Literacy Design Collaborative A framework to move from common core to classrooms

LDC per F. Bacon Reading maketh a full man; conference a ready man; and writing an exact man.

How does language structure shape meaning? After reading “Birches, ” “Trees,” ‘Figs” and Fig Butter Recipe, write an essay that compares the affects of different language structures on meaning. National Paideia Center Info.Exp/TT 23/ELA

Did the Vietnam War lead to a reluctance on the part of the US government to use military force as a means of foreign policy in the late 1970s and 1980s? After reading your textbook, viewing sources related to the 'Vietnam Syndrome,' and reading at least two additional articles, write an essay 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. Argumentation/TT2/SS History

After researching the bookmarked online articles on biodiversity, write a report that defines “biodiversity” and explains its importance. Support your discussion with evidence from your research. Science/TT11/Argumentation

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

Connections across grade & content areas After researching ______ (informational texts) on ______ (content), write an ______ (essay or substitute) that argues your position, pro or con, on ______ (content). Support your position with evidence from your reading. ALIGNMENT across grades DISTRIBUTION across content areas

The LDC Framework Common standards, local choices!

After researching ________ (informational texts) on_____ (content), write ________ (essay or substitute) in which you identify a problem ________ (content) and argue for a solution_____ (content). Support your position with evidence from your research. L2 Be sure to examine competing views ______. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Problem-Solution) Task 7 Template

After researching scientific and technical sources on methods for preventing water shortages, write a proposal in which you identify a problem faced by communities in arid regions and argue for a solution to improve water availability. Support your position with evidence from your research. L2 Be sure to examine a competing view challenging your solution. L3 Give an example from past or current events to illustrate and clarify your position.

Try this one… Task 6 Template: [Insert question] After reading ________ (literature or informational texts), write ________ (essay or substitute) that discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from the texts. ( Argumentation/Evaluation)

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.

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  Joint analysis of student work  Collaborative planning around instructional strategies and improvements

Modules Modules wrap a teaching plan around the task.

LDC Module Template

Module Section 1: What Task? What task sets clear, measurable goals for learning?  Practitioners select template  Common Core Standards are “hard-wired” in  Practitioners add state/local content standards  Practitioners “plug and play” to build task  Task connected to common rubric Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert essential question] After reading _____ (literature or informational texts), write an _________(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.

Module Section 2: What Skills? What skills do students need to succeed on the teaching task? Practitioners identify, define and cluster the skills students need to complete the task Skills Cluster 2: Reading Process 1. Active Reading Ability to select appropriate texts and understand necessary reading strategies need for the task. 2. Essential Vocabulary Ability to apply strategies for developing an understanding of a text(s) by locating words and phrases that identify key concepts and facts, or information. 3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase. 4. OrganizingAbility to prioritize and narrow supporting information.

Module Section 3: What Instruction? How will students be taught to succeed on the teaching task? Skills Cluster 2: Reading Process Skill: Essential Vocabulary: Ability to apply strategies for developing an understanding of a text by locating words/phrases that identify key concepts and facts Mini-Task: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage in the work you are reading. Add terms we identified as the “language of the discipline.” Scoring Guide: Meets:  Selects appropriate text(s) for task  Creates a first draft of a bibliography (if applicable).  Writes in readable prose. Practitioners establish the instructional plan to teach students the skills necessary to succeed on the task Plan includes mini-tasks, scoring, instructional strategies

Module Maker

We Are in Good Company…  LDC first-wave partners include the KY Prichard Committee with Kenton County and 5 other KY districts; PA IU-13; Hillsborough County (Tampa), FL; Charlotte- Meclenburg, NC; Worcester, MA; and Forsyth County, GA.  National partners such as the National Writing Project, Jobs for the Future, New Visions for Public Schools and others.  State-wide efforts in PA, KY, GA, CO and more to come!