The Literacy Design Collaborative A Framework to move from Common Core to classrooms

CCSS Standards are a blueprint.

CCSS = clear goals “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.”

CCSS = literacy taught in content areas “While the English language arts classroom has often been seen as the proper site for literacy instruction, this document acknowledges that the responsibility for teaching such skills must also extend to other content areas.”

CCSS = a new challenge Unlike math, secondary literacy is not a discipline.. It is “homeless” in that it belongs to everyone and no one.

CCSS = rich possibilities! “With the Common Core of Standards, many things now become possible. Because states will be working from the same core, we can create broad-based sharing of what works but, at the same time, provide local flexibility to decide how best to teach the core.” – Vicki Phillips & Carina Wong (PDK, February 2010)

Now We Need to Move … From blueprint… …to action!

Is there a different choice? So teachers don’t have to “move from CCSS blueprint to action” alone.

9 LDC Framework Common standards, local choices! Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars

A simple frame…

Tools in the form of templates for CCSS-based reading and writing assignments Task 2 Template (Argumentation/Analysis L1, L2, L3): [Insert question]. After reading _____ (literature or informational texts), write an _________(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. An Example

Practitioner knowledge and skill …. An Example: Step 1: What Task? 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. academic articles editorial the use of filters by schools censorship

Science Teaching Task (Argumentation/Analysis) After researching __________________ on____________________, write a ________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. technical and academic articles the use of pesticides in agriculture speech its use in managing crop production

Using the templates improves assignment quality… After researching the article on invasive species, write an essay that defines invasive species and explains how these organisms impact an ecosystem, economy, and people. Support your discussion with evidence from your research. Informational Explain what humans are doing to negatively impact the environment, using examples we discussed in class. LDC Writing Tasks Previous Writing “Assignments” Source: East Jessamine High School; Kentucky LDC 15

Practitioners as co-designers…       ★ ★ ★ ★ ★ ★ LDC Field Test Districts  LDC State/Large District Initiatives          Emerging LDC Partner Networks and Individuals ★

Partners with expertise and networks… ASCD/PASCD Aspen Institute Battelle Center for Inspired Teaching CRESST ConnectEd Intermediate Unit 13/Lancaster-Lebanon, PA Jobs for the Future Measured Progress MetaMetrics National Paideia Center National Writing Project New Tech Network New Visions for Public Schools Research for Action SCALE: Stanford Center for Assessment. Learning and Equity Southern Regional Education Board WestED

Words from the field:  “As a result of LDC, I have seen enormous growth in my students’ learning. They are more confident approaching reading and writing assignments…Some of my students have even had better attendance because they say they don’t want to miss anything… LDC has brought a welcome change to my professional growth and to my students’ learning” -Kathy Thiebes, Centennial High School, Gresham, OR

For further information and to view videos of LDC in action: