Introduction to the Literacy Design Collaborative

Days 1 & 2

Frank DuffinLDC Program Manager & Secondary Literacy Consultant

Guiding Questions:How much do you know about the Common Core State Standards?

Fist to Five: On a scale of 0 to 5 with 0 being no familiarity and 5 being thoroughly knowledgeable, where are you in relation to the CCSS?

What is your biggest question or concern about the CCSS?

What is your biggest question or concern about the CCSS?◦On your computers, go to the PSESD Literacy

Website: http://literacy.psesd.org/ ◦On your phones, go to your Twitter

account◦Tweet your questions and concerns by

sending a tweet to: @psesdliteracy#ccss (enter comment here)

Tweet-Up

http://corestandards.org/

April 10, 2023

Common Core State Standards Development

Collaboratively developed with:• Teachers• School Administrators• Educational Experts

To provide consistency in the education of our children

To be college and career-ready

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Common Core State Standards

Are aligned with college and work expectations; Include rigorous content and application of

knowledge through high-order skills; Build upon strengths and lessons of current

state standards; Informed by top-performing countries, so that

all students are prepare to succeed in our global economy and society;

Are evidence and/or research based; and Will be reviewed and revised on a set cycle

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Why do we need CCSS?

Prior to introduction of CCSS, every state had its own set of academic standards.

Expectation levels varied state to state.All students need to be able

to compete with not only American students, but with international peers.

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Common Core State Standards

Do Not Provide…

• A complete scope and sequence.

• A course outline.• All the essential

skills and knowledge students could have.

Do…• Outline the most

essential skills and knowledge every student needs to master to be college and career-ready.

• Distribute responsibility for students’ literacy development.

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Deconstructing the

Architecture and Structures

of theCommon Core State

Standards

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http://corestandards.org/

Guiding Question:

How do you engage students in reading and responding to complex texts in your discipline?

Let’s examine one standard across grade levels.

Grade and Standard

K - With prompting and support, ask and answer questions about key details in a text.

1st Ask and answer questions about key details in a text.

2nd Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Deconstructing Reading Anchor Standard One

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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(No prompting)

2nd Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

3rd Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4th Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 1

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Grade and Standard

5th Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6th Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7th Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

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Grade and Standard

8th Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9th/10th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11th/12th Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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Grade and Standard

Common Core State Standards for

English Language Arts Literacy in History/

Social Studies, Mathematics, Science, and Technical Subjects

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Overview of Standards for History/Social Studies, Mathematics, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and

Technical Subjects◦ Knowledge of domain-specific vocabulary

◦ Analyze, evaluate, and differentiate primary and secondary sources

◦ Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams

Writing Standards for History/Social Studies, Science, and Technical Subjects◦ Write arguments on discipline-specific content and

informative/explanatory texts

◦ Use of data, evidence, and reason to support arguments and claims

◦ Use of domain-specific vocabulary

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Deconstructing Writing Standard I: Argumentation

Directions: With your elbow partner Identify the major expectations at your grade level and content area

Compare your grade level expectations to the grade before it and after it.

Be prepared to share your comparisons with the entire group.

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Pedagogical Shifts Demanded by the CCSSShift 1

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world (domains/content areas) through TEXT rather than the teacher or activities.

Shift 3

Staircase of Complexity

Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Text-based Answers

Students engage in rich and rigorous evidence-based conversations about text.

Shift 5

Writing from Sources

Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6

Academic and Technical Vocabulary

Students constantly build the transferable vocabulary they need to access grade-level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Turn and Tweet

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• Find another person to discuss the

Tweets or Post-It-Notes about the

CCSS question, concerns, and

responses.

• What new insights do you have

about the CCSS?

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Goals of LDC

To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts

To hardwire assignments to the College and Career Readiness Standards within 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

Modules

Modules wrap a teaching plan around the task.

Courses

• New courses

• Existing courses

Modules

Tasks

Courses

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LDC Module Framework

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What are the LDC tools?

The 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

26LDC Framework 10-17-11

What are the three typesof writing tasks?

1. Argumentation 2. Informational/explanatory3. Narrative

27LDC Framework 10-17-11

Task 1: [Insert optional question] After researching ________ (informational texts) on ________ (content), write ________ (an essay or substitute) in which you argue

________ (content). Support your position with evidence from your research.

(Argumentation/Analysis)

An Example Argumentation Task

28LDC Framework 10-17-11

Additional Demands: You may choose one or more of these D’s (demands) to a Template Task to increase the challenge: 

D1 Be sure to acknowledge competing views. (Argumentation) D2 Give ____(one; #) example/s from past or current____( events; issues) to illustrate and clarify your position. (Argumentation or Informational/Explanatory) D3 What ________ (conclusions; implications) can you draw________? (Argumentation or Informational/Explanatory) D4 In your discussion, address the credibility and origin of sources in view of your research topic. (Argumentation or Informational/Explanatory) D5 Identify any gaps or unanswered questions. (Argumentation or Informational/Explanatory) D6 Use ________ (stylistic devices) to develop your work. (Argumentation or Informational/Explanatory or Narrative) D7 Use ________ (techniques) to convey multiple storylines. (Argumentation or Informational/Explanatory or Narrative) D8 Include ________ (e.g. bibliography, citations, references, endnotes). (Argumentation or Informational/Explanatory)

Literature: novels, stories, poems, plays Informational texts: newspaper articles,

journal articles, primary source documents Opinion pieces: editorials, speeches, essays

on an issue Reference works: encyclopedias, almanacs,

manuals, how-to books

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In Choosing Texts to Read, Consider

For an essay, you might substitute a review, article, editorial, speech or proposal (“I propose amending Washington law to require schools to register students as voters on their 18th birthdays. That would be good policy because…”).

For a report, you might substitute an article, lab report or a manual.

For a narrative, you might substitute an article, account, biography, story or play script.

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For Writing Assignments

Use exact wording of the template task Determine if you will use L2 and L3. Keep the exact CCSS Anchor Standards

listed in the blank module because the alignment is already completed. Consider additional standards.

Add appropriate content standards. Provide source information for the

standards you use. Use the exact rubric listed in the blank

module.

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LDC Task Requirements

Task Design Process:

Step 1: Work with a partner in your content area to identify content you want your students to go deeply into over the next marking period—roughly between 2 to 4 weeks.

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Task Design ProcessStep 2: Decide if you want the students to argue, inform/explain, or narrate (text type) about the content:

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Argumentation Informational/Explanatory

Narrative

Task Design ProcessStep 3: Decide the appropriate text structure (definition, description, procedural/sequential, synthesis, analysis, comparison, evaluation, problem-solution, cause-effect) for your text type.

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Argumentation Informational/Explanatory

Narrative

Definition

Description

Procedural-Sequential

Synthesis

Analysis

Comparison

Evaluation

Problem-Solution

Cause-Effect

Step 4: Type this URL into your browser: http://ldctraining.wikispaces.com/ Download the folder called “Day 1: Task Design” to your computer. Open the document titled “LDC-Template-Task-Collection-2-July-20131”.

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Argumentation Informational/Explanatory

Narrative

Definition X

Description X X

Procedural-Sequential

X X

Synthesis X

Analysis X X

Comparison X X

Evaluation X

Problem-Solution X

Cause-Effect X X

Step 5: Copy the appropriate task onto a blank word document and save it in a memorable location.

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Argumentation Informational/Explanatory

Narrative

Definition X

Description X X

Procedural-Sequential

X X

Synthesis X

Analysis X X

Comparison X X

Evaluation X

Problem-Solution X

Cause-Effect X X

Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue

Makes effective use of the template task’s writing type (argumentation, information/explanation or narrative)

Selects reading texts that use and develop academic/technical understanding and vocabulary

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Step 6: Fill in the blanks keeping these characteristics of a great teaching task in mind:

Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts

Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content

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Step 6: Fill in the blanks keeping these characteristics of a great teaching task in mind: (continued)

Feedback is a Learning Tool

Giving Outstanding Feedback: Be specific about your warm feedback Be specific about your cool feedback Make your feedback actionable Avoid evaluative language

Receiving Feedback: Use your feedback to revise and refine

your Task a final time

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Directions◦ Type this URL into your browser:

http://literacy.psesd.org/ ◦ Download the folder called “Day 1: Task

Design” to your computer.◦ Open the document titled “LDC-Template-Task-

Collection-2-July-20131”.◦ Open the appropriate “BLANK LDC Template”

(Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it.

◦ Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

LDC Resources

Directions◦Open the appropriate “BLANK LDC Template” (Argumentation, Informational/Explanatory, Narrative), and save as the title of your module in a place you can find it.

◦Copy your task, paste it into the appropriate BLANK LDC Template, and fill in the blanks.

LDC Resources

Go to https://www.edmodo.com/ Sign in or create an account Join URL: edmo.do/j/t9zvmt

or Group Code: 4mvkid Post your task in the post tab Pick another task in your content area to give feedback

Post Tasks and Excellent Feedback on Edmodo

How does this work (CCSS, LDC task design, etc.) resonate with your thinking?

What questions or concerns are still lingering about this work?

Homework: Review and refine your Task and be ready

to publish it tomorrow morning. Read through Sarah Ballute’s modulle

“The British Industrial Revolution”

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Tweet Up Exit Slip:

Objectives for Module Development:

Develop a module for the next marking period that addresses

Engaging students in doing the task Helping students develop and

practice the skills they need to master your task

Addressing the CCSS instructional shifts

LDC in Action:

As you watch the following video, describe the shifts in instruction?

http://www.youtube.com/watch?v=1cjxYR7G6EI&feature=player_embedded/

How did Sarah Engage students in doing the task? Help students develop and practice the skills

they need to master your task? Address the CCSS instructional shifts?

LDC Module Framework

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Skills Students Need

To understand the Task and assignment

To read rigorous materials from different genre

To analyze their reading and synthesize it in preparation for writing

To write thoughtful and insightful pieces demonstrating their learning

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LDC Skills Clusters

Preparing for the Task Reading Process Transition to Writing Writing Process

Does Sarah’s skills clusters address these major skills in her task? 4

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The Instructional Ladder

Instructional ladder – outlines step-by-step what students will do (and what teachers will teach) to achieve the larger teaching task.

1. Skills list/clusters

2. Design mini-task for each skill

3. Instructional strategies and pacing

4. Scoring or checking for understanding

Product

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Module Section 3:Instruction

• SKILL: How do you engage students in reading and responding to challenging texts and writing challenging documents?

• PRODUCT AND PROMPT: What product will the students produce to let you know you they are engaged?

• INSTRUCTION: How do you facilitate that engagement?

• Scoring; How will you check for understanding and keep track of the score?

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Mini-Tasks

Mini-tasks – a small or short assignment that engages students in learning each of the skills necessary to complete the task.

Core Elements of Mini-Tasks1. Prompt

2. Product

3. Scoring guide

4. Instruction

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Let’s Create

Using the Module Template provided, begin to create your module.Remember your module:

• Should cover 2-4 weeks of study• Should be a major unit of your course• Should involve rigorous reading in varied genre• Should result in a major piece of writing• Should be made up of mini-tasks that are

evaluated along the way

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Survey Monkey Feedback and Homework

Please take time to fill out the Survey Monkey workshop feedback. We will use this feedback to adapt our next workshop to meet your needs. https://www.surveymonkey.com/s/W6FF8BZ

Homework: Implement your module between now and

our next workshop, and be prepared to discuss

What you found working Challenges you encountered and how you

overcame them Be prepared to bring scored or un-scored

student work

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