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POLISHING THE CCSS WITH LDC

POLISHING THE CCSS WITH LDC. KATHY SADLER, LITERACY SPECIALIST AT SEARK EDUCATIONAL COOPERATIVE Kathy.sadler@se2.k12.ar.us KAREN ROBINSON, INSTRUCTIONAL FACILITATOR AT MONTICELLO MIDDLE SCHOOL Karen.robinson@billies.org.

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POLISHING THE CCSS WITH LDC

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  1. POLISHING THE CCSS WITH LDC KATHY SADLER, LITERACY SPECIALIST AT SEARK EDUCATIONAL COOPERATIVE Kathy.sadler@se2.k12.ar.us KAREN ROBINSON, INSTRUCTIONAL FACILITATOR AT MONTICELLO MIDDLE SCHOOL Karen.robinson@billies.org

  2. The Literacy Design Collaborative (LDC) offers a fresh approach to incorporating literacy into middle and high school content areas. LDC is a community of educators providing a teacher-designed and research-proven framework, online tools, and resources for creating literacy-rich modules of instruction across content areas. This is drastically different than past, less structured notions of “adding” reading and writing when possible to the teaching of content. • www.ldc.org • http://goo.gl/2XCnvX Wiki site for LDC

  3. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align assignments to 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

  4. What does an LDC Classroom look like? • Students engaging in learning • Students focusing on the LDC task • Students working together • Students reading to learn content • Students persisting to complete tasks

  5. LDC Tools • A bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS

  6. Three types of tasks • Argumentation • Informational/Explanatory • Narrative

  7. Text Structures • Analysis • Comparison • Evaluation • Problem/Solution • Cause/Effect • Description • Sequential • Procedural/Sequential • Synthesis

  8. Template Task Collection Informational/ Explanatory Argumentative Narrative

  9. ELALDC Task vs. Traditional Writing Prompt

  10. Career/Technical TaskLDC Task vs. Traditional Writing Prompt

  11. ScienceLDC Task vs. Traditional Writing Prompt

  12. Social StudiesLDC Task vs. Traditional Writing Prompt

  13. What Results? • Rubric • Student Work Samples • Classroom Assessment Task

  14. Background of Monticello School District with LDC • MHS Pilot School 2011-2012 • MHS Led in implementing LDC in AR • Trickled down to middle and intermediate school 2012-13 • Implemented slowly into current practices…adding components gradually

  15. LDC Examples • Family and Consumer Science • Band • Science

  16. How do we make this happen? • Team Meetings Cross-curricular • Content Team Meetings-Literacy • Monthly Job-Embedded PD • Communication with other campuses • Attend PD on LDC and Literacy Facilitator PD • Accountability-every teacher turns in a task with student work each nine weeks. TAGG students’ work is compared across content areas.

  17. Next Steps • Summer PD on LDC Writing Goals • Teacher Modeling • Paragraph/Essay Templates • Scaffolds for all students • Same Expectations • Scoring • Writing paragraphs/essays Follow-up PD in Monthly Team Meetings

  18. Resources • www.ldc.org • http://goo.gl/2XCnvX Wiki site for LDC • Kathy Sadler kathy.sadler@se2.k12.ar.us • Karen Robinson karen.robinson@billies.org

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