Literacy Design Collaborative (LDC)

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Literacy Design Collaborative (LDC)
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What are the big changes in education you are
facing?

• Turn and Talk with a table partner
• Quickly write as many changes as you can
  brainstorm in a couple of minutes

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How can we work together to make changes to our
current practices so we can meet these new
expectations?
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Guiding Question

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

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Literacy Design Collaborative

• The Literacy Design Collaborative LDC offers a
  fresh approach to incorporating literacy into
  middle and high school content areas. Designed to
  make literacy instruction the foundation of the
  core subjects, LDC allows teachers to build
  content on top of a coherent approach to
  literacy. This is drastically different than
  past, less structured notions of adding reading
  and writing when possible to the teaching of
  content.

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Goals of LDC

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

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An LDC Classroom

• Students engaging in learning
• Students focusing on the LDC task
• Students working together
• Students reading to learn content
• Students persisting to complete tasks

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Modules or Units
Modules wrap a teaching plan around the task.
Courses
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Lets Take a Look

• Literacy Matters Video
• Video Industrial Revolution Module

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What are the LDC tools?

• A bank of reading/writing tasks
• Module templates
• Scoring rubrics
• Local and national collaboration
• Access to a community of educators with LDC
  modules aligned to course content and to CCSS

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Integrate the Standards

• Common Core State Standards
• Content Standards

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LDC and UbD Complementary Frameworks
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What are the three types of writing tasks?

• Argumentation
• 2. Informational / Explanatory
• 3. Narrative

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LDC Planning Process
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Template Tasks

• Twenty-nine Template Tasks
• Three Writing Types that align to CCSS
• Argumentative
• Informational/Explanatory
• Narrative
• Two Categories
• Research
• Essential Question

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What Task?
Teaching Task
Template Task
1. Choose a Topic 2. Choose a Template 3. Choose
Texts to Read 4. Choose Texts to Write 5. Create
the Teaching Task
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Template Task

• Sample Task 2 Argumentative/Analysis
• Insert Question After reading______ (literature
  or informational texts) write a/an _______ (essay
  or substitute) that addresses the question and
  support your position with evidence from the
  texts. Be sure to acknowledge competing views.

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Teaching Task Social Studies

• Sample Task 2 Argumentative/Analysis
• 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 essay that addresses the
  question and support your position with evidence
  from the texts. Be sure to acknowledge competing
  views.

Sample Teaching Task
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Teaching Task English
Task 2 What impact does a human beings level of
interaction with nature have on his/her
well-being? After reading Last Child in the Woods
by Richard Louv, Ralph Waldo Emersons essay,
Nature, To Build a Fire by Jack London, and other
student-selected texts on nature, write an essay
that addresses the question and support your
position with evidence from at least 4 texts. L2
Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to
illustrate and clarify your position.
Sample Teaching Task
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ELALDC Task vs. Traditional Writing Prompt
Source East Jessamine High School Kentucky LDC
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Career/Technical TaskLDC Task vs. Traditional
Writing Prompt
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ScienceLDC Task vs. Traditional Writing Prompt
Source East Jessamine High School, Kentucky LDC
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LDC Planning Process
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What Skills?
1. Preparing for the Task 2. Reading Process 3.
Transition to Writing 4. Writing Process
Learning Progression
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LDC Planning Process
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What Instruction?
      PACING         SKILL AND DEFINITION   MINI-TASK   MINI-TASK     INSTRUCTIONAL STRATEGIES
      PACING         SKILL AND DEFINITION   PRODUCT AND PROMPT     SCORING     INSTRUCTIONAL STRATEGIES
  SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK   SKILLS CLUSTER 1 PREPARING FOR THE TASK
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LDC Planning Process
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What Results?

• Rubric
• Student Work Samples
• Classroom Assessment Task

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LDC Participants Share
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All students will graduate from high school
college and career ready.
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• Evidence-Based Selected Response (EBSR)
• Technology-Enhanced Constructed Response (TECR)
• Range of Prose Constructed Responses (PCR)

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ESEA Flexibility Plan
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Arkansass Teacher Excellence and Support
System (TESS)

• Planning and Preparation
• The Classroom Environment
• Professional Responsibilities
• Instruction

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Questions