1. An Introduction to the Literacy Design Collaborative A Framework to move from Common Core to classrooms

2. The Literacy Design Collaborative An expanding set of classroom, district, state and service providers with the will to meet the challenge of expecting high levels of secondary literacy, head-on.

3. Our LDC Project  Remote Coaching Framework  Selected districts – 1. School District of the City of Erie 2. The Center for Inspired Teaching – DC  Participating teachers, teacher leaders and school leaders from those districts

4. Outcomes After this workshop, you should be ready to:  Describe the ways in which LDC is a strategy for achieving the Common Core State Standards and equipping all students to be successful in education and work beyond high school  Explain each LDC element and its function within the LDC framework and in relation to the other LDC elements  Explain how the LDC work draws on the expertise and collaboration of participating educators

5. Why Literary Design Collaborative? 2. Assessment 3. Instruction 1. Standards In the past…

6. which all too often ends up looking like this: 2. Assessment 3. Instruction 1. Standards

7. The Literary Design Collaborative Approach (LDC) Common Core Standards Aligned, Distributed Instruction Formative & Summative Assessments Tasks

8.  Leads with the task  Hard-wired to the Common Core State Standards: 1. Rigor and relevance 2. 21 st century skills 3. Role of technology The Literacy Design Collaborative

9. Hmmm… what’s this? [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

10. Let’s try one… Activity 1.1 How, if at all, does a teacher’s infusion of current technology tools into their classroom practice impact their ability to effectively engage 21 st century learners? After viewing a video and reading selected informational texts, write an essay that addresses the question and support your position with evidence from the text(s). 10

11. What do you need to do?  View the video – 21 st Century Learners http://www.youtube.com/watch?v=_A-ZVCjfWf8 http://www.youtube.com/watch?v=_A-ZVCjfWf8  Read selected texts 1. Rigor Redefined – Tony Wagner  Access information from the internet  Discuss and decide  Write claim statement and supporting evidence

12. What did you decide... How, if at all, does a teacher’s infusion of current technology tools into their classroom practice impact their ability to effectively engage 21 st century learners? Whole group sharing out

13. The LDC Framework Common standards, local choices! Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars Pages 10-11

14. Tasks The tasks students engage are at the center! Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars

15. 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 based on the common core literacy standards. Page 15

16. Template Tasks ‘The real accountability system is in the tasks that students are asked to do.’ Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore

17. 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. Page 18

18. Argumentation/Analysis Template Task 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.

19. Argumentation/Analysis Template Task  After researching academic articles and selected informational text on censorship, write an editorial that argues your position on the use of filters by schools. 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.  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.

20. Informational/Definition Template Task After researching _____ (informational texts) on _____ (content), write ________(report or substitute) that defines ____ (term or concept) and explains _____ (content). Support your discussion with evidence from your research. L2 What ____________ (conclusions or implications) can you draw?

21. Informational/Definition Template Task  After researching articles and political documents on government lobbyists, write a report that defines “advocacy” and explains the lobbyist as a form of an advocate and his/her role in our political system. Support your discussion with evidence from your research. L2 What implications can you draw?  After researching scientific articles and selected informational texts on magnetism, write a report that defines “magnetism” and explains its role in the planetary system. Support your discussion with evidence from your research.

22. Template Task Rubrics LDC template tasks use shared rubrics (scoring guides) to decide whether student work meets expectations. One scoring guide works for all argumentation tasks, another for all informational and explanatory tasks, and a third for the narrative tasks. 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

23. Connections Across Grade & Content Areas After researching ______ (informational texts) on ______ (content), write ______ (essay or substitute) that argues your position on ______ (content). Support your position with evidence from your research. ALIGNMENT across grades DISTRIBUTION across content areas

24. LDC Template Task Collection … The first collection with more to come! 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/Solutionsocial studies, scienceN/A Cause/Effectsocial studies, sciencescience, social studiesN/A Page 19

25. Modules Modules wrap a teaching plan around the task. Courses Modules Tasks New courses Existing courses Task Skills Instruction Results Prompt Rubric Scoring exemplars

26. Modules Support a system for literacy instruction. Module templates support teachers in developing instruction to use over about 2-4 weeks. They help teachers design instruction – their choice – focused on guiding students to complete a single literacy task linked to content.

27. LDC Module Template

28. Economic Systems Module Unpacking a LDC Module

29. Your Turn! Use Activity 1.2 Deconstructing Modules in your notebook to:  Look through the LDC example module  Make notes on your observations, immediate questions, what you want to learn more about  Find a partner to discuss your notes  Be ready to share out

30. But We Need to Move … From blueprint to action!

31. LDC Offers a Different Choice! So teachers don’t have to ‘move from blueprint to action’ alone.

32. Common Core State Standards (CCSS) Providing the Undergirding for the LDC Framework

33. Common Core State Standards Are a blueprint.

34. corestandards.org, July 29, 2011 * Common Core State Standards Now Shared by Most States

35. Common Core State Standards Initiative State-led effort Coordinated by the National Governors Association for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) 35

36. Common Core Standards Development  Collaboratively developed with: Teachers School Administrators Educational Experts  To provide consistency in the education of our children  To be college and career-ready 36

37. Common Core State Standards  Do Not Provide… A complete scope and sequence. A course outline. All the essential skills and knowledge students could have.  Do… Outline the most essential skills and knowledge every student needs to master to be college and career-ready. Distribute responsibility for students’ literacy development. 37

38. Introduction of CCSS document Jigsaw of pages 3-7 # 1…page 3 #2 …page 4 # 3…page 5 # 4…page 6 # 5…page 7 Read and mark 3 important facts or themes on your section. Be ready to report out! 38

39. Analyzing the Architecture and Structures of the Common Core State Standards 39

40. 4 Strands Reading Literature Informational Foundations Writing Listening and Speaking Language 40

41. 6 Structural Components 41

42. Reading: Literature and Informational Text 42

43. Anchor Standards for Reading  Circle the strand  Draw a box around the anchor standards  Draw a bracket around the note  Draw a line under the organizing elements  Read the anchor standards and note on range and content of student reading 43

44. Turn and Talk  What are you thinking?  What have you noticed?  What benefits do you see? 44

45. Analyzing the Architecture and Structures of the Common Core State Standards 45

46. 4 Strands Reading Literature Informational Foundations Writing Listening and Speaking Language 46

47. 6 Structural Components 47

48. Reading: Literature and Informational Text 48

49. Anchor Standards for Reading  Circle the strand  Draw a box around the anchor standards  Draw a bracket around the note  Draw a line under the organizing elements  Read the anchor standards and note on range and content of student reading 49

50. At a Glance… 50

51. Writing 51

52. Analyzing Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1 st - Ask and answer questions about key details in a text. 2 nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Change in Expectations Ask and answer questions about key details in a text. (no prompting) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 52

53. Grade and St andard 2 nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3 rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4 th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5 th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Change in Expectation Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 53

54. Grade and St andard 5 th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6 th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7 th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8 th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Change in Expectation Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 54

55. Grade and St andard 8 th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9 th and 10 th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11 th and 12 th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Change in Expectation Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 55

56. Your Turn…  Use the blank for in Section 3 of your notebook  Work with a partner to determine and record what the change in demand, if any, there is between each two successive grade levels

57. Analyzing Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence.. Grade and St andard  K - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).  1 st Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Change in Expectation Write the piece Supply a reason and providing some sense of closure. 57

58. Turn and Talk  What are you thinking?  What has surprised you?  What wonderings do you have?  What aspects of the document do you feel are most beneficial? 58

59. Common Core State Standards Are a blueprint.

60. They Define Literacy 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.” www.corestandards.org

61. They Create New 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 it is not taught in a systematic way.

62. And They Offer Great Opportunity “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 Phi Delta Kappan, February 2010

63. Literacy Design Collaborative Designing Tasks

64. The LDC Framework Student tasks are the first step of LDC.

65. Outcomes After this section of the workshop, you will be able to:  Use the LDC template task fill-in-the-blank “shells”  Understand the LDC teaching task design requirements and process  Develop a teaching tasks to write a module around  Articulate what makes a quality teaching task and what does not  Leave with a completed teaching task for your first module

66. Two Reminders about Template Tasks An LDC template task is a fill-in-the-blank assignment or assessment that involves writing in response to reading. To turn a template task into a teaching task, teachers first fill in the texts to be read, writing to be produced and content to be addressed.

67. Template Tasks Teachers use the template tasks to design their own teaching, starting by selecting:  Content standards to address (for example, state science, history, or English standards for the class they are teaching)  Texts students will read (or which issues students will research)  The issue students will address in their writing Page 26

68. 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.

69. Template Tasks 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 Pages 27-30

70. LDC Template Task Collection The first collection with more to come! ArgumentationInformational or Explanatory Narrative 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/Solutio n social studies, scienceN/A Cause/Effectsocial studies, science N/A Page 19

71. Constructing Your Own: Texts to Teach  Literature: novels, stories, poems, plays,  Informational texts: Newspaper articles, journal articles, primary source documents  Opinion pieces: editorials, speeches, essays on an issue  Reference works: encyclopedias, almanacs, manuals, how-to books Page 18

72. Constructing Your Own: Student Products  For an essay, you might substitute a review, article, editorial, speech, or proposal  For a report, you might substitute an article, lab report, or a manual  For a narrative, you might substitute an article, account, biography, story or play script

73. Your Turn! Use Activity 2.1 Using a Template Task:  Select a topic or theme you would like to teach  Individually, try to fill in the Template Task 2 in your notebook to make a strong assignment on that subject.  With a partner, share your drafts and talk through what’s easy and what’s challenging. See if you can make your first tries b etter together.

74. Basic Task Design Process Page 31

75. Check Out: What Task? More than just a prompt! TEMPLATE TASK (TYPE, NUMBER AND LEVEL): TEACHING TASK: READING TEXTS: BACKGROUND TO SHARE WITH STUDENTS: EXTENSION (OPTIONAL): TEACHING TASK STANDARDS SOURCE: NUMBERCONTENT STANDARDS CONTENT STANDARDS FROM STATE OR DISTRICT

76. LDC Task Requirements

77. LDC Task Flexibility

78. A Great LDC Teaching Task  Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue.  Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative).  Selects reading texts that use and develop academic understanding and vocabulary. Page 39

79. A Great LDC Teaching Task  Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts.  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.

80. Your Turn! Use Activity 2.2: Thinking about the LDC Design Process and Specifications:  Review the design process graphic. This lays out the fluid process/thinking that goes into designing a task. Jot down your questions/notes.  Take a look at the specifications – the absolute requirements – for a full completed teaching task. Jot down your questions/notes.  Next, take a look at the “high quality” characteristics your teaching task should reflect. Jot down your questions/notes.  With a partner, discuss your questions and feel free to add new ones to your notes  Expect to get some questions answered right away, and more answered throughout the day

81. Your Turn! Using Activity 2.3 Designing a Teaching Task:  Step 1. Create the Task o Start work on creating a task you can teach during a course (using your state/district standards, curriculum map and texts you brought) o Refer to the LDC task requirements and design process in Activity 2.2 for guidance o Flag your facilitator as you develop questions  Step 2. Check the Task o Individually, spend 5-10 minutes writing an opening paragraph that addresses the demand. o Now share your opening with your colleagues o If you found it difficult to address the task, use the experience to discuss what might need to be adjusted to help students succeed and revise. Revise as necessary. o If you found that the demand can be addressed by students, go to Step 3.  Step 3. Complete the Task o If you found the prompt works, complete the rest of your Task 2 Template including adding a background that sets the stage for the prompt and the optional extension, if you choose to do one. o Double check with the LDC task requirements and design process o Once you are finished, add your prompt to the poster and post for sharing. Take a look at what your peers have created.

82. Writing a task worthy of a module  Use the same building process to develop the task you will be writing your module around.  If you are going to use the task you already designed, be sure to check it against each of the design points to make sure it will work.

83. LDC Rubrics Here’s just part of the Argumentation Rubric. Check out the Template Task Collection 1 for all of it!

84. An Introduction to LDC Modules Adding Instruction to the Teaching Task

85. LDC Modules Support a system for literacy instruction. Module templates support teachers in developing instruction to use over about 2-4 weeks. They help teachers design instruction – their choice – focused on guiding students in completing a single literacy task linked to content.

86. The Big Picture

87. Module Section 1: What Task? Template tasks are the beginning point for the LDC strategy. An LDC template task is a fill-in-the-blank shell assignment or assessment based on the common core literacy standards. What tasks set clear, measurable goals for learning?

88. Module Section 2: What Skills? What skills do students need to succeed on the teaching task? Practitioners identify, define, and cluster the skills students need to complete the task

89. What Skills?: An Example Skills Cluster Skills Cluster 2: Reading Process 1. Reading “habits of mind” Ability to select appropriate texts and understand necessary reading strategies need for the tank. 2. Essential Vocabulary Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. 3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase. 4. OrganizingAbility to prioritize and narrow supporting information. Practitioners identify, define, and cluster the skills students need to complete the task

90. What Skills?: Requirements An LDC skills list requires:  Specific skills: The essential skills students need to succeed on the task  Definition of skills: The skills are defined as the “the ability to … ” so that the meaning of each skill a student must either have or acquire is clear  Skill clusters: A way of clustering the skills in an order that makes sense for teaching

91. What Skills?: Flexibility The LDC Skills List is a prototype. You can:  Add skills,  Subtract skills,  Revise skills, or  Create a whole new list of literacy skills based on your task, content and students.

92. Module Section 3: What Instruction? How will students be taught to succeed on the teaching task?  Teachers establish the instructional plan – and instructional ladder – to teach students the skills necessary to succeed on the task  Students are taught each skill through a “mini-task”  Mini-tasks connect across the 2-4 weeks to lead students to completing the task

93. What Instruction?: An Example How will students be taught to succeed on the teaching task? Skills Cluster 2: Reading Process Skill: Essential Vocabulary: Ability to apply strategies to develop understanding of a text by locating words/phrases that identify key concepts and facts Prompt: In your notebook, identify key words or phrases as you read and define them denotatively and connotatively in context of the passage you are reading. Add terms we identified as the “language of the discipline.” Product: List of related vocabulary and definitions Scoring Guide:  Key vocabulary words are selected that contribute to the understanding of the content/issue  Definitions are accurate and appropriate to the content  Teachers establish the instructional plan to teach students the skills necessary to succeed on the task  Plan includes skill, mini-task, scoring guide, instructional strategies, and pacing

94. What Instruction?: Flexibility The LDC mini-task steps – an instructional ladder – is a prototype. You can:  Add mini-tasks,  Subtract mini-tasks,  Revise mini-tasks, or  Create a whole new set of literacy mini-tasks – or instructional ladder – based on your task, content, and students. And the same goes for the instructional strategies and pacing – it is up to you!

95. What Instruction?: Requirements The elements are required. Each instructional ladder must :  Address the development of an identified and defined Skill(s) in the skills list and have them clustered for teaching.  Have the mini-task: Prompt, Student Product and a Scoring Guide (or an occasional decision to discuss the results with students without separate scoring).  Be connected to Instructional Strategies to equip students for the mini-task.  Have example Pacing

96. Module Section 4: What Results? How good is good enough?  Teachers share sample student work  Student work assessed using common rubric

97. Sharing Modules Modules are designed for teachers to share:  With teachers in other schools, districts, and states  Everywhere common core standards are being used LDC is developing systems for:  Jurying work submitted by participating teachers to identify great modules  Sharing those great modules electronically across the country