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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
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With a partner . . .
 Look at Anchor Standard 2 for Writing
 Go to the Writing Standards for
History/Social Studies 6-12
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 How is the work of the history/social
studies teacher affected by the
requirements in grades 6-8? 9-10? 11-12?
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Writing Standard 2
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The Literacy Design
Collaborative
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Goals of LDC
 To engage students in reading,
comprehending, analyzing, interpreting,
and responding to complex texts
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 To align
assignments to the College and
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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
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A Complete Example
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What does LDC look like
in practice?
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An example from New York City
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Looking at the Task
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What are the LDC tools?
 The bank of reading/writing tasks
 The module template
 Tasks
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 Skills
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 Instruction
 Results
 Scoring rubrics
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What are the three types
of writing tasks?
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1. Argumentation
2. Informational/Explanatory
3. Narrative
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What are the nine modes of
writing
1. Analysis
2. Comparison
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3. Evaluation
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4. Problem/Solution
5. Cause/Effect
6. Description
7. Sequential
8. Procedural/Sequential
9. Synthesis
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The LDC Template Task Collection
Argumentative
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Informational/
Explanatory
Narrative
Definition
N/A
ELA, social studies,
science, CTE
N/A
Description
N/A
ELA, social studies,
science, CTE
ELA, social
studies
ProceduralSequential
N/A
social studies, science,
CTE
ELA, social
studies
Synthesis
N/A
ELA, social studies,
science, CTE
N/A
Analysis
ELA, social studies,
science, CTE
ELA, social studies,
science, CTE
N/A
Comparison
ELA, social studies,
science CTE
ELA, social studies,
science CTE
N/A
Evaluation
ELA, social studies,
science, CTE
N/A
N/A
Problem/
Solution
social studies,
science, CTE
N/A
N/A
Cause/Effect
social studies,
science, CTE
Social studies, science,
CTE
N/A
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LDC Writing Task vs. Traditional
Writing Prompt
As you view the next slides, jot down the
differences between the LDC writing tasks
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and the traditional writing prompts.
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Which one is more rigorous?
Which one is more engaging?
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ELA
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Task Prompt 11: After
researching speeches
which use persuasive
techniques, write a
report in which you
define persuasion and
explain its impact on an
audience. Support your
discussion with evidence
from your readings..
Write an article
that persuades
someone to think
or do something.
Previous Writing
“Assignments”
LDC Writing Task
LDC Task vs. Traditional Writing Prompt
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Task 20: After
researching selected
sources on green
technological advances
in the automotive
industry, write a report
in which you analyze
how these changes
have affected the
environment. Support
your discussion with
evidence from your
research.
Informational
Write a report
on how
automotive
technology
has changed.
Traditional Writing Prompt
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LDC Writing Task
Career/Technical Task
LDC Task vs. Traditional Writing Prompt
Science
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Task 11: After researching
the article on invasive
species, write an essay in
which you define invasive
species and explain how
these organisms impact
an ecosystem, economy
and people. Support your
discussion with evidence
from your research.
Informational
Explain what
humans are
doing to
negatively impact
the environment,
using examples
we discussed in
class.
Traditional Writing Prompt
LDC Writing Task
LDC Task vs. Traditional Writing Prompt
Social Studies
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Task 7: After researching
primary and secondary
sources on problems
facing the United States in
the 21st century, write a
speech tin which you
identify what you believe
to be the biggest problem
facing American society
today and argue for a
solution. Informational
Write a speech
that discusses a
problem facing
America today.
What are the
possible
solutions to this
problem?
Previous Writing
“Assignments”
LDC Writing Tasks
LDC Task vs. Traditional Writing Prompt
What is the purpose of a
Critical Focus Question?
 Pinpoints the important learning that
needs to occur in the content
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 Encourages higher order thinking
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 Allows thinking in an open-ended way
 Defines what students should know
and be able to do throughout the unit of
study
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The Critical Focus Question
• Should be significant
• Should be based on prior knowledge
• Should be in simple language
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• Should be thought provoking
• Should be important five years from now
• Should not be answered by a simple “yes”
or “no”
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Critical Focus Questions?
 Were the senators justified in
assassinating Julius Caesar?
 English
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 Should
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schools continue to teach
photosynthesis in life science?
 Science
 In the construction industry, is the
customer always right?
 CTE
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Try It Out
 Think about a unit of study that will take
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two weeks. Write a Critical Focus
Question for that unit.
 Share your question with a colleague and
revise.
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It’s
Lunch
Time!
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Template Task Examples
TASK 11/12 (Informational/Explanatory) [Insert Critical
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Focus Question] After researching/reading __________
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(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.
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In Choosing Texts to Read,
Consider
 Literature: novels, stories, poems, plays
 Informational texts: newspaper articles,
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journal articles, primary source documents
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 Opinion pieces: editorials, speeches,
essays on an issue
 Reference works: encyclopedias,
almanacs, manuals, how-to books
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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
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register students as voters on their 18th
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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.
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How do we create a Great
Teaching Task?
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A Great LDC Teaching Task
 Addresses content essential to the
discipline, inviting students to engage
deeply
in
thinking
and
literacy
practices
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around that issue
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 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
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A Great LDC Teaching Task
(continued)
 Designs a writing prompt that requires
sustained writing and effective use of
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ideas and evidence from the reading texts
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 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
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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.
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 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.
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Exit Slip:
One thing you learned; one question you have
Homework:
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continue to include literacy in
your content as you begin the
school year.
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