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Upload Your Standards Apps!

Learn about the Literacy Design Collaborative (LDC) and how it provides teachers with a framework, tools, and resources to create literacy-rich assignments that meet the demands of the Common Core State Standards.

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Upload Your Standards Apps!

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  1. Upload Your Standards Apps! • Go to your App Store • Click on Categories • Select Education • Search for… • COMMON OR • Standards Green Icon = ELA/Math Orange Icon = Science COMMON

  2. Welcome to LDC! Introduction: Day One

  3. Our Facilitators Becky Woosley Effectiveness Coach Rebecca.woosley@education.ky.gov @EC_Rwoosley Kelly Philbeck LDC Instructional Specialist kelly.philbeck@education.ky.gov www.kellyphilbeck.com Twitter: @kellyphilbeck FB: Kelly R. Philbeck

  4. Meeting Materials are onwww.kellyphilbeck.com Password: kyldcresources

  5. Norms Working Agreements for a Successful Two Days Together: • Rule of Two Feet • Honor Time • Start/End/Breaks • Limit Side Conversations • Respectful Technology • Cell phones on vibrate • Relevant Technology

  6. Goals and Outcomes LDC Framework Day One Day Two

  7. Goals and Outcomes: LDCStructure Skills Clusters Mini-Tasks Skills

  8. Goals: LDC Supports CoreTools www.ldc.org

  9. What is LDC? • Well, if you Google it, did you mean…

  10. What is LDC? • If you search Pinterest, it’s DEFINITELY NOT…

  11. The Literacy Design Collaborative (LDC) is a national community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich assignments and courses across content areas to help students meet and exceed the demands of the Common Core State Standards.

  12. Literacy Design Collaborative

  13. What is LDC?

  14. LDC is NOT Every Assignment • LDC is NOT every assignment. • LDC does not cover every piece of content. • LDC is the kind of assignment for when you think students should write in response to reading. • “reading”(e.g., articles, videos, artworks, timelines, data sets, stories)

  15. Pieces, Parts, or a Whole

  16. Framing LDC in Topics Essential to Your Discipline Planning Guide p. 4 05/30/13

  17. How Can I Use LDC? Program Review 05/30/13 LDC 17

  18. Literacy Instructional Shifts Required by the Common Core • Increasing _______and ___________ • Sharing responsibility of teaching _________and ___________across ____________ areas • Building knowledge through ___________ ____________and __________ ___________ • Reading, writing, speaking and listening grounded in _______ _from___ _______ • Practicing regularly with ________ __________and its _________ _________________ • Emphasizing ______modes of academic writing. 18 05/30/13

  19. Instructional Shifts Required by the Common Core • Increasing rigor and relevance • Sharing responsibility of teaching reading and writing across content areas • Building knowledge through content-rich nonfiction and informational text • Reading, writing, speaking and listening grounded in evidence from texts • Practicing regularly with complex text and its academic vocabulary • Emphasizing 3 modes of academic writing 19 05/30/13

  20. LDC by the Numbers A Closer Look at Template Task Collection 3.0

  21. Turn to Your Grade Level’s Task TemplatesK-1 (page 2), 2-5 (page 3),6-12 (pages 4-5)

  22. 2 Modes of Writing (Narrative Removed)

  23. Number of Task Template Options:K-1 (A=2, IE=6), 2-5 (A=3, IE=7),6-12 (A=5, IE=7)

  24. Cognitive Demands (K-1=6, 2-5=7, 6-12=10)

  25. 11 Optional Demands Listed on p.6

  26. 2 Modes of Writing = 2 Rubrics LDC Rubric for Argumentation Template Tasks Starting on p.7

  27. 7 Scoring Elements LDC Rubric for Argumentation Template Tasks

  28. 4 Scoring Levels + 3 .5’s LDC Rubric for Argumentation Template Tasks

  29. Break Time!

  30. LDC: A Coaching Process

  31. Sample LDC Skill Cluster Ladder 1-2 Days 3-7 Days 3-7 Days 1-2 Days www.reachassoc.net

  32. Sections of an LDC Module .

  33. Teachers fill–in-the-blank by choosing: text - writing product - content - text structure LDC Template Task  Teaching Task Original Task 2 Template (Argumentation/Analysis): [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. Teaching Task 2 (High School): 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 support your position with evidence from the texts. Be sure to acknowledge competing views.

  34. A Look Inside an LDC Classroom

  35. LDC in Action • http://www.literacydesigncollaborative.org/about/videos/ • List key words/concepts/noticings about LDC as you view the “Literacy Matters” clip.

  36. Sections of an LDC Module .

  37. Module Planning Guide • Narrow your list of topics based on the guidelines for a strong teaching task. • Which of your topics/units would work well with the LDC template tasks? • Look through several task examples from task lists and CoreTools. • Sample Modules (Mother to Son, Corduroy, etc.)

  38. Task Reminders… • Targets standards essential to the discipline • Worthy of 2-4 weeks of instruction • Aligned with the language/demands of template tasks • Explores topics/patterns across MULTIPLE texts • Addresses authentic audience/mode of writing • Written in a form authentic to the discipline

  39. Components of an LDC Module

  40. CoreTools: Log On 41 www.ldc.org

  41. Lunch Time!

  42. Module Planning Guide • Select a topic from your list that you could use with an LDC template task. • Write the topic on the front of your Module Brainstorming Guide. • List the texts that you currently have that support your task.

  43. Targeted Standards KCAS 4.1

  44. Targeted Standards • Should Animals Be Kept In Zoos? (3rd Science) • Task Template 4-5.2 - Argumentation • Should animals be kept in zoos? After reading informational texts on animals and zoos, write an essay in which you answer the question and explain your reasons for your answer. Support your opinion with evidence from the text/s DCI: • Populations live in a variety of habitats, and change in those habitats affects the organisms living there. 3-LS4-3 • Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

  45. Targeted Standards A Closer Look at “Mother to Son”—Ele. Task 9 (5th) What is the theme of Langston Hughes’ poem Mother to Son? After reading Mother to Son, write an essay for our class literary magazine in which you discuss how Langston Hughes’ use of metaphors contributes to an understanding of the theme of this poem. Give several examples from the poem to support your discussion. RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes

  46. Targeted Standards Task Template 4-5.2 - Argumentation • Should your explorer be remembered as a hero or a villain? After reading several informational texts, write a letter to the Museum of Explorers Board in which you answer the question and explain your reasons as they relate to your explorer's expedition(s). Support your opinion with evidence from the text/s. Academic Standards for History (Elementary) 8.3.5.D • Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United States.Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability D2.His.16.3-5 • Use evidence to develop a claim about the past.

  47. Targeted Standards Three Religions One Sacred Place (6th SS) Task Template 14 - Informational or Explanatory • How can one geographical location hold meaning for three different religions?  After reading informational texts about Judaism, Islam, and Christianity, and texts about the Temple Mount/Haram Al-Sharif in Jerusalem, write an essay in which you describe the significance of this site to each of these religions and address the question. Support your discussion with evidence from the text(s). Historical and Soc. Skills Students identify and explain the process of conflict and cooperation (political, economic, religious, etc.) among people in the contemporary world at local, national, regional, and international scales.

  48. Targeted Standards KAS Identify 1-2 focus standards in your content area for designing your teaching task.

  49. Stretch Your Ideas for Texts • Short stories/novels • Essays • Speeches • Poetry • Maps • Art works • Timelines • Data • Video • Political Texts (laws, policies, etc.) • See Text Resources section on the Favorites tab of kellyphilbeck.com for more resources

  50. Selecting Texts…(and multi-media) • The text selection is critical! • Look for the perfect balance: • reading level of students • complexity of text (demands on skills and stamina of reader) • background knowledge required for comprehension • sufficiency of content for writing task • Keep Gradual Release in mind: -whole group -small group -independent • Be sure text provides students with information needed to respond completely to the teaching task. • If an argumentation task, be sure the quantity and content of texts aren’t biased. 53

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