Jefferson County
Introduction to
Literacy Design Collaborative (LDC)
Learning a new
concept without
time to reflect and
connect is like
________ because
________.
Today’s targets
• I can describe the components of a Literacy
Design Collaborate (LDC) module.
• I can explain how LDC supports students’
content understanding.
• I can access LDC resources to guide me in the
process of developing and implementing a
module.
• I can implement literacy strategies in my
classroom to support content understanding.
Brainstorming for
Your Teaching Task
Reading
Writing
Science
Social Studies
Electives
LDC
4
Literacy Design Collaborative
• Instruction toward content area standards
• Instruction built around a teaching task
(developed from a list of templates)
• Instruction that integrates reading and writing
(and often speaking and listening) in effort to
support content understanding
• Instruction that engages students
How Can I Use LDC?
LDC
6
The British Industrial
Revolution
Created through collaboration by
Sara Ballute, Candace Hurley,
Timothy Lent
The teaching task
in the video
Task 2:
Were the achievements and growth of the
Industrial Revolution Era worth the cost to
society? After reading secondary and primary
sources pertaining to the British Industrial
Revolution, write an argumentation essay that
addresses the question and supports your
position with evidence from the texts. L2 Be
sure to acknowledge competing views.
LDC in Action
What do you notice about the components of LDC?
Task
Reading Processes
Writing Processes
Student
Engagement
The British Industrial
Revolution
Created through collaboration by
Sara Ballute, Candace Hurley,
Timothy Lent
http://www.literacydesigncoll
aborative.org/about/videos/
Share out at your table
What did you notice?
Work together or independently to
draft your own initial definition of
Literacy Design Collaborative (LDC).
The WHY behind LDC
• Too many students lack the reading and writing
skills at the level needed to be successful for
life beyond high school.
• LDC provides a framework for integrating
reading and writing to support content in
content areas.
• LDC provides a format that engages students
in critical thinking, problem-solving, debating,
reading, writing, discussing, and more at higher
levels.
Research
confirms the
benefits…
“Writing about texts supports
comprehension for struggling
students if they are taught how
to do it.”
Writing to Read Report (2010)
“Students’ comprehension of
science, social studies and
language arts texts improves
when they write about what
they read….”
Writing to Read Report (2010)
LDC in Action—Rethinking Literacy
What do you notice about the components of LDC?
Task
Reading Processes
Writing Processes
Student
Engagement
Rethinking Literacy
http://www.literacydesigncoll
aborative.org/about/videos/
Find Your Color Partners
• Discuss the characteristics you have noticed
about LDC—share & compare notes.
B
6
Content
www.literacydesigncollaborative.org
3 Modes of Writing…9 Levels of Thinking
ARGUMENTATION
INFORMATIONAL OR
EXPLANATORY
NARRATIVE
Definition
ELA, science, social studies
Description
ELA, science, social studies
ELA, social studies
Procedural-Sequential
science, social studies
ELA, social studies
Synthesis
ELA, science, social studies
Analysis
ELA, science, social studies
ELA, science, social studies
Comparison
ELA, science, social studies
ELA, science, social studies
Evaluation
ELA, science, social studies
Problem-Solution
science, social studies
Cause-Effect
science, social studies
science, social studies
Requirements and Choices
WHAT IS REQUIRED?




List the exact Common Core State Standards for the template task.

List the reading texts for the prompt or describe how students will be guided
to select appropriate texts.


Provide a background statement that introduces the prompt to students.

Use the exact rubric for the template task.
WHAT CAN BE CHANGED OR ADDED?

You can also include appropriate grade-level Common Core
State Standards.

You choose which texts students will read, the content they
will study, and the writing product they will create. In choosing,
consider requirements set by your state, district, or school.

You decide whether to include the Level 2 and Level 3 portions
of the template task and whether to include extension
sections.
Add appropriate state content standards.
Provide source information for the standards you use.
Fill in the template task, completing all the blanks but not altering the other
template wording.
If an extension activity is included, provide an activity in which students share
or apply what they have learned with a real-world audience or through a
hands-on project. (The extension may also be omitted.)
29 Template Tasks (6-12)
“After Researching”
“Essential Question”
Argumentation Template Tasks
Analysis
Task 1: After researching ________ (informational texts) on
________ (content), write a/an ________ (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.
(Argumentation/Analysis)
Task 2: [Insert question] After reading ________ (literature or
informational texts), write a/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. (Argumentation/Analysis)
Comparison
Task 3: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that compares ________ (content) and argues ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Comparison)
Task 4: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (essay or substitute)
that compares ________ (content) and argues ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Comparison)
Evaluation
Task 5: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that discusses ________ (content) and evaluates ________
(content). Be sure to support your position with evidence from
your research. (Argumentation/Evaluation)
Task 6: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (essay or substitute)
that discusses ________ (content) and evaluates ________
(content). Be sure to support your position with evidence from
the texts. (Argumentation/Evaluation)
ProblemSolution
Task 7: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that identifies a problem ________ (content) and argues for a
solution. Support your position with evidence from your research.
L2 Be sure to examine competing views. L3 Give examples from
past or current events or issues to illustrate and clarify your
position. (Argumentation/Problem-Solution)
Task 8: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a/an
________ (essay or substitute) that identifies a problem
________ (content) and argues for a solution ________
(content). 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. (Argumentation/Problem-Solution)
Cause-Effect
Task 9: After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute)
that argues the causes of ________ (content) and explains the
effects ________ (content). What ________ (conclusions or
implications) can you draw? Support your discussion with evidence
from the texts. (Argumentation/Cause-Effect)
Task 10: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a/an
________ (essay or substitute) that argues the causes of
________ (content) and explains the effects ________ (content).
What ________ (conclusions or implications) can you draw?
Support your discussion with evidence from the texts.
(Argumentation/Cause-Effect)
Find Your Content Partners
Discuss the possibilities of adapting/reworking
teaching tasks for your instruction.
B
6
Content
The LDC teaching task is
thoughtfully designed to spark
student interest, research,
discussion and analysis.
The topic is worthy of 2-4
weeks worth of instruction.
Instruction is designed around
the task.
LDC Framework
TEMPLATE TASKS
Target the 3 modes of writing
in the Common Core State Standards
Argument
(opinion at the
elementary grades)
Informative/
Explanatory
Teacher/StudentSelected
Texts
Narrative
& other Common Core
Standards when appropriate
Appropriate,
grade-level texts
that support
selected content
Supported by an Instructional Ladder
Skills students need to complete the task
Mini-tasks for building each skill
TABLE TALK
Attributes of a Literacy Design
Collaborative (LDC) module
• Students engage in problem-solving, discussion,
critical thinking around a teaching task.
• The teaching task guides the curriculum and leads
to deep understanding of the content topic.
• Literacy standards are integrated and embedded
to lead students to interacting with complex text
and clear communication of their thoughts on the
topic.
Revisit your definition of
Literacy Design Collaborative (LDC)
• Add new thinking
• Delete anything that doesn’t fit
• Revise it as needed
Time for a…
Build a Quality Instructional Ladder
•
•
•
•
Preparing for the Task
Reading Processes
Transition to Writing
Writing Processes
Note-taking strategy - Flipbook
Literacy Design Collaborative (LDC)
(You will add your definition here.)
Teaching Task
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Social Studies Standards, Grade 10
SS-H-GC. Big Idea: Government and Civics - The study of
government and civics equips students to understand the
nature of government and the unique characteristics of
American representative democracy, including its
fundamental principles, structure, and the role of citizens.
Understanding the historical development of structures
of power, authority, and governance and their evolving
functions in contemporary U.S. society and other parts of
the world is essential for developing civic competence. An
understanding of civic ideals and practices of citizenship
is critical to full participation in society and is a central
purpose of the social studies. (Academic Expectations
2.14, 2.15)
Social Studies Standards, Grade 10
• SS-H-GC-S-1.a) Compare purposes and sources of
power of various forms of government in the
world, and analyze their effectiveness in
establishing order, providing security and
accomplishing goals
• SS-H-GC-S-1.c) Examine ways that democratic
governments do or do not preserve and protect
the rights and liberties of their constituents (e.g.,
U.N. Charter, Declaration of the Rights of Man,
U.N. Declaration of Human Rights, U.S.
Constitution)
Grade 10 Literacy Standards
Reading Standards
Writing Standards
1. Cite strong and thorough evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
2. Determine a central idea of a text and
analyze its development over the course of
the text, including how it emerges and is
shaped and refined by specific details;
provide an objective summary.
3. Determine the meaning of words and
phrases as they are used in text; analyze
the cumulative impact of specific words
choices on meaning and tone.
10. By the end of grade 10, read and
comprehend literary non-fiction at the high
end of grades of the 9-10 text complexity
bank independently and proficiently.
1. Write arguments to support claims in an
analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
4. Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing
what is mot significant for a specific purpose
and audience.
9. Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
10. Write routinely over extended time
frames and shorter time frames for a range of
tasks, purposes, and audiences.
Teaching Task
Does the National Security Agency (NSA) infringe
upon our rights or protect them? After reading
NSA Surveillance Pros and Cons, Obama Defends
Secret NSA Surveillance, Cheney Defends NSA ,
and other informational texts, write an article
for your school publication that addresses the
question and supports your position with
evidence from the text(s). Be sure to
acknowledge competing points of view.
Teaching Task
• Teachers choose the template task that best
aligns with the selected standard and the
instructional goal.
• Literacy standards are embedded.
Teaching Task
•
•
•
•
•
•
•
29 tasks
3 modes of writing
9 levels of thinking/text structures
After researching/After reading
Content
Texts
Product
Preparing for the Task
Task Engagement
• Hook students/capture their interest
• Provide needed background
Does the National Security Agency
infringe upon our rights
or protect them?
Video Debate
Hero vs. Traitor: Debate Erupts Over
NSA Leaker Edward Snowden
http://www.youtube.com/watch?v=MdwMf8TVnww
Does the National Security Agency
infringe upon our rights
or protect them?
In a quick write (2 minutes), write your
initial response to the essential question.
Preparing for the Task
Task Engagement
• Hook students/capture their interest
• Provide needed background
Task Analysis
• Help students understand the task.
• Help students understand the rubric.
Find Your Letter Partners
• Discuss what it will take to have a good
response to this teaching task.
• Complete the “I Will” section of your Task
Breakdown sheet.
B
6
Content
The rubric
For your assigned level “3” criteria,
• Rewrite in your own words.
• Decide who will share with the class.
Time for Lunch!
Rubric Sharing
• Decide who will share your group’s rubric
criteria with our class.
Preparing for the Task
•
•
•
•
•
•
Hook with videos, stories, poems, etc.
Quick writes and share out
Chart criteria for a good response
Analyze rubric; students paraphrase
…
…
Reflect:
Write or talk with a partner
• Why is this step (preparing for the task)
important?
• Add your own thoughts/notes to your Flip
Book page for future reference.
Reading Process
Active reading
• Purposeful interaction with text
• Identifying points of view
Note-taking
• Using textual evidence to support arguments
and explanations
• Summarizing, paraphrasing
Reading Process, continued
Essential vocabulary
• Vocab development & understanding
Academic integrity
• Avoiding plagiarism
Carousel activity
Responding to Text
•
•
•
•
•
•
•
This reminds me of . . .
I wonder . . .
I connect this to . . .
I don’t get why . . .
A question I have is . .
Why did . . .
I think . . .
• I don’t agree with . . .
• This interests me
because . . .
• This is really bad
because . . .
• This is great because . .
Carousel Directions
With your table group:
• Go to assigned station. Decide plan for reading
(Who? How?).
• Together, discuss. Use markers to respond to the
text.
• When signaled, move to the next article and
repeat.
• You can also respond to other groups’ responses.
Whole Group Discussion
• What surprised you?
OR
• What did you learn that you didn’t
know?
• What else do you want to know before
you decide whether the NSA infringes
upon our rights or protects them?
Reading Process
•
•
•
•
•
•
•
•
Close reading strategies
Carousel reading
Annotating text
Flip book (key concepts/vocabulary)
Probable passage
Guide to citing resources
...
...
Reflect:
Write or talk with a partner
• Why is this step (reading process) important?
• Add your own thoughts/notes to your Flip
Book page for future reference.
Find Your Number Partners
• Discuss why intentional reading processes are
important. What reading processes could you
use with your students?
B
6
Content
To be continued . . .
Literacy Design Collaborative
(LDC)
(You will add your definition here.)
Teaching Task
Preparing for the Task
Reading Process
Transition to Writing
Writing Process
Revisit your definition of
Literacy Design Collaborative (LDC)
• Add new thinking
• Delete anything that doesn’t fit
• Revise it as needed
• Share with a neighbor
• Add to your Flip book
Brainstorming LDC…
On your Brainstorming Guide…
• Practice writing a teaching task.
• Brainstorm ideas for your Instructional Ladder.
www.kellyphilbeck.com
,
What’s next?
• Investigate examples of LDC modules for your
content area
• Decide on an inquiry team
• Try out literacy strategies in your classroom
• Look for a model LDC module you might try
out in your classroom
– This semester: implement one you find & modify
or one you create this semester
– Next semester: implement one you design
Two October After School Dates
Which two days?
October 10, 14, 29, 30, 31
Is October 7th a possibility for a one-day mtg.?
What time?
3:30 to 5:30? OR 4:00 to 6:00?
63
Relax.
Focus on today’s
Take Aways
What can you take away from today’s work that
you can use now to build content understanding
through literacy?
Learning a new
concept without
time to reflect and
connect is like
________ because
_________.