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Literacy Design Collaborative: Tools for the Common Core

Literacy Design Collaborative: Tools for the Common Core. Mary Lynn Huie, Literacy Trainer, Georgia Department of Education. How many can you accurately identify?. CCR LDC CCSS TC DOK GPS PARCC CCGPS R & R CCRPI. What Do We Expect. Student Behaviors?. Student Achievement.

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Literacy Design Collaborative: Tools for the Common Core

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  1. Literacy Design Collaborative: Tools for the Common Core Mary Lynn Huie, Literacy Trainer, Georgia Department of Education

  2. How many can you accurately identify? CCR LDC CCSS TC DOK GPS PARCC CCGPS R & R CCRPI

  3. What Do We Expect Student Behaviors? Student Achievement Teacher Behaviors?

  4. Interquartile Ranges Shown (25% - 75%) 1600 Reading Study Summary 1400 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks SAT 1, ACT, AP* Personal Use Entry-Level Occupations College Literature * Source of National Test Data: MetaMetrics

  5. Relevance and Rigor • Level A: Students gather and store bits of knowledge and information. They are primarily expected to remember or understand this knowledge • Level B: Students use acquired knowledge to solve problems, design solutions, and complete work. The highest application is to apply knowledge to new and unpredictable situations.

  6. Relevance and Rigor • Level C: Students extend and refine their acquired knowledge to use that knowledge automatically and routinely to analyze and solve problems and create solutions. • Level D: Students think in complex ways and apply their knowledge and skills. Even when confronted with perplexing unknowns, they use knowledge and skill to create solutions and take action that further develops their skills and knowledge.

  7. Depth of Knowledge • Level One: Recall facts, information, or procedure • Level Two: Use information or conceptual knowledge • Level Three: Reason, develop a plan, justify responses

  8. Depth of Knowledge • Level Four: Extended Thinking • Requires an investigation, collection of data, and analysis of results; often occurs over an extended period of time

  9. Learning Targets • Teachers will--- • Know what LDC is. • Understand how it supports teachers in improving students’ content-literacy skills. • Design a LDC module to implement in your classroom.

  10. LDC Training • Day 1: Writing a Teaching Task • Day 2: Finishing the Module • Day 3: Scoring Student Work; Revision • Day 4: Writing Module 2

  11. What Do the Standards Say? But first, remember, more important than individual standards are…

  12. …The Three Big 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. -Student Achievement Partners

  13. Looking at the Standards Complete as many answers as you can by examining the standards. Compare the reading standards for history with those for science and CTAE: Where are the most significant differences? Why are the differences appropriate?

  14. Quick Write • Based on your examination of the Literacy Standards for your discipline— • What makes sense (and why)? • What do you have questions/concerns about (and why)?

  15. Who is LDC? • LDC refers to the Literacy Design Collaborative, a group of educators who came together to create tools that support educators in all disciplines with implementation of Common Core Literacy Standards.

  16. 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.

  17. How does LDC work? • Teaching Tasks • Skills Analysis • Instruction • Results

  18. A Good Teaching Task Should-- • Challenge students to engage in a substantial issue within the academic discipline. • Model high levels of thinking, reading, and writing. • Require work that will challenge students’ thinking and literacy practices beyond what they can already do without teaching support.

  19. In Other Words, • A good Teaching Task demands R & R and gives students an opportunity to demonstrate DOK.

  20. Templates for the Teaching Tasks Teachers fill in the template to create a teaching task—a major student assignment to be completed over two weeks. The content can be science, history, language arts, or another subject.

  21. 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.

  22. Social Studies Teaching Task(Argumentation/Analysis) 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. Supreme Court decisions censorship editorial the use of filters by schools

  23. 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).

  24. 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).

  25. GeorgiaHistorical Understandings • A.SS7H1:The 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.

  26. 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).

  27. 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).

  28. GeorgiaScience Standards • S7L4. Students will examine the dependence of organisms on one another and their environments. • e. Describe the characteristics of Earth’s 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.

  29. 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).

  30. A High School Science Task • Which type of evidence is more trustworthy, DNA evidence or eyewitness testimony? After reading informational texts, write a lawyer’s 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).

  31. 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.

  32. LDC Skills Analysis The LDC design team offers a sample list of skills that teachers can consider and then: • Use without changes • Use with changes • Replace with another list based on their judgment about their task and their students

  33. Instructional Ladders • The LDC templates include mini-tasks that help students acquire the necessary skills. Teachers are free to adopt or adapt the mini-tasks and the order in which they are presented within the Skills Cluster.

  34. Scoring and Rubrics • LDC tools include rubrics for scoring argumentative, informational, and narrative essays. • Teachers work together to score papers and use what they learn from the papers to revise instruction.

  35. LDC in the Classroom • Literacy Matters video

  36. Some Vocabulary • Complete the vocabulary sheet over the course of today and tomorrow—there could be a quiz-----

  37. Before you take a break-- • Please open Module Creator on your laptop. Be sure you are using the latest version of Mozilla Firefox, Chrome, or IE9. If you have a problem, check with ML or Cassie right away.

  38. Structure of LDC Modules • Teaching Task • Content, reading, product • Skills Analysis • Instructional Ladder • Results

  39. Module Creator Click on “Advanced Search” Type “Alexander the Great” in the Search String Open the module

  40. What does a great module look like? • Go back to Advanced Search. • Select either Science or Social Studies. • Browse—find 2-3 Teaching Tasks that you think are excellent and at least 1 that you think is not so excellent. • Use the T-Chart to list features of great Tasks and one exemplar at the bottom.

  41. Essential QuestionsWhat are they and how can they help us provide context for instruction? • There are two types of essential questions • Ones that derive from enduring understandings • Ones that drive unit frameworks/daily lessons “The point is not to quibble about whether a question is an essential question or unit question, rather to focus on its larger purpose- to frame the learning, engage the learner, link to more specific or more general questions, and guide exploration and uncovering of important ideas” (Wiggins and McTighe, 30).

  42. Essential Questions • Essential Questions derived from enduring understandings are “provocative and multilayered questions that reveal the richness and complexities of a subject.” – Grant Wiggins and Jay McTighe

  43. Characteristics of Essential Questions • Go to the heart of a discipline How can you determine if evidence is valid and reasonable? • Recur naturally throughout one’s learning and in the history of a field. How do spatial relationships change over time? • Raise other important questions What is a great leader?

  44. Characteristics of Essential (Unit) Questions • Provide subject and topic-specific doorways to enduring understandings What can be learned from the Holocaust? • Have no one obvious “right” answer What is causing Global Warming? • Are deliberately framed to provoke and sustain student interest Was Thomas Jefferson a hypocrite? Why?

  45. Creating your own • With your team, think about essential questions that might frame instructional units in your classes. • Determine the kind of Teaching Task template that might work with each question: argumentative/informational; comparison/analysis/cause-effect/etc.

  46. Authors • Include all members of your team as authors. • Include your coach and RESA partner. • All authors have access to the module.

  47. Selecting Reading Material • Select the Instruction tab • On the left, select Digital Resources • Complete the Search String • Select the grade level—but stretch the band • Download the articles you might use

  48. Homework!! • Turn in a copy of your Teaching Tasks. • Read and select articles for your unit. • Bring other texts or materials. • Complete the Vocabulary Organizer!

  49. LDC—Day 2 We are so happy you returned!!!

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