1. How Does the Literacy Design Collaborative
Support Common Core?
Dale Scott
Lori Locklear
PSRC Curriculum Specialists

2. What is LDC?
• The Literacy Design
Collaborative is an initiative
supported by the Bill and
Melinda Gates Foundation
• The Literacy Design
collaborative was built upon
Common Core Standards.
• LDC merges CCSS literacy
standards with important
subject/content areas

3. 3 Main Lenses……

4. Why LDC?
• LDC work is centered around
best practices in reading and
writing instruction
• All students are prepared for
career or college
• Differentiated Instruction
(extended option)

5. What should a
CCSS/LDC classroom look like?
• Learner-centered
• Students working collaboratively
• All classrooms use literacy as a
tool for learning
• Process more important than product
• Shared decision making
• Opportunities for innovation
• Assessments take the form of observations
conferences, daily
work, writing, self-assessments
• Integration of Curriculum

6. Combatting Women’s Rights

7. “Combating” Women’s Rights”
ARGUMENTATIVE
Description: While women’s rights are in a continual state of
metamorphosis, women have continued “combating” the gender
norms of society for centuries. American women, specifically, first
publically denounced the treatment of their gender in Elizabeth
Caddy Stanton’s “Declaration of Sentiments” that parodied the
Declaration of Independence, and in turn, created a satirical
masterpiece for ages to come. This masterpiece is a centerpiece of
today’s most provocative question in women’s rights: Should
women be allowed to fight in combat?
Task 2: [Insert question] After reading ________ (literature or
informational texts), write _____ (essay or substitute) that
addresses the question and support your position with evidence
from the text(s). L3 Give examples from past or current events or
issues to illustrate and clarify your position.
(Argumentation/Analysis)
Should women be allowed to fight in combat? After reading
primary and secondary sources pertaining to the history of
women’s rights, as well as the pros and cons of women in the
military, and specifically, in combat, write a speech for or against
women’s right to fight in combat.

8. Personal Influences
•

9. “Personal Influences”
INFORMATIONAL
Description: This module will show how individuals positively or
negatively affect society. After reading the selected texts, students
will analyze four speeches and an article to write an editorial.
Template Task 21, L3
Task 21: [Insert question] After reading ________ (literature or
informational texts), write a/an ________ (report, essay or
substitutes) that addresses the question and analyzes ________
(content), providing examples to clarify your analysis. L3 Identify
any gaps or unanswered questions. (Informational or
Explanatory/Analysis)
How can one individual make a difference? After reading
Martin Luther King’s speech, “I Have a Dream”, Patrick
Henry’s speech “Give Me Liberty or Give Me Death”, Time
Magazine World article, “When Terror Loses Its Grip”, an
excerpt from a speech given by Osama Bin Laden on
October 30, 2004, and Marc Antony’s speech in
Shakespeare’s Julius Caesar, write a guest editorial that
addresses the question and analyzes the effects of
positive and negative influences on society.

10. 5 Strategies for Close Reading
1. Number the
Paragraphs
•
CCSS requires citing and/or
referring to the text.
Numbering allows for easy
reference. Number on the lefthand side.
2. Chunk the Text • Breaking up a text makes it
more manageable for
students. Draw lines if
necessary. You can even
group paragraphs or stanzas.
Doesn’t matter how…just be
able to justify why. (Intro. &
Thesis, Pros, Cons., etc.)

11. 5 Strategies for Close Reading
3. Underline and • Be Specific! Underline
Circle with a
“imagery” or “figurative
Purpose
language”. Circle “key
terms”, “powerful verbs”,
etc.
4. Left Margin • In 10 words or less,
summarize what the
author is SAYING.
• Using a power verb
(describing, illustrating,
5. Right Margin
arguing, comparing,
etc.), describe what the
author is DOING.

12. Transition Activity: Synthesis
Synthesis Organizer: Bringing it all together
In college, you will be expected to analyze a variety of individual
resources both print (texts) and non-print (film); however, the
analysis of these resources is just the beginning. The culminating
ability for critical thinking is exhibited when you are able to
synthesize--take those various resources and bring them back
together in a product (paper, speech, PowerPoint, etc.), along with
your interpretation of them into a single belief or philosophy that is
supported through evidence.
Directions
Using the following Synthesis Chart, revisit each text, film, or
news report we analyzed in class. Make note of any information
through quotes or paraphrases that you might use to support your
answer to the following task question:
_________________________________________________________
_________________________________________________________
_________________________________________________________
Once you have collected this information, write a sentence/thesis
answering the task question referring to the topic as well as
stating your reason(s) for your claim/opinion/belief.

13. Class Resources
READINGS
Quotes or Paraphrased
Information and
Page Number
Resource #1 Title and
Publication Information:
Resource #2 Title and
Publication Information:
THESIS STATEMENT (W/LISTED POINTS OF REASONS
WHY):
________________________________________________
________________________________________________
________________________________________________
________________________________________________
______________________________________________

14. Embedding Curriculum
Maps into LDC Modules

15. Curriculum Map
Strand: Reading for Informational Text
Domain: Key Ideas and Details
Mathematical Practice(s): Construct viable
Level of Thinking: Evaluate
arguments and critique the reasoning of
others.
Anchor Standard: 1. Read closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
Grade Specific Standard: RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Information Technology Standard: HS.TT.1.2 Use appropriate technology tools and other resources to organize information.
Clarifying Objectives: Require students to reference text in order to support analysis and inferences from text.
Task Analysis
Vocabulary
Time and Sequence
Review:
• • Recognize literary
• Cite
Weeks: 1-3
terms related to
• Infer(ences)
nonfiction.
• Analyze
Weeks: 4-6
• Identify textual
• Explicit
evidence.
• Evidence
Weeks: 7-9
• Determine the
• Strong
purpose of the text.
• Thorough
Weeks:10-12
• Examine author’s
purpose within a text,
Instruct:
Weeks: 13-15
focusing on diction,
• Connotation
syntax, denotation,
• Denotation
Weeks: 15-18
connotation, bias,
• Syntax
propaganda
• Voice
techniques, theme,
• Oxymoron
organization and
• Euphemism
structure of the text.
• Bias
Instructional Resources: Classroom Edition of the Wall Street Journal
www.kellygallagher.org
http://academics.keene.edu/tmendham/documents/AdlerMortimerHowToMarkABook_20060802.pdf
http://www.criticalthinking.org/pages/critical-thinking-the-art-of-close-reading-part-one/509
Notes and Additional Information:

16. LDC Impact on Student
Learning and
Accountability
• LDC reflects the depth in rigor of
the CCSS
• Rigorous assignments prepare
students for the “new”
assessments
• Students are challenged to think
at higher levels (DOK)-Levels 2,
3 and 4 emphasis

17. Training
•SREB Consultants
•In-House Training via Curriculum
Specialists
•Buddy Teachers
•Ongoing County-wide Training (moved
from High to Middle Schools)
Buy-In to the LDC Approach
•Common Core Correlated, specifically
reading and writing standards
•Administrator Value

18. Questions