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Upload Your Standards Apps!

Upload Your Standards Apps!. Go to your App Store Search for… “Kentucky Standards” Yellow: All content standards “Standards” Green: Literacy across content areas (Yes, you need both). Welcome to LDC!. Introduction. Please sit with your content/grade level group. Our Facilitators.

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Upload Your Standards Apps!

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  1. Upload Your Standards Apps! • Go to your App Store • Search for… • “Kentucky Standards” Yellow: All content standards • “Standards” Green: Literacy across content areas (Yes, you need both)

  2. Welcome to LDC! Introduction Please sit with your content/grade level group

  3. Our Facilitators Denise Carrell JCPS Middle School ELA Specialist Denise.carrell@jefferson.kyschools.us Diane Batts Cole JCPS Goal Clarity Coach Diane.batts@jefferson.kyschools.us Debi Phillips JCPS Goal Clarity Coach Deborah.Phillips2@jefferson.kyschools.us Kate Grindon KDE Effectiveness Coach, KDE Kate.grindon@education.ky.gov www.kategrindon.com @kategrindon

  4. Norms Working Agreements for a Successful PL Opportunity • Rule of Two Feet • Keep yourself comfortable! (snacks, restroom, movement) • Honor Time • Start/End/Breaks • Limit Side Conversations • Pause Points/Transitions • Respectful Technology • Cell phones on vibrate • Relevant Technology when required

  5. Today’s Targets • I can explain what LDC is and is not. • I can explain how an LDC mini-task is used to formatively assess student understanding. • I can demonstrate how incorporating LDC mini-tasks can help students more deeply engage with what they are reading. • I can discover how LDC connects to Deeper Learning.

  6. The Literacy Design Collaborative (LDC) is a national community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich opportunities across content areas to help students meet and exceed the demands of the content standards.

  7. Deeper Learning

  8. Rethinking Literacy:Kenton County, Kentucky Notice and Note. . . What strategies does the teacher from Kenton County use to help students engage with difficult content? https://www.youtube.com/watch?v=nlWgeNXkAFI

  9. The CCRS Emphasize Three Main Shifts • Regular practice with complex text and its academic language • Reading, writing and speaking grounded in evidence from text • Building knowledge through content-rich text

  10. Why LDC? “Students who think critically use writing as an important tool both for communicating important ideas and for learning . . . to deepen their understanding of important concepts and to clarify interrelationship between concepts . . . they use writing as an important tool for learning ideas deeply and permanently.” Paul and Elder 2006, 5

  11. Why LDC? “Collaborative learning is one of the critical linchpins through which students access complex text [and content] because it enables them to consolidate their understanding with peers and provide support for one another in the absence of the teacher.” Fisher and Frey, Rigorous Reading, 2013

  12. Why LDC? “Through the social interaction of discussion, students make meaning.Discussion can lead to a richer, deeper understanding of the curriculum and can promote higher-level thinking. It also increases engagement and ownership of ideas and invites participation of all students, regardless of their literacy level.” -D. Spiegel, Classroom Discussion, 2005

  13. Content vs Disciplinary Literacy Disciplinary Literacy • The idea that we should use the specialized ways of reading, writing, and thinking used in each academic discipline. • Privileges reading and writing by professional role (historian, scientist, novelist, teacher, etc.) • Acknowledges different priorities in different disciplines (citation v. dates v. content, etc.) Content Literacy • Content literacy focuses on every teacher being a “teacher of reading” • Content literacy privileges ELA skills/standards/strategies and uses content area texts

  14. First Year in LDC

  15. LDC in Action • List key words/concepts/noticings about LDC as you view the “Literacy Matters” clip.

  16. A Look Inside an LDC Classroom

  17. Featured LDC Template Task  End Learning Goal 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 argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.

  18. Table Talk How did this teacher use Reading, Writing, Speaking & Listening in service of her content?

  19. What is LDC?

  20. LDC is NOT Every Assignment • LDC is NOT every assignment. • LDC does not cover every piece of content. • LDC is the kind of assignment for when you think students should write in response to reading. • “reading”(e.g., articles, videos, artworks, timelines, data sets, stories)

  21. LDC Is… a research-proven framework for creating literacy-rich opportunities across content areas to help students meet and exceed the demands of the content standards.

  22. Our overarching question How can I use mini-tasks as formative assessment tools to prepare students for successful learning experiences?

  23. Does the NSA infringe upon our rights or protect them?

  24. In a quick write (2 minutes), write your initial response to the essential question an index card. Does the National Security Agency infringe upon our rights or protect them?

  25. Does the NSA infringe upon our rights or protect them? After a reading variety of informational texts on the role of government in protecting the safety and rights of its citizens, write an editorial for your school newspaper in which you argue whether the NSA protects our rights or infringes upon them. Support your position with evidence from the text/s. Be sure to acknowledge competing views.

  26. Vocabulary DevelopmentMini-Task: Vocabulary/Concept Mapping

  27. Does the NSA infringe upon our rights or protect them? • Brainstorm: What concepts or words come to mind when you think about this question? • How would you group these words? • How would you connect these groups?

  28. Vocabulary DevelopmentMini-Task: Probable Passage

  29. Read to understand what the article says about your assigned category. Highlight the related words/phrases.

  30. With your table, chart a summary of what the article says about your assigned category. What do others need to know about this perspective?Include the related words/phrases.

  31. How might you determine success for this mini-task?

  32. Grade Level Standard identified for the Probable Passage mini-task RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

  33. Ways to modify Probable Passage • Provide vocabulary, students suggest categories • Suggest categories, students identify vocabulary • Provide vocabulary as card sorts • Grouping can vary

  34. Vocabulary DevelopmentMini-Task: Possible Sentences/KWL 2.0

  35. Procedure: • With a partner, write 5 sentences we might find in the text we’re about to read • Use words and phrases from the list (no fewer than 3, no more than 6)

  36. 10-15 Words or Phrases from Article: • World of Warcraft • Virtual universes • In-game messaging systems • 12 million paying subscribers • Monitor activity • Intelligence targets • World’s most powerful espionage agencies • Real-world espionage success • Trawling online games • Fantasy worlds • Months worth of real-world time • Virtual weapons training

  37. How might you determine success for this mini-task?

  38. Today’s Targets • I can explain what LDC is and is not. • I can explain how an LDC mini-task is used to formatively assess student understanding. • I can demonstrate how incorporating LDC mini-tasks can help students more deeply engage with what they are reading. • I can discover how LDC connects to Deeper Learning.

  39. Turn and Talk • Name one thing from today’s learning that invigorates you as a teacher. • What’s one thing you are really excited about using in your classroom? Talk at your table and be ready to share out one thing from the group.

  40. Feedback: Pluses & Deltas What went well today? What would you like to be different next time?

  41. Day 2Please sit with your content/grade level group

  42. Today’s Targets • I can explain how LDC mini-tasks use literacy to lift content learning and enhance engagement. • I can explain how LDC tools can help my students get to the end learning goal. • I can articulate how LDC connects to Deeper Learning.

  43. Norms Working Agreements for a Successful PL Opportunity • Rule of Two Feet • Keep yourself comfortable! (snacks, restroom, movement) • Honor Time • Start/End/Breaks • Limit Side Conversations • Pause Points/Transitions • Respectful Technology • Cell phones on vibrate • Relevant Technology when required

  44. LDC Connections Common language for teacher effectiveness Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

  45. Where Do You See Evidence for TPGES?

  46. Does the NSA infringe upon our rights or protect them? After a reading variety of informational texts on the role of government in protecting the safety and rights of its citizens, write an editorial for your school newspaper in which you argue whether the NSA protects our rights or infringes upon them. Support your position with evidence from the text/s. Be sure to acknowledge competing views.

  47. Active ReadingMini-Task: Carousel Reading

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