From Standards toLiteracy Design Collaborative Modules

The mission of the Lincoln IntermediateUnit 12 is to provide quality education andservice through leadership, expertise, and innovation.

Our Mission

Driving ELA/Literacy Design

Students read and comprehend a range of sufficiently complex texts

independently

Students write effectively when using and/or analyzing sources.

Students build and present

knowledge through

research and the

integration, comparison,

and synthesis of

ideas.

Written Expression

Conventions & Knowledge of

Language

Reading Literature

Reading Informational

Text

Vocabulary Interpretation

and Use

Students are on-track or ready for college and careers

CCSS Anchor Standards

CCSS Reading Standards for ELA & History/Social Studies Literacy

English Language Arts Standards:Reading Informational Texts(Grades 7)

English Language Arts Standards:History/Social Studies

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RH.7.1 Cite several pieces of textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

What are the similarities in language Reading Information to Reading in History/Social Studies?

PA CCSEnglish Language Arts Standards:Reading Informational Texts

PA Common Core Standards:For Reading in History and Social Studies

PA Common Core Standards:For Reading in Science and the Technical Subjects

Key Idea and Details

Craft and Structure

Integration of Knowledge and IdeasRange and Level of Complex Texts

With a highlighters note similarities in language from left and right column

p. 4, #2 Cite several pieces of textual evidence….

The standards for grades 6-12 include standards for ELA and separate but closely related literacy standards for History, Social Studies, Science, & the Technical Subjects.

This dual set of standards reflects the primary role ELA teachers have in developing students’ literacy skills while acknowledging that teachers in other disciplines play a critical role in developing student literacy.

Think: scholars of science, scholars of social sciences, scholars of history….

History, Social Studies, Science & the Technical Subjects teachers are encouraged to review the Model Content Framework collaboratively with English Language Arts teachers to coordinate literacy instruction, especially in the key

Common Core Performance Assessments

Literacy Design Collaborative Tasks• http://www.literacydesigncollaborative.org/

“We can’t solve problems by using the same kind of thinking we used when we created them.” ~Albert Einstein

Literacy Design Collaborative

• Preparing students to be college and career ready by infusing the content area curriculum with literacy skills

• Literacy framework that connects secondary English Language Arts Common Core standards with social studies and science classrooms

Template Task 1

Task 1 Template (L1, L2, L3): After researching ______(informational texts) on _________(content), write an __________ (essay or substitute) that argues your position, pro or con, on_____ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position.

Task type: Argumentation/Analysis

Template Tasks

All LDC tasks require students to: Read, analyze, and comprehend texts as specified by the common

core

Write products as specified by the common core (focusing on argumentation, informational/explanatory, and narrative

Apply common core literacy standards to content (ELA, social studies, and/or science)

The tasks are designed to ensure that students receive literacy and content instruction in rigorous academic reading and writing tasks that prepare them for success in college by the end of their high school career.

Template Tasks

Teachers use the template tasks to design their own teaching, selecting:

Content standards to address (for example, state or district science, history, or ELA standards for the class they are teaching)

Texts students will read or research

Issue(s) or topic(s) students will address in their writing

Product they want students to accomplish

Template Tasks

The “plug and play” flexibility allows the level of difficulty to be adjusted in multiple ways:

Task level: Select level 1, 2, or 3 task

Reading requirements: Vary text complexity, genre, length, familiarity, etc.

Writing demands: Vary product, length, etc.

Pacing requirements: Vary workload and time allowed to complete

ELA – Cornerstone Task

After researching______(informational texts) on _________(content), write an __________ (essay or substitute) that argues your position, pro or con, on_____ (content). Support your position with evidence from your research.

L2: Be sure to acknowledge competing views. L3: Give examples from past or current events or issues to illustrate, clarify, and support your position.

Task type: Argumentation/Analysis

• ELA teaching task: Would you recommend A Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text.

Social studies teaching task: How did the political views of thesigners of the Constitution impact the American political system?After reading Founding Brothers: The Revolutionary Generation,write a report that addresses the question and support yourposition with evidence from the text.

Science teaching task: Does genetic testing have the potential tosignificantly impact how we treat disease? After reading scientificsources, write a report that addresses the question and supportyour position with evidence from the texts. L2 Be sure toacknowledge competing views. L3 Give examples from past orcurrent events or issues to illustrate and clarify your position.

Thank you LDC!

From LDC#

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Also from LDC

From CCSS to PA Core Standards

LDC & CCSS

LDC aligns with the Common Core State Standards. The LDC framework’s innovative literacy instruction is a way for teachers to put “legs” on the CCSS. The CCSS are “hardwired” into the template tasks to ensure students are given an assignment with clear expectations for reading and writing and are taught the literacy skills necessary to complete the assignment.

“The new standards provide a platform for innovation, a structure that can support creative strategies for teaching core content in math and literacy.”Vicki Phillips, Carina Wong, Phi Delta Kappan, February 2010

PARCC Model Framework

Anatomy of a LDC Module

http://www.literacydesigncollaborative.org/intro/

What Task?

What task sets clear measureable goals for learning?

Wait, what are our goals?

What Task? -SS

Background:Every society operates with a mixed economic system combing the influences of market and command models in order to form a functioning economy and government. Individual countries have unique combinations of market and command influences depending on how they prioritize different economic goals.

What Task?

Prompt:What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts write an essay that addresses the questions and supports your position with evidence from the texts. Be sure to acknowledge competing views.

What Task ? - ELA

LTTG: Comprehend and read complex texts across ranges and types of disciplines.

BI: Effective readers use appropriate strategies to construct meaning.

EQs: How do readers create meaning from text?What is this text really about? How do readers know what to believe? How does what readers read influence how they should read it?How does a reader’s purpose influence how text should be read?

Did you notice that these task work with any text? Just be sure to match text complexity to readers.

What about including writing tasks????

What Task?

What task sets clear measureable goals for learning?

http://www.literacydesigncollaborative.org/wp-content/uploads/2012/02/LDCTemplateTasks.pdf

What Skills?

Skills Cluster 1: Preparing for the Task

Skills Cluster 2: Reading Process

Skills Cluster 3: Transition to Writing

Bridging conversation - Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. Task and

rubric analysis - Ability to understand and explain the task’s prompt and rubric.

Pre-reading - Ability to select appropriate texts and understand reading strategies needed for the task. Active reading - Ability to understand reading strategies needed for the task and develop an understanding of a text by locating words and phrases that identify key concepts, facts, or information. Note-taking - Ability to read purposefully and select relevant information, and to summarize and/or paraphrase. Organizing notes - Ability to prioritize and focus notes and other information.

Bridging conversation - Ability to transition from the reading or researching phase to the writing phase.

North Carolina Public Schools Unpacking the Anchorshttp://www.ncpublicschools.org/acre/standards/common-core-tools/#unela

What Instruction?

How will teachers teach students to succeed on the teaching task?

Pre-test with short multiple choice and written response to gain insight of basic understanding of content and general writing ability.Mini-task – quick write of 1st reaction to taskMini-task briefly explain what task is asking

What Instruction?

Mini-task: What strategies do you use…Mini-task: Use annotation techniques and other reading strategiesMini-task: Summarize the articles and respond to focus questions

How do I break down the mini-tasks into sub-skills?

Instruction of Sub Skills

Quick write response Brief explanation Short response Translate rubric Reading strategies Annotation Summarize Organize notes outline

Look at Examples of Modules

http://www.literacydesigncollaborative.org/modules/

http://www.pdesas.org type LDC in the search tool

What Results?

An opening paragraph with a claim.Market and command economies are the two economic systems that exist in the world today. While market economies are based on individual work and command economies are based on government involvement, no country has a pure market or command system. The ideal economy is an equal combination of command and market systems- a democratic socialist economy- because it emphasizes the best aspects of both systems: freedom and security.

What Results?

A paragraph that develops a claim by addressing counter-argument and citing details

While some say that having the government regulate major services such as health care and transportation drives taxes too high, David Kestenbaum of NPR news interviewed Danish citizens whose view of their democratic socialist system proves otherwise: “Income tax is high…”

Explore Student Samples

From IU 13 5 paragraph essay with citations and reference

How good is good enough?

Look at the rubrics and write a rough draft sketch/answer to your task.

Let’s Try One

Types of Tasks• Argument• Informational• Narrative• Paideia

Filling in the Template

Teaching task = Big Ideas/Values = Teaching Tasks = Author = you Extension = Skills = Ability to identify and master terms

essential to understanding a text.