Literacy Design Collaborative Working on Modules Day 3 Lynda Gillespie SREB Literacy

1. Literacy Design Collaborative Working on Modules Day 3 Lynda Gillespie SREB Literacy

2. Goals of the LDC Workshop • Determine state of modules • Examine the new module template • Fully develop a Module • Determine how to grow LDC in schools

3. The Design of the Module

4. LDC Skills ListThe Five Must-have Clusters • Preparing for the Task • Reading Process • Transitioning • Writing Process • Content

5. Skill Cluster 1: Preparing for the Task • You won’t know if your students know what to do if you don’t assess their understanding. • You must design an • activity to engage • students in the Task and • generate interest. • This is where students dig into the Task to analyze what learning will take place.

6. Skill Cluster 2: Reading Process • How much help do my students need to read the selections? • How will they remember what they read? • What about vocabulary? • Do they have research skills?

7. Skill Cluster 3: TransitioningConnect What Was Read to What Will Be Written • This step is often where students and teachers falter • Must teach organization • Must use format (graphic • organizer that worksor another • medium. Examples: debate, panel discussion, four corners) • Must have frequent checks Organize notes Complete notes Create citations Check sources Re-read highlights Make outline

8. Skill Cluster 4: Writing Process • Besides writing instruction, students need class time • Students should • expect to do multiple • drafts • Students should be • taught to peer review • Students should be taught to self-assess

9. Content Skill Cluster • This is where your content enters. The content will appear in all four of the Skills Clusters. • What skills do my students need in my content? • How do I make sure content knowledge is acquired?

10. When Skills are identified, move to Instruction • What instructional strategy best fits my students’ needs? • What instructional strategy best fits the writing type and mode? • Do I need help in determining appropriate strategies? • Vary strategies to maintain interest and to meet diverse student needs.

11. Let’s revise our work Take a look at your module and add to or revise your skills list. Identify each skill in a cluster and make sure there are accompanying instruction and results. 3. Determine your students’ needs. The greater the need, the more instruction you will need and the more time you will need.

12. Determining instruction What strategies should I use? Do I need multiple strategies for the same skill? Where do I find strategies?

13. Module Section 3: What Instruction? How will students be taught to succeed on the teaching task? • Teachers establish the instructional plan – and instructional ladder – to teach students the skills • necessary to succeed on the task • Students are taught each skill through a “mini-task” • Mini-tasks connect across the 2-4 weeks to lead students to completing the task

14. Rules for Creating A Workable Ladder Start with the skills your students need. Match the instruction with the skill. Remember for every skill you need instruction. Determine what product your students will produce. How will you assess their products? How long will the work take?

15. Let’s revise our work Go back and create engaging instructional strategies for each skill listed. Do you need more time and multiple strategies? Work together to improve your module.

16. For Next Time. . . Read the Shanahan articleComplete the Planning DocumentSend your Module to the trainers by October 18. Carolann.duke@sreb.org Lynda_gillespie@comcast.net dbrewer2711@gmail.com