Jefferson County

Introduction to Literacy Design Collaborative (LDC)

Learning a new concept without time to reflect and connect

is like ________ because ________.

Today’s 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.

Brainstorming for Your Teaching Task

LDC 4

Reading Writing

Science Social Studies

Electives

Literacy Design Collaborative

• Instruction toward content area standards• Instruction built around a teaching task

(developed from a list of templates)• Instruction that integrates reading and writing

(and often speaking and listening) in effort to support content understanding

• Instruction that engages students

How Can I Use LDC?

LDC 6

The British Industrial Revolution

Created through collaboration bySara Ballute, Candace Hurley,

Timothy Lent

The teaching task in the video

Task 2: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 supports your position with evidence from the texts. L2 Be sure to acknowledge competing views.

LDC in ActionWhat do you notice about the components of LDC?

Task Reading Processes

Writing Processes Student Engagement

The British Industrial Revolution

Created through collaboration bySara Ballute, Candace Hurley,

Timothy Lent

http://www.literacydesigncollaborative.org/about/videos/

Share out at your table What did you notice?

Work together or independently to draft your own initial definition of

Literacy Design Collaborative (LDC).

Use the back of your

handout to draft

your definition.

The WHY behind LDC • Too many students lack the reading and

writing skills at the level needed to be successful for life beyond high school.

• LDC provides a framework for integrating reading and writing to support content in content areas.

• LDC provides a format that engages students in critical thinking, problem-solving, debating, reading, writing, discussing, and more at higher levels.

Research confirms the

benefits…

“Writing about texts supports comprehension for struggling students if they are taught how to do it.”

Writing to Read Report (2010)

“Students’ comprehension of science, social studies and language arts texts improves when they write about what they read….”

Writing to Read Report (2010)

LDC in Action—Rethinking LiteracyWhat do you notice about the components of LDC?

Task Reading Processes

Writing Processes Student Engagement

Rethinking Literacy

http://www.literacydesigncollaborative.org/about/videos/

Find Your Color Partners

• Discuss the characteristics you have noticed about LDC—share & compare notes.

B 6

Content

www.literacydesigncollaborative.org

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

Requirements and Choices

WHAT IS REQUIRED? WHAT CAN BE CHANGED OR ADDED? List the exact Common Core State Standards for the template task. Add appropriate state content standards. Provide source information for the standards you use.

You can also include appropriate grade-level Common Core State Standards.

Fill in the template task, completing all the blanks but not altering the other template wording.

List the reading texts for the prompt or describe how students will be guided to select appropriate texts.

Provide a background statement that introduces the prompt to students. If an extension activity is included, provide an activity in which students share

or apply what they have learned with a real-world audience or through a hands-on project. (The extension may also be omitted.)

Use the exact rubric for the template task.

You choose which texts students will read, the content they will study, and the writing product they will create. In choosing, consider requirements set by your state, district, or school.

You decide whether to include the Level 2 and Level 3 portions of the template task and whether to include extension sections.

“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)

Find Your Content Partners

Discuss the possibilities of adapting/reworking teaching tasks for your instruction.

B 6

Content

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

& other Common Core Standards when appropriate

TEMPLATE TASKS

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Target the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected

Texts

Appropriate, grade-level texts

that support selected content

Supported by an Instructional LadderSkills students need to complete the task

Mini-tasks for building each skill

or or

TABLE TALK Attributes of a Literacy Design Collaborative

(LDC) module

• Students engage in problem-solving, discussion, critical thinking around a teaching task.

• The teaching task guides the curriculum and leads to deep understanding of the content topic.

• Literacy standards are integrated and embedded to lead students to interacting with complex text and clear communication of their thoughts on the topic.

Revisit your definition of Literacy Design Collaborative (LDC)

• Add new thinking• Delete anything that doesn’t fit• Revise it as needed

Time for a…

Build a Quality Instructional Ladder

• 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

Social Studies Standards, Grade 10SS-H-GC. Big Idea: Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

Social Studies Standards, Grade 10

• SS-H-GC-S-1.a) Compare purposes and sources of power of various forms of government in the world, and analyze their effectiveness in establishing order, providing security and accomplishing goals

• SS-H-GC-S-1.c) Examine ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution)

Grade 10 Literacy Standards Reading Standards

1. Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary.3. Determine the meaning of words and phrases as they are used in text; analyze the cumulative impact of specific words choices on meaning and tone.10. By the end of grade 10, read and comprehend literary non-fiction at the high end of grades of the 9-10 text complexity bank independently and proficiently.

Writing Standards1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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, focusing on addressing what is mot significant for a specific purpose and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

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.

Teaching Task

• Teachers choose the template task that best aligns with the selected standard and the instructional goal.

• Literacy standards are embedded.

defined

Teaching Task

• 29 tasks• 3 modes of writing• 9 levels of thinking/text structures• After researching/After reading• Content• Texts• Product

options A GOOD

TEACHING TASK

IS ESSENTIAL.

Preparing for the Task

Task Engagement• Hook students/capture their interest• Provide needed background

defined

Hero vs. Traitor: Debate Erupts Over NSA Leaker Edward Snowden

http://www.youtube.com/watch?v=MdwMf8TVnww

Video Debate

Does the National Security Agency infringe upon our rights

or protect them?

In a quick write (2 minutes), write your initial response to the essential question.

Does the National Security Agency infringe upon our rights

or protect them?

Preparing for the Task

Task Engagement• Hook students/capture their interest• Provide needed backgroundTask Analysis• Help students understand the task.• Help students understand the rubric.

defined

Find Your Letter Partners• Discuss what it will take to have a good

response to this teaching task.• Complete the “I Will” section of your Task

Breakdown sheet.

B 6

Content

The rubric

For your assigned level “3” criteria, • Rewrite in your own words.• Decide who will share with the class.

Time for Lunch!

Rubric Sharing

• Decide who will share your group’s rubric criteria with our class.

Preparing for the Task

• Hook with videos, stories, poems, etc. • Quick writes and share out• Chart criteria for a good response• Analyze rubric; students paraphrase• …• …

options

Reflect: Write or talk with a partner

• Why is this step (preparing for the task) important?

• Add your own thoughts/notes to your Flip Book page for future reference.

Reading Process

Active reading• Purposeful interaction with text• Identifying points of viewNote-taking• Using textual evidence to support arguments

and explanations• Summarizing, paraphrasing

defined

Reading Process, continued

Essential vocabulary• Vocab development & understandingAcademic integrity• Avoiding plagiarism

Carousel activity

Responding to Text

• This reminds me of . . .• I wonder . . . • I connect this to . . . • I don’t get why . . . • A question I have is . . • Why did . . .• I think . . .

• I don’t agree with . . . • This interests me

because . . . • This is really bad

because . . . • This is great because . .

Carousel DirectionsWith your table group:• Go to assigned station. Decide plan for reading

(Who? How?). • Together, discuss. Use markers to respond to the

text.• When signaled, move to the next article and

repeat. • You can also respond to other groups’ responses.

Whole Group Discussion

• What surprised you? OR• What did you learn that you didn’t

know?• What else do you want to know before

you decide whether the NSA infringes upon our rights or protects them?

Reading Process

• Close reading strategies• Carousel reading • Annotating text• Flip book (key concepts/vocabulary)• Probable passage• Guide to citing resources• . . . • . . .

options

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.

Find Your Number Partners• Discuss why intentional reading processes are

important. What reading processes could you use with your students?

B 6

Content

To be continued . . .

Literacy Design Collaborative (LDC)

(You will add your definition here.)

Teaching TaskPreparing for the Task

Reading ProcessTransition to Writing

Writing Process

Revisit your definition of Literacy Design Collaborative (LDC)

• Add new thinking• Delete anything that doesn’t fit• Revise it as needed

• Share with a neighbor• Add to your Flip book

Brainstorming LDC…

On your Brainstorming Guide…• Practice writing a teaching task.• Brainstorm ideas for your Instructional Ladder.

www.kellyphilbeck.com

,

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

Two October After School Dates

Which two days? October 10, 14, 29, 30, 31 Is October 7th a possibility for a one-day mtg.?

What time? 3:30 to 5:30? OR 4:00 to 6:00?

63

Relax. Focus on today’s

Take Aways

What can you take away from today’s work that you can use now to build content understanding through literacy?

Learning a new concept without time to reflect and connect

is like ________ because _________.