1. From Standards to Literacy Design Collaborative Modules

2. The mission of the Lincoln Intermediate Unit 12 is to provide quality education and service through leadership, expertise, and innovation. Our Mission

3. Driving ELA/Literacy Design Students read and comprehend a range of sufficiently complex texts independently Students write effectively when using and/or analyzing sources. Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Written Expression Conventions & Knowledge of Language Reading Literature Reading Informational Text Vocabulary Interpretation and Use Students are on-track or ready for college and careers

4. CCSS Anchor Standards

8. CCSS Reading Standards for ELA & History/Social Studies Literacy English Language Arts Standards: Reading Informational Texts (Grades 7) English Language Arts Standards: History/Social Studies RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RH.7.1 Cite several pieces of textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. What are the similarities in language Reading Information to Reading in History/Social Studies?

9. PA CCS English Language Arts Standards: Reading Informational Texts PA Common Core Standards: For Reading in History and Social Studies PA Common Core Standards: For Reading in Science and the Technical Subjects Key Idea and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complex Texts With a highlighters note similarities in language from left and right column p. 4, #2 Cite several pieces of textual evidence….

10.  The standards for grades 6-12 include standards for ELA and separate but closely related literacy standards for History, Social Studies, Science, & the Technical Subjects.

11.  This dual set of standards reflects the primary role ELA teachers have in developing students’ literacy skills while acknowledging that teachers in other disciplines play a critical role in developing student literacy. Think: scholars of science, scholars of social sciences, scholars of history….

12.  History, Social Studies, Science & the Technical Subjects teachers are encouraged to review the Model Content Framework collaboratively with English Language Arts teachers to coordinate literacy instruction, especially in the key

13. Common Core Performance Assessments Literacy Design Collaborative Tasks http://www.literacydesigncollaborative.org/ “We can’t solve problems by using the same kind of thinking we used when we created them.” ~Albert Einstein

14. Literacy Design Collaborative Preparing students to be college and career ready by infusing the content area curriculum with literacy skills Literacy framework that connects secondary English Language Arts Common Core standards with social studies and science classrooms

15. Template Task 1  Task 1 Template (L1, L2, L3): After researching ______(informational texts) on _________(content), write an __________ (essay or substitute) that argues your position, pro or con, 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, clarify, and support your position.  Task type: Argumentation/Analysis

16. Template Tasks  All LDC 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 content (ELA, social studies, and/or science)  The tasks are designed to ensure that students receive literacy and content instruction in rigorous academic reading and writing tasks that prepare them for success in college by the end of their high school career.

17. Template Tasks  Teachers use the template tasks to design their own teaching, selecting:  Content standards to address (for example, state or district science, history, or ELA standards for the class they are teaching)  Texts students will read or research  Issue(s) or topic(s) students will address in their writing  Product they want students to accomplish

18. Template Tasks  The “plug and play” flexibility allows the level of difficulty to be adjusted in multiple ways:  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

19. ELA – Cornerstone Task After researching______(informational texts) on _________(content), write an __________ (essay or substitute) that argues your position, pro or con, 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, clarify, and support your position.  Task type: Argumentation/Analysis

20. ELA teaching task: Would you recommend A Wrinkle in Time to a middle school reader? After reading this science fiction novel, write a review that addresses the question and support your position with evidence from the text. Social studies teaching task: How did the political views of the signers of the Constitution impact the American political system? After reading Founding Brothers: The Revolutionary Generation, write a report that addresses the question and support your position with evidence from the text. Science teaching task: Does genetic testing have the potential to significantly impact how we treat disease? After reading scientific sources, write a report 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.

21. Thank you LDC!

22. From LDC # Corresponds to CCSS Writing Standard

23. Also from LDC

24. From CCSS to PA Core Standards

25. LDC & CCSS LDC aligns with the Common Core State Standards. The LDC framework’s innovative literacy instruction is a way for teachers to put “legs” on the CCSS. The CCSS are “hardwired” into the template tasks to ensure students are given an assignment with clear expectations for reading and writing and are taught the literacy skills necessary to complete the assignment. “The new standards provide a platform for innovation, a structure that can support creative strategies for teaching core content in math and literacy.” Vicki Phillips, Carina Wong, Phi Delta Kappan, February 2010

26. Driving ELA/Literacy Design Students read and comprehend a range of sufficiently complex texts independently Students write effectively when using and/or analyzing sources. Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Written Expression Conventions & Knowledge of Language Reading Literature Reading Informational Text Vocabulary Interpretation and Use Students are on-track or ready for college and careers

27. PARCC Model Framework

28. Five to nine short texts from across the curriculum: Selections would include short texts from across the curriculum of sufficient complexity for close reading (with emphasis in one module on reading myths/fables) that would allow students to draw evidence from the texts and present their analyses in writing as well as through speaking. Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction, and drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks, and free verse (CCSS, p 31). Informational texts include biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information displayed in graphs, charts, or maps; and digital sources on a range of topics written for a broad audience (CCSS, p. 31).

29. One extended text: This should be an extended, full-length work of literature (such as a novel or a play) or longer informational text, depending on the focus of the module.

30. Grades 3-5: 65% analytical (30 % opinions & 35% explain/inform) 35% narrative w/ mix of on- demand and review-and- revision writing assignments. Grade 6-8 : 70% analytical (35% argument & 35% explain/inform) 30% narrative w/ mix of on- demand and review-and- revision writing assignments. Grade 9-10 & 11-12 80% analytical (40% argument & 40% explain/inform) 20% narrative w/ mix of on- demand and review-and- revision writing assignments.

31. Research Project Each module includes the opportunity for students to compose one extended project that uses research to address a significant topic, problem, or issue. This task should entail integrating knowledge about a topic drawn from one or more texts from the module, taking brief notes on sources, and sorting evidence into provided categories. Students can present their findings in a variety of modes in both informal and more formal contexts.

32. In each module, students are expected to take a close look at the texts they encounter through the lenses of the following skills rooted in the standards. In each module, students are expected to recognize words and read with fluency through the lenses of the following skills rooted in the standards.

35. Anatomy of a LDC Module http://www.literacydesigncollaborative.org/intro/

36. What Task? What task sets clear measureable goals for learning? Wait, what are our goals?

37. What Task? -SS Background: Every society operates with a mixed economic system combing the influences of market and command models in order to form a functioning economy and government. Individual countries have unique combinations of market and command influences depending on how they prioritize different economic goals.

38. What Task? Prompt: What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts write an essay that addresses the questions and supports your position with evidence from the texts. Be sure to acknowledge competing views.

39. What Task ? - ELA LTTG: Comprehend and read complex texts across ranges and types of disciplines. BI: Effective readers use appropriate strategies to construct meaning. EQs: How do readers create meaning from text? What is this text really about? How do readers know what to believe? How does what readers read influence how they should read it? How does a reader’s purpose influence how text should be read? Did you notice that these task work with any text? Just be sure to match text complexity to readers. What about including writing tasks????

40. What Task? What task sets clear measureable goals for learning? http://www.literacydesigncollaborative.org/wp- content/uploads/2012/02/LDCTemplateTasks.pdf

41. What Skills?  Skills Cluster 1: Preparing for the Task  Skills Cluster 2: Reading Process  Skills Cluster 3: Transition to Writing Bridging conversation - Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. Task and rubric analysis - Ability to understand and explain the task’s prompt and rubric. Pre-reading - Ability to select appropriate texts and understand reading strategies needed for the task. Active reading - Ability to understand reading strategies needed for the task and develop an understanding of a text by locating words and phrases that identify key concepts, facts, or information. Note-taking - Ability to read purposefully and select relevant information, and to summarize and/or paraphrase. Organizing notes - Ability to prioritize and focus notes and other information. Bridging conversation - Ability to transition from the reading or researching phase to the writing phase.

42. North Carolina Public Schools Unpacking the Anchors http://www.ncpublicschools.org/acre/standards/common-core-tools/#unela

43. What Instruction? How will teachers teach students to succeed on the teaching task? Pre-test with short multiple choice and written response to gain insight of basic understanding of content and general writing ability. Mini-task – quick write of 1 st reaction to task Mini-task briefly explain what task is asking

44. What Instruction? Mini-task: What strategies do you use… Mini-task: Use annotation techniques and other reading strategies Mini-task: Summarize the articles and respond to focus questions How do I break down the mini-tasks into sub-skills?

45. Instruction of Sub Skills  Quick write response  Brief explanation  Short response  Translate rubric  Reading strategies  Annotation  Summarize  Organize notes  outline

46. Look at Examples of Modules  http://www.literacydesigncollaborative.org/modu les/ http://www.literacydesigncollaborative.org/modu les/  http://www.pdesas.org type LDC in the search tool http://www.pdesas.org

47. What Results?  An opening paragraph with a claim. Market and command economies are the two economic systems that exist in the world today. While market economies are based on individual work and command economies are based on government involvement, no country has a pure market or command system. The ideal economy is an equal combination of command and market systems- a democratic socialist economy- because it emphasizes the best aspects of both systems: freedom and security.

48. What Results?  A paragraph that develops a claim by addressing counter-argument and citing details While some say that having the government regulate major services such as health care and transportation drives taxes too high, David Kestenbaum of NPR news interviewed Danish citizens whose view of their democratic socialist system proves otherwise: “Income tax is high…”

49. Explore Student Samples  From IU 13  5 paragraph essay with citations and reference

50. How good is good enough?  Look at the rubrics and write a rough draft sketch/answer to your task.

51. Let’s Try One Types of Tasks Argument Informational Narrative Paideia

52. Filling in the Template  Teaching task =  Big Ideas/Values =  Teaching Tasks =  Author = you  Extension =  Skills = Ability to identify and master terms essential to understanding a text.