Jefferson County

1. Jefferson County Introduction to Literacy Design Collaborative (LDC)

2. Learning a new concept without time to reflect and connect is like ________ because ________.

3. Today’s targets • I can describe the components of a Literacy Design Collaborate (LDC) module. • I can explain how LDC supports students’ content understanding. • I can access LDC resources to guide me in the process of developing and implementing a module. • I can implement literacy strategies in my classroom to support content understanding.

4. Brainstorming for Your Teaching Task LDC 4

5. Literacy Design Collaborative • Instruction toward content area standards • Instruction built around a teaching task (developed from a list of templates) • Instruction that integrates reading and writing (and often speaking and listening) in effort to support content understanding • Instruction that engages students

6. How Can I Use LDC? LDC 6

7. The British Industrial Revolution Created through collaboration by Sara Ballute, Candace Hurley, Timothy Lent

8. The teaching task in the video Task 2: 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 supports your position with evidence from the texts. L2 Be sure to acknowledge competing views.

9. LDC in Action • What do you notice about the components of LDC?

10. The British Industrial Revolution Created through collaboration by Sara Ballute, Candace Hurley, Timothy Lent http://www.literacydesigncollaborative.org/about/videos/

11. Share out at your table What did you notice? Work together or independently to draft your own initial definition of Literacy Design Collaborative (LDC). Use the back of your handout to draft your definition.

12. The WHY behind LDC • Too many students lack the reading and writing skills at the level needed to be successful for life beyond high school. • LDC provides a framework for integrating reading and writing to support content in content areas. • LDC provides a format that engages students in critical thinking, problem-solving, debating, reading, writing, discussing, and more at higher levels.

13. Research confirms the benefits…

14. “Writing about texts supports comprehension for struggling students if they are taught how to do it.” Writing to Read Report (2010)

15. “Students’ comprehension of science, social studies and language arts texts improves when they write about what they read….” Writing to Read Report (2010)

16. LDC in Action—Rethinking Literacy • What do you notice about the components of LDC?

17. Rethinking Literacy http://www.literacydesigncollaborative.org/about/videos/

18. Find Your Color Partners • Discuss the characteristics you have noticed about LDC—share & compare notes. B6 Content

19. www.literacydesigncollaborative.org

20. 3 Modes of Writing…9 Levels of Thinking

21. Requirements and Choices

22. 29 Template Tasks (6-12)

23. Find Your Content Partners • Discuss the possibilities of adapting/reworking teaching tasks for your instruction. B6 Content

24. The LDC teaching task is thoughtfully designed to spark student interest, research, discussion and analysis. The topic is worthy of 2-4 weeks worth of instruction. Instruction is designed around the task.

25. TEMPLATE TASKS Target the 3 modes of writing in the Common Core State Standards Teacher/Student-Selected Texts LDC Framework or or Appropriate, grade-level texts that support selected content Argument (opinion at the elementary grades) Informative/ Explanatory Narrative & other Common Core Standards when appropriate Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

26. TABLE TALK Attributes of a Literacy Design Collaborative (LDC) module • Students engage in problem-solving, discussion, critical thinking around a teaching task. • The teaching task guides the curriculum and leads to deep understanding of the content topic. • Literacy standards are integrated and embedded to lead students to interacting with complex text and clear communication of their thoughts on the topic.

27. Revisit your definition of Literacy Design Collaborative (LDC) • Add new thinking • Delete anything that doesn’t fit • Revise it as needed

28. Time for a…

29. Build a Quality Instructional Ladder • Preparing for the Task • Reading Processes • Transition to Writing • Writing Processes

30. Note-taking strategy - Flipbook

33. Social Studies Standards, Grade 10 SS-H-GC. Big Idea: Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American representative democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

34. Social Studies Standards, Grade 10 • SS-H-GC-S-1.a) Compare purposes and sources of power of various forms of government in the world, and analyze their effectiveness in establishing order, providing security and accomplishing goals • SS-H-GC-S-1.c) Examine ways that democratic governments do or do not preserve and protect the rights and liberties of their constituents (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution)

35. Grade 10 Literacy Standards Reading Standards Writing Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is mot significant for a specific purpose and audience. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. 1. Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary. 3. Determine the meaning of words and phrases as they are used in text; analyze the cumulative impact of specific words choices on meaning and tone. 10. By the end of grade 10, read and comprehend literary non-fiction at the high end of grades of the 9-10 text complexity bank independently and proficiently.

36. Teaching Task Does the National Security Agency (NSA) infringe upon our rights or protect them?After reading NSA Surveillance Pros and Cons, Obama Defends Secret NSA Surveillance, Cheney Defends NSA ,and other informational texts, write an article for your school publicationthat addresses the question and supports your position with evidence from the text(s). Be sure to acknowledge competing points of view.

37. Teaching Task defined • Teachers choose the template task that best aligns with the selected standard and the instructional goal. • Literacy standards are embedded.

38. Teaching Task A Good Teaching Task is essential. options • 29 tasks • 3 modes of writing • 9 levels of thinking/text structures • After researching/After reading • Content • Texts • Product

39. Preparing for the Task defined Task Engagement • Hook students/capture their interest • Provide needed background

40. Does the National Security Agency infringe upon our rights or protect them? Hero vs. Traitor: Debate Erupts Over NSA Leaker Edward Snowden http://www.youtube.com/watch?v=MdwMf8TVnww Video Debate

41. In a quick write (2 minutes), write your initial response to the essential question. Does the National Security Agency infringe upon our rights or protect them?

42. Preparing for the Task defined Task Engagement • Hook students/capture their interest • Provide needed background Task Analysis • Help students understand the task. • Help students understand the rubric.

43. Find Your Letter Partners • Discuss what it will take to have a good response to this teaching task. • Complete the “I Will” section of your Task Breakdown sheet. B6 Content

44. The rubric For your assigned level “3” criteria, • Rewrite in your own words. • Decide who will share with the class.

45. Time for Lunch!

46. Rubric Sharing • Decide who will share your group’s rubric criteria with our class.

47. Preparing for the Task options • Hook with videos, stories, poems, etc. • Quick writes and share out • Chart criteria for a good response • Analyze rubric; students paraphrase • … • …

48. Reflect: Write or talk with a partner • Why is this step (preparing for the task) important? • Add your own thoughts/notes to your Flip Book page for future reference.

49. Reading Process defined Active reading • Purposeful interaction with text • Identifying points of view Note-taking • Using textual evidence to support arguments and explanations • Summarizing, paraphrasing

50. Reading Process, continued Essential vocabulary • Vocab development & understanding Academic integrity • Avoiding plagiarism