THE LITERACY DESIGN COLLABORATIVE The Coach’s Role Barbara Smith, Staff Development and Training Specialist Kelly Galbraith, Literacy Consultant Lancaster-Lebanon Intermediate Unit 13 1 SESSION GOALS Gain an introduction to the Literacy Design Collaborative (LDC) framework. Explore the relationship between LDC and the PIIC model. Discuss ways that coaches can support secondary content-area teachers with LDC implementation. 2 ESSENTIAL QUESTION What role can coaches play in implementing the Literacy Design Collaborative? 3 PLEASE DO NOW 1) Find your yellow “LDC: Please Do Now” handout in your packet. 2) Read the statements from the Common Core State Standards. 3) Write a response to the following question. What must happen in secondary content -area classrooms in order to achieve this? 4) Please write a minimum of 5 lines. 4 TURN AND TALK With regard to producing college and career ready students in reading, writing, speaking, listening, and language… Consider where are we now. How do we achieve this? 5 T YPICAL MISALIGNMENT 2. Assessment 6 WHY LITERARY DESIGN COLLABORATIVE? 1. Standards 2. Assessment 3. Instruction 7 THE LITERARY DESIGN COLLABORATIVE APPROACH (LDC) Common Core Standards Tasks Formative & Summative Assessments Aligned, Distributed Instruction 8 THE LDC FRAMEWORK Courses Courses •New courses •Existing courses Modules •Task •Skills •Instruction •Results Tasks •Prompt •Rubric •Scoring exemplars 9 CAREER/TECHNICAL TASK LDC TA SK After researching selected sources on green technological advances in the automotive industry, write a analysis report that relates how these changes have affected the environment. Support your discussion with evidence from your research. Informational VS. T RA DITI ONAL W RI TI NG P ROM P T Write a report on how automotive technology has changed. Traditional Writing Prompt LDC Writing Task Career and Technology Example 10 THE MAIN IDEA A systematic framework for developing reading, writing, and thinking skills within each discipline, with: Science work focused on skills students need to succeed in science History work focused on skills students need in history Work in many other classes focused on skills essential to those subjects 11 STUDENT ASSIGNMENTS Engaging and demanding learning through: Teaching tasks with prompts and scoring rubrics Instructional modules, supporting the tasks with plans for needed skills, effective instructions, and sample student work Courses that use modules as a substantial part of their curriculum, building reading, writing, and thinking skills that fit and support each discipline 12 WHY TASKS? “What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.” City, Elmore, Fiarman and Teitel, Instructional Rounds in Education 13 TEACHER TOOLS Tools to implement that approach: Templates educators can fill in to create the tasks and teaching plans Models educators can consider and revise Sample work from other teachers and their students to use as models for new designs 14 LDC TEMPLATE TASKS All LDC tasks require students to: 1. Read, analyze, and comprehend texts as specified by the Common Core 2. Write products (as specified by the Common Core) focusing on argumentative, informational/explanatory, and narrative 3. Apply Common Core literacy standards to content (ELA, social studies, and/or science) 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. 15 LET’S TAKE A CLOSER LOOK Task 2 Template (Argumentative/Analysis L1, L2, L3): [Insert 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. LDC Guide for Teachers, Appendix C Appropriate for: Social studies, science 16 WHAT SKILLS? Sample Task 2 SS Argumentative/Analysis L1/L2 : What combination of market and command systems do you believe create an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Discuss with your partner: What skills would a student need to have in order to be able to complete this task? What instruction may content-area teachers need to provide? 17 TABLE TALK What student skills did you identify? What are some anticipated challenges for students? What instruction is necessary? What are some anticipated challenges for teachers? What can coaches do to support teachers in this process? 18 WHAT SKILLS? The LDC design team offers a sample list of skills that teachers can consider and then: Use without changes Use with changes Replace with another list based on their judgment about their task and their students See “Anatomy of an LDC Module” 19 WHAT INSTRUCTION? Each mini-task is backed up by instructional strategies. Work with a partner and refer to the “2. What skills?” page of your “Anatomy of an LDC Module” folded handout. Choose one of the skills (e.g., Bridging Conversation) Brainstorm instructional strategies you might suggest to a teacher who is teaching the skills embedded in the mini-task. Be prepared to share at your table. 20 WHAT RESULTS? 21 A COMPLETE EXAMPLE LDC: Module Completion WHERE CAN WE GO? COURSES Reading and writing to develop student success in multiple subjects over multiple years. Think about a semester like… this: Grade 9 Unit 1 Unit 2 Unit 3 Unit 4 English Task 2 U.S. History Task 11 Task 2 Task 11 Task 2 Task 17 Math Science PE/Health World Language Elective Task 17 Task 1 Task 12 Elective Now think of replacing grades 6-12 with 14 semesters like that! 23 WHAT UNDERGIRDS THE LDC STRATEGY? Align with College and Career Readiness Anchor Standards of Common Core State Standards Connect reading and writing instruction Make tasks central Distribute responsibility for teaching, reading and writing Use back-mapping Foster a responsive system Encourage local choice Strive to be teacher-friendly 24 PIIC AND LDC One-on-one and small group support Collecting and analyzing data Evidence-based literacy practices Reflective and non-evaluative practice 25 ONE COACH’S EXPERIENCE: MONICA CRESSMAN As you view this video clip, jot down what Monica did during each part of the BDA coaching cycle as she assisted teachers in implementing LDC modules. After Before During 26 3-2-1 SUMMARY What role can coaches play in implementing the Literacy Design Collaborative? 3: New things you learned about supporting teachers with LDC implementation 2: Ways LDC works within the PIIC 4 quadrants 1: Next step to learn more about LDC. 27 FOR MORE INFORMATION ABOUT LDC • Contact your local Intermediate Unit. • For examples of tasks and student work from PA classrooms, go to www.pdesas.org. Search “LDC.” 28 THANK YOU! Barbara A. Smith, barbaraa_smith@iu13.org Kelly Galbraith, kelly_galbraith@iu13.org Lancaster-Lebanon Intermediate Unit 13 29