Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org Literacy Design Collaborative: Tools for the Common Core Mary Lynn Huie, Literacy Trainer, LDC Georgia Department of Education Mark Weese, Effingham County Schools Deb Winans, Effingham County Schools
25
Embed
Literacy Design Collaborative: Tools for the Common Core
Literacy Design Collaborative: Tools for the Common Core. Mary Lynn Huie, Literacy Trainer, LDC Georgia Department of Education Mark Weese, Effingham County Schools Deb Winans , Effingham County Schools. Key Questions. How does LDC work? How can LDC training help teachers? - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Literacy Design Collaborative: Tools for the Common Core
Mary Lynn Huie, Literacy Trainer, LDCGeorgia Department of Education
Mark Weese, Effingham County SchoolsDeb Winans, Effingham County Schools
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Key Questions
• How does LDC work?
• How can LDC training help teachers?
• How can implementation of LDC help students?
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
The Big CCSS Shifts
• Building content knowledge through reading rich nonfiction
• Reading, writing, and speaking grounded in evidence from the text, both literary and informational.
• Regular practice with complex text and its academic language.
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
What is LDC?
• LDC tools embed Common Core Literacy Standards into content-area lessons so that students meet the Literacy Standards while also meeting content demands at high levels of performance.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
LDC in Georgia
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• 2010-11: Forsyth County receives a grant to train a cohort of teachers to use LDC
• 2011-12: Forsyth trains all teachers of science, social studies, and technical subjects to use LDC.
• 2012-13: Forsyth posts exemplar modules for all content-area teachers to use as models.
Forsyth County
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• 2011-12: Georgia receives a grant to support LDC training– Effingham County, Gwinnett County, Houston
County, Lowndes County, and Ware County participate.
– 39 teachers, 6 system leaders, 3 RESA consultants participate.
– Exemplar modules posted on new Literacy/LDC pages at georgiastandards.org.
Georgia Cohort I
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• 2012-13: Georgia receives a new grant to extend LDC training—
• 13 Training sites• 250 Science and SS Teachers• 41 Literacy Coaches• 47 System Observers• 41 RESA Consultants• 53 School Districts
• More modules posted as they are completed and field-tested.
Georgia Cohort II
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• In 2013-14, most RESA sites begin to offer training.
• In December 2012, the first CTAE cohort trains. This cohort includes at least one teacher from each Career Cluster.
Next Steps
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
How does LDC work?• Teaching Tasks• Skills Analysis• Instruction
• Results
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Templates for the Teaching Tasks
Teachers fill in the template to create a teaching task—a major student assignment to be completed over two weeks.
The content can be science, history, language arts, or another subject.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
How It WorksAn Example: Template 1
Task 1 Template (Argumentation/Analysis L1, L2, L3): 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.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Social Studies Teaching Task(Argumentation/Analysis)
After researching ___________ on _________, write an _______ that argues your position on ____________________. 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.
Supreme Court arguments
editorial
the use of filters by schools
censorship
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Template 25 (Informational/Cause Effect)
• Template 25: [Essential Question] After reading [literature or informational texts] on [content], write a [report or substitute] that examines the causes of [content] and explains the effect(s) of [content]. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
A Middle School Social Studies Task
• What is the effect of oppression on the people in a country? After reading informational texts and memoirs on apartheid in South Africa, write an essay that examines the causes of apartheid and explains the effect(s) of apartheid on the people of South Africa. What conclusions or implications can you draw? Support your discussion with evidence from the text(s).
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
GeorgiaHistorical Understandings
• A.SS7H1:The student will analyze continuity and change in Africa leading to the 21st century.
• A.SS7H1.a: Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries.
• A.SS7H1.b: Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.
• A.SS7H1.c: Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• Template 4: [Essential Question] After reading [literature or informational texts], write an [essay or substitute] that compares [content] and argues [content]. Be sure to support your position with evidence from the text(s).
Template 4 (Argumentation/Comparison)
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• Which type of evidence is more trustworthy, DNA evidence or eyewitness testimony? After reading informational texts, write a lawyer’s closing arguments to a jury that compares DNA evidence and eyewitness testimony and argues which the jury should privilege. Be sure to support your position with evidence from the text(s).
A High School Science Task
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• Biology DNA Forensics• SB2. Students will analyze how biological traits are passed on to
successive generations.• f. Examine the use of DNA technology in forensics, medicine, and
agriculture.• SCSh6. Students will communicate scientific investigations and
information clearly.• b. Write clear, coherent accounts of current scientific issues,
including possible alternative interpretations of the data.
GeorgiaScience Standards
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Skills, Instruction, and Results
• LDC tools include lists of skills students need to complete the Teaching Task.
• LDC tools suggest mini-lessons for each skill that teachers may adopt or adapt.
• Mini-lessons can be used as formative assessments, opportunities for incremental/constructive feedback.
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
Module Creator
• Module Creator includes a search page for relevant articles to supplement instruction.
• Module Creator allows teachers to collaborate on instruction.
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
What do Teachers Gain from LDC Training?
• Teachers use their expertise to design modules over content they decide is best for literacy units.
• Teachers learn how to engage students in the reading and writing process.
• Teachers take ownership of the literacy standards.
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
What do Students Gain?
• Students—– Learn to read and evaluate claims critically,– Learn to support arguments with evidence,– Gain confidence as readers and writers,– Engage in disciplinary thinking, and– Learn content while developing college-and-career
skills.
04/21/23
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org
• Literacy Matters video
• Mark Weese, Effingham County Schools
• Deb Winans, Effingham County Schools
LDC in the Classroom
Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org