An Introduction to the Literacy Design Collaborative. A framework to move from Common Core to classrooms. The Literacy Design Collaborative.
A framework to move from Common Core to classrooms
An expanding set of classroom, district, state and service providers with the will to meet the challenge of expecting high levels of secondary literacy, head-on.
Are a blueprint.
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
While the English language arts classroom has often been seen as the proper site for literacy instruction, this document acknowledges that the responsibility for teaching such skills must also extend to other content areas.
Unlike mathematics, secondary literacy is not a discipline. It is “homeless” in that it belongs to everyone and no one. Literacy is used in secondary classrooms, but it is not taught in a systematic way.
With the Common Core of Standards, many things now become possible. Because states will be working from the same core, we can create broad-based sharing of what works but, at the same time, provide local flexibility to decide how best to teach the core.
– Vicki Phillips & Carina Wong (PDK, February 2010)
From blueprint to action!
So teachers don’t have to
‘move from blueprint to action’ alone.
Template tasks are the beginning point for the LDC strategy. An LDC template task is a fill-in-the-blank assignment or assessment based on the common core literacy standards.
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, clarify, and support your position.
All LDC tasks require students to:
The tasks are designed to ensure that students receive literacy and content instruction in rigorous academic reading and writing tasks that prepare them for success in college by the end of their high school career.
Teachers use the template tasks to design their own teaching, starting by selecting:
Teachers use additional “plug and play” flexibility within the template to adjust:
After researching academic articles on censorship, write an editorial that argues your position on the use of filters by schools. 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.
After researching technical and academic articles on the use of pesticides in agriculture, write a speech that argues your position on its use in managing crop production. 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.
Support a system for literacy instruction.
Module templates support practitioners in developing instruction to use over about 2-4 weeks. They support teachers in designing instruction – their choice – focused on guiding students in completing a single literacy task linked to content.