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Literacy Design Collaborative(LDC)

Palmyra Area School DistrictSummer 2012

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

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LDC OVERVIEW

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

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To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. -Common Core State Standards

What Does It Mean To Be College and Career Ready Today?

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The LDC Approach

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Key Advances of the Common Core in ELA/Literacy

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ENGLISH LANGUAGE ARTS/LITERACY

Balance of literature and informational texts; focus on text complexity

Emphasis on argument, informative/ explanatory writing, and research

Literacy standards for history, science and technical subjects

ANCHORED IN COLLEGE AND CAREER READINESS

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The LDC Approach

Tasks

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“What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.”

City, Elmore, Fiarman and Teitel, Instructional Rounds in Education

Why Tasks?

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LDC Tasks vs. Previous Writing Prompts: ELA Tasks

Source: East Jessamine High School; Kentucky LDC

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LDC Tasks vs. Previous Writing Prompts: Science Tasks:

Source: East Jessamine High School; Kentucky LDC

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Let’s Take a closer Look

Task 2 Template (Argumentative/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. LDC Guide for Teachers, Appendix C

 Appropriate for: Social studies, science

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What Results?

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COMMON CORE

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

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Goals•Develop an understanding of the:

Common Core State Standards Design and organization of the StandardsKey advances of the StandardsSupporting documents (Appendices)

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Why do we need common standards?

• Disparate standards across states• Global competition• Today’s jobs require different skills• States are ready and able for collective

action

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Why is this important to students, parents, and teachers?

• Prepares students with the knowledge and skills they need to succeed in college and work

• Ensures consistent expectations regardless of a student’s zip code

• Provides educators, parents, and students with clear, focused guideposts

• Offers economies of scale

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Pennsylvania Information

• Adopted by State Board on July 1, 2010• Full implementation of standards by July 1,

2013

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Features of the standards

• Aligned with college and work expectations• Focused and coherent• Include rigorous content and application of

knowledge through high-order skills• Build upon strengths and lessons of current

state standards• Internationally benchmarked• Based on evidence and research

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What the standards do not define

• How teachers should teach• All that can or should be taught• The nature of advanced work beyond the core• Interventions needed for students below

grade level• Full range of support for ELL learners and

learners with special needs• Everything needed to be college and career

ready

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How to access the standards

* Go to SAS site - http://www.pdesas.org- Become a registered user- Click Clear Standards Tab- At far right click the Common Core

Tab* Palmyra Moodle

- Staff Development- Literacy (enrollment key: literacy)- Common Core Standards box

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Design and Organization

Three main sections• K−5 (cross-disciplinary)• 6−12 English Language Arts• 6−12 Literacy in History/Social Studies, Science, and Technical

SubjectsShared responsibility for students’ literacy development

Three appendicesA: Research and evidence; glossary of key termsB: Reading text exemplars; sample performance tasksC: Annotated student writing samples

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Design and organization

Four strands• Reading• Writing• Speaking and Listening• LanguageAn integrated model of literacyMedia requirements blended throughout

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Design and organization

College and Career Readiness (CCR) anchor standards• Broad expectations consistent across grades and content areas• Based on evidence about college and workforce training expectations• Range and content

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Anchor standards - reading

College and Career Readiness Anchor Standards:

•Reading

Grades 6-12 - Page 35

History/Social Studies, Science, and Technical

Subjects - Page 60

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readingComprehension (standards 1−9)•Standards for reading literature and informational texts•Strong and growing across-the-curriculum emphasis onstudents’ ability to read and comprehend informational texts•Aligned with NAEP Reading framework

Range of reading and level of text complexity(standard 10, Appendices A and B)•“Staircase” of growing text complexity across grades•High-quality literature and informational texts in a range of genres and subgenres

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writingWriting types/purposes (standards 1−3)• Writing arguments• Writing informative/explanatory texts• Writing narratives

Strong and growing across-the-curriculum emphasis on students writing arguments and informative/explanatory texts

Aligned with NAEP Writing framework

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writingProduction and distribution of writing (standards

4−6)• Developing and strengthening writing• Using technology to produce and enhance writing

Research (standards 7−9)• Engaging in research and writing about sources

Range of writing (standard 10)• Writing routinely over various time frames

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Anchor standards – speaking & listening

College and Career Readiness Anchor Standards:

•Speaking and Listening

Grades 6-12 - Page 48

History/Social Studies, Science, and Technical

Subjects - Page 48

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speaking & listeningComprehension and collaboration (standards 1−3)• Day-to-day, purposeful academic talk in one-on-one,

small-group, and large-group settings

Presentation of knowledge and ideas (standards 4−6)• Formal sharing of information and concepts,

including through the use of technology

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Anchor standard - language

College and Career Readiness Anchor Standards:

•Language

Grades 6-12 - Page 51

History/Social Studies, Science, and Technical

Subjects - Page 51

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languageConventions of standard EnglishKnowledge of language (standards 1−3)• Using standard English in formal writing and speaking• Using language effectively and recognizing language

varieties

Vocabulary (standards 4−6)• Determining word meanings and word nuances• Acquiring general academic and domain-specific words

and phrases

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Deconstructing a standard

• Writing Standard 1• Compare grade level standards• What changes do you see at each grade

level?• What do you think of the level of rigor in

the standard?

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Ela key advancesReading• Balance of literature and informational texts• Text complexity

Writing• Emphasis on argument and

informative/explanatory writing• Writing about sources

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Ela key advancesSpeaking and Listening• Inclusion of formal and informal talkLanguage• Stress on general academic and domain-specific vocabularyStandards for reading and writing in history/

social studies, science, and technical subjects• Complement rather than replace content standards

in those subjects• Responsibility of teachers in those subjects

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TASK FORMATION

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

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SAS

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

CCSS/PACCS & LDC Taskson SAS

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http://www.pdesas.org

www.pdesas.org

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EXPLORATION

“Good ideas are not adopted automatically. They must be driven into practice with courageous patience.”

-H. Richover

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LDC Expectations

•Task Sheet•Writer’s Notebook•Scoring w/ Rubric

•Common Scoring Session•Literacy Expectations