Overview for Administrators Welcome District and School Leaders At your table share a quick back to school student story that made you smile What is the Literacy Design Collaborative Background on LDC and how it fits with the Colorado Legacy Foundation Integration Project ID: 426158
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Slide1
Literacy Design Collaborative
Overview for AdministratorsSlide2
Welcome District and School Leaders
At your table share a quick back to school student story that made you smile.Slide3
What is the Literacy Design Collaborative?
Background on LDC and how it fits with the Colorado Legacy Foundation Integration Project
The privilege, the responsibility and the opportunity of the pilot
History of cohort one, two and two point five and teacher trainersSlide4
The Vision and the Opportunity
Design a tool that would…
S
upport teachers implementing the CCSS
Address adolescent literacy in our country
Be bounded by few “rules of the road”
Balance the creative tension
Encourage the participation of practitioners
Have possibilities for scaleSlide5
Essential Questions
How does LDC assist students in developing content knowledge through
reading
and in demonstrating understanding of the content through writing? How does LDC fit within the district’s framework for learning and how will the process support standards-based teaching and learning?
How will LDC support teacher effectiveness?
What is my role and the role of the teacher trainers in leading and sustaining LDC?
What are the next steps?Slide6
Collaboration for ResultsSlide7
Sharing ExpertiseSlide8
Creating Standards-Based LessonsSlide9
Jigsaw on the What and Why of LDC:
“Teaching to the Common Core by Design, NOT Accident”
Colorado Integration Project Brochure Slide10
Instructions
Select a team leader from your group of four, who will assign individual group members to become “expert” on:
pp. 1-3, “Teaching to….” (stop before Literacy Collaborative)
pp. 3-5, “ Teaching to…” (beginning with Literacy Collaborative and ending before Math Collaborative)
pp. 6-8, “Teaching to…” (beginning with Math Collaborative and completing the article)
Colorado Integration Project BrochureSlide11
After Reading
Teach each other about what you read
As a group, create a visual representation of the concepts gleaned from the reading and your response to:
“Why LDC and why now?”
Post your visual on the wall and be prepared to shareSlide12
Share and Explain Visuals
Why LDC and Why Now?Slide13
Vision for the Future
Students will
have the literacy
skills that create a
solid foundation for succeeding in college and the workplace.
The reading and writing skills
embedded
in LDC are key elements of Post-Secondary and Workforce Readiness skills.Slide14
A Teacher’s PerspectiveSlide15
Instructional Shifts
Rigor and relevance
Shared responsibility
Content-rich nonfiction and informational text
Complex text and academic vocabulary
3 modes of academic writingSlide16
The LDC System Supports the Shifts Found in Common Core
Literacy skills are critical in the lives of students; therefore, they must be
intentionally
and
frequently
taught in all grades K-12The LDC system is intended to assist secondary teachers in
ALL
disciplines deliver quality literacy instruction in all classrooms
LDC considers teachers as partners and co-designers in transforming LDC templates into quality teaching tasks and modulesSlide17
CCSS Challenges
Unlike mathematics,
secondary literacy is not a discipline.
It
is
“homeless”
in that it belongs to everyone and no
one
Literacy is used in secondary classrooms,
but often
it
is
not taught
in a systematic
waySlide18
VocabularySlide19
The Module Process
An instructional system that is
:
Hard-wired to the Common Core State
Standards
Minimalist as an approach – it’s a lean
model with powerful software
Interested in local choice and teacher decision makingSlide20
Modules
The LDC Module supports teachers
in developing instruction to use
over
2-4
weeks
It helps
teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to
contentSlide21
LDC Module System
Slide22
The
Literary
Design Collaborative
Approach
TasksSlide23
Colorado Integration Project
http://
youtu.be/XYgiCOK9hFU
http://
www.youtube.com/watch?feature=player_embedded&v=ndEniW9aF78Slide24
LDC and Teacher Effectiveness
Standard 1:
Teachers demonstrate mastery of and pedagogical expertise in the content they teach
The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches
The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s)Slide25
Literacy and the Proficient Teacher
The Teacher
Provides literacy instruction that enhances:
c
ritical thinking and reasoning
information literacycollaborations
elf-direction
i
nnovationFocuses lessons on the reading of complex textsSlide26
Accomplished and Exemplary
Accomplished Teacher: Students communicate orally and in writing at levels that meet or exceed expectations for their age, grade, and ability level
Exemplary Teacher: Students apply literacy skills
Across academic content areas
To understand complex materialsSlide27
LDC and Teacher Effectiveness
How does the Literacy
D
esign
C
ollaborative connect with educator effectiveness in Colorado?Read over Evaluating Colorado’s Teachers and the LDC Framework,
Standard 1: Teachers demonstrate knowledge of the content they teach.
With a colleague, discuss this standard and how LDC can support you with teacher evaluation.
What are your comments and questions?Slide28
Systems Thinking and LDC
Considering your district vision, mission and strategic goals, how will LDC and teacher effectiveness fit into the overall learning and accountability framework?
What tools, processes and resources are needed to make the complex shifts to standards-based teaching and learning based on the Common
C
ore and
Colorado Academic S
tandards?Slide29Slide30
Module Creator
The vision behind the software to support the collaborative and going to scale with the published modules:
A quick walk through of the program
Taking a look at your teachers’ modulesSlide31
Template Tasks
Template tasks are the beginning point for the LDC strategy. An LDC template task is a fill-in-the blank assignment or assessment:
With the CCSS for literacy “built in”
That will “drive” the development of the LDC ModuleSlide32
Teacher Decision-Making
Teachers use additional
“
plug and play
”
flexibility within the template to adjust:
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 completeSlide33
The Teaching Task
The teaching task is the critical foundation for the module, and the quality of the work that your teachers will inspire from students will be the result of a well crafted teaching task
.Slide34
Template Tasks
All LDC template 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 academic content (ELA, Social Studies, Science, and others)Slide35
Think about the Kind of Writing
Argumentation
Informational or Explanatory
Narrative
Definition
N/A
ELA, social studies,
science
N/A
Description
N/A
ELA, social studies, science
ELA, social studies
Procedural-Sequential
N/A
social studies, science
ELA, social studies
Synthesis
N/A
ELA, social studies, science
N/A
Analysis
ELA, social studies, science
ELA, social studies, science
N/A
Comparison
ELA, social studies, science
ELA, social studies, science
N/A
Evaluation
ELA, social studies, science
N/A
N/A
Problem/Solution
social studies, science
N/A
N/A
Cause/Effect
social studies, science
science, social studies
N/ASlide36
The Basic Format
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.
Complete Template Task Collection is the back section in your binder.Slide37
The Basic Format with Essential
Question
[Insert Question] After reading __________(literature or informational texts), write_________ (essay or substitute) that addresses the question and support your position with
evidence
from the
text(s). L2
Be sure to acknowledge competing views.
L3
Give examples from past or current events or issues to illustrate and clarify your position.Slide38
Informational Teaching Task Example: Science
After researching
the following articles on various organisms
,
write a report that defines “
organisms
”
and explains what Domain and Kingdom you would classify each organism. Support your discussion with evidence from your research.
Template Task 11 – After ResearchingSlide39
Informational Teaching Task Example: Social Studies
After researching
secondary sources on ancient India or China
, write
a report
that explains the geography, culture/customs, and government of these civilizations.
What conclusions or implications can you draw?
Cite at least
three sources, pointing out key elements from each source.Template Task 18 – Informational or Explanatory/SynthesisSlide40
Argumentation Teaching Task Example: Science
After researching
technical and academic articles
on
the use of pesticides in agriculture
, write a speech that argues your position on
its use in managing crop production
.
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.Slide41
Argumentation Teaching Task Example: Social Studies
L1:
Was the Treaty of Versailles a fair one for Germany? After reading
various primary and secondary sources
on the
Treaty of Versaille
s
write
an essay that addresses the question and support your position with evidence from the text(s).
L2: Be sure to acknowledge competing views.
Template Task 2 – “Essential Question”Slide42
Activity
Find a leader from another school or
district
As district or school leader, share your insights and observations on how teachers in your district or school have implemented LDC and the results
Explain how your teachers are organized into collaborative teams (they teach the same kids or the same grade level/subject area content); and brainstorm how you can foster and support collaboration within your school and with neighboring districtsSlide43
The Classroom Context
Video
: Literacy Matters
http
://www.literacydesigncollaborative.org/about/videos
/Slide44
Table Talk
After viewing the video, do a quick write on three observations that you have about the literacy design process
Share your comments and observations as a table group and be prepared to share out
Checking in
: What questions and concerns do you have?Slide45Slide46
Beginning with the End in Mind
LDC has developed rubrics for scoring the student writing products
These rubrics can be helpful in determining the specific skills that you want to focus on during the moduleSlide47
Background on Rubrics
Are your teachers using a rubric to score writing?
What are the advantages of common rubrics for the district?Slide48
Why Common Rubrics?
Shared rubrics support teacher collaboration across grades and subjects, including
:
Shared
scoring
to develop common expectations and
language
Joint
analysis of student
work
Collaborative
planning
around instructional strategies and improvementsSlide49
Template Task Rubrics
A
rgumentation rubric
Informational and explanatory rubric
N
arrative rubricSlide50
Skills to Instruction-What Instruction?
Selecting the skills that your students will need to accomplish the task is the next step in the process, which is followed by developing an instructional plan to teach the skills.
These instructional plans are called mini-tasks.Slide51
What Instruction?Slide52
What Instruction?
Core Elements of a Mini-task
Prompt
that addresses students and asks them to practice and demonstrate an “in-process” skill
Product
that students will produce that can be evaluated for success on the skill that has been taught
Scoring guide
with a stated criteria for what students will be expected to show as evidence of learning
Pacing
and timeframe that is needed to teach the skillSlide53
Mini-Task on Controlling Idea
Prompt:
Write a draft claim in 1-3 sentences (this claim may be modified or expanded)
Product:
Draft claim is completed in 1-3 sentences
Scoring guide: Yes: completed and credible based on task; No: incomplete or not credible or not connected to the taskSlide54
What Results?
Student work produced in response to the teaching task is the greatest evidence of student learning.Slide55
Leadership for LDC
At your tables, discuss these essential questions and be prepared to share:
As a district or school leader what strategies could you implement to expand the use of LDC with the goal of increasing rigor, student engagement and literacy?
What is the role of PLCs in supporting LDC and increasing results in writing?Slide56
LDC Teacher Expectations
Each cohort teacher is expected to:
Complete the development of a module, including tailoring of the mini-tasks
Implement one module each semester
Collect and bring copies of 3 examples of student work from their modules and scoring collaboratively with other teachersSlide57
Future Plans for Training and Support
(Fill in future training dates here)
Additional support will be provided on site by teacher trainers, cohort one and two colleagues and LDC Consultants.Slide58
Professional Learning Support
Are you interested in learning more about….
Close Reading
Vocabulary Development
Creating Essential Questions
Scaffolding Skills for Writing
Differentiation for EL and Special Needs
Text Complexity
Formative Assessments
Participate in…
On-line modules
Socratic Seminars
PLC sessions in your districtSlide59
Essential Questions
How does LDC assist students in developing content knowledge through
reading
and in demonstrating understanding of the content through writing? How does LDC fit within the district’s framework for learning and how will the process support standards-based teaching and learning?
How will LDC support teacher effectiveness?
What is my role and the role of the teacher trainers in leading and sustaining LDC?
What are the next steps?Slide60
Checking in
Questions and feedback on the presentation
Have a one minute discussion with someone at your table about your greatest hopes and also your trepidations regarding LDCSlide61
Future District and School Support
Given the unique circumstances in your district or school, what types of support would you request to support you and your teachers, and to embed LDC into your framework for learning?
Consider your own leadership role, and that of the LDC consultants, teacher trainers, cohort one and two teachers.