literacy design collaborative: tools for the common core

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Literacy Design Collaborative: Tools for the Common Core

Mary Lynn Huie, Literacy Trainer, LDCGeorgia Department of Education

Mark Weese, Effingham County SchoolsDeb Winans, Effingham County Schools


Key Questions

• How does LDC work?

• How can LDC training help teachers?

• How can implementation of LDC help students?

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The Big CCSS Shifts

• Building content knowledge through reading rich nonfiction

• Reading, writing, and speaking grounded in evidence from the text, both literary and informational.

• Regular practice with complex text and its academic language.

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What is LDC?

• LDC tools embed Common Core Literacy Standards into content-area lessons so that students meet the Literacy Standards while also meeting content demands at high levels of performance.


LDC in Georgia


• 2010-11: Forsyth County receives a grant to train a cohort of teachers to use LDC

• 2011-12: Forsyth trains all teachers of science, social studies, and technical subjects to use LDC.

• 2012-13: Forsyth posts exemplar modules for all content-area teachers to use as models.

Forsyth County


• 2011-12: Georgia receives a grant to support LDC training– Effingham County, Gwinnett County, Houston

County, Lowndes County, and Ware County participate.

– 39 teachers, 6 system leaders, 3 RESA consultants participate.

– Exemplar modules posted on new Literacy/LDC pages at georgiastandards.org.

Georgia Cohort I


• 2012-13: Georgia receives a new grant to extend LDC training—

• 13 Training sites• 250 Science and SS Teachers• 41 Literacy Coaches• 47 System Observers• 41 RESA Consultants• 53 School Districts

• More modules posted as they are completed and field-tested.

Georgia Cohort II


• In 2013-14, most RESA sites begin to offer training.

• In December 2012, the first CTAE cohort trains. This cohort includes at least one teacher from each Career Cluster.

Next Steps


How does LDC work?• Teaching Tasks• Skills Analysis• Instruction

• Results


Templates for the Teaching Tasks

Teachers fill in the template to create a teaching task—a major student assignment to be completed over two weeks.

The content can be science, history, language arts, or another subject.


How It WorksAn Example: Template 1

Task 1 Template (Argumentation/Analysis L1, L2, L3): After researching ___________(informational texts) on ____________(content), write __________ (essay or substitute) that argues your position 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 and clarify your position.


Social Studies Teaching Task(Argumentation/Analysis)

After researching ___________ on _________, write an _______ that argues your position on ____________________. 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 and clarify your position.

Supreme Court arguments

editorial

the use of filters by schools

censorship


Template 25 (Informational/Cause Effect)

• Template 25: [Essential Question] After reading [literature or informational texts] on [content], write a [report or substitute] that examines the causes of [content] and explains the effect(s) of [content]. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).


A Middle School Social Studies Task

• What is the effect of oppression on the people in a country? After reading informational texts and memoirs on apartheid in South Africa, write an essay that examines the causes of apartheid and explains the effect(s) of apartheid on the people of South Africa. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).


GeorgiaHistorical Understandings

• A.SS7H1:The student will analyze continuity and change in Africa leading to the 21st century.

• A.SS7H1.a: Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries.

• A.SS7H1.b: Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.

• A.SS7H1.c: Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.


• Template 4: [Essential Question] After reading [literature or informational texts], write an [essay or substitute] that compares [content] and argues [content]. Be sure to support your position with evidence from the text(s).

Template 4 (Argumentation/Comparison)


• Which type of evidence is more trustworthy, DNA evidence or eyewitness testimony? After reading informational texts, write a lawyer’s closing arguments to a jury that compares DNA evidence and eyewitness testimony and argues which the jury should privilege. Be sure to support your position with evidence from the text(s).

A High School Science Task


• Biology DNA Forensics• SB2. Students will analyze how biological traits are passed on to

successive generations.• f. Examine the use of DNA technology in forensics, medicine, and

agriculture.• SCSh6. Students will communicate scientific investigations and

information clearly.• b. Write clear, coherent accounts of current scientific issues,

including possible alternative interpretations of the data.

GeorgiaScience Standards


Skills, Instruction, and Results

• LDC tools include lists of skills students need to complete the Teaching Task.

• LDC tools suggest mini-lessons for each skill that teachers may adopt or adapt.

• Mini-lessons can be used as formative assessments, opportunities for incremental/constructive feedback.

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Module Creator

• Module Creator includes a search page for relevant articles to supplement instruction.

• Module Creator allows teachers to collaborate on instruction.

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What do Teachers Gain from LDC Training?

• Teachers use their expertise to design modules over content they decide is best for literacy units.

• Teachers learn how to engage students in the reading and writing process.

• Teachers take ownership of the literacy standards.

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What do Students Gain?

• Students—– Learn to read and evaluate claims critically,– Learn to support arguments with evidence,– Gain confidence as readers and writers,– Engage in disciplinary thinking, and– Learn content while developing college-and-career

skills.

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• Literacy Matters video

• Mark Weese, Effingham County Schools

• Deb Winans, Effingham County Schools

LDC in the Classroom


For more information--

• Mary Lynn Huie, [email protected]• www.georgiastandards.org

– Select “Literacy in Science, SS, and Technical Subjects”

• www.literacydesigncollaborative.org

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literacy design collaborative: tools for the common core

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