1. The Big Picture Common standards, local choices! Revisiting the LDC System

2. CAS (CCSS) Standards are a blueprint.

3. CCSS = clear goals Standards for reading, writing, and communicating in all grades must be clear and rigorous so that our public educational system gives students the skills, knowledge, and confidence they need to succeed in postsecondary education and the workforce, to be well-informed and responsible citizens, and to lead more fulfilling personal lives.

4. CCSS = literacy into content areas Language skills are necessary for academic success in all disciplines. The ability to integrate reading, writing, speaking, and listening effectively builds understanding across all academic subjects as well as allowing for the development of 21st century skills within the context of these subjects. Critical thinking and reasoning, information literacy, collaboration, self- direction, and innovation are vital 21st century skills.

5. CCSS = challenges. 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.

6. CCSS = rich possibilities! 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)

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

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

9. The LDC System: Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars

10. The LDC Framework

11. Module Section 1: What Task? What task sets clear, measurable goals for learning?  YOU select template  YOUR CCSS standards are “hard-wired” in  YOU add your state/local content standards  YOU “plug and play” to build teaching task  YOU score results using LDC 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.

12. Module Section 2: What Skills? What skills do students need to succeed on the teaching task? YOU identify, define, cluster, and order the skills students need to complete the task. Skills Cluster 2: Reading Process 1. Reading “habits of mind” Ability to select appropriate texts and understand necessary reading strategies needed 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.

13. Module Section 3: What Instruction? How will students be taught to succeed on the teaching task? Skills Cluster 2: Reading Process (Skill: Essential Vocabulary) Mini-Task: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage you are reading. Add terms we identified as the “language of the discipline.” Scoring Guide:  Selects appropriate text(s) for task  Creates a first draft of a bibliography (if applicable).  Writes in readable prose. Instruction: Lesson plans, pacing guides to teach skill via mini-task(s)  YOU establish the instructional plan – or instructional ladder – to teach students the skills necessary to succeed on the task  YOU create plan includes mini-tasks w/ scoring guide, instructional strategies, pacing guide

14. Module Section 4: What Results? How good is good enough? Benchmark papers are being produced by SCALE (Stanford), Measured Progress You can also produce your own as a state (Pennsylvania did a first round) And you can also produce your own locally.  YOU score and share sample student work  YOU can opt create classroom assessment tasks by using same template task– a “dipstick” to see how well students do on their own

15. Let’s look at two modules Comparing Economic Systems Kathy Thiebes (Oregon HS Teacher) Opportunities and Challenges: U.S. Immigration 1880-1930 Melissa Hedt (National Paideia Center)

16. Let’s look at…  Organization (what makes LDC a system)  Template tasks and teaching tasks built on the template  The sections of an LDC module, what’s in each one But DON’T WORRY right now about…  Style (you will make that call)  Substance (all yours!)  Time, energy, and overload (we have clever tricks)  Connecting to LDC and other Kentucky initiatives

17. ORGANIZATION: pp. 66-110 in the LDC Guidebook

18. Now let’s look at…  Organization (what makes LDC a system)  Template tasks and teaching tasks built on the template  The sections of an LDC module, what’s in each one  Style (you will make that call)  Substance (all yours!) But NOT…  Time, energy, and overload (we have supports)  Connecting to LDC and other Kentucky initiatives

19. LDC Module Requirements and Options MARK THESE PAGES! pp. 53-54 in the LDC Guidebook What is required? What can be changed or added?

20. Now let’s look at…  Organization (what makes LDC a system)  Template tasks and teaching tasks built on the template  The sections of an LDC module, what’s in each one  Style (you will make that call)  Substance (all yours!)  Time, energy, and overload (we have supports) But NOT…  Connecting to LDC and other Kentucky initiatives

21. Support 1 LDC Template Task Bank Argumentation Informational Narrative

22. Support 2 LDC Template Modules Argumentation Informational

23. Support 3 LDC Colleagues and Shared Modules: Local State National

24. Now let’s look at…  Organization (what makes LDC a system)  Template tasks and teaching tasks built on the template  The sections of an LDC module, what’s in each one  Style (you will make that call)  Substance (all yours!)  Time, energy, and overload (we have clever tricks)  Connecting LDC and other Kentucky initiatives

25. Modules 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.

26. Template modules-re-use & recycle!

27. Let’s look at a template module How does a module template…. …turn into a module? Teaching task + module template=LDC Module But don’t forget! 1.You can select the template module of your choice. 2.You can change it any way you like. 3.Or you can create your own!

28. Your turn! Design your own module. 1. Get back into your same groups 2. Insert your teaching task into the module template. 3.Work your way through the module to see how a module template works with a new task. 4.Don’t worry too much about whether or not you like this particular template module. Remember, you can design your own. Just glimpse possibilities! 5.Be ready to share your thoughts.

29. Welcome to LDC!