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LITERACY DESIGN COLLABORATIVE: APPLICATIONS IN THE SCIENCE CLASSROOM
Shelia D. Banks: Jefferson Parish School Support Specialist
CCSS=Literacy taught in content areas
Literacy Teachers
Technical
subjects
Social Studie
s
Science
“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.”
http://www.corestandards.org
In addition to ELA Teachers:
The Relationship to CCSS
LDC is a FRAMEWORK for implementing CCSS in the classroom
Science, Social Studies, and Technical teachers have not necessarily been trained to teach and assess literacy
LDC is a way to seamlessly implement the Literacy standards into these classrooms without losing content
A Blueprint for Instruction
The Freedom!
Teachers choose the content, the skills, the instruction, and the product
Teachers choose the length of the module (usually 1.5-2 weeks)
Teachers choose when to implement (beginning of year, middle, etc.)
LDC is designed to give teachers the freedom to
choose how skills are taught and what content is
embedded
The Modules
Teachers create modules-analogous to unit plans
Focus is on literacy skills related to content
Skills vary depending on grade level, content, and product required
Teacher decides how to teach those skills (called “mini-tasks”)
How are LDC lessons Structured?
3 Main Categories for Modules
Informative
Argumentative
Narrative
The Module
The module is the complete plan consisting of: The task The skills The instruction The results
Tell Me More How do those parts work together?
What Task?
LDC contains a collection of Template Tasks
These are fill in the blank prompts
Words should not be added or deleted from the template-only fill in the blanks
Think about what kind of product you want Essay? Lab report? Editorial? Abstract?
Think about what text(s) the students will read
Template TasksHow do I choose a template?
What Task?The texts embedded into the task are
essential.
Qualities of a Good Text
• Rigorous and contains complex vocabulary
• Related to the content taught• Necessary to write the product
(essay or other)Task 2 Template (Argumentation/Analysis L1, L2, L3):[Insert question]. After reading _____ (literature or informationaltexts), write an _________(essay or substitute) that addresses thequestion and support your position with evidence from the text(s).L2 Be sure to acknowledge competing views. L3 Give examplesfrom past or current events or issues to illustrate and clarify yourposition.
What Task?The essential question or research topic is
critical.
Qualities of a Good Essential Question• Intriguing and motivating• Guides the student through the
module• Can only be answered by reading
the text(s)• Is interesting to the students• Opens the door to design and inquiry• Is purposeful and meaningful
Examples of Tasks with Essential Questions
• Does Eiseley’s explanation of how evolution in nature affects us make scientific sense? After reading “How Flowers Changed the World” by Loren Eiseley on evolution, write an essay that argues the causes of natural beauty and explains the effects on the human psyche from the author’s point of view and address the question.
• Should cryobiology techniques be used to preserve living matter for future use? After reading texts on cryobiology, write an article that addresses the question and support your position with evidence from the texts.
• What combination of market and command systems do you believe creates an ideal mixed economy? After reading informational and opinion texts, write an essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
• When should the United States become involved in foreign wars? After reading informational and argumentative texts on foreign wars, write a letter to the President that addresses the question and support your position with evidence from the texts.
After researching forces on the structure and function of bridges by reading informational texts, using technology as a resource , developing a hypothesis, and conducting an experiment examining live load forces on bridge stability , write a laboratory report that explains your procedures and results and confirms or rejects your hypothesis.
After researching essays and articles on existentialism, write a report that defines existentialism and explains its impact on Franz Kafka’s work The Metamorphosis.
After researching various websites and informational texts on current countries in crisis, write a report that analyzes the human rights violations in that country by applying the Universal Declaration of Human Rights, providing evidence to clarify your analysis.
Examples of Researching Tasks
What Skills?
Task engagement Task and rubric
analysis Pre-reading Active reading Note taking Bridging conversations Initiation of task Planning Development Revising and editing
Skill Clusters
Teacher can delete skills that won’t be covered in the module
For each skill that appears in the module, there must be a mini-task that teaches and reinforces that skill
Adding Skill Cluster for Science
You have the freedom to create your own skills cluster
In the Building Bridges module, a “Active Reading Through Research” skills cluster was created
The cluster included skills necessary to gather background information in a variety of formats: Journal article Documentary Hands-on activity
Cluster was created because the skills I felt were necessary for scientific investigations were not addressed in the LDC templates-this solved my problem
What Instruction?
Mini-tasks=lessons aligned to each skill
2 types: Focuses on
literacy skills Focuses on
content
Mini-Tasks
The Teacher Decides How to Teach the
Skills
Graphic organizer
s?
Writer’s notebook
?
Outlines?Cornell note
taking?
Templates?
The Mini-Tasks
More Freedom!
Align to skills Skill: Mini-task (one to one ratio) Teacher designed-you teach the
skill the way you want Use your existing lessons and
develop new ones that align to skills and CCSS
Serve purpose of increasing capability of students to complete the teaching task
The Mini-Tasks: Align to CCSS
What types of lessons are CCSS compliant?
Require some sort of reading/writing Short quick-writes Read and respond (text-dependent questions) Generate ideas Prep questions for Socratic seminar
Rigorous-require reading higher levels of text with complex vocabulary
To address speaking & listening standards: can include presentations, Socratic seminars, discussions, etc.
Include communication with peers (i.e. peer editing, feedback, etc.)
What does a mini-task look like?
Skill Cluster
Type of task
Length
Expectations
How task was taught
Accommodations
What Results?
Requires reading the texts to complete
Can be assessed using the LDC rubric
Serves the purpose of the teaching task (does it answer the essential question?)
The ProductCharacteristics of a Good Product
This is the major writing product that is constructed after completing mini-tasks
Depends on which template task was used
Essay, lab report, editorial, abstract, proposal-whatever the teacher chose
Templates allow students to stay organized
Gives students a vision of how to format final product
If you don’t provide scaffolded guidance, then they will invent their own format
Consider providing a template
What Results?
The Rubric-Cannot be Changed
*Students need to be exposed to the rubric before writing the product
Option: The Writer’s Notebook
Some teachers elect to create a writer’s notebook-contains all mini-tasks
For science modules, these are similar to science notebooks
Also includes room for notes & initial drafts
• Implements the Common Core State Standards seamlessly
• Teacher retains creative rights to his or her instruction
• Lessons are planned, outlined, and prepared for at least 2 weeks of instruction and student work
• Builds relationships between students and teachers and raises the bar of cognition
Literacy Design Collaborative in a Nutshell
Funding for LDC