Title: Literacy Design Collaborative (LDC)
1Literacy Design Collaborative (LDC)
2What 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
3How can we work together to make changes to our
current practices so we can meet these new
expectations?
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5Guiding Question
- How do you engage students in reading and
responding to complex texts in your discipline?
6Literacy 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.
7Goals 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
8An 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
9Modules or Units
Modules wrap a teaching plan around the task.
Courses
10Lets Take a Look
- Literacy Matters Video
- Video Industrial Revolution Module
11What 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
12Integrate the Standards
- Common Core State Standards
- Content Standards
13LDC and UbD Complementary Frameworks
14What are the three types of writing tasks?
- Argumentation
- 2. Informational / Explanatory
- 3. Narrative
14
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16LDC Planning Process
17Template Tasks
- Twenty-nine Template Tasks
- Three Writing Types that align to CCSS
- Argumentative
- Informational/Explanatory
- Narrative
- Two Categories
- Research
- Essential Question
18What 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
21Teaching 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
22ELALDC Task vs. Traditional Writing Prompt
Source East Jessamine High School Kentucky LDC
23Career/Technical TaskLDC Task vs. Traditional
Writing Prompt
24ScienceLDC Task vs. Traditional Writing Prompt
Source East Jessamine High School, Kentucky LDC
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26LDC Planning Process
27What Skills?
1. Preparing for the Task 2. Reading Process 3.
Transition to Writing 4. Writing Process
Learning Progression
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29LDC Planning Process
30What 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
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32LDC Planning Process
33What Results?
- Rubric
- Student Work Samples
- Classroom Assessment Task
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35LDC Participants Share
36All 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)
38ESEA Flexibility Plan
39Arkansass Teacher Excellence and Support
System (TESS)
- Planning and Preparation
- The Classroom Environment
- Professional Responsibilities
- Instruction
40Questions