introduction to ldc! presented by: kelly philbeck [email protected]
TRANSCRIPT
Materials & Resources are on www.kellyphilbeck.com
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Goals & Outcomes• Deepen an understanding of the instructional shifts,
structure and demands of the Common Core State Standards
• Learn about using the LDC framework to design instruction to meet the expectations of the Kentucky Core Academic Standards (KCAS)
What is LDC?LDC is… LDC is NOT…
a set of template tasks aligned to CCSS.
an expensive program.
a strategy to integrate reading, writing, language, speaking/listening, and content standards.
a prescribed curriculum…• not telling you what• not telling you when• not telling you how
a text dependent strategy. a strategy to cover every piece of content
LDC is NOT Every Assignment
• LDC is NOT every assignment. • LDC is the kind of assignment for
when you think students should write in response to reading.–“reading”(e.g., articles, videos,
artworks, timelines, data sets, stories)
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How Can I Use LDC?
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Writing Program Reviews: C&I• 2b) Curriculum integrates the
strands of literacy (reading, writing, speaking, listening, and language use) to apply communication skills to meaningful work across content areas.
• 2e) Curriculum provides opportunities for students to actively use knowledge as it is being learned through applying the skills of critical thinking, problem solving and creativity to content knowledge and collaborating and communicating locally and/or globally.
• 3b) Students research information to seek a new or deeper understanding based on inquiry around a topic and demonstrate new understanding through products that may be used by others for further understanding of the topic.
Formative & Summative Assessments
• 1b) Teachers consistently implement plan to monitor student progress in writing and communication skills consistent with grade-level writing standards, formative assessments, and respond to evidence through revised instruction.
• 1c) Teachers, peers, and others provide regular, specific feedback on student’s writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications and initiate student-directed learning.
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Instructional Shifts Required by the Common Core
Increasing rigor and relevance
Sharing responsibility of teaching reading and writing across content areas
Building knowledge through content-rich nonfiction and informational text
Reading, writing, speaking and listening grounded in evidence from texts
Practicing regularly with complex text and its academic vocabulary
Emphasizing 3 modes of academic writing
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Literacy Shifts: Key Evidencehttps://www.youtube.com/watch?v=JDzTOyxRGLI&list=PL913348FFD75155C6
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“After Researching” “Essential Question”
Argumentation Template Tasks
Analysis Task 1: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)
Task 2: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)
Comparison Task 3: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Comparison)
Task 4: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Comparison)
Evaluation Task 5: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from your research. (Argumentation/Evaluation)
Task 6: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Evaluation)
Problem-Solution
Task 7: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that identifies a problem ________ (content) and argues for a solution. Support your position with evidence from your research. L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Problem-Solution)
Task 8: [Insert question] After reading ________ (literature or informational texts) on ________ (content), write a/an ________ (essay or substitute) that identifies a problem ________ (content) and argues for a solution ________ (content). Support your position with evidence from the text(s). L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Problem-Solution)
Cause-Effect Task 9: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). What ________ (conclusions or implications) can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-Effect)
Task 10: [Insert question] After reading ________ (literature or informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). What ________ (conclusions or implications) can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-Effect)
29 Template Tasks (6-12)22 Template Tasks (K-1, 2-3, 4-5)
“After Reading”
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ARGUMENTATION INFORMATIONAL OR
EXPLANATORY NARRATIVE
Definition ELA, science, social studies
Description ELA, science, social studies ELA, social studies
Procedural-Sequential science, social studies ELA, social studies
Synthesis ELA, science, social studies
Analysis ELA, science, social studies ELA, science, social studies
Comparison ELA, science, social studies ELA, science, social studies
Evaluation ELA, science, social studies
Problem-Solution science, social studies
Cause-Effect science, social studies science, social studies
3 Modes of Writing…9 Levels of Thinking (6-12)3 Modes of Writing…7 Levels (K-1) 8 Levels (2-3, 4-5)
LDC Rubric for Argumentation Template Tasks
3 Modes of Writing = 3 Rubrics
LDC Rubric for Argumentation Template Tasks
7 Scoring Elements
8 Demands=Cognitive Challenges (6-12)7 Demands=Cognitive Challenges (K-5)
• D1 Be sure to ______ (acknowledge; refute) competing views. (Argumentation)• D2 Give (an example; # of examples) 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)
Teachers fill–in-the-blank by choosing: text - writing product - content - text structure
Original Task 2 Template (Argumentation/Analysis): [Insert question] AfterReading ________ (literature or informational texts), write a/an ________(essay or substitute) that addresses the question and support yourposition with evidence from the text(s). L2 Be sure to acknowledgecompeting views. L3 Give examples from past or current events or issuesto illustrate and clarify your position.
Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
LDC Template Task Teaching Task
A Look Inside an LDC Classroom
LDC in Action• http://www.literacydesigncollaborative.org/ab
out/videos/• List key words/concepts/noticings about LDC
as you view the “Literacy Matters” clip.
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Task Reading Processes
Writing Processes Student Results
Reflection Questions
• After watching Literacy Matters, which of your standards/topics essential to your discipline would be a good fit for LDC?
• How could you use LDC as a tool in your school/classroom?
