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The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms
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The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Jan 18, 2016

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Brice Miles
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Page 1: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

The Literacy Design Collaborative

A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms

Page 2: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

TX CCR = Clear Goals

“The Texas College and Career Readiness State Standards provide a consistent, clear understanding of what students are expected to learn...

The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.”

http://www.corestandards.org

Page 3: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

CCR = literacy taught 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.”

Page 4: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

CCR, STAAR, EOC’s = a new challenge

Unlike math, secondary literacy is not a discipline.

. It is “homeless” in that it belongs to everyone

and no one.

Page 5: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Now We Need to Move …

From blueprint… …to action!

Page 6: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Where are We Starting From?

If students are not proficient when they enter a course, what is the chance that teachers will “stop, drop and teach them to read and write?” Reading Writing

English

U.S./World History

Math

Science

PE/Health

Spanish

Elective (Fine Arts)

Elective (CTE)

Page 7: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Too Often, the Common Answer is …

Grade 9 Reading Writing

English Low Medium-High

U.S. History Low Low

Math Low Low

Science Low Low

PE/Health Low Low

World Language Low Low

Elective Low Low

Elective (Reading) High Low

Page 8: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Historically… a typical approach might be

READ WRITE

PLEA

SE

? PLEA

SE!

READING & WRITING ACROSS THE CURRICULUM

HISTORICAL TIMELINE

Page 9: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

LDC Offers a Different Choice!

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

Page 10: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

What is The Literacy Design Collaborative?

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Page 11: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

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Goals of LDC

To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts

To align assignments to the College and Career Readiness Standards within the TEKS and to promote collaboration among teachers and students

To help teachers personalize learning so that every student can master the CCRS and TEKS

To develop students who are independent learners and ensure that all students can be college and career ready

Page 12: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

What does LDC look like?

An example from New York City

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http://medialockers.mediasilo.com/121292342832212110

username:crwviewerpassword:2crwviewer95

Page 13: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Guiding Questions for Video:

How is this classroom different from those you have seen?

How is reading and writing used as a tool to learn social studies in this classroom?

What is the teacher’s role in this classroom? What is the student’s role in the classroom? What has the teacher done to support/ensure

student success?

Activity 1 in Participant Packet.

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Page 14: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

How is LDC Different?

Common Instructional Practices

LDC Practices

Scanning for facts—who, what when, where

Reading and writing for deeper understandings

Accepting that students cannot read and write

Supporting reading and writing skills with appropriate instructional tools

Covering material Embracing the concept that less is more

Assuming students don’t know anything

Using prior knowledge to build new knowledge and understandings

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Page 15: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

What are the LDC tools?

The bank of 29 reading/writing tasks The module template

Tasks Skills Instruction Results

Scoring rubrics Local and national collaboration Access to a community of educators with

LDC modules aligned to course content and to CCSS

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Page 16: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

A simple frame…

Page 17: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

What are the three typesof writing tasks?

1. Argumentation (Persuasive)

2. Informational/explanatory3. Narrative

17LDC Framework 10-17-11

Page 18: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

LDC Writing Task vs. Traditional Writing Prompt

As you view the next slides, jot down the differences between the LDC writing tasks and the traditional writing prompts.

Which one is more rigorous? Which one is more engaging?

See Activity 2 in the Participant Packet.

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Page 19: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Task Prompt 11: After researching speeches which use persuasive techniques, write a report that defines persuasion and explains its impact on an audience. Support your discussion with evidence from your readings..

Using the notes in your journal, write an essay in which you explain the techniques writers use to persuade their audience.

LDC

Wri

tin

g T

ask

Pre

vio

us W

riting

“A

ssign

men

ts”ELALDC Task vs. Traditional Writing Prompt

Page 20: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Career/Technical TaskLDC Task vs. Traditional Writing Prompt

After researching selected sources on green technological advances in the automotive industry, write an analysis report that relates how these changes have affected the environment. Support your discussion with evidence from your research. Informational

Write a report on how automotive technology has changed.

LDC

Wri

tin

g T

ask

Trad

itional W

riting

Pro

mp

t

Page 21: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

ScienceLDC Task vs. Traditional Writing Prompt

After researching the article 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. Informational

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

LDC

Wri

tin

g T

ask

Traditio

nal W

riting

Pro

mpt

Page 22: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

After researching primary and secondary sources on problems facing the United States in the 21st century, write a speech that identifies what you believe to be the biggest problem facing American society today and argues for a solution. L2 Be sure to examine competing views. L3 Give examples from past and current events or issues to illustrate and clarify your position. Informational

Write a speech that discusses a problem facing America today. What are the possible solutions to this problem?

LDC

Wri

ting T

ask

s

Pre

vio

us W

riting

“A

ssignm

ents”

Social StudiesLDC Task vs. Traditional Writing Prompt

Page 23: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Tools in the form of templates for standards-based reading and writing

assignments

Task 2 Template (Argumentation/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.

An Example

Page 24: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Practitioner knowledge and skill….

An Example: Step 1: What Task?

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.

Page 25: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

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.

academic articles

editorialthe use of filters by schools

censorship

Page 26: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

ELA Teaching Task(Informational Explanatory)

How do poets breathe life into their words? After reading The Road Not Taken, Mother to Son, My Grandmother Would Rock Quietly and Hum and 2 examples of poetry analysis, write an essay that defines poetic devices and explains their effect on the author’s purpose and meaning in one of the three poems. Support your discussion with evidence from the text(s). L2 What implications can you draw?

Page 27: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Tasks

All LDC tasks require students to: Read, analyze, and comprehend texts as specified by the

TEKS

Write products as specified by the TEKS/CCRS (focusing on argumentation, informational/explanatory, and narrative)

Apply CCRS literacy requirements 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 28: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

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Developing Essential Questions

What is an essential question?

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Key Traits of Essential Question...

Focus on the big picture Is open ended Usually begins with the interrogatives what, how,

or why Poses a student learning objective as an inquiry Invites the student to search for an answer

through critical thinking Should be important five years from now

Page 30: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

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Standard: Biology 9-12

3. Explain the cellular basis of life3.1 Describe traits which distinguish living from nonliving things3.2 Identify the cell as the basic unit of structure and function3.3 Recognize that cells originate from other cells of like kind 3.4 Define biological terms used in identifying general cell

functions3.5 Compare/contrast structure & function3.6 Identify common cell organelles and describe the function

of each

What makes a cell a cell? Where do cells come from?What do cells do?Why are cells important?

Page 31: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Let’s give it a try.

Design a Task using Task 2 or 12 Template that covers 2-4 weeks of material that you will teach in the first quarter.

Pay special attention to the essential question, the reading assignments and the writing assignments.

Be prepared to present your completed work to the group.

See Activity 3 in the Participant Packet.

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Page 32: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Practitioners as co-designers…

★★

★★

• LDC Field Test Districts LDC State/Large District Initiatives

z

z

z

z

z

z

zz

Emerging LDC Partner Networks and Individuals

Page 33: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

Partners with expertise and networks…ASCD

Aspen InstituteBattelle

Center for Inspired TeachingCRESST

ConnectEd Intermediate Unit 13/Lancaster-Lebanon, PA

Jobs for the FutureMeasured Progress

MetaMetricsNational Paideia CenterNational Writing Project

New Tech NetworkNew Visions for Public Schools

Research for ActionSCALE: Stanford Center for Assessment. Learning and Equity

Southern Regional Education Board WestED

Page 34: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

The Literacy Design Collaborative …

A humble beginning with a “scrappy” team of practitioners

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Imagine the Possibilities!

Page 36: The Literacy Design Collaborative A Framework to Move to Higher Level Thinking in Reading and Writing in All Texas Classrooms.

THANK YOU!

For further info:[email protected] [email protected] [email protected]

www. mygroupgenius.orgor the up-coming site:

www.literacydesigncollaborative.org