TCTW Leaders Forum 2014
Literacy Design Collaborative “Lite”
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for Career Technical Centers
debbie.hall@sreb.org
The Literacy Design
Collaborative
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Goals of LDC
• To engage students in reading,
comprehending, analyzing, interpreting,
and responding to complex texts
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• To align
assignments to the College and
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Career Readiness Standards within the
CCSS and to promote collaboration
• To help teachers personalize learning so
that every student can master the CCSS
• To ensure that all students can be college
and career ready
Assignments Matter
An assignment involves what effective
teachers do—engaging students in complex
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focused instruction.
Eleanor Dougherty
Dougherty, Eleanor, Assignments Matter. ASCD 2012
What is an “assignment”?
A quality assignment is the hallmark of
effective instruction and does these things:
• Includes a prompt, rubric and
product
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• Creates a context for learning
and thinking
• Aligns to standards
• Focuses on instruction
• Guides practice
• Provides closure
• Puts the “ing” in “Teaching”
Eleanor Dougherty, Assignments Matter.
LDC Writing Task vs.
Traditional Writing Prompt
As you view the next slides, think about the
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and traditional writing prompts.
Which one is more rigorous?
Which one is more engaging?
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Write a one-page
article summary on
“Full-Scale
Visualization: More
Is More” Nov 18,
2010 by Nancy
Spurling Johnson.
Is a full scale virtual
environment possible,
and if so, is it
economically feasible?
After reading “FullScale Visualization:
More Is More” 18 Nov,
2010 By: Nancy
Spurling Johnson, write
an essay that
discusses full scale
virtual environments
and evaluate their
feasibility. Support
your position with
evidence from the text.
LDC Task
Traditional Writing Prompt
Digital Art and Design
Steve Couture, CV-Tec, NY
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Traditional Writing Prompt
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Write a report
on how
automotive
technology
has changed.
After researching
sources on green
technological
advances in the
automotive
industry, write a
magazine article
that relates how
these changes
have affected the
environment.
Support your
discussion with
evidence from your
research.
LDC Writing Task
Automotive Technology
Traditional Writing Prompt
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Write an essay
on using cell
phones in
vehicles.
Should there be a
federal law preventing
drivers from using all
hand-held communication
devices while they are
operating a vehicle?
After reading teacherselected informational
articles and statistics,
write an editorial that
addresses the question
and support your position
with evidence from the
texts.
LDC Writing Task
Law and Public Safety
What are the three types
of writing tasks?
1. Argumentation (10)
LOGO2. Informational/explanatory (15)
3. Narrative (4)
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Intention is Everything!
Argumentation/Analysis
Information/Explanation
Intention
Task
Intention
Task
Analysis
1, 2
Definition
11, 12
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Comparison
3, 4
Description
13, 14
Evaluation
5, 6
Procedural-Sequential
15, 16, 17
Problem-Solution
7, 8
Synthesis
18, 19
Cause-Effect
9, 10
Analysis
20, 21
Comparison
22, 23
Cause-Effect
24, 25
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Task 2—Argumentation/Analysis
[Insert critical focus question] After reading ________
(literature
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or informational texts), write ________ (an
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essay or substitute) in which you address the question
and argue_______(content). Support your position with
evidence from the text(s).
Family and Consumer Science
Should the government regulate the content of
restaurant menus? After reading federal
regulations, Chapter 10 of FOOD FIGHT, and
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teacher-selected news articles and blogs, write
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an editorial that addresses the question and
support your position with evidence from the
texts.
Agriculture
How involved should the government be in
workplace safety? After reading the provided
articles, write an argumentative essay that
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addresses the question and support your
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position with evidence from the texts.
Child Care Education
Grades10-12, Task 2
Are children active or passive in their cognitive
development? After reading multiple text selections, charts,
and scholarly articles, write a parent newsletter article in
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which you address the question and argue your opinion.
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Support your position with evidence from the texts.
Career Development
Grades11-12, Task 2
Should a job applicant be refused employment
based on visible body decorations? After reading
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teacher-selected articles, write an
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essay in which you address the
question and argue whether hiring
should be based on personal
appearance. Support your position
with evidence from the texts.
Electrical Careers
Grade 11, Task 14
How do economics, ecology and law affect the
installation of Ground Fault Circuit Interrupters? After
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reading NNCER Chapter 8, groundfault
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circuitsafetyathome.com, and GFCI in the
National Electrical Code, write a research
paper in which you describe how these
things have affected the installation
of GFCIs. Support your discussion with
evidence from the texts.
Automotive Repair Technology
Grade 12, Task 6
During your initial diagnosis of a vehicle’s engine
performance concern, which is a more effective
diagnostic strategy: using computerized test
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equipment or using mechanical testing tools? After
reading the assigned article and chapters
in the textbook, write a position paper
in which you discuss the two
types of testing and evaluate which
is more effective. Support your position
with evidence from the texts.
What are the LDC tools?
• The bank of reading/writing tasks
• The module template
Tasks
•
Skills
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•
Instruction
•
Results
•
• Scoring rubrics
• Local and national collaboration
• Access to a community of educators with LDC
modules aligned to course content and to CCSS
LDC Framework 10-17-11
A Complete Example
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http://www.youtube.com/watch?v=O5EnOVjRPGI&feature=player_embedded
Modules
Modules wrap a teaching plan around the task.
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Courses
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Modules
Tasks
• New courses
• Existing
courses
Information Sheet
Module title: Community Awareness
Module
description
(overview)
This unit sits inside a module in which students study how to identify the truth about
Organ and Tissue Donor Awareness (OTDA). The focus of the module is to create
awareness in school, at home and in the community. Students will learn the truth about
OTDA. They will learn about myths versus facts. Students will draw on primary and
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Template
[Insert critical focus question] After reading ________(literature or informational
task (include texts), write ________ (an essay or substitute) in which you address the question and
number,
argue_______(content). Support your position with evidence from the text(s).
type, level):
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Teaching
task:
Would you be an organ and tissue donor? After reading informational texts on OTDA
and visiting the OTDA website, write an essay in which you address the question and
argue either for or against organ and tissue donation. Support your position with
evidence from the text(s).
Course
Health Information Management
[dh1]Provide
brief description
Teaching Task
Teaching
task:
Should the Barnes Foundation have brought its multi-billion dollar art teaching collection
to a new home on the Parkway? After reading all three articles from the resource list,
write a position paper that addresses the question and support your position with
evidence from the texts. Be sure to acknowledge competing views. Give examples
from past or current events or issues to illustrate and clarify your position.
Reading Nobody To Blame But Albert C. Barnes For The Barnes Foundation’s Moving
texts:
Companyhttp://emsworth.wordpress.com/2010/03/24/the-barnes-foundations-moving-blamealbert-c-barnes/
Philadelphia (finally) gets the Barnes Art Collection by Christopher Tkaczyk
http://features.blogs.fortune.cnn.com/2012/05/18/barnes-art-collection/
“The Art of the Steal, The Untold Story of the Barnes Foundation” 3page
handout PDF
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Background
Extension
Barnes Foundation Journal “Renoir at the Barnes” August16, 2010 posted in
Collections PDF
In order to learn more about Barnes' work, students will read about the collection,
watch documentary films and take a trip to see the artwork.
Students will design an 8-sided folded promotional brochure that promotes “The Barnes
Foundation” its breadth and intentionality. Students will take a field trip to view the Barnes
collection, write their reflections on the experience and share those reflections with the
class.
“Hard-wired” Standards
NUMBER
1
ANCHOR STANDARDS FOR READING
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and
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figurative meanings, and analyze how specific word choices shape meaning or tone.
2
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10
NUMBER
1
4
5
9
10
Read and comprehend complex literary and informational texts independently and proficiently.
ANCHOR STANDARDS FOR WRITING
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
Content Standards/Tasks
From State or District
Standards
source:
NUMBER
RST.
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9-10.2
CC.3.5.
9-10B
WHST.
9-10.4
CC.3.6.
9-10.C.
601
1.7.11.A.R
R11.A.1.3.1
R11.A.1.3.2
R11.A.2.5.1
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Industry Standards, NOCTI Standards,
Common Core State Standards for Technical Subjects (RSTs, WHSTs)
CONTENT STANDARDS
Determine the central ideas or conclusions of a text; trace the text’s explanation
or depiction of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Design, Layout and Production
Research the history of advertising design.
What Skills?
SKILL
SKILLS CLUSTER
1. Task
engagement
2. Task analysis
SKILLS CLUSTER
1. Text selection
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2. Active reading
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3. Essential
vocabulary
4. Academic
integrity
5. Note-taking
SKILLS CLUSTER
1. Bridging
SKILLS CLUSTER
1. Claim
2. Planning
DEFINITION
1: PREPARING FOR THE TASK
Ability to connect the task and new content to existing knowledge, skills, experiences,
interests, and concerns.
Ability to understand and explain the task’s prompt and rubric.
2: READING PROCESS
Ability to identify appropriate texts.
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
Ability to identify and master terms essential to understanding a text.
Ability to use and credit sources appropriately.
Ability to select important facts and passages for use in one’s own writing.
3: TRANSITION TO WRITING
Ability to begin linking reading results to writing task.
4: WRITING PROCESS
Ability to establish a claim and consolidate information relevant to task.
Ability to develop a line of thought and text structure appropriate to an
informational/explanatory task.
What Instruction?
PAC- SKILL AND
DEFINITION
ING
SCORING
(PRODUCT
“MEETS
EXPECTATIONS”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
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1. Task
What directions does Journal entry
engagement
the teacher give the
min
Completed KWL
students?
Ability to
No scoring
connect the task
and new
content to
existing
knowledge, skills,
experiences,
interests, and
concerns.
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PRODUCT AND
PROMPT
INSTRUCTIONAL
STRATEGIES
What strategy does the
teacher choose?
•Small group discussion
•T Chart
•Brainstorm
•KWL
•Structured Overview
•Chalk Talk
•Think/Pair/Share
•Anticipation Guide
What Skills? Clusters
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SKILLS CLUSTER 2: READING PROCESS
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SKILLS CLUSTER 3: TRANSITION TO WRITING
SKILLS CLUSTER 4: WRITING PROCESS
SKILLS CLUSTER 5: AUTOMOTIVE I
4.F.1
4.F.3
(Ability to) Inspect tire condition; identify tire wear patterns; check and adjust air
pressure; determine necessary action. P-1
(Ability to) Rotate tires according to manufacturer’s recommendations. P-1
What Instruction?
PACING
SKILL AND
MINI-TASKS
DEFINITION PRODUCT AND
SCORING
PROMPT
(PRODUCT
“MEETS EXPECT.”
IF IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
30-40 min. 1. Task
Prompt: Using your
Completed
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engagement
Classification Flip Book, response to prompt
define the domains
Ability to
and kingdoms for
connect the
organisms of your
task and new
choice and provide
content to
examples of organisms
existing
in each group.
knowledge,
skills,
experiences,
interests, and
concerns.
INSTRUCTIONAL
STRATEGIES

Review each student’s
response to ensure she/he
understands the task. Ensure
relevant reading material is
selected or provided.

Have students share
responses so that students
can hear/know what each
other is doing and encourage
them to help each other
when appropriate.

Discuss in detail the task
prompt, type of writing and
structure, the product, and
the rubric.
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Text Selection
SKILLS CLUSTER 2: READING PROCESS
20
1. Text selection For each text, create an One correct entry
MLA style works cited for each text.
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min Ability to
entry.
identify
appropriate
texts.
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Direct instruction:
Provide a citation guide and
explain why each piece of
information is necessary.
Explain how to determine if a
source is credible.
Explain the importance of
finding information on both
sides of an issue.
MATERIALS, REFERENCES, AND SUPPORTS
Materials and References
FOR TEACHERS
FOR STUDENTS
List materials, videos, films, references,
Indicate that a Writer’s Workbook or some variation
guides, etc. that you used for lecture
is in the Appendix.
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materials or other information you provided
for students.
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Attach PowerPoints you created.
Instructional Ladder Lite
Task Prompt________________________________________________
Course_________
Teacher_________
What Skills?
1. Task Engagement
(Get their attention)
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2. Task Analysis
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(Discuss prompt and rubric)
3. Text Selection
(Connect to text)
4. Active Reading
(Do the reading)
5. Essential Vocabulary
(Process new words)
6. Academic Integrity
(Give credit where it is due)
7. Note-taking
(Record info, cite sources)
8. Bridging
(Begin the writing process)
9. Claim
(Write thesis statement
What Instruction?
What Assessment?
Standards Alignment
Course:_______________ Unit:___________ Teacher:________________
Content Standards
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WHSTs
RSTs
Reading Materials
Health Occupations: Medical Ethics
Task 2: Can allowing surrogate mothers to be paid for
their troubles allow poorer women to be oppressed? After
reading Chapter 6 in the Health Science Fundamentals
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text and Cases in Medical Ethics: Student-Led
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Discussions, write an essay that addresses the question
and support your position with evidence from the texts.
Be sure to acknowledge competing views.
This training made our team believe in the LDC process.
Lindsey Smetak, PA
Automotive Repair Technology
Task 2: During your initial diagnosis of a vehicle’s engine
performance concern, which is a more effective
diagnostic strategy, using computerized test equipment or
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using mechanical testing tools? After reading the
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assigned article and chapters in the textbook, write a
position paper that addresses the question and support
you position with evidence from the texts. Be sure to
acknowledge competing views.
After the crying stopped, they began to build confidence
in their ability to read and write.
Will Soleau, PA
Precision Machining
Task 3: After researching materials on manually operated
and computer numerical controls write a position paper
that compares the two types of machines and argues
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which has the most advantages. Be sure to support your
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position with evidence from the texts.
Students were quite negative about writing an essay in
shop class, but they worked through it a little each day,
and I believe that their finished product came easier than
they expected.
Rob Barclay, PA
Cosmetology
Task 2: Should hair color products be tested on animals?
After reading Ch. 19: Hair Color in Malady Standard
Cosmetology and other teacher-selected articles, write an
essay that addresses the question and support your
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position with evidence from the text. L2 Be sure to
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acknowledge competing views. L3 Give examples from
past or current events or issues to illustrate and clarify
your position.
My biggest surprise so far has been that kids agree to the
work load.
Ben Shaw, PA
Digital Input Technologies
Task 2: As a consumer, which digital camera
(Canon/Olympus) would you recommend based on its
features and cost? After reading various articles and
consumer reports, write a consumer report that
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addresses the question and support your position with
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evidence from the texts. Be sure to acknowledge
competing views.
I was pleasantly surprised at the level of thinking my students
are capable of when they are not just regurgitating information
back to me. We were genuinely excited at what some of the
students produced and asked each other, “Did you read that?!”
Shadaris Bradley, SC
Advertising & Graphic Design
Task 11: After researching informational texts and
presentations on Art Deco, write the script for a
classroom presentation that defines Art Deco and
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explains how it was expressed across the art forms of
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architectural, industrial, graphic and fashion design in the
1920’s and 1930’s. Support your discussion with
evidence from your research.
The tasks made my students more willing to work through
a project than they were in the past. They realize that
writing is not instant. It takes work, but that’s okay.
Denise Powell, PA
Vocational Agriculture
Should fracking be permitted in our state? After
researching articles on fracking, write a report that
describes the environmental and financial impact of
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fracking. Support your discussion with evidence from
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your research.
This training has caused me to think more about the way
I teach.
Tim Mauk, PA
Metal Working/Career Development
Task 13: After researching articles on the effects of visible
tattoos and piercings in the workplace, write a section of
an employment handbook that describes company policy
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on visible body decorations. Support your discussion with
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evidence from your research.
I feel more confident about explaining the importance of
literacy and how it connects in and out of the classroom
or shop.
Skip Shope, PA
LDC Lite
Questions?
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Comments?
Contact lynda.jackson@sreb.org