Literacy Design Collaborative Session One, One Day
Training
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WELCOME TO THE COLORADOS LITERACY DESIGN COLLABORATIVE Session
One, One Day Training
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Essential Question 1 How does implementing LDC support ALL
teachers in teaching and students in learning the reading and
writing skills called for in the Common Core State Standards for
Literacy?
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Essential Question 2 How does LDC help students develop content
knowledge through reading and demonstrate understanding of the
content through writing ?
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Review Agenda What are you looking forward to the most as you
learn about LDC? What questions do you have? What do you hope to
gain from this training?
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Norms Start and end on time Chimes signal the need for
attention Raise hands to signal engagement Laptops down for
input/discussion Laptops up for Module Creator Take care of needs
without disruption Collaborate across teams and districts Be
present physically and mentally Use the parking lot to post
questions Presume positive intention
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How much do you know about LDC? Raise your hand if youve never
heard of LDC Raise your hand if you know a little bit about LDC
Raise your hand if you know a lot about LDC
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Jigsaw Teaching to the Common Core by Design, NOT Accident
Pages 8-11 in LDC Guidebook Colorado Integration Project Brochure
8
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Instructions Divide into groups of 5 Assign one person in the
group to become an 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 Brochure pp. 8-11, The
1.0 Guidebook
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After Reading Teach each other about what you read As a group,
create a visual representation of the ideas gleaned from the
reading Post your visual on the wall when you are done
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Share and Explain Visuals
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LDC Vocabulary
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Task After researching the article, CEI brochure, and Guidebook
pages, write an essay that explains the purpose and goals of the
Colorado Integration Project and Literacy Design Collaborative.
What conclusions or implications can you draw? L2 Cite at least
three sources, pointing out key elements from each source. L3
Identify any gaps or unanswered questions.
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CCSS and Literacy
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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.
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Instructional Shifts Rigor and relevance Shared responsibility
Content-rich nonfiction and informational text Complex text and
academic vocabulary 3 modes of academic writing
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LDC Supports the Shifts in the Common Core Literacy skills are
critical in the lives of students; therefore, they must be
intentionally and frequently taught in all grades K-12 LDC is
intended to assist secondary teachers in ALL disciplines to deliver
quality literacy instruction in all classrooms LDC considers
teachers as partners and co-designers in transforming LDC templates
into quality teaching tasks and modules
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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 is not taught in
a systematic way.
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Reading and Writing Grade 9 Grade 9ReadingWriting
EnglishLowLow-Medium U.S. HistoryLow MathLow ScienceLow
PE/HealthLow World LanguageLow ElectiveLow Elective
(Reading)HighLow
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Video Overview of LDC
http://www.literacydesigncollaborative.org/about/videos/
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Types of Writing Chalk Talk What types of writing do
professionals in the following fields do? o Education o Business o
Health Sciences o Social Sciences (Communications, Psychology,
Anthropology, etc.)
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CCSS Appendix Types of writing Read about the Types of Writing
from the CCSS Appendix A o As you read, record thoughts that answer
the question, What are the types of writing? o After you read,
record thoughts that answer the question, So what does this have to
do with me? o Turn and talk with your neighbor about your answers.
Together, answer the question Now what do we do about it?
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Coding Now, go back to the Chalk Talk and CODE whether the
writing done under each field is: A- Argumentative N- Narrative I-
Informative What trends do you see? What does this mean for
teachers of all contents?
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LDC Represents a Shift in Thinking In pairs, discuss what you
believe are the key changes that need to take place in classrooms
and schools to increase literacy levels for secondary
students.
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Video Overview of LDC
http://www.literacydesigncollaborative.org/about/videos/
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The Module Process An instructional system that is: Hard-wired
to the Common Core State Standards Minimalist as an approach its a
lean model with powerful software Interested in local choice and
teacher decision making
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Modules The LDC Module supports teachers in developing
instruction to use over 2-4 weeks Modules help teachers design
instruction their choice focused on guiding students to complete a
single literacy task linked to content
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LDC Module System
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The Literary Design Collaborative Approach (LDC) Common Core
Standards Aligned, Distributed Instruction Formative &
Summative Assessments Tasks
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LDC AND EDUCATOR EFFECTIVENESS Identifying the links between
the teacher quality standards, rubric ratings of teacher
performance, and LDC practices
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Colorado Teacher Quality 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)
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The Proficient Teacher Teacher provides literacy instruction
that enhances: Critical thinking and reasoning Information literacy
Collaboration Self-direction Innovation Teacher focuses lessons on
the reading of complex texts
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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 materials
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TEMPLATE TASKS & TEACHING TASKS Selecting One &
Designing the Other
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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 Module Is referred to as a
Teaching Task when filled in
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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)
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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.
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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.
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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 Researching
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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/Synthesis
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Argumentation Teaching Task Science Example 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.
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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 Versailles 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
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Colorado Example Taken from the History Standard 8 th Grade
Evidence Outcome Analyze ideas that are critical to the
understanding of American history and give examples of the ideas
involved in major events and movements. Topics
includerepresentative democracy..
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Colorado Example Continued Uses an Inquiry Question from the
same GLE How have the basic values and principles of American
democracy changed over time and in what ways have they been
preserved?
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Colorado Example Teaching Task How did the basic values and
principles of American Democracy change from the end of the
Revolution to the end of Reconstruction? After reading the
identified informational texts write an essay that addresses the
question and support your position with evidence from the texts. L2
Be sure to acknowledge competing views. L3 Give examples from past
or current events or issues to illustrate and clarify your
position. Template Task 2 Argumentation/Analysis
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A Great LDC Teaching Task 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. Addresses content essential to the
discipline, inviting students to engage deeply in thinking and
literacy practices around a connected intellectual issue.
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A Great LDC Teaching Task Selects reading texts that are
sufficiently complex, that use and develop academic understanding
and vocabulary Makes effective use of the template tasks writing
mode (argumentation, information/explanation, or narrative) Designs
a writing prompt that requires sustained writing and effective use
of ideas and evidence from the reading texts
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LDC Task Development pg. 31
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Thinking about Template Tasks Go to pages 17-18 in your
Guidebook Read the information on Template Tasks Identify two
things you noticed about template tasks that you want to remember
when you start writing your Teaching Task Share with a partner
NOTE: A Teaching Task is a filled-in Template Task
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How to Select a Task Refer to your curriculum map and/or other
documents outlining your plan of study for the first three months
Refer to the CAS for that content, focusing on the appropriate
Grade Level Expectations and Inquiry Questions You may also find
the Concept Maps for your content and grade level very useful
Identify a topic or essential question that is important enough to
involve two to four weeks of study Read pp. 25 - 26 of the
guidebook for examples of teaching tasks templates Read page 1 of
the Template Task Collection
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Think about the Type of Writing ArgumentationInformational or
ExplanatoryNarrative DefinitionN/AELA, social studies, scienceN/A
DescriptionN/AELA, social studies, scienceELA, social studies
Procedural- Sequential N/Asocial studies, scienceELA, social
studies SynthesisN/AELA, social studies, scienceN/A Analysis ELA,
social studies, science N/A Comparison ELA, social studies, science
N/A Evaluation ELA, social studies, science N/A Problem/Solution
social studies, science N/A Cause/Effect social studies, science
science, social studiesN/A
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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
complete
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Your Turn Design a Task Alone or in pairs. Take a look at the
template task collection. Pick a favorite argumentation or
information template. (Recommend limiting yourself to Templates 1,
2, 11, and 12). Think back to the Types of Writing and what it is
you want students to do Compare? Explain? Analyze? Support a claim
or position? Define? Demonstrate knowledge? Look at your state
content standards. Grade Level Evidence Outcomes, Concepts/skills
maps, and Inquiry questions can be used in templates to create
strong, aligned tasks. Design a teaching task you think is worthy
of 2-4 weeks of quality instruction.
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Task Sharing and Review Pair and Share your teaching tasks
Using the Task section of the LDC Task/Module Review Form as a
guide, discuss and suggest revisions for the teaching tasks
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Return to Your Teaching Task Revise your own teaching task Once
finished, use the sheet form provided to write down your teaching
task information (just the information you designed for the blanks)
Turn in your teaching task form for review before you leave for
lunch
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Turn in Your Teaching Task
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Morning Wrap-Up I used to think. Now I think.
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Good Afternoon Review agenda and goals Feedback from the
morning
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Pair and Share Find someone new from another school and share
the one aha! from this morning
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RECONNECTING WITH YOUR TEACHING TASK Your teaching task is the
critical foundation for the module. The quality of the work that
you inspire from students will be the result of a well crafted
teaching task.
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A Great LDC Teaching Task Selects reading texts that are
sufficiently complex and that use and develop academic
understanding and vocabulary Makes effective use of the template
tasks writing mode (argumentation, information/explanation, or
narrative) Designs a writing prompt that requires sustained writing
and effective use of ideas and evidence from the reading texts
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Reviewing the Teaching Tasks Review the feedback and revise as
needed. Ask for assistance if needed.
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Literacy Design Collaborative a fresh approach to incorporating
literacy into middle and high school content areas
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3 Academic Modes of Writing by Lee Kappes Read the Module
Overview (for teachers) Read Background to Share with Students What
standards are being addressed? How have they been refined for the
grade-level. What skills do students need in order to understand
the task and acquire the necessary information? How do they focus
on the grade level? What was the pacing/duration of the
instruction? What is an example of an instructional strategy used
for task engagement?
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Beginning with the End in Mind LDC has developed rubrics for
scoring student writing products These rubrics can be helpful in
determining the specific skills that you want to focus on during
the module
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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 improvements
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Rubrics Revisit your writing from the task from this morning
Use the Informational Rubric to score your work holistically Talk
with your neighbor about your scores What implications do common
rubrics have on instruction?
With a partner, pair read page 45 of guidebook and skim page
46
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Moving from 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.
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What Instruction?
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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
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Module Creator How it Works Transferring work to MC Guide
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Writing the Module Highlights Title Overview for teachers
Background for students Add authors Add teaching task Choose text
Skills Mini-tasks & pacing
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Module Development Use pages 45-50 as a reference to build the
skills and instructional strategies
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Guiding Questions Will these skills and mini-tasks enable
students to understand the task and acquire the necessary
information? Transition to Writing Will the skills and mini-tasks
enable students to produce the product? Is the writing product
called for in the mini-tasks the one that is described in the
Teaching Task? Student Results Check to make certain the narrative
in student background still makes sense.
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Rubric and Mini-Tasks Refer back to the scoring rubric as you
think about your skills selection and mini-tasks. Will students be
able to do whats called for in the rubric in their final
product?
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What Results?
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Student work produced in response to the teaching task is the
greatest evidence of student learning.
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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 Participate in On-line modules PLC
sessions in your district
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Participant Expectations Following this training, each
participant is expected to: Complete the development of your
module, including tailoring of the mini-tasks Implement your module
Collect and bring to Session II three clean (no grading marks or
identifying information) copies of 3 examples of student work from
your module
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Pause for Reflection Please complete the Reflection and
Feedback sheet before you leave today.