Literacy Design Collaborative: Tools for the Common Core

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Literacy Design Collaborative Tools for the
Common Core

• Mary Lynn Huie, Ph.D., Literacy Trainer, Georgia
  Department of Education
• Daniel Rock, Literacy Specialist, Georgia
  Department of Education

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Common Core Shifts

• Building content knowledge through (reading) rich
  nonfiction
• Reading, writing, and speaking grounded in
  evidence from the text, both literary and
  informational.
• Regular practice with complex text and its
  academic language.

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LDC and the CC Shifts

• Literacy Matters video

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What is LDC?

• LDC tools embed Common Core Literacy Standards
  into content-area lessons so that students meet
  the Literacy Standards while also meeting content
  demands at high levels of performance.

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LDC Training in 2013-2014

• Available through every Georgia RESA site.

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How does LDC work?

• Templates for Teaching Tasks
• Skills Analysis
• Instruction
• Rubrics

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Templates for the Teaching Tasks

• Teachers fill in the template to create a
  teaching taska major student assignment to be
  completed over two weeks.
• The content can be science, history, language
  arts, or another subject.

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How It WorksAn Example Template 1
Task 1 Template (Argumentation/Analysis L1, L2,
L3) After researching ___________(informational
texts) on ____________(content), write
__________ (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.
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An Agriculture Task

• After researching _ _ on
  ____________________, write an _______that argues
  your position on ______________________________.
  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.

scientific articles
editorial
genetic modification of crops
farmers growing genetically modified crops
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Template 25 (Informational/Cause Effect)

• Template 25 Essential Question After reading
  literature or informational texts on content,
  write a report or substitute that examines the
  causes of content and explains the effect(s) of
  content. What conclusions or implications can
  you draw? Support your discussion with evidence
  from the text(s).

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A Middle School Social Studies Task

• What is the effect of oppression on the people in
  a country? After reading informational texts and
  memoirs on apartheid in South Africa, write an
  essay that examines the causes of apartheid and
  explains the effect(s) of apartheid on the people
  of South Africa. What conclusions or implications
  can you draw? Support your discussion with
  evidence from the text(s).

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GeorgiaHistorical Understandings

• A.SS7H1The student will analyze continuity and
  change in Africa leading to the 21st century.
• A.SS7H1.a Explain how the European partitioning
  across Africa contributed to conflict, civil war,
  and artificial political boundaries.
• A.SS7H1.b Explain how nationalism led to
  independence in South Africa, Kenya, and Nigeria.
• A.SS7H1.c Explain the creation and end of
  apartheid in South Africa and the roles of Nelson
  Mandela and F.W.de Klerk.

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Template 25 (Informational/Cause Effect)

• Template 25 Essential Question After reading
  literature or informational texts on content,
  write a report or substitute that examines the
  causes of content and explains the effect(s) of
  content. What conclusions or implications can
  you draw? Support your discussion with evidence
  from the text(s).

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A Middle School Science Task

• What is the effect of algal blooms on the marine
  environments off the coast of the US? After
  reading selected scientific texts, write a letter
  to the Environmental Protection Agency that
  examines the causes of algal blooms and explains
  the effect(s) on marine environments. What
  conclusions or implications can you draw? Support
  your discussion with evidence from the text(s).

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GeorgiaScience Standards

• S7L4. Students will examine the dependence of
  organisms on one another and their environments.
• e. Describe the characteristics of Earths major
  terrestrial biomes (i.e. tropical rain forest,
  savannah, temperate, desert, taiga, tundra, and
  mountain) and aquatic communities (i.e.
  freshwater, estuaries, and marine).
• S7CS9. Students will investigate the features of
  the process of scientific inquiry.
• b. Scientific investigations usually involve
  collecting evidence, reasoning, devising
  hypotheses, and formulating explanations to make
  sense of collected evidence.

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Template 4 (Argumentation/Comparison)

• Template 4 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).

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A High School Science Task

• Which type of evidence is more trustworthy, DNA
  evidence or eyewitness testimony? After reading
  informational texts, write a lawyers closing
  arguments to a jury that compares DNA evidence
  and eyewitness testimony and argues which the
  jury should privilege. Be sure to support your
  position with evidence from the text(s).

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GeorgiaScience Standards

• Biology DNA Forensics
• SB2. Students will analyze how biological traits
  are passed on to successive generations.
• f. Examine the use of DNA technology in
  forensics, medicine, and agriculture.
• SCSh6. Students will communicate scientific
  investigations and information clearly.
• b. Write clear, coherent accounts of current
  scientific issues, including possible alternative
  interpretations of the data.

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Writing Your Own

• Select a LDC template task to write a Teaching
  Task.
• Complete the task by filling in the blanks with
  content, reading material, and the product
  students will produce.

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LDC Skills Clusters

• Skills students will need to complete the task
  fall into four categories (clusters)
• Preparing for the Task
• Reading Process (Data Collection)
• Transition to Writing
• Writing Process

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Technology and LDC

• www.modulecreator.com
• LDC training includes learning about LDC as well
  as learning to use Module Creator, a web-based
  platform designed for teachers using LDC tools.

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LDC Training

• GACIS (May 9-10 in Savannah)
• RESA Sites
• Teams
• Teacher-Leaders
• Literacy Coach or School/District Leader

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LDC Training Information

• Please contact
• Your local RESA
• GaDOE
• Mary Lynn Huie, mhuie_at_doe.k12.ga.us
• Daniel Rock, drock_at_doe.k12.ga.us
• Rebecca Chambers, rchambers_at_doe.k12.ga.us