Literacy Design Collaborative:
Tools for the Common Core
Mary Lynn Huie, Literacy Trainer, LDC
Georgia Department of Education
Mark Weese, Effingham County Schools
Deb Winans, Effingham County Schools
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Key Questions
• How does LDC work?
• How can LDC training help teachers?
• How can implementation of LDC help
students?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
The Big CCSS Shifts
• Building content knowledge through reading
rich nonfiction
• Reading, writing, and speaking grounded in
evidence from the text, both literary and
informational.
• Regular practice with complex text and its
academic language.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
What is LDC?
• LDC tools embed Common Core Literacy
Standards into content-area lessons so that
students meet the Literacy Standards while
also meeting content demands at high levels of
performance.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
LDC in Georgia
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Forsyth County
• 2010-11: Forsyth County receives a grant to
train a cohort of teachers to use LDC
• 2011-12: Forsyth trains all teachers of science,
social studies, and technical subjects to use
LDC.
• 2012-13: Forsyth posts exemplar modules for
all content-area teachers to use as models.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Cohort I
• 2011-12: Georgia receives a grant to support
LDC training
– Effingham County, Gwinnett County, Houston
County, Lowndes County, and Ware County
participate.
– 39 teachers, 6 system leaders, 3 RESA consultants
participate.
– Exemplar modules posted on new Literacy/LDC
pages at georgiastandards.org.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia Cohort II
• 2012-13: Georgia receives a new grant to
extend LDC training—
•
•
•
•
•
•
13 Training sites
250 Science and SS Teachers
41 Literacy Coaches
47 System Observers
41 RESA Consultants
53 School Districts
• More modules posted as they are completed
and field-tested.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Next Steps
• In 2013-14, most RESA sites begin to offer
training.
• In December 2012, the first CTAE cohort trains.
This cohort includes at least one teacher from
each Career Cluster.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How does LDC work?
• Teaching Tasks
• Skills Analysis
• Instruction
• Results
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Templates for the Teaching
Tasks
Teachers fill in the template to create a teaching
task—a major student assignment to be
completed over two weeks.
The content can be science, history, language
arts, or another subject.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How It Works
An Example: Template 1
Task 1 Template (Argumentation/Analysis L1, L2, L3):
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Social Studies Teaching Task
(Argumentation/Analysis)
arguments
After researching Supreme Court___________
on
censorship
editorial that argues your
_________,
write an _______
use of filters by schools
position on the
____________________.
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Template 25 (Informational/Cause Effect)
• Template 25: [Essential Question] After
reading [literature or informational texts] on
[content], write a [report or substitute] that
examines the causes of [content] and explains
the effect(s) of [content]. What conclusions or
implications can you draw? Support your
discussion with evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A Middle School Social Studies
Task
• What is the effect of oppression on the people in
a country? After reading informational texts and
memoirs on apartheid in South Africa, write an
essay that examines the causes of apartheid and
explains the effect(s) of apartheid on the people
of South Africa. What conclusions or implications
can you draw? Support your discussion with
evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia
Historical Understandings
• A.SS7H1:The student will analyze continuity and change in Africa
leading to the 21st century.
• A.SS7H1.a: Explain how the European partitioning across Africa
contributed to conflict, civil war, and artificial political boundaries.
• A.SS7H1.b: Explain how nationalism led to independence in South
Africa, Kenya, and Nigeria.
• A.SS7H1.c: Explain the creation and end of apartheid in South
Africa and the roles of Nelson Mandela and F.W.de Klerk.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Template 4 (Argumentation/Comparison)
• Template 4: [Essential Question] After reading
[literature or informational texts], write an
[essay or substitute] that compares [content]
and argues [content]. Be sure to support your
position with evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A High School Science Task
• Which type of evidence is more trustworthy,
DNA evidence or eyewitness testimony? After
reading informational texts, write a lawyer’s
closing arguments to a jury that compares DNA
evidence and eyewitness testimony and argues
which the jury should privilege. Be sure to
support your position with evidence from the
text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Georgia
Science Standards
• Biology DNA Forensics
• SB2. Students will analyze how biological traits are passed on to
successive generations.
• f. Examine the use of DNA technology in forensics, medicine, and
agriculture.
• SCSh6. Students will communicate scientific investigations and
information clearly.
• b. Write clear, coherent accounts of current scientific issues,
including possible alternative interpretations of the data.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Skills, Instruction, and Results
• LDC tools include lists of skills students need to
complete the Teaching Task.
• LDC tools suggest mini-lessons for each skill
that teachers may adopt or adapt.
• Mini-lessons can be used as formative
assessments, opportunities for
incremental/constructive feedback.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
Module Creator
• Module Creator includes a search page for
relevant articles to supplement instruction.
• Module Creator allows teachers to collaborate
on instruction.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
What do Teachers Gain from LDC
Training?
• Teachers use their expertise to design modules
over content they decide is best for literacy
units.
• Teachers learn how to engage students in the
reading and writing process.
• Teachers take ownership of the literacy
standards.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
What do Students Gain?
• Students—
– Learn to read and evaluate claims critically,
– Learn to support arguments with evidence,
– Gain confidence as readers and writers,
– Engage in disciplinary thinking, and
– Learn content while developing college-and-career
skills.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016
LDC in the Classroom
• Literacy Matters video
• Mark Weese, Effingham County Schools
• Deb Winans, Effingham County Schools
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
For more information-• Mary Lynn Huie, mhuie@doe.k12.ga.us
• www.georgiastandards.org
– Select “Literacy in Science, SS, and Technical
Subjects”
• www.literacydesigncollaborative.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/16/2016