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Literacy Design Collaborative (LDC)

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Literacy Design Collaborative (LDC) Video: Class, Class, Class This brief overview has presented the nuts and bolts of LDC. Now, these LDC participants, via video ... – PowerPoint PPT presentation

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Title: Literacy Design Collaborative (LDC)


1
Literacy Design Collaborative (LDC)
2
What are the big changes in education you are
facing?
  • Turn and Talk with a table partner
  • Quickly write as many changes as you can
    brainstorm in a couple of minutes

3
How can we work together to make changes to our
current practices so we can meet these new
expectations?
4
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5
Guiding Question
  • How do you engage students in reading and
    responding to complex texts in your discipline?

6
Literacy Design Collaborative
  • The Literacy Design Collaborative LDC offers a
    fresh approach to incorporating literacy into
    middle and high school content areas. Designed to
    make literacy instruction the foundation of the
    core subjects, LDC allows teachers to build
    content on top of a coherent approach to
    literacy. This is drastically different than
    past, less structured notions of adding reading
    and writing when possible to the teaching of
    content.

7
Goals of LDC
  • To engage students in reading, comprehending,
    analyzing, interpreting, and responding to
    complex texts
  • To align assignments to 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

8
An LDC Classroom
  • Students engaging in learning
  • Students focusing on the LDC task
  • Students working together
  • Students reading to learn content
  • Students persisting to complete tasks

9
Modules or Units
Modules wrap a teaching plan around the task.
Courses
10
Lets Take a Look
  • Literacy Matters Video
  • Video Industrial Revolution Module

11
What are the LDC tools?
  • A bank of reading/writing tasks
  • Module templates
  • Scoring rubrics
  • Local and national collaboration
  • Access to a community of educators with LDC
    modules aligned to course content and to CCSS

11
12
Integrate the Standards
  • Common Core State Standards
  • Content Standards

13
LDC and UbD Complementary Frameworks
14
What are the three types of writing tasks?
  • Argumentation
  • 2. Informational / Explanatory
  • 3. Narrative

14
15
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16
LDC Planning Process
17
Template Tasks
  • Twenty-nine Template Tasks
  • Three Writing Types that align to CCSS
  • Argumentative
  • Informational/Explanatory
  • Narrative
  • Two Categories
  • Research
  • Essential Question

18
What Task?
Teaching Task
Template Task
1. Choose a Topic 2. Choose a Template 3. Choose
Texts to Read 4. Choose Texts to Write 5. Create
the Teaching Task
19
Template Task
  • Sample Task 2 Argumentative/Analysis
  • 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
    texts. Be sure to acknowledge competing views.

20
Teaching Task Social Studies
  • Sample Task 2 Argumentative/Analysis
  • 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 essay that addresses the
    question and support your position with evidence
    from the texts. Be sure to acknowledge competing
    views.

Sample Teaching Task
21
Teaching Task English
Task 2 What impact does a human beings level of
interaction with nature have on his/her
well-being? After reading Last Child in the Woods
by Richard Louv, Ralph Waldo Emersons essay,
Nature, To Build a Fire by Jack London, and other
student-selected texts on nature, write an essay
that addresses the question and support your
position with evidence from at least 4 texts. L2
Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to
illustrate and clarify your position.
Sample Teaching Task
22
ELALDC Task vs. Traditional Writing Prompt
Source East Jessamine High School Kentucky LDC
23
Career/Technical TaskLDC Task vs. Traditional
Writing Prompt
24
ScienceLDC Task vs. Traditional Writing Prompt
Source East Jessamine High School, Kentucky LDC
25
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26
LDC Planning Process
27
What Skills?
1. Preparing for the Task 2. Reading Process 3.
Transition to Writing 4. Writing Process
Learning Progression
28
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29
LDC Planning Process
30
What Instruction?
      PACING         SKILL AND DEFINITION   MINI-TASK   MINI-TASK     INSTRUCTIONAL STRATEGIES
      PACING         SKILL AND DEFINITION   PRODUCT AND PROMPT     SCORING     INSTRUCTIONAL STRATEGIES
  SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK
31
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32
LDC Planning Process
33
What Results?
  • Rubric
  • Student Work Samples
  • Classroom Assessment Task

34
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35
LDC Participants Share
36
All students will graduate from high school
college and career ready.
37
  • Evidence-Based Selected Response (EBSR)
  • Technology-Enhanced Constructed Response (TECR)
  • Range of Prose Constructed Responses (PCR)

38
ESEA Flexibility Plan
39
Arkansass Teacher Excellence and Support
System (TESS)
  • Planning and Preparation
  • The Classroom Environment
  • Professional Responsibilities
  • Instruction

40
Questions
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