1. An Introduction to the Literacy Design Collaborative (LDC) A framework to move from Common Core to classrooms

2. They Create New 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.

3. Where are We Starting From? If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?” Grade 9ReadingWriting English U.S. History Math Science PE/Health World Language Elective

4. Too Often, the Common Answer is … Grade 9ReadingWriting EnglishLowLow-Medium U.S. HistoryLow MathLow ScienceLow PE/HealthLow World LanguageLow ElectiveLow Elective (Reading)HighLow

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

6. 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.

7. 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 and other technical subjects) 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.

8. Template Tasks Teachers use the template tasks to design their own teaching, starting by selecting:  content standards to address (for example, state science, history, or English standards for the class they are teaching)  texts students will read (or which issues students will research)  the issue students will address in their writing  This will be part of our work today : )

9. Template Task: An Example 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, clarify, and support your position. How can we fill in the blanks here?

10. Template Tasks Teachers use additional “plug and play” flexibility within the template to adjust:  Task level: Select level 1, 2, or 3 task  Reading requirements: Vary text complexity, genre, length, familiarity, etc.  Writing demands: Vary product, length, etc.  Pacing requirements: Vary workload and time allowed to complete

11. Here’s How it Plays Out… After researching academic articles on 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.

12. Take a Shot at It! 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, clarify, and support your position. At your tables, complete the following task template:

13. 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. Writing Across the Curriculum with a REAL Framework ALIGNMENT across grades DISTRIBUTION across content areas

14. Where Are We Starting From… Grade 9ReadingWriting EnglishLowLow-Medium U.S. HistoryLow MathLow ScienceLow PE/HealthLow World LanguageLow ElectiveLow Elective (Reading)HighLow If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?”

15. Where Can We Go? Reading and writing to develop student success in multiple subjects over multiple years. Think about a semester like this: Grade 9Quarter 1Quarter 2Quarter 3Quarter 4 EnglishTask 2Task 11 U.S. HistoryTask 2Task 11 Math ScienceTask 2Task 17 PE/HealthTask 17 World Language Task 1 ElectiveTask 12 Elective Now think of replacing grades 6-12 with 28 Quarters like that!

16. LDC Module Template

17. 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 teaching task  Template 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.

19. Module Section 2: What Skills? What skills do students need to successfully complete the task?  Practitioners select template  Common Core Standards are “hard-wired” in  Practitioners add state/local content standards  Practitioners “plug and play” to build teaching task  Template 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.

20. 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 – or instructional ladder – to teach students the skills necessary to succeed on the task  Plan includes mini-tasks, scoring, instructional strategies

21. Literacy in Science & Social Studies

23. Anatomy of an LDC Module 1. What TASK? 2. What SKILLS? 3. What INSTRUCTION? 4. What RESULTS? 1. Read and ANNOTATE Handout 1 2. KNOW the 4 parts of an LDC Module 3. Understand the alignment of SKILLS and INSTRUCTION

24. Literacy Design Collaborative Video Clip

25. Module Section 4: What Results? How good is good enough? Under construction! Another goal for today- examining common rubrics Determining a district-wide benchmark rubric?  Practitioners share sample student work  Practitioners select to create classroom assessments by using same template task  Assessment connected to common rubric used for teaching task

26. LDC Course Options How might you CREATE this kinds of tasks … By type: Argumentation, Informational or Explanatory, or Narrative By template task level 1, 2 or 3 By level of writing difficulty and/or reading difficulty By product to evidence of learning (e.g., essay, report, article, memo, proposal, etc.)

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

28. Common Core Reading and Writing Standards Measures of Student Learning/Common Exams Sample Items Skills Clusters ELA Common Core State Standards Resources Live Binder

29. What TOOLS? NY Times Learning Network PEA Paragraph Scaffolding Strategies Curriculum Mapping- Live Binders C Core Annotated Standards

30. The Sky’s the Limit … On what we can build. Together.

31. Task 2  ELA Teachers  After reading pages 1-6 in the LDC: Task Template Collection, write an explanation of the task templates (what are they and what do they offer) and how they can support you in your content. Support your discussion with evidence from the text.  Explore your assigned genre, if time  Literacy Design Collaborative link on agenda  CTE Teachers  After exploring the Career Technical resources in the PCS Wiki, write a summary of the resources you found that can support you in your content.  Share with your group members

32. Task 3  Designing Task Templates (ELA Teachers)  Argumentative Writing Task Templates 9-12 (Tasks 1-10) Argumentative Writing Task Templates 9-12 (Tasks 1-10)  Informational Writing Task Templates 9-12 (Tasks 11- 25)Informational Writing Task Templates 9-12  Narrative Writing Task Templates 9-12 (Tasks 26- 29) Narrative Writing Task Templates 9-12  Designing Reading and Writing Performance Tasks (CTE Teachers)Designing Reading and Writing Performance Tasks  Examine Reading and Writing Anchor Standards  CTE Reading Task Templates CTE Reading Task Templates  CTE Writing Task Templates CTE Writing Task Templates

33. By Working Together Pender County ELA & CTE Teachers