Welcome Teams!

Today’s Agenda 

Welcome & IntroductionsThe LDC FrameworkBreakMaking Cross-District ConnectionsAn LDC Task ExperienceA Beginning Conversation About AssessmentIntroduction to Module CreatorLunchCreating Your First Module (Participant Work Session, Part I)Can This Task Be Saved?Creating Your First Module (Participant Work Session, Part II)School Team Meeting and Wrap UpNext Steps

ParticipantBinderDay 1

Materials• Computers • Curriculum materials used for planning instruction• The 1.0 Guidebook to LDC• Participant Binder• Headset• Flashdrive• Sticky Notes or Index Cards• Highlighters• Access to : Module Creator and IU13 LDC Portal

IU 13 LDC Webinar 4

LDC: What it is!A “co-op” or community of teachers and partners using the LDC tools and sharing them in our region, state and all over the country to help students be more college and career ready.

www.literacydesigncollaborative.org

What’s Your Role?

Content area teacher

Special Education teacher

Reading teacher

Instructional coach

ESL teacher

Other…

IU 13 LDC Webinar 6

LDC AT-A-GLANCE

DAY 1 Build Argumentative Module

• Implement your module with students in Oct-Nov

• Save ALL student papers

Day 2 Score Your Papers & Jury Your Module

• Begin thinking about 2nd module

• Make refinements to module 1

Day 3 Build Your Second Module & Submit all student papers

• Implement your 2nd module with students Jan-May

• Score/Submit ALL student papers 5/15

• Jury your module

School Teams Meet= 24 hours

total/year

IU Support online or at your school

Prepare for Showcase and 13-14 Launch

Plan

REGIONAL SHOWCASE In your binder: Cohort 2

Calendar/Project Implementation plan

IU 13 LDC Webinar 7

Same course or content from

different districts

Different courses or

content

Create OR Clone

CCSS Standards Are A Blueprint

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 nonprint 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 & Career Ready Today?

PA Common Core: , http://www.pdesas.org/Standard/CommonCore

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!

Historically… A Typical Approach Might Be

READWRITE

PLEASE?PLEASE

!

READING & WRITING ACROSS THE CURRICULUM

HISTORICAL TIMELINE

Is There A Different Choice?

So teachers don’t have to “move from CCSS blueprint to action”

alone.

The Literacy Design     Collaborative …

A humble beginning with a               “scrappy” team of practitioners

   

The LDC FrameworkCommon standards, local choices!

Courses

Modules

Tasks

• New courses• Existing courses

• Task• Skills• Instruction• Results

• Prompt• Rubric• Scoring exemplars

The tasks students engage are at the center!

Courses • New courses• Existing courses

LDC 10

Tools In The Form Of Templates CCSS-based reading & writing tasks driven by your content

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

LDC Raises The Rigor Of Assignments

After researching the articles 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.

Explain what humans are doing to negatively impact the environment, using examples we discussed in class.LD

C W

riting

Task

sPrevious W

riting “Assignm

ents”

Source: East Jessamine High School; Kentucky LDC

A Simple Frame…LDC

44-4566-112

The British Industrial Revolution and other sample modules can be found at the Literacy Design Collaborative website.www.literacydesigncollaborative.org

IU 13 LDC Webinar 20

www.modulecreator.com

Where Can We Go?Grade 9 Unit 1 Unit 2 Unit 3 Unit 4

English Task 2 Task 11

U.S. History Task 2 Task 11

Math

Science Task 2 Task 17

PE/Health Task 17

World Language

Task 1

Elective Task 12

Elective

Now think of replacing grades 6-12 with 14 semesters like that!

National Paideia Center : Middle Grades Science Course SkeletonBIG IDEAS CCS/STATE

STANDARDSRELATED IDEAS ESSENTIAL Qs

(Seminar Qs)READINGS MODULES

Q1NATURE OF SCIENCE UNIT

Focus on Common Core Literacy Standards +State ScienceStandards.

ChangeData ProgressScienceScientific Tools

What is the nature of science?How do scientists think?

FrankensteinThe Beaufort Wind Scale

Task 12B-Essay(Definition)Task 8-Essay(Problem-Solution)

Q2HUMAN BODY UNIT

GenderGrowth &DevelopmentBody SystemsInterdependence

What makes us human?How do the systems in the body relate?

HippocratesGalenHarveyLewis Thomas

Task 13-Essay(Description)Task 9-Essay(Cause & Effect)

Q3HEREDITY andGENETICS UNITSCIENTIFIC ETHICS UNIT

FamilyTransferenceTraitGenetic EngineeringEthics

Who are you?Just because we can do something, should we?

“Heredity” (poem)MendelWatson & Crick“ The Birthmark”Island of Dr. Moreau

Task 12-Essay(Definition)Task 5-Essay(Argumentative/ Evaluation)

Q4EVOLUTION UNIT

Time Deep TimeChangeSpeciesIndividual

What is a species?What is the origin of a species?Can an individual evolve?

Darwin“How Flowers Changed the World” (Loren Eiseley)

Task 19-Essay(Synthesis)Research Paper as culmination of course

LDC 60-62

“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?

LDC Tasks On SAS http://www.pdesas.org

www.pdesas.org

RSS FEEDSHORT VIDEO

72 TASKS

More samples in your binder p. 8-11

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

3

Hardwired CCR Anchor Standards

# CCR Anchor Standards for Writing (Argumentation)

1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

10 Write routinely over extended time frames 9time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

LDC 24

Hardwired CCR Anchor Standards# CCR Anchor Standards for Reading (Argumentation)

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.

3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text

8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10 Read and comprehend complex literary and informational texts independently and proficiently.

LDC 24

West Ed Task Validation Study

LDC Template Task Collection

Argumentation Informational or Explanatory Narrative

Definition N/A ELA, social studies, science N/A

Description N/A ELA, social studies, science ELA, social studies

Procedural-Sequential N/A social studies, science ELA, social studies

Synthesis N/A ELA, social studies, science N/A

Analysis ELA, social studies, science ELA, social studies, science N/A

Comparison ELA, social studies, science ELA, social studies, science N/A

Evaluation ELA, social studies, science N/A N/A

Problem/Solution social studies, science N/A N/A

Cause/Effect social studies, science science, social studies N/A

LDC  21-22

4-7

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BreakBreak

Cross-District Mingle

31

ELA Science

Social Studies/History

Other Groupings

Make content connections!Meet as many people as you can in 10 minutes. Record their contact info on p. 2 of your binder.

FRONT OF THE ROOM

2

Give It A TryShould teachers be expected to master technology tools and infuse them into their instruction as a primary strategy to engage 21st century learners? After reading selected informational texts, write an essay 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.

12

Read and ask, “what is the task asking me to do?” Underline key words or phrases. Access the selected text from the internet:

“Rigor Redefined” – by Tony Wagnerhttp://www.ascd.org/publications/educational-leadership/oct08/vool66/num02/Rigor-Redefined.aspx “Do Different Things”- Alex Couroshttp://georgecouros.ca/blog/archives/2244 “4 Arguments Against Technology”http://blogs.hbr.org/now-new-next/2009/04/4-arguments-against-technology.html “Pros And Cons Technology In the Classroom”http://www.ehow.com/about_5384898_pros-cons-technology-classroom.html “Technology in Schools: Weighing the Pros and Cons”http://www.huffingtonpost.com/2010/10/22/technology-in-schools-wei_n_772674.html

Discuss your position and evidence with a peer.Write your introductory paragraph.

12

Unpack Your Experience

• What processes or strategies worked for you? What were your challenges?

• What do students need to know and be able to do to complete the task successfully?

• What instruction will teachers need to provide to ensure students can complete this task successfully?

13

14

Scoring Levels Possible scores of 1 to 4

Descriptors for each whole number score

Option of using 1.5, 2.5, or 3.5 when, based on professional judgment, work is in between two descriptors

Expectation of professional dialogue to move toward consensus on key expectations

Participant Work Session I

You’ll Need…

• Module Creator• Computer• Curriculum materials used for planning

instruction• Sample Modules

• Use exact wording of the template task• Determine if you will use L2 and L3• Keep the exact CCR Anchor Standards listed in the

blank module because the alignment is already completed. Consider additional standards.

• Add appropriate state content standards • Provide source information for the standards you

use.• Use the exact rubric listed in the blank module

LDC Task Requirements

• 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 type (argumentation, information/explanation or narrative)

• Utilizes reading texts that use and develop academic understanding and vocabulary

A Great LDC Teaching Task

• Literature: novels, stories, poems, plays, anthologies• Primary Source documents: seminal documents,

charters, photos, telegrams, newspapers, journals, etc.

• Informational texts: textbooks, newspaper articles, journal articles, primary source documents

• Opinion pieces: editorials, speeches, essays on an issue

• Reference works: encyclopedias, almanacs, manuals, how-to books

Choosing Texts

Three Part System:Quantitative Measure: gets you to the band and somewhere within itQualitative Scale: places text inside the band, helps teacher understand elements of complexityProfessional Judgment of Reader and Task: puts all considerations together

• 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 script.

Choosing Writing Products

44

ResourcesGeneral Sources• Internet Public Librarywww.ipl.org• Google Scholarhttp://scholar.google.com• Open Educational Resource (OER)http://www.oercommons.org/• Twurdy (Google organized according to reading level)http://www.twurdy.com/

45

ResourcesEnglish• American Rhetorichttp://www.americanrhetoric.com/

Science• Science.govhttp://www.science.gov/browse/w_133.htm• Scirushttp://www.scirus.com/

Generalhttp://repository.epsilennyt.com http://www.procon.org/

46

ResourcesHistory• American Experiencehttp://www.pbs.org/wgbh/americanexperience/• American Memory Projecthttp://memory.loc.gov/ammem/index.html• Smithsonian’s History Explorerhttp://historyexplorer.americanhistory.si.edu/• Library of Congress (THOMAS)http://thomas.loc.gov/• Civil War Newspaper Indexhttp://www.memorialhall.mass.edu/collection/news_index/index.jp• CIA World Factbookhttps://www.cia.gov/library/publications/the-world-factbook/• Eyewitness to Historyhttp://www.eyewitnesstohistory.com/

Standards Aligned System

48

Finished with your task?

Ask Kelly, Barb or another teacher for

feedback

• Scan the LDC “Good To Go” Scoring Guide• Turn and talk about what makes a good task.• Review the sample tasks • Decide what, if anything, could be improved

with the task.

Can This Task Be Saved?15

Task 11: After researching Romeo and Juliet and Westside Story, write a report that defines “star-crossed lovers.” Support your discussion with evidence from your research. If you had friends who were in love and whose families disapproved, what advice would you give them?

10th Grade English

Task 12: What is the most important challenge you have met? After reading several personal challenge essays on the Internet, write an essay that defines your challenge and explains how you met it. Support your discussion with evidence from your research.

6th Grade Language Arts

Task 3: After researching your textbook chapters on human anatomy, write an article for students your age that compares two major body systems and argues which one is the most exciting. Be sure to support your position with evidence from the texts.

8th Grade Life Sciences

Task 21: What will it take to raise voter participation? After reading "Where Have All the Voters Gone?” and “Many will mark this election by not voting,” write a legislative proposal that addresses the question and analyzes the best legal changes to increase participation, providing examples to clarify your analysis. What conclusions or implications can you draw?

A.P. U.S. Government

Participant Work Session II

Polish Your TasksIndividually, use the “Good to Go” scoring guide to polish your task. ORIn pairs, swap your tasks and provide feedback using the “Good to Go” scoring guide.

Reflect on the ProcessHow did the analysis of examples, use of scoring guide and peer review impact your thinking and task?

Are You “Good To Go”?15

LDC & The Common Core

LDC provides a structure for teaching towards the Common Core while encouraging local choice and flexibility.

LDC provides Argumentative, Informational/Explanatory and Narrative task templates and rubrics aligned to the Common Core. LDC helps teachers develop relevant and rigorous text dependent questions,

which require student analysis and synthesis of subject area content. LDC requires the use of complex texts including seminal documents, print and

digital resources.

LDC improves student research and writing skills within each discipline.

Upcoming Events

• 10/11/12 – Implementing Your LDC Module: Getting Started in Your Classroom

• 10/25/12 – Implementing Your LDC Module: Writing Tips and Techniques

 

IU 13 LDC Webinar 57

IU 13 LDC Webinar 58

Contact Us!Barbara Smith- LDC Site LeadEmail: barbaraa_smith@iu13.org Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: kelly_galbraith@iu13.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Marisa Stoner-LDC Program AssistantEmail: marisa_stoner@iu13.org Phone: (717) 606-1939

Tweet: @LDCIU13

IU 13 LDC Webinar 59

English

Teaching Task 21: What is Freedom? After reading Anthem by Ayn Rand and excerpts by the Transcendental writers Henry David Thoreau and Ralph Waldo Emerson, write an essay that addresses the question and analyzes the meaning of the word “Freedom” from the authors’ perspectives, providing examples to clarify your analysis. What conclusion or implications can you draw? A bibliography is required. (L2): In your discussion, address the credibility and origin of sources in view of your research topic. (L3): Identify any gaps or unanswered questions.

Task Template 2  —  [3 Levels] Argumentation & Analysis L1: Will technology be the salvation or downfall of humankind? After reading "There Will Come Soft Rains" and the accompanying texts, write an essay 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.

Task Template 2  —  [3 Levels] Argumentation & Analysis L1: Is it worth sacrificing freedom in the name of security? After reading Animal Farm and informational texts write an essay 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.

IU 13 LDC Webinar 60

ScienceTeaching Task 12: How does the structure of a cell membrane allow a cell to perform both active and passive transport? After reading informational texts, write an essay that defines and describes the fluid mosaic model and explains how molecules are transported through a cell membrane using various methods of active and passive transport. Support your discussion with evidence from the text(s). (L2): What conclusions or implications can you draw?

Task Template 2  —  [3 Levels] Argumentation & Analysis L1: Should the United States continue to use nuclear power and increase its uses as an energy source as we move through the 21st century? After reading the online texts listed below write an argumentative essay 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.

IU 13 LDC Webinar 61

Technical SubjectsTASK TEMPLATE 13  —  [1 LEVEL] INFORMATIONAL & DESCRIPTIONL1: After researching news and scientific articles on Bovine Trichomoniasis, write an informational pamphlet for ranchers that describes what it is, how to recognize it and how to prevent it from affecting herds of cattle. Support your discussion with evidence from your research.

TASK TEMPLATE 14  —  [1 LEVEL] INFORMATIONAL & DESCRIPTIONL1: What are the components of a nutritious diet for teenagers of different genders and activity levels? After reading a variety of resources, write an essay that describes the appropriate diet for a variety of teenagers and addresses the question. Support your discussion with evidence from the text(s).

TASK TEMPLATE 4  —  [1 LEVEL] ARGUMENTATION & COMPARISONL1: Who has committed a tort in the case of "Murder at ABC Company"? After reading Ch. 4 and 5 in the Business Law textbook, suspect profiles, testimonies, evidence reports, and similar opening statements from case studies, write an opening statement in a civil case that compares all of the evidence and argues the guilt of a defendant for a tort in the case. Be sure to support your position with evidence from the texts.

IU 13 LDC Webinar 62

World LanguageTask Template 2  —  [3 Levels] Argumentation & Analysis L1: Should Puerto Rico become the 51st state of the United States of America or become its own independent country? After reading a variety of informational and persuasive texts write a letter to the President of the United States in Spanish 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.

Task Template 26  —  [3 Levels] Narrative & Description L1: After researching various informational texts on Spain, write a formal letter home to your family that describes your experiences as a student studying abroad in either Barcelona or Madrid. L2: Use stylistic devices (e.g. imagery, tone, humor, suspense) to develop a narrative. L3: Use techniques to convey multiple storylines. 

IU 13 LDC Webinar 63

Social StudiesTask Template 14  —  [1 Level] Informational & Description L1: During the Progressive Movement, how do the actions of the Progressives change the societal problems of the United States? After reading informational texts write an essay that describes at least three of the societal changes brought about by the Progressive Movement and addresses the question. Support your discussion with evidence from the text(s).

Task Template 18  —  [3 Levels] Informational & Synthesis L1: After researching primary sources, news/journal articles and current research on globalization, write an informational essay that explains the impact globalization has had on world culture. What conclusion or implications can you draw? Cite at least 5 sources, pointing out key elements from each source. A bibliography is required. L2: In your discussion, address the credibility and origin of sources in view of your research topic. L3: Identify any gaps or unanswered questions.

IU 13 LDC Webinar 64

InterdisciplinaryTask Template 2  —  [3 Levels] Argumentation & Analysis L1: Did “government” effectively utilize available scientific knowledge to better living conditions for the working class during the latter part of the Industrial Revolution? After reading provided texts, photographs and political cartoons write create a report 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.Extension: contribute to group Weebly (website)

Task Template 27  —  [3 Levels] Narrative & Description L1: What challenges does an individual face who is attempting to reach the summit of Mt. Everest? After reading literature, about Mt. Everest, write a fictional narrative from the perspective of teenager who is attempting to be the youngest person to reach the summit of Mt. Everest. L2: Use stylistic devices (e.g. imagery, tone, humor, suspense) to develop a narrative effect in your work. L3: Use techniques to convey multiple storylines.