1. Literacy Design Collaborative
I’ll attempt to answer this question by describing an approach that involves a design that transforms standards into practice.
A Framework for Teaching
Literacy in the Content Subjects
EDThink LLC3/2010
LBD 2010

2. build a literacy framework
framework “architecture”
teaching task templates are the building blocks
for modules & courses
a teaching task template w/ pre/post tasks
create a module
In the last decade, we mapped from standards and left the rest unclear, leaving much up to interpretation. As a result, if you give a room full of teachers a standard, they will come up with as many ways to teach that standard as people in the room. This approach attempts to lessen the variations in interpretation that often lead to simplistic assignments, ditto sheets, or simply a long list of activities. By creating tasks that transform standards into practice, we give teachers the clarity they need to teach.
sequenced modules create a course
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LBD 2010

3. create rigorous tasks
TASK: a written assignment that includes a prompt, a rubric, and asks…
students to produce a product as evidence of learning.
Tasks are TAUGHT.
HO…You have two tasks at your table. Take a look at the DCPS character analysis task. It’s a 7th grade task. Note the features – a prompt, a rubric, a product and standards. (Discuss prompt….)
Now look at the lesson “Action Is Character…” also a 7th grade tasks. Using the questionnaire, talk among yourselves about this task. How does it differ from the DCPS task?
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LBD 2010

4. Informational Task Template
Task 18 Template (Informational or Explanatory/Synthesis L1, L2, L3):
After researching _____ (informational texts) on _____ (content), write a ________(report or substitute) that explains _____ (content). What conclusion or implications can you draw? Cite at least _____ (number) sources, pointing out key elements from each source.
L2 In your discussion, address the credibility and origin of sources in view of your research topic.
L3 Also, identify any gaps or unanswered questions. All levels: Include a bibliography of your sources.
We can provide tasks to teachers, staffs, and districts by building a task bank from which they can select individual tasks and use them instructionally or summative-ly. We can also provide guidance on texts and PD. For example, all of our PD in DC starts with two golden rules….1) do the task yourself and 2) teach to the rubric.
EDThink LLC
LBD 2010

5. Science After researching: (from FOSS Kits),
*How do organisms obtain energy necessary for their survival? (Key 3)
*How does photosynthesis make energy available to organisms? (Key 3)
write a report that explains the importance of protecting organisms that produce photosynthesis. What conclusion or implications can you draw? Cite at least two additional sources, pointing out key elements from each source.
EDThink LLC
LBD 2010

6. Social Studies Prompt
How might proximity to a metropolitan area (Las Vegas) affect a county’s population?  After reading the maps cited below, write a report that explains population changes in three counties in Nevada.
[a]  
[b]  
[c]   at Reference Map tab. The first map in the Reference section is a two page USA map with major cities.
EDThink LLC
LBD 2010

7. Argumentative Task Template
Task 2 Template (Persuasive/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 examine competing views.
L3 Give examples from past or current events or issues to illustrate and clarify your position.
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LBD 2010

8. Argumentative Task
What literary and oral devices make a speech powerful? After reading Churchill’s “Blood, Toil, and Tears” or King’s “I Have a Dream”, write an essay that addresses the question and support your position with evidence from the texts.
EDThink LLC
LBD 2010

9. Rubric Categories…………criteria
Focus: stays on task and addresses prompt
Controlling Idea: claim or thesis that establishes a line of thought in the composition
Development: demonstrates an understanding of content through a logic or pattern of reasoning; demonstrates coherency of thought; provides evidence to support line of thought
Organization: applies a text structure to support line of thought
Conventions: demonstrates an ability to apply grammar and conventions
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LBD 2010

10. Argumentative Rubric PROFICIENT
Focus: Addresses the prompt and stays on task; provides a generally convincing response.
Reading/ Research: Demonstrates generally effective use of reading materials to develop argument and a solid understanding of the content as presented in the prompt.
Controlling Idea: Establishes a credible claim and supports an argument or proposition that is logical and generally convincing. (L2) Acknowledges competing arguments while defending the claim or proposition.
Development: Develops a reasoning process to support claim; provides evidence from text(s) in the form of examples or explanations relevant to the argument or proposition. (L3) Makes a relevant connection(s) that supports argument;
Organization: Applies an appropriate text structure that develops logic and provides reasons; applies a deductive structure.
Conventions: Demonstrates a command of standard English conventions; makes transitions between sentences and paragraphs to connect ideas.
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LBD 2010

11. To vary the demands in the task: Adjust text complexity
The LDC Task Levers
To vary the demands in the task:
Adjust text complexity
Adjust difficulty of content
Add L2 or L3
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LBD 2010

12. (Pre-test) task instructional ladder (Post-test) the LDC Module
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LBD 2010

13. Informational /Definition
Common Modules
Grade: 8
Informational /Definition
“modernism”
(ELA)
“democracy”
(Social Studies)
“energy”
(Science)
EDThink LLC
LBD 2010

14. Build a sequence of modules In English, social studies, science…
sequenced modules
Build a sequence of modules
In English, social studies, science…
With instructional guidance based on task specific skills and content
HO…so the task is the basic building block. To create a unit, you design a sequence of tasks, ending with a summative task. The data is both formative and summative. You can embed literacy standards across the core curriculum by creating tasks, units, and courses that do this. Doing so, increases the time and intensity of literacy instruction and ensures that ELA teachers aren’t bearing the burden alone for teaching literacy skills.
EDThink LLC
LBD 2010

15. Sequenced Modules SAMPLE LBD Literacy Course Sequence Module Type:
Classroom Pre-test
Module Type:
L1 Persuasive
Mode: Analysis
Mode: Comparison
L1 Informational
Mode: Synthesis
Mode: Definition
L2-3 Persuasive
L2-3 Informational
Classroom Summative Assessment
L2 Persuasive
EDThink LLC
LBD 2010

16. professional development
A universal teaching design…
Is contextual, guided by a task’s demands
Builds consensus on meaning of standards
Allows PD to have common goals and
conversations/ shared expertise
Finally, and maybe ultimately, the most important effect of this work is building competence in the teaching community. A task sets up PD in the most relevant ways, in contrast to strategy de jour, by linking specific instructional strategies, even environments, to the context of the task, by providing opportunities to evaluate student progress based on their drafts and products, and by building consensus about what grade level literacy work should be and how to score that work.
EDThink LLC
LBD 2010

17. A coherent, accountable framework
Voila! LBD
A coherent, accountable framework
grounded in literacy standards & practices
provides concrete models of rigor and proficiency
ensures literacy taught in core content
Increases the time & effort spent on literacy practices
Has national significance
EDThink LLC
LBD 2010