Literacy Design Collaborative
Session One, One Day Training
WELCOME TO THE COLORADO’S
LITERACY DESIGN
COLLABORATIVE
Session One, One Day Training
Essential Question 1
How does implementing LDC support
ALL teachers in teaching and students in
learning the reading and writing skills
called for in the Common Core State
Standards for Literacy?
Essential Question 2
How does LDC help students develop
content knowledge through reading and
demonstrate understanding of the content
through writing?
Review Agenda
• What are you looking forward to the most as you
learn about LDC?
• What questions do you have?
• What do you hope to gain from this training?
Norms
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Start and end on time
Chimes signal the need for attention
Raise hands to signal engagement
Laptops down for input/discussion
Laptops up for Module Creator
Take care of needs without disruption
Collaborate across teams and districts
Be present physically and mentally
Use the “parking lot” to post questions
Presume positive intention
How much do you know
about LDC?
• Raise your hand if you’ve “never heard of” LDC
• Raise your hand if you “know a little bit” about LDC
• Raise your hand if you “know a lot” about LDC
Jigsaw
•
“Teaching to the Common Core by Design, NOT Accident”
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Pages 8-11 in LDC Guidebook
•
Colorado Integration Project Brochure
8
Instructions
• Divide into groups of 5
• Assign one person in the group to become an “expert” on:
– pp. 1-3, “Teaching to….” (stop before Literacy
Collaborative)
– pp. 3-5, “ Teaching to…” (beginning with Literacy
Collaborative and ending before Math Collaborative)
– pp. 6-8, “Teaching to…” (beginning with Math Collaborative
and completing the article)
– Colorado Integration Project Brochure
– pp. 8-11, The 1.0 Guidebook
After Reading
• “Teach” each other about what you read
• As a group, create a visual representation of the
ideas gleaned from the reading
• Post your visual on the wall when you are done
Share and Explain Visuals
LDC Vocabulary
Task
After researching the article, CEI brochure, and
Guidebook pages, write an “essay” that explains the
purpose and goals of the Colorado Integration Project
and Literacy Design Collaborative.
What conclusions or implications can you draw?
L2 Cite at least three sources, pointing out key elements
from each source. L3 Identify any gaps or unanswered
questions.
CCSS and Literacy
Vision for the Future
Students will have the literacy skills that create a solid
foundation for succeeding in college and the
workplace.
The reading and writing skills embedded in LDC are key
elements of Post-Secondary and Workforce Readiness
skills.
Instructional Shifts
• Rigor and relevance
• Shared responsibility
• Content-rich nonfiction and informational text
• Complex text and academic vocabulary
• 3 modes of academic writing
LDC Supports the
Shifts in the Common Core
• Literacy skills are critical in the lives of students;
therefore, they must be intentionally and frequently
taught in all grades K-12
• LDC is intended to assist secondary teachers in ALL
disciplines to deliver quality literacy instruction in all
classrooms
• LDC considers teachers as partners and co-designers in
transforming LDC templates into quality teaching tasks
and modules
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 is not
taught in a systematic way.
Reading and Writing
Grade 9
Grade 9
Reading
Writing
English
Low
Low-Medium
U.S. History
Low
Low
Math
Low
Low
Science
Low
Low
PE/Health
Low
Low
World Language
Low
Low
Elective
Low
Low
Elective (Reading)
High
Low
Video Overview of LDC
http://www.literacydesigncollaborative.org/about/videos/
Types of Writing
Chalk Talk
• What types of writing do professionals in the following
fields do?
o Education
o Business
o Health Sciences
o Social Sciences (Communications, Psychology,
Anthropology, etc.)
CCSS Appendix
Types of writing
• Read about the Types of Writing from the CCSS
Appendix A
o As you read, record thoughts that answer the
question, “What are the types of writing?”
o After you read, record thoughts that answer the
question, “So what does this have to do with me?”
o Turn and talk with your neighbor about your
answers. Together, answer the question “Now
what do we do about it?”
Coding
Now, go back to the Chalk Talk and CODE whether the
writing done under each field is:
– A- Argumentative
– N- Narrative
– I- Informative
What trends do you see?
– What does this mean for teachers of all contents?
LDC Represents a
Shift in Thinking
In pairs, discuss what you believe are the key changes that
need to take place in classrooms and schools to increase
literacy levels for secondary students.
Video Overview of LDC
http://www.literacydesigncollaborative.org/about/videos/
The Module Process
An instructional system that is:
• Hard-wired to the Common Core State Standards
• Minimalist as an approach – it’s a lean model with
powerful software
• Interested in local choice and teacher decision making
Modules
• The LDC Module supports teachers in developing
instruction to use over 2-4 weeks
• Modules help teachers design instruction – their choice –
focused on guiding students to complete a single literacy
task linked to content
LDC Module System
The Literary Design Collaborative
Approach (LDC)
Common Core
Standards
Tasks
Formative &
Summative
Assessments
Aligned,
Distributed
Instruction
LDC AND
EDUCATOR
EFFECTIVENESS
Identifying the links between the teacher quality standards, rubric
ratings of teacher performance, and LDC practices
Colorado Teacher
Quality Standard 1
• Teachers demonstrate mastery of and pedagogical
expertise in the content they teach
• The elementary teacher is an expert in literacy and
mathematics and is knowledgeable in all other content
that he or she teaches
• The secondary teacher has knowledge of literacy and
mathematics and is an expert in his or her content
endorsement area(s)
The Proficient Teacher
• Teacher provides literacy instruction that enhances:
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Critical thinking and reasoning
Information literacy
Collaboration
Self-direction
Innovation
• Teacher focuses lessons on the reading of complex
texts
Accomplished and Exemplary
• Accomplished Teacher:
• Students communicate orally and in writing at levels
that meet or exceed expectations for their age,
grade, and ability level
• Exemplary Teacher:
• Students apply literacy skills:
• Across academic content areas
• To understand complex materials
TEMPLATE TASKS
&
TEACHING TASKS
Selecting One &
Designing the Other
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:
• With the CCSS for literacy “built in”
• That will “drive” the development of the LDC Module
• Is referred to as a “Teaching Task” when filled in
Template Tasks
All LDC template 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 academic
content (ELA, Social Studies, Science, and others)
The Basic Format
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.
Complete Template Task Collection is the back section in
your binder.
The Basic Format with
Essential Question
[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.
Informational Teaching Task Example:
Science
After researching the following articles on various
organisms, write a report that defines “organisms” and
explains what Domain and Kingdom you would classify
each organism. Support your discussion with evidence
from your research.
• Template Task 11 – After Researching
Informational Teaching Task Example:
Social Studies
After researching secondary sources on ancient India or
China, write a report that explains the geography,
culture/customs, and government of these civilizations.
What conclusions or implications can you draw? Cite at
least three sources, pointing out key elements from each
source.
• Template Task 18 – Informational or Explanatory/Synthesis
Argumentation Teaching Task Science
Example
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.
Argumentation Teaching Task Example:
Social Studies
L1: Was the Treaty of Versailles a fair one for Germany?
After reading various primary and secondary sources on
the Treaty of Versailles write an essay that addresses the
question and support your position with evidence from the
text(s). L2: Be sure to acknowledge competing views.
• Template Task 2 – “Essential Question”
Colorado Example
Taken from the History Standard
8th Grade Evidence Outcome
Analyze ideas that are critical to the understanding of
American history and give examples of the ideas
involved in major events and movements. Topics
include…representative democracy…..
Colorado Example Continued
• Uses an Inquiry Question from the same GLE
• How have the basic values and principles of American
democracy changed over time and in what ways have
they been preserved?
Colorado Example
Teaching Task
How did the basic values and principles of American
Democracy change from the end of the Revolution to the
end of Reconstruction? After reading the identified
informational texts write an essay that addresses the
question and support your position with evidence from the
texts. L2 Be sure to acknowledge competing views. L3
Give examples from past or current events or issues to
illustrate and clarify your position.
•
Template Task 2 – Argumentation/Analysis
A Great LDC Teaching Task
• Establishes a teaching task that is both challenging and
feasible for students, with a balance of reading demands
and writing demands that works well for the intended
grade and content.
• Addresses content essential to the discipline, inviting
students to engage deeply in thinking and literacy
practices around a connected intellectual issue.
A Great LDC Teaching Task
• Selects reading texts that are sufficiently complex, that
use and develop academic understanding and
vocabulary
• Makes effective use of the template task’s writing mode
(argumentation, information/explanation, or narrative)
• Designs a writing prompt that requires sustained writing
and effective use of ideas and evidence from the reading
texts
LDC Task Development pg. 31
1. Choose Your Template Task
Your template task can:
n Be argumentation, information,
or narrative.
n Use an essential question or an
“after researching” task.
i to develop
n Call for students
a definti on, a description, a
procedural-sequential piece,
a synthesis, an analysis, a
comparison, or a discussion of
cause and effect.
2. Choose Your Topic
Your choice should:
n Address a major issue in your
discipline (big enough to be
a good investment of 2 to 4
weeks of class time).
n Fit the state and local
standards for which you are
responsible.
n Make sense as a subject to
teach during the weeks you are
planning to schedule this task.
5. Create Your Teaching Task
Your prompt should:
n Use the exact wording of the
template.
n Use your topic, reading texts, and
to fil in the
l
writing text choices
blanks and brackets.
n Be both challenging and f easible
for students, with a balance of
reading demands and writing
demands that works well for the
intended grade and content.
n Require sustained writing
and effective use of ideas and
evidence from the reading texts.
n Be built out for students by
adding introductory background
statement and ending with
extension if applicable.
24 | Meeting Common Literacy Standar ds in Your Classroom: The Literacy Design Collaborativ e Guide for Teachers
3. Choose Texts Students Will Read
Your choices should:
n Address your topic.
n Be short enough to allow close
reading and careful analysis.
n Use and develop academic
understanding and vocabulary.
n Where possible, include models of
the kind of text students will be
writing.
Or, you can specify a topic and assign
students to research the issue to select
texts that address the issue.
4. Choose Texts Students Will Write
Your choice should:
n Be a good fit for your topic,
template task, and students.
n Where possible, resemble writing
students may need to do in adult life
(for example, make an argument in
a letter to the editor, or explain a
process in a memo to a colleague.)
Thinking about Template Tasks
• Go to pages 17-18 in your Guidebook
• Read the information on Template Tasks
• Identify two things you noticed about template tasks that
you want to remember when you start writing your
Teaching Task
• Share with a partner
NOTE: A Teaching Task is a filled-in Template Task
How to Select a Task
•
Refer to your curriculum map and/or other documents outlining your plan of
study for the first three months
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Refer to the CAS for that content, focusing on the appropriate Grade Level
Expectations and Inquiry Questions
•
You may also find the Concept Maps for your content and grade level very
useful
•
Identify a topic or essential question that is important enough to involve two
to four weeks of study
•
Read pp. 25 - 26 of the guidebook for examples of teaching tasks templates
•
Read page 1 of the Template Task Collection
Think about the Type of Writing
Argumentation
Informational or Explanatory
Narrative
Definition
N/A
ELA, social studies, science
N/A
Description
N/A
ELA, social studies, science
ELA, social studies
ProceduralSequential
N/A
social studies, science
ELA, social studies
Synthesis
N/A
ELA, social studies, science
N/A
Analysis
ELA, social studies,
science
ELA, social studies, science
N/A
Comparison
ELA, social studies,
science
ELA, social studies, science
N/A
Evaluation
ELA, social studies,
science
N/A
N/A
Problem/Solution
social studies,
science
N/A
N/A
Cause/Effect
social studies,
science
science, social studies
N/A
Teacher Decision-Making
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
Your Turn – Design a Task
• Alone or in pairs.
• Take a look at the template task collection. Pick a favorite
argumentation or information template. (Recommend
limiting yourself to Templates 1, 2, 11, and 12).
• Think back to the Types of Writing and what it is you want
students to do – Compare? Explain? Analyze? Support a
claim or position? Define? Demonstrate knowledge?
• Look at your state content standards. Grade Level Evidence
Outcomes, Concepts/skills maps, and Inquiry questions can
be used in templates to create strong, aligned tasks.
• Design a teaching task you think is worthy of 2-4 weeks of
quality instruction.
Task Sharing and Review
• Pair and Share your teaching tasks
• Using the Task section of the LDC Task/Module Review
Form as a guide, discuss and suggest revisions for the
teaching tasks
Return to Your Teaching Task
• Revise your own teaching task
• Once finished, use the ½ sheet form provided to write
down your teaching task information (just the information
you designed for the “blanks”)
• Turn in your teaching task form for review before you
leave for lunch
Turn in Your Teaching Task
Morning Wrap-Up
I used to think….
Now I think….
Good Afternoon
Review agenda and goals
Feedback from the morning
Pair and Share
Find someone new from another school
and share the one “aha!” from this
morning
RECONNECTING
WITH YOUR
TEACHING TASK
Your teaching task is the critical foundation for the module.
The quality of the work that you inspire from students will be
the result of a well crafted teaching task.
A Great LDC Teaching Task
• Selects reading texts that are sufficiently complex and
that use and develop academic understanding and
vocabulary
• Makes effective use of the template task’s writing mode
(argumentation, information/explanation, or narrative)
• Designs a writing prompt that requires sustained writing
and effective use of ideas and evidence from the reading
texts
Reviewing the Teaching Tasks
Review the feedback and revise as needed.
Ask for assistance if needed.
3 Academic Modes of Writing
by Lee Kappes
• Read the “Module Overview” (for teachers)
• Read “Background to Share with Students”
• What standards are being addressed? How have they
been refined for the grade-level.
• What skills do students need in order to understand the
task and acquire the necessary information? How do
they focus on the grade level?
• What was the pacing/duration of the instruction?
• What is an example of an instructional strategy used for
task engagement?
Beginning with the End in Mind
• LDC has developed rubrics for scoring student writing
products
• These rubrics can be helpful in determining the specific
skills that you want to focus on during the module
Why Common Rubrics?
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
Rubrics
• Revisit your writing from the task from this morning
• Use the Informational Rubric to score your work
holistically
• Talk with your neighbor about your scores
• What implications do common rubrics have on
instruction?
Template Task Rubrics
• Argumentation rubric
• Informational and explanatory rubric
• Narrative rubric
What Skills?
What Skills?
With a partner, pair read page 45 of
guidebook and skim page 46
Moving from Skills to Instruction:
What Instruction?
Selecting the skills that your students will need to
accomplish the task is the next step in the process, which is
followed by developing an instructional plan to teach the
skills.
These instructional plans
are called mini-tasks.
What Instruction?
What Instruction?
Core Elements of a Mini-task
• Prompt that addresses students and asks them to
practice and demonstrate an “in-process” skill
• Product that students will produce that can be evaluated
for success on the skill that has been taught
• Scoring guide with a stated criteria for what students will
be expected to show as evidence of learning
Module Creator
• How it Works
• Transferring work to MC
• Guide
“Writing the Module” Highlights
•
•
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Title
Overview for teachers
Background for students
Add authors
Add teaching task
Choose text
Skills
Mini-tasks & pacing
Module Development
Use pages 45-50 as a reference to
build the skills and instructional
strategies
Guiding Questions
• Will these skills and mini-tasks enable students to
understand the task and acquire the necessary
information?
Transition to Writing
• Will the skills and mini-tasks enable students to produce
the product?
• Is the writing product called for in the mini-tasks the one
that is described in the Teaching Task?
Student Results
• Check to make certain the narrative in “student
background” still makes sense.
Rubric and Mini-Tasks
• Refer back to the scoring rubric as you think about your
skills selection and mini-tasks.
• Will students be able to do what’s called for in the rubric
in their final product?
What Results?
What Results?
Student work produced in response to the teaching task is
the greatest evidence of student learning.
Professional Learning Support
Are you interested in learning more about….
• Close Reading
• Vocabulary Development
• Creating Essential Questions
• Scaffolding Skills for Writing
• Differentiation for EL and Special Needs
• Text Complexity
Participate in…
• On-line modules
• PLC sessions in your district
Participant Expectations
Following this training, each participant is expected to:
• Complete the development of your module, including
tailoring of the mini-tasks
• Implement your module
• Collect and bring to Session II three clean (no grading
marks or identifying information) copies of 3 examples
of student work from your module
Pause for Reflection
Please complete the Reflection and Feedback sheet before
you leave today.