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LDC Literacy Institute

Watson, Bratton, Canty, and Muller
by

Andrea Watson

on 7 June 2013

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Transcript of LDC Literacy Institute

Salmen High School:
Key to LDC Modules Common Core State Standards Document Selection Middle East and North Africa (MENA) 4th: Refine the "Big Question" to simplify it!!! LDC and Differentiation Chunking Complex Text
Customizing Template Tasks, Rubric, and Mini-Tasks
Aligning LDC with Classroom Differentiation
Revising Shared Understanding of Rubric Vocabulary
Adjusting Revision Expectations and Processes LDC in the ELA Classroom Or, How I Learned to
Stop Worrying
and Love the Module On topic Agenda LDC in the ELA Classroom
LDC and Differentiation
LDC in the World Geography Classroom
Break
LDC in the American History Classroom
LDC and the Socratic Seminar 1st: Look at curriculum's unit description and time frame 2nd: Select the template task that will work for your unit (Info or argue) 3rd: Create "Big Question" utilizing "Student Understandings" and "Guiding Questions" 5th: Gather resources students will utilize to develop their POV 6th: Being a reflective practitioner I realized the first LDC module I did needed more organization for myself and for the students so I did some research and found a version of the "Writer's Notebook" on r-groupspace. I tweaked it and used it for this module. Tanya Canty World Geography How has the history of ethnic diversity and environmental challenges in the MENA influenced conflict and cooperation? After reading informational texts on MENA, write an editorial that argues the causes and effects of the ethnic diversity and environmental challenges. What conclusions or implications can you draw? Support your discussion with evidence from the texts. Reading Writing Speaking
and Listening Relevant
On level Challenging Appropriate length Can be:
legislation
articles
letters
photographs
cartoons
film clips
text book
etc My website
http://teacherweb.com/LA/SalmenHighSchool/MrMuller/phto1.aspx Good Resources Stanford History Education Group
http://sheg.standford.edu Library of Congress
http://www.loc.gov The National Archives
http://www.archives.gov Caroline Kennedy's
A Patriot's Handbook Establishing
The Who Designing a Module Introducing a Module Completing the Module Assessing and
Reflecting Familiarize
Accept
Analyze
Help What do I want my students to do?
How do I get them there? English III Honors
Needs:
Research skills
MLA formatting
Vocabulary decoding
Text complexity Independently analyze complex texts
Locate and evaluate valid sources
Write insightful evidence-supported arguments Mini-Tasks
Research expeditions
Vocabulary investigations
Collaborative grouping Language Establish common vocabulary
Unwrap the template task
Translate the rubric
Provide a calendar Template Task 1 After researching rhetorical strategies and sample editorials on affirmative action in America, write an essay that addresses the question of whether affirmative action policies are necessary in this country today and argues for a solution. Support your position with evidence from your research. Be sure to give competing views. Unwrapped Template Task 1 Research rhetorical strategies
Research sample editorials on affirmative action in America
Write an essay
Address the question of whether affirmative action policies are necessary in the U.S. today Argue for a solution
Support the position with evidence
Give competing views Development: Meets Expectations (3) Original: Presents appropriate and sufficient details to support and develop the focus, controlling idea or claim. Makes a relevant connection to clarify argument or claim. Translation: Uses evidence that proves the thesis statement. Logically connects thesis to other ideas Academic Vocabulary: Evidence; Thesis Statement;
Logic; Ideas Organization: Advanced (4) Original: Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Translation: Essay is deliberately organized to prove the argument and show thinking, not just to fill in a cookie-cutter outline. Academic Vocabulary: Essay; Organization; Argument Mini-tasks
Formative assessments
Content standards Mini-Tasks: Step by Step Close reading
Vocabulary decoding
Finding and evaluating valid and relevant sources
Developing a thesis statement
Writing strong topic sentences
Writing well-developed, on-topic paragraphs
Integrating and citing evidence
Proofreading and peer-editing Formative Assessments: Periodic Check-Ups Mini-tasks
Text-based Socratic seminars
Bellwork
Closing activities Content Standards:
How the Must-Do Is a Built-In Reading: Literature & Informational Text
Writing
Language
Speaking & Listening Grading
Mark specific words of rubric, for student and self
Have students complete self-reflection
Allow student revisions, with conference Goals Tips and Tools for LDC in Your Classroom
Pitfalls to Avoid
Connection Between LDC and CCSS
How LDC Can Help Students and You Grade Products Quickly, Effectively Read products once
Mark rubric accordingly
Within each rubric category, underline or highlight keywords Presents appropriate and sufficient details to support and develop the focus, controlling idea or claim. Makes a relevant connection to clarify argument or claim. Mark only one paragraph for grammar and spelling
Indicate strengths and three areas for improvement
Total grade with base score plus rubric score
Time: Approx. 3 minutes Allow revisions, with conference and cover sheet
Follow conference protocol Chunking Complex Text Customizing Template Tasks, Rubrics, and Mini-Tasks Aligning LDC with Classroom Differentiation Revising Shared Understanding
of Rubric Vocabulary Adjusting Revision
Expectations and Processes Avoid temptation to lower text complexity level
Chunk text instead to challenging but not frustrating level
In the accelerated classroom, scale text complexity accordingly Template Tasks and Rubrics: L2 and L3
Mini-Tasks are completely your choice IEP/504 Accommodations
Cooperative grouping
Classroom-level interventions Abstract terms in rubric defined by you
Translation of rubric guided by your expectations Revisions: Optional or mandatory?
Revision Conferences: In-class or out?
Conference Prep and Student Responsibility: Your choice, possibly scaled over the year Final Thoughts LDC is a resource you control
LDC can reduce stress by creating consistent expectations and routines
Full transcript