Jefferson County Literacy Design Collaborative (LDC)

Our on-going targets I can describe the components of a Literacy Design Collaborate (LDC) module. I can explain how LDC supports students’ content understanding. I can access LDC resources to guide me in the process of developing and implementing a module. I can implement literacy strategies in my classroom to support content understanding.

The LDC teaching task is thoughtfully designed to spark student interest, research, discussion and analysis. The topic is worthy of 2-4 weeks worth of instruction. Instruction is designed around the task.

LDC Framework & other Common Core Standards when appropriate TEMPLATE TASKS Argument (opinion at the elementary grades ) Informative/ Explanatory Narrative Target the 3 modes of writing in the Common Core State Standards Teacher/Student- Selected Texts Appropriate, grade-level texts that support selected content Supported by an Instructional Ladder Skills students need to complete the task Mini-tasks for building each skill

Build a Quality Instructional Ladder Preparing for the Task Reading Processes Transition to Writing Writing Processes

Note-taking strategy - Flipbook

Literacy Design Collaborative (LDC) (You will add your definition here.) Teaching Task Preparing for the Task Reading Process Transition to Writing Writing Process

Reading Process Active reading Purposeful interaction with text Identifying points of view Note-taking Using textual evidence to support arguments and explanations Summarizing, paraphrasing

Reading Process, continued Essential vocabulary Vocab development & understanding Academic integrity Avoiding plagiarism

Teaching Task Does the National Security Agency (NSA) infringe upon our rights or protect them? After reading NSA Surveillance Pros and Cons, Obama Defends Secret NSA Surveillance, Cheney Defends NSA, and other informational texts, write an article for your school publication that addresses the question and supports your position with evidence from the text(s). Be sure to acknowledge competing points of view.

SKILL: Vocabulary Development Mini-Task: Probable Passage 12

How I classified the words & phrases

SKILL: Active Reading Mini-task: Word Splash/Sort Open your baggie Spread the words out on the table in front of your group Work together to organize words/phrases in a pattern that makes sense No right or wrong answers

SKILL: Active Reading Mini-task: Word Splash/Sort Capture Thinking Go to Text Rearrange Cards Clarify misconceptions Share Thinking Pull Text Summarize

Close Reading Dr. Douglas Fisher Close Reading and the CCSS, Part 1 zUg3Y&feature=relmfu

Close Reading Dr. Douglas Fisher Close Reading and the CCSS, Part 2 vc&feature=endscreen

Find Your Color Partners Discuss the characteristics you have noticed about Close Reading—share & compare notes. B 6 Content

SKILL: Examining Text Mini-task: Close Reading Strategies What is Close Reading? Generally close reading includes: Rereading a complex text for different purposes Text dependent questions that support several reading standards Independent struggle with text Discussion of the text with peers to refine thinking Independent assessment of understanding through a writing task 19

Close Reading with Text Dependent Questions

Writing Text Dependent Questions:

What are Text-Dependent Questions? Text-dependent questions: Draw the reader back to the text to discover what it says. Have concrete and explicit answers rooted in the text. Frame inquiries in ways that do not rely on a mix of personal opinion, background information, and imaginative speculation. © 2012 The Aspen Institute

Differences in Depth: Text versus Non-Text-Dependent Questions Non-Text-Dependent Questions Text-Dependent Questions Are books without pictures or conversations useful? What kind of books does Alice find useful? How would you react if you saw a talking rabbit? How did Alice react when she saw a talking rabbit? Would Alice have followed the rabbit down the hole had she not seen it look at a watch? Why did Alice follow the rabbit down the rabbit-hole? What do you know about Lewis Carroll? What does the reader know about the rabbit?

Text Dependent Questions  Do NOT rely on…  Personal opinion  Background information  Imaginative speculation

Text Dependent Questions…  Require students to engage with text at higher levels.  Discover answers by extracting evidence from the text.  Are CCSS aligned questions (mirror CCSS aligned assessments).

Text Dependent Questions Level of Text SpecificityCCSS Anchor Standard Close Reading Skill Text Dependent Question Word/PhraseAnalyze how specific word choices shape tone (Standard 4) Why wasn’t Alice “burning with curiosity” when she initially saw the rabbit? What events led her to feeling this way? Sentence Assess how point of view shapes content (Standard 6) In the opening paragraph, Alice states “what is the use of a book…without pictures or conversation?” What does that sentence reveal about her? Paragraph Summarize key supporting details (Standard 2) Around which word or phrase does the meaning of the third paragraph pivot? Explain w/evidence.

Text Dependent Questions and CCSS Determine ideas or themes and analyze their development(Standard 2) Summarize key supporting details and ideas (Standard 2) Analyze how and why individuals, events, and ideas develop and interact (Standard 3) Analyze how specific word choices shape meaning or tone (Standard 4) Interpret technical, connotative, and figurative meanings of words and phrases (Standard 4) Analyze how two or more texts address similar themes or topics (Standard 9) Assess how point of view or purpose shapes the content and style (Standard 6) Integrate and evaluate content presented in diverse media and formats (Standard 7) Assess the validity of the reasoning (Standard 8) Assess the relevance and sufficiency of the evidence (Standard 8)

Progression of Text-dependent Questions Opinions, Arguments, Intertextual Connections InferencesAuthor’s PurposeVocab & Text StructureKey Details General Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments

A systematic approach to creating text- dependent questions for complex texts while aligning them with the demands of the CCSS. Tools for Creating Text-Dependent Questions: Text-Dependent Question Worksheet © 2012 The Aspen Institute

A systematic approach to revising Basal reader questions to align them with the demands of the CCSS. Tools for Creating Text-Dependent Questions: Basal Reader Review Worksheet © 2012 The Aspen Institute

Find Your Content Partners Practice writing text dependent questions for your content area. B 6 Content

Reading Process Close reading - Text Dependent questions Word Splash/Sort Carousel reading Annotating text Flip book (key concepts/vocabulary) Probable passage Guide to citing resources...

Reflect: Write or talk with a partner Why is this step (reading process) important? Add your own thoughts/notes to your Flip Book page for future reference.

Literacy Design Collaborative (LDC) (You will add your definition here.) Teaching Task Preparing for the Task Reading Process Transition to Writing Writing Process

Transition to Writing Engaging ways to help students transition from reading to writing often collaboratively.

Skill: Transition to Writing Mini-task: Socratic Seminar ing-the-n-word ing-the-n-word Viewing lens: Structure of Socratic Seminar

Socratic Seminar:

Socratic Seminar: Expectations We read and think about the text in advance. We refer to the text and give enough time for fellow classmates to locate text. We engage in conversation; we don’t talk at each other. We show we are listening by tracking the speaker and summarizing what a classmate said. We don’t raise our hand, but we wait for speaker to finish. We ask questions, give comments, but always give evidence to support our opinions. 38

Follow-Up Questions Tell me more about that. What about the reading made you think that ___? Using evidence, convince us that __. In what other context does that idea play out? What evidence would you give to someone who thought ___? Based on what we have read, what do you think that we will discover in the next chapter? After reading this information, how would handle a situation like ___? How is your answer different or the same from others? So, this leads to you to what conclusions? What did you discover? Adapted from 39

Socratic Seminar It’s OKAY to disagree, so long as you do so respectfully – I understand what you are saying, but I disagree because… – I respect your opinion, but I disagree because… – I hear where you are coming from, but… Most importantly, in a discussion there are no right or wrong answers. 40

Sentence Starters – So what you’re saying is… – I disagree/agree… – I’d like to raise a question… – I’m confused about… – What is your opinion of… – I think this means… – What puzzles me is… – This relates to… – Do you agree/disagree…. – Don’t you think this is similar to… – I’d like to talk with people about… 41

Socratic Seminar Does the National Security Agency (NSA) infringe upon our rights or protect them? 42

Readying for a Socratic Seminar 43 Reviewing notes Reviewing roles Setting a goal

Sentence Starters – So what you’re saying is… – I disagree/agree… – I’d like to raise a question… – I’m confused about… – What is your opinion of… – I think this means… – What puzzles me is… – This relates to… – Do you agree/disagree…. – Don’t you think this is similar to… – I’d like to talk with people about… 44

Transition to Writing Debate Socratic seminar 4 corners discussion Charting Discussion web...

Literacy Design Collaborative (LDC) (You will add your definition here.) Teaching Task Preparing for the Task Reading Process Transition to Writing Writing Process

Controlling idea Planning Development Revision Editing Completion

Writing Process Graphic organizers Outlines Peer response groups Peer editing Authentic publishing...

Time for Lunch!

Teacher Talk Based on what you know now about LDC... What would you expect to see if you walked into a classroom that was implementing LDC at what you consider a high level of impact ?

Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities Domain 5: Student Growth 51

The TPGES System Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth These provide different lenses for looking at teacher effectiveness. State Contribution: Student Growth % Local Contribution: Student Growth Goals 52

Common Language

Digging Deeper into the FfT Analyze your assigned component of the FfT. Highlight language that connects to LDC implementation. Communicate what it might look like in a LDC classroom.

First, highlight language that connects to LDC implementation.

Next, communicate what it might look like in a LDC classroom.

Find Your Letter Partners This will be your group for this activity. B 6 Content

Digging Deeper into the FfT Analyze your assigned component of the FfT. Highlight language that connects to LDC implementation. Communicate what it might look like in a LDC classroom. Decide who will share.

Let’s revisit your brainstorming. What would you expect to see if you walked into a classroom that was implementing LDC at what you consider a high level of impact ?

Work Time

What’s next? Investigate examples of LDC modules for your content area Decide on an inquiry team Try out literacy strategies in your classroom Look for a model LDC module you might try out in your classroom – This semester: implement one you find & modify or one you create this semester – Next semester: implement one you design

Relax and debrief. What can you take away from today’s work that you can use now to build content understanding through literacy?

Calendar dates Next full day January 22 Choose a Lync date February OR 3:00 to 4:00 65