Welcome Teams!
Today’s Agenda
Welcome & Introductions
Participant
Binder
The LDC Framework
Day 1
Break
Making Cross-District Connections
An LDC Task Experience
A Beginning Conversation About Assessment
Introduction to Module Creator
Lunch
Creating Your First Module (Participant Work Session, Part I)
Can This Task Be Saved?
Creating Your First Module (Participant Work Session, Part II)
School Team Meeting and Wrap Up
Next Steps
Materials
• Computers
• Curriculum materials used for planning
instruction
• The 1.0 Guidebook to LDC
• Participant Binder
• Headset
• Flashdrive
• Sticky Notes or Index Cards
• Highlighters
• Access to : Module Creator and IU13 LDC Portal
LDC: What it is!
A “co-op” or community of teachers and
partners using the LDC tools and sharing them in
our region, state and all over the country to help
students be more college and career ready.
www.literacydesigncollaborative.org
IU 13 LDC Webinar
4
What’s Your Role?
Content area teacher
Special Education teacher
Reading teacher
Instructional coach
ESL teacher
Other…
LDC AT-A-GLANCE
DAY 1 Build
Argumentative
Module
• Implement your
module with
students in Oct-Nov
• Save ALL student
papers
School Teams
Meet= 24 hours
total/year
Day 2 Score Your
Papers & Jury Your
Module
• Begin thinking about
2nd module
• Make refinements to
module 1
IU Support
online or at
your school
In your binder: Cohort 2
Calendar/Project Implementation plan
IU 13 LDC Webinar
R
E
G
• Implement your 2 I
module with
students Jan-May
O
• Score/Submit ALL
student papers 5/15
• Jury your module N
A
Prepare for
Showcase and
L
Day 3 Build Your
Second Module &
Submit all student
papers
nd
13-14 Launch
Plan
6
S
H
O
W
C
A
S
E
Same
course or
content
Different
courses or
content
Same course or
content from
different districts
Create
OR
Clone
IU 13 LDC Webinar
7
CCSS Standards Are A Blueprint
What Does It Mean To Be
College & Career Ready Today?
To be ready for college, workforce training, and life in a
technological society, students need the ability to gather,
comprehend, evaluate, synthesize, and report on
information and ideas, to conduct original research in
order to answer questions or solve problems, and to
analyze and create a high volume and extensive range of
print and nonprint texts in media forms old and new. The
need to conduct research and to produce and consume
media is embedded into every aspect of today’s
curriculum. -Common Core State Standards
PA Common Core: , http://www.pdesas.org/Standard/CommonCore
CCSS = Rich Possibilities!
“With the Common Core of Standards, many
things now become possible. Because states will
be working from the same core, we can create
broad-based sharing of what works but, at the
same time, provide local flexibility to decide how
best to teach the core.”
– Vicki Phillips & Carina Wong (PDK, February 2010)
Now We Need To Move …
From blueprint…
…to action!
Historically…
A Typical Approach Might Be
HISTORICAL TIMELINE
READING & WRITING ACROSS THE CURRICULUM
Is There A Different Choice?
So teachers don’t have to
“move from CCSS blueprint to action” alone.
The Literacy Design
Collaborative …
A humble beginning with a
“scrappy” team of practitioners
The LDC Framework
Common standards, local choices!
The tasks students engage are at the center!
Courses
Courses
•• New
New courses
courses
•• Existing
Existing courses
courses
Modules
•
•
•
•
Tasks
• Prompt
• Rubric
• Scoring exemplars
Task
Skills
Instruction
Results
LDC
10
Tools In The Form Of Templates
CCSS-based reading & writing tasks driven by your content
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
After researching the
articles on invasive species,
write an essay that defines
invasive species and
explains how these
organisms impact an
ecosystem, economy, and
people. Support your
discussion with evidence
from your research.
Explain what humans
are doing to negatively
impact the
environment, using
examples we discussed
in class.
Source: East Jessamine High School; Kentucky LDC
Previous Writing
“Assignments”
LDC Writing Tasks
LDC Raises The Rigor Of Assignments
A Simple Frame…
LDC
44-45
66-112
The British Industrial
Revolution and other
sample modules can be
found at the Literacy
Design Collaborative
website.www.literacydesigncolla
borative.org
www.modulecreator.com
IU 13 LDC Webinar
20
Where Can We Go?
Grade 9
Unit 1
English
Task 2
U.S. History
Unit 2
Unit 3
Unit 4
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!
National Paideia Center : Middle Grades Science Course Skeleton
LDC
60-62
BIG IDEAS
CCS/STATE
STANDARDS
RELATED IDEAS
ESSENTIAL Qs
(Seminar Qs)
READINGS
MODULES
Q1
NATURE OF
SCIENCE UNIT
Focus on Common
Core Literacy
Standards +
State Science
Standards.
Change
Data
Progress
Science
Scientific Tools
What is the nature of
science?
How do scientists think?
Frankenstein
The Beaufort Wind
Scale
Task 12B-Essay
(Definition)
Task 8-Essay
(Problem-Solution)
Q2
HUMAN BODY
UNIT
Gender
Growth &
Development
Body Systems
Interdependence
What makes us human?
How do the systems in the
body relate?
Hippocrates
Galen
Harvey
Lewis Thomas
Task 13-Essay
(Description)
Task 9-Essay
(Cause & Effect)
Q3
HEREDITY and
GENETICS UNIT
SCIENTIFIC ETHICS
UNIT
Family
Transference
Trait
Genetic Engineering
Ethics
Who are you?
Just because we can do
something, should we?
“Heredity” (poem)
Mendel
Watson & Crick
“ The Birthmark”
Island of Dr. Moreau
Task 12-Essay
(Definition)
Task 5-Essay
(Argumentative/
Evaluation)
Q4
EVOLUTION UNIT
Time
Deep Time
Change
Species
Individual
What is a species?
What is the origin of a
species?
Can an individual evolve?
Darwin
“How Flowers
Changed the World”
(Loren Eiseley)
Task 19-Essay
(Synthesis)
Research Paper as
culmination of course
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
LDC Tasks On SAS
http://www.pdesas.org
RSS FEED
SHORT VIDEO
72 TASKS
www.pdesas.org
More samples in your binder p. 8-11
Let’s Take A Closer Look
3
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
Hardwired CCR Anchor Standards
#
LDC
24
CCR Anchor Standards for Writing (Argumentation)
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.
9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
10
Write routinely over extended time frames 9time 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.
Hardwired CCR Anchor Standards
#
LDC
24
CCR Anchor Standards for Reading (Argumentation)
1
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.
3
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text
8
Delineate and evaluate the argument and specific claims in a text, including the validity of
the reasoning as well as the relevance and sufficiency of the evidence.
9
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
10
Read and comprehend complex literary and informational texts independently and
proficiently.
LDC
2122
LDC Template Task Collection
4-7
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
Break
IU 13 LDC Webinar
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2
Cross-District Mingle
Make content connections!
Meet as many people as you can in 10 minutes.
Record their contact info on p. 2 of your binder.
FRONT OF THE ROOM
ELA
Science
Social
Studies/History
Other Groupings
31
Give It A Try
Should teachers be expected to master technology
tools and infuse them into their instruction as a
primary strategy to engage 21st century learners?
After reading selected informational texts, write an
essay 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.
12
Read and ask, “what is the task asking me to do?” Underline key
words or phrases. Access the selected text from the internet:
“Rigor Redefined” – by Tony Wagner
http://www.ascd.org/publications/educational-leadership/oct08/vool66/num02/RigorRedefined.aspx
“Do Different Things”- Alex Couros
http://georgecouros.ca/blog/archives/2244
“4 Arguments Against Technology”
http://blogs.hbr.org/now-new-next/2009/04/4-arguments-against-technology.html
“Pros And Cons Technology In the Classroom”
http://www.ehow.com/about_5384898_pros-cons-technology-classroom.html
“Technology in Schools: Weighing the Pros and Cons”
http://www.huffingtonpost.com/2010/10/22/technology-in-schools-wei_n_772674.html
Discuss your position and evidence with a peer.
Write your introductory paragraph.
12
Unpack Your Experience
13
• What processes or strategies worked for you?
What were your challenges?
• What do students need to know and be able to
do to complete the task successfully?
• What instruction will teachers need to provide to
ensure students can complete this task
successfully?
14
Scoring Levels
 Possible scores of 1 to 4
 Descriptors for each whole number score
 Option of using 1.5, 2.5, or 3.5 when, based on
professional judgment, work is in between two
descriptors
 Expectation of professional dialogue to move toward
consensus on key expectations
Participant Work Session I
You’ll Need…
• Module Creator
• Computer
• Curriculum materials used for planning
instruction
• Sample Modules
LDC Task Requirements
• Use exact wording of the template task
• Determine if you will use L2 and L3
• Keep the exact CCR Anchor Standards listed in the
blank module because the alignment is already
completed. Consider additional standards.
• Add appropriate state content standards
• Provide source information for the standards you
use.
• Use the exact rubric listed in the blank module
A Great LDC Teaching Task
• Addresses content essential to the discipline,
inviting students to engage deeply in thinking
and literacy practices around that issue
• Makes effective use of the template task’s
writing type (argumentation,
information/explanation or narrative)
• Utilizes reading texts that use and develop
academic understanding and vocabulary
Choosing Texts
• Literature: novels, stories, poems, plays, anthologies
• Primary Source documents: seminal documents,
charters, photos, telegrams, newspapers, journals,
etc.
• Informational texts: textbooks, newspaper articles,
journal articles, primary source documents
• Opinion pieces: editorials, speeches, essays on an
issue
• Reference works: encyclopedias, almanacs, manuals,
how-to books
Three Part System:
Quantitative Measure: gets you to the band and somewhere within it
Qualitative Scale: places text inside the band, helps teacher understand
elements of complexity
Professional Judgment of Reader and Task: puts all considerations together
Choosing Writing Products
• For an essay, you might substitute a review,
article, editorial, speech or proposal
• For a report, you might substitute an article,
lab report or a manual.
• For a narrative, you might substitute an
article, account, biography, story or script.
Resources
General Sources
• Internet Public Library
www.ipl.org
• Google Scholar
http://scholar.google.com
• Open Educational Resource (OER)
http://www.oercommons.org/
• Twurdy (Google organized according to reading level)
http://www.twurdy.com/
44
Resources
English
• American Rhetoric
http://www.americanrhetoric.com/
Science
• Science.gov
http://www.science.gov/browse/w_133.htm
• Scirus
http://www.scirus.com/
General
http://repository.epsilennyt.com
http://www.procon.org/
45
History
Resources
• American Experience
http://www.pbs.org/wgbh/americanexperience/
• American Memory Project
http://memory.loc.gov/ammem/index.html
• Smithsonian’s History Explorer
http://historyexplorer.americanhistory.si.edu/
• Library of Congress (THOMAS)
http://thomas.loc.gov/
• Civil War Newspaper Index
http://www.memorialhall.mass.edu/collection/news_index/index.jp
• CIA World Factbook
https://www.cia.gov/library/publications/the-world-factbook/
• Eyewitness to History
http://www.eyewitnesstohistory.com/
46
Standards Aligned System
Finished with your
task?
Ask Kelly, Barb or
another teacher for
feedback
48
Can This Task Be Saved?
•
•
•
•
Scan the LDC “Good To Go” Scoring Guide
Turn and talk about what makes a good task.
Review the sample tasks
Decide what, if anything, could be improved
with the task.
15
Task 11: After researching Romeo and Juliet and
Westside Story, write a report that defines “starcrossed lovers.” Support your discussion with
evidence from your research. If you had friends
who were in love and whose families
disapproved, what advice would you give them?
10th Grade English
Task 12: What is the most important challenge
you have met? After reading several personal
challenge essays on the Internet, write an essay
that defines your challenge and explains how
you met it. Support your discussion with
evidence from your research.
6th Grade Language Arts
Task 3: After researching your textbook chapters
on human anatomy, write an article for students
your age that compares two major body systems
and argues which one is the most exciting. Be
sure to support your position with evidence
from the texts.
8th Grade Life Sciences
Task 21: What will it take to raise voter
participation? After reading "Where Have All
the Voters Gone?” and “Many will mark this
election by not voting,” write a legislative
proposal that addresses the question and
analyzes the best legal changes to increase
participation, providing examples to clarify your
analysis. What conclusions or implications can
you draw?
A.P. U.S. Government
Participant Work Session II
Are You “Good To Go”?
Polish Your Tasks
Individually, use the “Good to Go” scoring guide to
polish your task.
OR
In pairs, swap your tasks and provide feedback using
the “Good to Go” scoring guide.
Reflect on the Process
How did the analysis of examples, use of scoring guide
and peer review impact your thinking and task?
15
LDC & The Common Core
 LDC provides a structure for teaching towards the Common Core while
encouraging local choice and flexibility.
 LDC provides Argumentative, Informational/Explanatory and
Narrative task templates and rubrics aligned to the Common Core.
 LDC helps teachers develop relevant and rigorous text dependent
questions, which require student analysis and synthesis of subject area
content.
 LDC requires the use of complex texts including seminal documents, print
and digital resources.
 LDC improves student research and writing skills within each discipline.
Upcoming Events
• 10/11/12 – Implementing Your LDC Module: Getting Started
in Your Classroom
• 10/25/12 – Implementing Your LDC Module: Writing Tips and
Techniques
IU 13 LDC Webinar
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Contact Us!
Barbara Smith- LDC Site Lead
Email: barbaraa_smith@iu13.org
Phone: (717) 606-1374
Cell Phone: (717) 644-1144
Skype: barbaraa_smith_iu
Twitter: @BarbSmith2
Kelly Galbraith- LDC Consultant
Email: kelly_galbraith@iu13.org
Phone: (717) 606-1667
Cell Phone: (717) 419-4069
Skype: kelly.galbraith.iu
Twitter: @galbraith_kelly
Marisa Stoner-LDC Program Assistant
Email: marisa_stoner@iu13.org
Phone: (717) 606-1939
IU 13 LDC Webinar
Tweet: @LDCIU13
58
English
Teaching Task 21: What is Freedom? After reading Anthem by Ayn Rand and excerpts by
the Transcendental writers Henry David Thoreau and Ralph Waldo Emerson, write an essay
that addresses the question and analyzes the meaning of the word “Freedom” from the
authors’ perspectives, providing examples to clarify your analysis. What conclusion or
implications can you draw? A bibliography is required. (L2): In your discussion, address the
credibility and origin of sources in view of your research topic. (L3): Identify any gaps or
unanswered questions.
Task Template 2 — [3 Levels] Argumentation & Analysis L1: Will technology be the
salvation or downfall of humankind? After reading "There Will Come Soft Rains" and the
accompanying texts, write an essay 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.
Task Template 2 — [3 Levels] Argumentation & Analysis L1: Is it worth sacrificing freedom
in the name of security? After reading Animal Farm and informational texts write an essay
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.
IU 13 LDC Webinar
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Science
Teaching Task 12: How does the structure of a cell membrane allow a
cell to perform both active and passive transport? After reading
informational texts, write an essay that defines and describes the fluid
mosaic model and explains how molecules are transported through a
cell membrane using various methods of active and passive transport.
Support your discussion with evidence from the text(s). (L2): What
conclusions or implications can you draw?
Task Template 2 — [3 Levels] Argumentation & Analysis L1: Should
the United States continue to use nuclear power and increase its uses
as an energy source as we move through the 21st century? After
reading the online texts listed below write an argumentative essay 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.
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Technical Subjects
TASK TEMPLATE 13 — [1 LEVEL] INFORMATIONAL & DESCRIPTION
L1: After researching news and scientific articles on Bovine Trichomoniasis, write an
informational pamphlet for ranchers that describes what it is, how to recognize it
and how to prevent it from affecting herds of cattle. Support your discussion with
evidence from your research.
TASK TEMPLATE 14 — [1 LEVEL] INFORMATIONAL & DESCRIPTION
L1: What are the components of a nutritious diet for teenagers of different genders
and activity levels? After reading a variety of resources, write an essay that
describes the appropriate diet for a variety of teenagers and addresses the
question. Support your discussion with evidence from the text(s).
TASK TEMPLATE 4 — [1 LEVEL] ARGUMENTATION & COMPARISON
L1: Who has committed a tort in the case of "Murder at ABC Company"? After
reading Ch. 4 and 5 in the Business Law textbook, suspect profiles, testimonies,
evidence reports, and similar opening statements from case studies, write an
opening statement in a civil case that compares all of the evidence and argues the
guilt of a defendant for a tort in the case. Be sure to support your position with
evidence from the texts.
IU 13 LDC Webinar
61
World Language
Task Template 2 — [3 Levels] Argumentation & Analysis L1:
Should Puerto Rico become the 51st state of the United States of
America or become its own independent country? After reading a
variety of informational and persuasive texts write a letter to the
President of the United States in Spanish 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.
Task Template 26 — [3 Levels] Narrative & Description
L1: After researching various informational texts on Spain, write a
formal letter home to your family that describes your experiences as a
student studying abroad in either Barcelona or Madrid. L2: Use stylistic
devices (e.g. imagery, tone, humor, suspense) to develop a narrative.
L3: Use techniques to convey multiple storylines.
IU 13 LDC Webinar
62
Social Studies
Task Template 14 — [1 Level] Informational & Description
L1: During the Progressive Movement, how do the actions of the
Progressives change the societal problems of the United States? After
reading informational texts write an essay that describes at least three
of the societal changes brought about by the Progressive Movement
and addresses the question. Support your discussion with evidence
from the text(s).
Task Template 18 — [3 Levels] Informational & Synthesis L1: After
researching primary sources, news/journal articles and current
research on globalization, write an informational essay that explains
the impact globalization has had on world culture. What conclusion or
implications can you draw? Cite at least 5 sources, pointing out key
elements from each source. A bibliography is required. L2: In your
discussion, address the credibility and origin of sources in view of your
research topic. L3: Identify any gaps or unanswered questions.
IU 13 LDC Webinar
63
Interdisciplinary
Task Template 2 — [3 Levels] Argumentation & Analysis
L1: Did “government” effectively utilize available scientific knowledge to
better living conditions for the working class during the latter part of the
Industrial Revolution? After reading provided texts, photographs and
political cartoons write create a report 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.
Extension: contribute to group Weebly (website)
Task Template 27 — [3 Levels] Narrative & Description L1: What
challenges does an individual face who is attempting to reach the
summit of Mt. Everest? After reading literature, about Mt. Everest, write
a fictional narrative from the perspective of teenager who is attempting
to be the youngest person to reach the summit of Mt. Everest. L2: Use
stylistic devices (e.g. imagery, tone, humor, suspense) to develop a
narrative effect in your work. L3: Use techniques to convey multiple
storylines.
IU 13 LDC Webinar
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