introduction to the literacy design collaborative framework

Introduction to the Literacy Design Collaborative Framework

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Barbara Ann Smith, Staff Development and Training SpecialistKelly Galbraith, Literacy ConsultantLancaster-Lebanon Intermediate Unit 13

Agenda

• Welcome!• LDC Glossary• Goals for today• Where we are headed• Introduction to LDC• The Template Task• Can This Task Be Saved?• Drafts of Teaching Tasks• Instructional Considerations• Wrap Up

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LDC Glossary• Template Tasks: 29 fill-in-the-blank templates used to develop

teaching tasks. The templates do not change!

• Teaching Task: A template task that has been customized by teachers and includes the texts, the content, etc.

• Template Module: A system of instructional support for the teaching task. The template module provides a sample instructional ladder which identifies a possible skill sequence and mini-tasks (instructional segments). Teachers can customize the template module as they gain experience.

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Tasks are the Common standards, local choices! The tasks students engage are at the center!

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GoalsTogether we will:

• Identify how the Literacy Design Collaborative can serve as a strategy for achieving the Common Core State Standards and equipping all students to be successful in education and work beyond high school.

• Use the components of the LDC Framework: template tasks, teaching tasks, rubrics, and modules

• Create a series of teaching tasks that could become modules within English 9 and 10 courses

Where are we headed?LAP

1 Module

2 Task

3 Module

4 Task

5 Module

6 Task

7 Task

8 Module

Long Term Goal: 16 modules8 for ELA 9 & 8 for ELA 10

Short Term Goal: 16 Tasks Tasks will be developed into modulesBegin with 4 modules per course

Review

• Common Core State Standards for Literacy

• Webb’s Depth of Knowledge

• Text Complexity

• Types of Writing

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The Literacy Design Collaborative

An expanding set of classroom, district, state and service providers with the will to meet the challenge

of expecting high levels of secondary literacy, head-on.

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And, We Are in Good Company…

LDC first-wave partners include the KY Prichard Committee with Kenton County and 5 other KY districts; PA IU 13; Hillsborough County (Tampa), FL; Charlotte-Mecklenburg, NC; Worcester, MA; and Forsyth County, GA.

National partners such as the National Writing Project, Jobs for the Future, New Visions for Public Schools and others.

New state-wide efforts in PA, KY, GA and more to come!

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Common Core Standardsare a blueprint.

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They set clear goals.The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

http://www.corestandards.org

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They define literacy in content areas.

While the English language arts classroom has often been seen as the proper site for literacy instruction, this document acknowledges that the responsibility for teaching such skills must also extend to other content areas.

http://www.corestandards.org

They create new challenges.

Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in secondary classrooms, but it is not taught in a systematic way.

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And they offer great opportunity!

With the Common Core of Standards, many things now become possible. Because states will be working from the same core, we can create broad-based sharing of what works but, at the same time, provide local flexibility to decide how best to teach the core.

– Vicki Phillips & Carina Wong (PDK, February 2010)22

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But we need to move …from blueprint to action!

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Our Typical Approach

READWRITE

PLEASE

?

PLEASE

!

READING & WRITING ACROSS THE CURRICULUM

HISTORICAL TIMELINE

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LDC offers a different choice!So teachers don’t have to

‘move from blueprint to action’ alone.

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What are educators saying?

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What are educators saying?

– Tony, world history teacher, Midwood High School, Brooklyn, NY

“The template gives you an overarching theme in terms of what literacy looks like.”

– Sarah, English teacher, Northwestern High School, Hyattsville, MD

“It is not just reading in isolation or writing in isolation. It’s putting them together to create independent ideas on the part of the student.”

– Gary, secondary literacy specialist, Kenton County Schools, KY

“The LDC module is a good step in allowing students to do more for themselves.”

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The LDC Approach

Tasks

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The LDC Approach

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Connections across grade & content areas

After researching ______ (informational texts) on ______ (content), write an ______ (essay or substitute) that argues your position, pro or con, on ______ (content). Support your position with evidence from your reading.

ALIG

NM

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acro

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DISTRIBUTION across content areas

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LDC Framework

Modules wrap a teaching plan around the task. Courses provide a structure/system across grades and disciplines.

INTRODUCING THE TEMPLATE TASK

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What are “template tasks”?

• Fill-in-the-blank “shells” built off of the Common Core standards

• Used to create high-quality student assignments that develop reading and writing skills in the context of your content area

• 29 have been developed in the pilot year of the LDC project; our first module will use task 4

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LDC Template Task CollectionA prototype with more to come!

Argumentation Informational or Explanatory Narrative

Definition N/A ELA, social studies, science N/A

Description N/A ELA, social studies, science ELA, social studies

Procedural-Sequential N/A social studies, science ELA, social studies

Synthesis N/A ELA, social studies, science N/A

Analysis ELA, social studies, science ELA, social studies, science N/A

Comparison ELA, social studies, science ELA, social studies, science N/A

Evaluation ELA, social studies, science N/A N/A

Problem/Solution social studies, science N/A N/A

Cause/Effect social studies, science science, social studies N/A

Parts of the Template Task

1. Template Prompt – the “shell” statement that allows you to fill-in-the-blanks with your own content, including reading texts, writing products, and topics and themes

2. A generic scoring rubric – clarifies expectations; describes and connects the demands and qualities set by the Common Core standards with the student work

3. Student work 35

Template tasks require students to:

1. Read materials (as specified by the CCSS);

2. Write products (as specified by the CCSS);

3. Apply literacy standards to content, with a focus on social studies and science.

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Template Tasks

Teachers use the template tasks to design their own teaching, selecting:

Content standards to address (for example, state or district science, history, or ELA standards for the class they are teaching)

Texts students will read or research

Issue(s) or topic(s) students will address in their writing

Product they want students to accomplish

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How can I differentiate instruction?The “plug and play” flexibility allows the level of difficulty to be adjusted in multiple ways:

Task level: Select level 1, 2, or 3 task

Reading requirements: Vary text complexity, genre, length, familiarity, etc.

Writing demands: Vary product, length, etc.

Pacing requirements: Vary workload and time allowed to complete

Your Turn: O’Captain Module

Can you locate:• The template task• The teaching task• The background statement• The CCR Anchor standards• The content standards

Teaching Task/Module

CAN THIS TASK BE SAVED?

A compilation of exemplars and lessons learned for LDC trainers with many thanks to all of the teachers who have joined us in the pursuit of the “just right “ task.

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REMEMBER…Teaching Tasks SHOULD…

1. Be worth doing…aligned to CCSS and subject content

2. Focus on academic material & vocabulary3. Be doable – not too big, not too small4. Involve challenging texts that elicit close reading5. Involve multi-paragraph writing6. Fit the type of writing – argumentation or

informational/explanatory7. Teach what you want learned 46

Task 2 Argumentation/Analysis [Insert essential question.] After reading___(literature or informational texts), write an ____(essay or substitute) that addresses the question and support your position with evidence from the text. L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

By 1809, which party’s goals had prevailed in American politics: the Federalists or the Democratic-Republicans? After reading primary source documents, write an essay that addresses the question and supports your position with evidence from the documents. Be sure to acknowledge competing views. Give examples from historical events to illustrate and clarify your position.

Strong Example

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What is the proper role of the individual in response to a disaster? After reading various perspectives on individual responsibility and examining an interactive map of the 2010 Gulf oil spill, write a letter to a younger child that addresses the question and argues for the proper individual response. Support your position with evidence from the texts. L2 Be sure to examine competing views.

Strong Example

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Template Task 11B

Task 11B SS (Informational or Explanatory/Definition L1,2): After researching articles and political documents on government lobbyists, write a report that defines “advocacy” and explains the lobbyist as a form of an advocate and his/her role in our political system. Support your discussion with evidence from your research. L2 What implications can you draw?

Task 11 SCI (Informational or Explanatory/Definition L1): After researching scientific articles on magnetism, write a report that defines “magnetism” and explains its role in the planetary system. Support your discussion with evidence from your research.


Do Walt Whitman’s extended metaphors adequately portray America’s sense of loss after Abraham Lincoln’s assassination? After reading “Oh Captain, My Captain” and an excerpt from Lincoln: a Photo biography, write an essay 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.

Good Example with Specific Text

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Task 2 Argumentation/Analysis [Insert essential question.] After reading ___(literature or informational texts), write an ____(essay or substitute) that addresses the question and support your position with evidence from the text. L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Did the Underground Railroad give the freedom that African Americans were seeking when they reached the North? After reading several articles and the text write an essay that argues your position, pro or con, on whether the Underground Railroad provided the freedom African Americans were looking for in the North. Support your position with evidence from your readings. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Too Big; Too Vague

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Did safe passage on the underground railroad lead to the freedom that African Americans were seeking when they reached the North? After reading several articles and texts write an essay 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.

OR….

Did emancipation ensure equality? OR…

Does freedom guarantee equality?

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Better?

Task 7 After researching ____ (informational texts) on_____ (content), write 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.

After researching your textbook and other sources provided by your teacher, such as “Where Have All the Voters Gone?” by Thomas E. Patterson and the article, “Many will mark this election by not voting”, write a letter proposing a bill one of your national or state congressmen could submit to a congressional committee that explains the problem of voter turnout and proposes changes that would need to be made in state or federal laws in order to increase voter turn-out in our state or in the entire United States; in other words, that identifies a problem related to voter turnout and argues for a solution. Support your position with evidence from your research.

Does Not Follow Template

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Task 7 After researching ____ (informational texts) on_____ (content), write 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.

After researching the sources provided on the legislative process, write a proposal for a bill that identifies a problem with voter turnout and argues for a solution. Support your position with evidence from your research.

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Improved Version

Task 11 After researching _____(informational texts) on _____(content), write a _____(report or substitute) that defines _____ and explains_____(content). Support your discussion with evidence from your research. L2 What implications can you draw? All levels include a bibliography

After researching internet sources on erosion control, write an essay that defines “the reasons for needing erosion control” and explains best practices for minimizing erosion. Support your discussion with evidence from your research. L2 What implications can you draw?

Can You Improve This?

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Should adolescents be required to wear helmets when biking and skateboarding? After reading informational texts on the Laws of Motion, bodily injury, and current state laws on helmet requirements, write a persuasive essay to the Legislatures of Pennsylvania that addresses the question and supports 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. All levels include a works cited.

Need to be careful with text selection!

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Final Thoughts

• Task development is a recursive process• Collaboration results in better tasks• Field test your tasks by doing them yourself• Ask yourself… Is this task worth our time?

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CoursesCourses can combine varied modules and varied other kinds of teaching in systematic approaches to building student skills.

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LDC CoursesSets of LDC modules can be built into full courses:

Science, history, English and other courses

Courses with literacy as the main focus (for example, something similar to college English composition)

Integrated courses taught by teacher teams

Course sequences to support growing skills

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LDC CoursesIn thinking about courses, imagine LDC modules working in various combinations with other kinds of learning:

Experiments Student presentationsWork internshipsCommunity service projects or community surveysVideo simulations and on-line learningStudent debatesSeminar discussionsOld-fashioned teacher lectures and presentations

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LDC CoursesIn thinking about courses, imagine students demonstrating their learning through:

full LDC tasks in a portfolio of work or

shorter assessment tasks, using the same template task but adjusting the readings, prompts, and scoring to call for work students can do in a single sitting or

a “through course” assessment system in which students all over a state study a block of content and then do the same task—with results becoming part of the students’ scores for the statewide testing system or

some combination of the ideas above.

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Where can we go?Reading and writing to develop student success in multiple subjects over multiple years. Think about a semester like this:

Grade 9 Unit 1 Unit 2 Unit 3 Unit 4

English Task 2 Task 11

U.S. History Task 2 Task 11

Math

Science Task 2 Task 17

PE/Health Task 17

World Language

Task 1

Elective Task 12

Elective

Now think of replacing grades 6-12 with 14 semesters like that!

LDC-Paideia: Middle Grades Science Course* March 2011

BIG IDEAS CCS/STATE STANDARDS

RELATED IDEAS ESSENTIAL Qs(Seminar Qs)

READINGS MODULES

Q1NATURE OF SCIENCE UNIT

Focus on Common Core Literacy Standards +State ScienceStandards.

ChangeData ProgressScienceScientific Tools

What is the nature of science?How do scientists think?

FrankensteinThe Beaufort Wind Scale

Task 12B-Essay(Definition)Task 8-Essay(Problem-Solution)

Q2HUMAN BODY UNIT

GenderGrowth &DevelopmentBody SystemsInterdependence

What makes us human?How do the systems in the body relate?

HippocratesGalenHarveyLewis Thomas

Task 13-Essay(Description)Task 9-Essay(Cause & Effect)

Q3HEREDITY andGENETICS UNITSCIENTIFIC ETHICS UNIT

FamilyTransferenceTraitGenetic EngineeringEthics

Who are you?Just because we can do something, should we?

“Heredity” (poem)MendelWatson & Crick“ The Birthmark”Island of Dr. Moreau

Task 12-Essay(Definition)Task 5-Essay(Argumentative/ Evaluation)

Q4EVOLUTION UNIT

Time Deep TimeChangeSpeciesIndividual

What is a species?What is the origin of a species?Can an individual evolve?

Darwin“How Flowers Changed the World” (Loren Eiseley)

Task 19-Essay(Synthesis)Research Paper as culmination of course

Where are we headed?LAP

1 Module

2 Task

3 Module

4 Task

5 Module

6 Task

7 Task

8 Module

Long Term Goal: 16 modules8 for ELA 9 & 8 for ELA 10

Short Term Goal: 16 Tasks Tasks will be developed into modulesBegin with 4 modules per course

OUR TASK TEMPLATE

Argumentative Task 4- Comparison

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Task 4 Template (Argumentation/Comparison L1): [Insert essential question] After reading (literature or informational texts), write an (essay or substitute) that compares (content) and argues (content). Be sure to support your position with evidence from the text(s). Appropriate for: ELA, social studies, science

Task 4 ELA (Argumentation/Comparison L1): What makes something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their humor and argues which style of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts.

Task 4

Task 4• Task 4 SS (Argumentation/Comparison L1): Do Presidential

policies really make a difference in the lives of Americans? After reading primary and secondary sources, write an essay that compares John F. Kennedy’s New Frontier social policies with Lyndon Johnson’s Great Society social policies and argues which had a more significant impact on Americans. Be sure to support your position with evidence from the texts.

• Task 4 SCI (Argumentation/Comparison L1): Which is the better energy source? After reading scientific sources, write an essay that compares the physics involved in nuclear energy and fossil fuels and argues which is the better energy source for urban communities. Be sure to support your position with evidence from the texts.

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Resources

General Sources• Internet Public Librarywww.ipl.org• Google Scholarhttp://scholar.google.com• Open Educational Resource (OER)http://www.oercommons.org/• Twurdy (Google organized according to reading level)http://www.twurdy.com/

http://www.ipl.org/

http://scholar.google.com/

http://www.oercommons.org/

http://www.twurdy.com/

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ResourcesEnglish• American Rhetorichttp://www.americanrhetoric.com/Science• Science.govhttp://www.science.gov/browse/w_133.htm• Scirushttp://www.scirus.com/General

http://repository.epsilennyt.com http://www.procon.org/

http://www.americanrhetoric.com/

http://www.science.gov/browse/w_133.htm

http://www.scirus.com/

http://repository.epsilennyt.com/

http://www.procon.org/

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ResourcesHistory• American Experiencehttp://www.pbs.org/wgbh/americanexperience/• American Memory Projecthttp://memory.loc.gov/ammem/index.html• Smithsonian’s History Explorerhttp://historyexplorer.americanhistory.si.edu/• Library of Congress (THOMAS)http://thomas.loc.gov/• Civil War Newspaper Indexhttp://www.memorialhall.mass.edu/collection/news_index/index.jsp• CIA World Factbookhttps://www.cia.gov/library/publications/the-world-factbook/• Eyewitness to Historyhttp://www.eyewitnesstohistory.com/• Search on SAS using keyword PHMC for great resource through PA History & Museum Commission

http://www.pbs.org/wgbh/americanexperience/

http://memory.loc.gov/ammem/index.html

http://historyexplorer.americanhistory.si.edu/

http://thomas.loc.gov/

http://www.memorialhall.mass.edu/collection/news_index/index.jsp

https://www.cia.gov/library/publications/the-world-factbook/

http://www.eyewitnesstohistory.com/

INSTRUCTIONAL CONSIDERATIONS

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Questions to Consider1. What content and vocabulary instruction will I provide so

that my students are able to do the task?

2. How do I plan to scaffold the reading for my students? (Read together? Read in groups? Read independently?)

3. What note-taking method will I expect students to use, and does that method align with the writing task?

4. How will I make the transition from the reading to the writing? (outline, graphic organizer, etc.)

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Questions to Consider

5. What writing instruction do I need to provide to help my students write their thesis statements, organize their essays, embed quotes, and cite evidence?

6. How will I make sure students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

7. How will I assess their work?

8. What resources exist in my building to help me with this process? (librarian, literacy coach, technology, etc.)

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YOUR THOUGHTS

When folks ask you what LDC is and what your impressions of it are so far, what will you say?

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Next Steps• Build a module around your task!

Barbara A. Smith, Staff Development & Training

Specialist

Lancaster-Lebanon Intermediate Unit 13

Instructional Services

1020 New Holland Avenue

Lancaster, PA 17601

Phone: (717) 606-1374

Fax: (717) 606-1991

Email: [email protected]

Kelly Galbraith, Literacy Consultant

Lancaster-Lebanon Intermediate Unit 13

Instructional Services

1020 New Holland Avenue

Lancaster, PA 17601

Phone: (717) 606-1667

Fax: (717) 606-1991

Email: [email protected]

introduction to the literacy design collaborative framework

Documents

tasks students

series of teaching tasks

student tasks

center of teaching

ldc framework

template module

ldc system

high quality task