An Introduction to the Literacy Design Collaborative

1. An Introduction to the Literacy Design Collaborative A Framework to move from Common Core to classrooms

2. The Literacy Design Collaborative 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.

3. Our LDC Project • Remote Coaching Framework • Selected districts – 1. School District of the City of Erie 2. The Center for Inspired Teaching – DC • Participating teachers, teacher leaders and school leaders from those districts

4. Outcomes After this workshop, you should be ready to: • Describe the ways in which LDC is a strategy for achieving the Common Core State Standards and equipping all students to be successful in education and work beyond high school • Explain each LDC element and its function within the LDC framework and in relation to the other LDC elements • Explain how the LDC work draws on the expertise and collaboration of participating educators

5. Why Literary Design Collaborative? In the past…

6. which all too often ends up looking like this:

7. The Literary Design Collaborative Approach (LDC) Tasks

8. The Literacy Design Collaborative • Leads with the task • Hard-wired to the Common Core State Standards: 1. Rigor and relevance 2. 21st century skills 3. Role of technology

9. Hmmm… what’s this? [Insert question] After reading _____ (literature or informational texts), write _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position

10. Let’s try one…Activity 1.1 How, if at all, does a teacher’s infusion of current technology tools into their classroom practice impact their ability to effectively engage 21st century learners? After viewing a video and reading selected informational texts, write an essay that addresses the question and support your position with evidence from the text(s).

11. What do you need to do? View the video – 21st Century Learners http://www.youtube.com/watch?v=_A-ZVCjfWf8 Read selected texts 1. Rigor Redefined – Tony Wagner Access information from the internet Discuss and decide Write claim statement and supporting evidence

12. What did you decide... Whole group sharing out How, if at all, does a teacher’s infusion of current technology tools into their classroom practice impact their ability to effectively engage 21st century learners?

13. The LDC Framework Pages 10-11 Common standards, local choices!

14. Tasks The tasks students engage are at the center!

15. Template Tasks 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. Page 15

16. Template Tasks ‘The real accountability system is in the tasks that students are asked to do.’ Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore

17. Template Tasks All LDC tasks require students to: • Read, analyze, and comprehend texts as specified by the common core • Write products as specified by the common core (focusing on argumentation, informational/explanatory, and narrative) • Apply common core literacy standards to content (ELA, social studies, and/or science) 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. Page 18

18. Argumentation/Analysis Template Task 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.

19. Argumentation/Analysis Template Task • After researching academic articles and selected informational texton 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.

20. Informational/Definition Template Task After researching _____ (informational texts) on _____ (content), write ________(report or substitute) that defines ____ (term or concept) and explains _____ (content). Support your discussion with evidence from your research. L2 What ____________ (conclusions or implications) can you draw?

21. Informational/Definition Template Task • After researching articles and political documents on government lobbyists, write a report that defines “advocacy” and explains the lobbyist as a form of an advocate and his/her role in our political system. Support your discussion with evidence from your research. L2 What implications can you draw? • After researching scientific articles and selected informational texts on magnetism, write a report that defines “magnetism” and explains its role in the planetary system. Support your discussion with evidence from your research.

22. Template Task Rubrics LDC template tasks use shared rubrics (scoring guides) to decide whether student work meets expectations. One scoring guide works for all argumentation tasks, another for all informational and explanatory tasks, and a third for the narrative tasks. Shared rubrics support teacher collaboration across grades and subjects, including: • Shared scoring to develop common expectations and language • Joint analysis of student work • Collaborative planning around instructional strategies and improvements

23. Connections Across Grade & Content Areas After researching ______ (informational texts) on ______ (content), write ______ (essay or substitute) that argues your position on ______ (content). Support your position with evidence from your research. ALIGNMENT across grades DISTRIBUTION across content areas

24. LDC Template Task Collection … Page 19 The first collection with more to come!

25. Modules Modules wrap a teaching plan around the task.

26. Modules Support a system for literacy instruction. Module templates support teachers in developing instruction to use over about 2-4 weeks. They help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content.

27. LDC Module Template

28. Unpacking a LDC Module Economic Systems Module

29. Your Turn! Use Activity 1.2 Deconstructing Modules in your notebook to: • Look through the LDC example module • Make notes on your observations, immediate questions, what you want to learn more about • Find a partner to discuss your notes • Be ready to share out

30. But We Need to Move … From blueprint to action!

31. LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone.

32. Common Core State Standards (CCSS) Providing the Undergirding for the LDC Framework

33. Common Core State Standards Are a blueprint.

34. Common Core State Standards Now Shared by Most States * corestandards.org, July 29, 2011

35. Common Core State Standards Initiative • State-led effort • Coordinated by the National Governors Association for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

36. Common Core Standards Development • Collaboratively developed with: • Teachers • School Administrators • Educational Experts • To provide consistency in the education of our children • To be college and career-ready

37. Common Core State Standards • Do Not Provide… • A complete scope and sequence. • A course outline. • All the essential skills and knowledge students could have. • Do… • Outline the most essential skills and knowledge every student needs to master to be college and career-ready. • Distribute responsibility for students’ literacy development.

38. Introduction of CCSS document • Jigsaw of pages 3-7 • # 1…page 3 • #2 …page 4 • # 3…page 5 • # 4…page 6 • # 5…page 7 • Read and mark 3 important facts or themes on your section. • Be ready to report out!

39. Analyzing theArchitecture and Structuresof theCommon Core State Standards

40. 4 Strands • Reading • Literature • Informational • Foundations • Writing • Listening and Speaking • Language

41. 6 Structural Components

42. Reading: Literature and Informational Text

43. Anchor Standards for Reading • Circle the strand • Draw a box around the anchor standards • Draw a bracket around the note • Draw a line under the organizing elements • Read the anchor standards and note on range and content of student reading

44. Turn and Talk • What are you thinking? • What have you noticed? • What benefits do you see?

45. Analyzing theArchitecture and Structuresof theCommon Core State Standards

46. 4 Strands • Reading • Literature • Informational • Foundations • Writing • Listening and Speaking • Language

47. 6 Structural Components

48. Reading: Literature and Informational Text

49. Anchor Standards for Reading • Circle the strand • Draw a box around the anchor standards • Draw a bracket around the note • Draw a line under the organizing elements • Read the anchor standards and note on range and content of student reading

50. At a Glance…