L iteracy Design Collaborative (LDC) Palmyra Area School District Summer 2012

1. Literacy Design Collaborative(LDC)Palmyra Area School DistrictSummer 2012 “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

2. LDC OVERVIEW “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

3. What Does It Mean To Be College and 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 non-print 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

4. The LDC Approach

7. Key Advances of the Common Core in ELA/Literacy ANCHORED IN COLLEGE AND CAREER READINESS

8. The LDC Approach Tasks

9. 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

10. LDC Tasks vs. Previous Writing Prompts: ELA Tasks Source: East Jessamine High School; Kentucky LDC

11. LDC Tasks vs. Previous Writing Prompts: Science Tasks: Source: East Jessamine High School; Kentucky LDC

12. Let’s Take a closer Look 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

13. What Results?

14. COMMON CORE “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

15. Goals • Develop an understanding of the: Common Core State Standards Design and organization of the Standards Key advances of the Standards Supporting documents (Appendices)

16. Why do we need common standards? • Disparate standards across states • Global competition • Today’s jobs require different skills • States are ready and able for collective action

17. Why is this important to students, parents, and teachers? • Prepares students with the knowledge and skills they need to succeed in college and work • Ensures consistent expectations regardless of a student’s zip code • Provides educators, parents, and students with clear, focused guideposts • Offers economies of scale

18. Pennsylvania Information • Adopted by State Board on July 1, 2010 • Full implementation of standards by July 1, 2013

19. Features of the standards • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked • Based on evidence and research

20. What the standards do not define • How teachers should teach • All that can or should be taught • The nature of advanced work beyond the core • Interventions needed for students below grade level • Full range of support for ELL learners and learners with special needs • Everything needed to be college and career ready

21. How to access the standards * Go to SAS site - http://www.pdesas.org - Become a registered user • Click Clear Standards Tab • At far right click the Common Core Tab * Palmyra Moodle • Staff Development • Literacy (enrollment key: literacy) • Common Core Standards box

22. Design and Organization Three main sections • K−5 (cross-disciplinary) • 6−12 English Language Arts • 6−12 Literacy in History/Social Studies, Science, and Technical Subjects Shared responsibility for students’ literacy development Three appendices A: Research and evidence; glossary of key terms B: Reading text exemplars; sample performance tasks C: Annotated student writing samples

23. Design and organization Four strands • Reading • Writing • Speaking and Listening • Language An integrated model of literacy Media requirements blended throughout

24. Design and organization College and Career Readiness (CCR) anchor standards • Broad expectations consistent across grades and content areas • Based on evidence about college and workforce training expectations • Range and content

25. Anchor standards - reading College and Career Readiness Anchor Standards: • Reading Grades 6-12 - Page 35 History/Social Studies, Science, and Technical Subjects - Page 60

26. reading Comprehension (standards 1−9) • Standards for reading literature and informational texts • Strong and growing across-the-curriculum emphasis on students’ ability to read and comprehend informational texts • Aligned with NAEP Reading framework Range of reading and level of text complexity(standard 10, Appendices A and B) • “Staircase” of growing text complexity across grades • High-quality literature and informational texts in a range of genres and subgenres

27. writing Writing types/purposes (standards 1−3) • Writing arguments • Writing informative/explanatory texts • Writing narratives Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts Aligned with NAEP Writing framework

28. writing Production and distribution of writing (standards 4−6) • Developing and strengthening writing • Using technology to produce and enhance writing Research (standards 7−9) • Engaging in research and writing about sources Range of writing (standard 10) • Writing routinely over various time frames

29. Anchor standards – speaking & listening College and Career Readiness Anchor Standards: • Speaking and Listening Grades 6-12 - Page 48 History/Social Studies, Science, and Technical Subjects - Page 48

30. speaking & listening Comprehension and collaboration (standards 1−3) • Day-to-day, purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of knowledge and ideas (standards 4−6) • Formal sharing of information and concepts, including through the use of technology

31. Anchor standard - language College and Career Readiness Anchor Standards: • Language Grades 6-12 - Page 51 History/Social Studies, Science, and Technical Subjects - Page 51

32. language Conventions of standard English Knowledge of language (standards 1−3) • Using standard English in formal writing and speaking • Using language effectively and recognizing language varieties Vocabulary (standards 4−6) • Determining word meanings and word nuances • Acquiring general academic and domain-specific words and phrases

33. Deconstructing a standard • Writing Standard 1 • Compare grade level standards • What changes do you see at each grade level? • What do you think of the level of rigor in the standard?

34. Ela key advances Reading • Balance of literature and informational texts • Text complexity Writing • Emphasis on argument and informative/explanatory writing • Writing about sources

35. Ela key advances Speaking and Listening • Inclusion of formal and informal talk Language • Stress on general academic and domain-specific vocabulary Standards for reading and writing in history/ social studies, science, and technical subjects • Complement rather than replace content standards in those subjects • Responsibility of teachers in those subjects

36. TASK FORMATION “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

46. SAS “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

47. CCSS/PACCS & LDCTaskson SAS http://www.pdesas.org www.pdesas.org

48. EXPLORATION “Good ideas are not adopted automatically. They must be driven into practice with courageous patience.” -H. Richover

49. LDC Expectations •Task Sheet •Writer’s Notebook •Scoring w/ Rubric •Common Scoring Session •Literacy Expectations